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RH.11-12.7Common CoreELALiteracy in History/Social StudiesGrades 11-12

RH.11-12.7: Integrating and Evaluating Sources to Answer a Question

In plain English: RH.11-12.7 is the Common Core literacy standard for history that asks students in grades 11-12 to integrate and evaluate multiple sources presented in diverse formats and media, such as charts, tables and written accounts, in order to address a question or solve a problem. Students build one answer from all the sources while judging how far each can be trusted. It is usually taught in U.S. or World History.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Common Core State Standards for English Language Arts & Literacy · Domain: Reading Standards for Literacy in History/Social Studies 6-12 · Cluster: Integration of Knowledge and Ideas · Official standard

01

Lesson Plan

60-75 min

Overview

Students integrate and evaluate several sources in different formats, written accounts, tables of figures and charts, to address one historical question: What ended yellow fever in Havana in 1901? Integrating means building one answer from all the sources, so that a table tests an author's claim and a text explains a pattern in a table. Evaluating means judging each source for this question: who made it and when, what it can and cannot show, how it was produced, and whether it agrees with the others. The lesson gives students a routine for any question and any set of sources: pose the question precisely, test each claim against the other formats, weigh each source's strengths and limits, and answer with a conclusion no stronger than the evidence allows.

For well over a century before 1901, yellow fever had killed people in Havana every year. American officials who governed the city after the war of 1898 first cleaned it, on the belief that the disease came from filth; deaths rose. In 1900 an Army board under Walter Reed tested the theory, proposed by the Cuban physician Carlos Finlay, that a mosquito carried the disease, and in 1901 the city's health officer, William Crawford Gorgas, turned his department against the mosquito. Students weigh Gorgas's own account (Sanitation in Panama, 1915), the death tables he printed, two charts drawn to scale from them, and the account of a journalist, Willis J. Abbot (1913). The quiz follows the question to Panama, where Gorgas tried to repeat the Havana work in 1904 and 1905, and the homework evaluates two sets of numbers: estimates of French deaths in the 1880s and Gorgas's calculation of what sanitation saved.

Learning Objectives

By the end of this lesson, students will be able to:

  • Integrate written accounts, tables and charts into one answer to a historical question, citing each source
  • Test an author's claim against a table or chart, and a pattern in a table against an author's explanation
  • Evaluate each source's usefulness for the question: its origin, its purpose, what it can show and what it cannot
  • Recognize when sources cannot separate possible causes, and state a conclusion no stronger than the evidence
  • Check an author's calculation and identify which of its numbers are measurements and which are assumptions

Prior Knowledge Required

Students should already be comfortable with:

  • Integrating quantitative or technical analysis, such as charts and research data, with analysis of a written text RH.9-10.7
  • Evaluating an author's premises, claims and evidence by corroborating or challenging them with other information RH.11-12.8
  • Reading a bar chart's scale and computing a difference, a ratio and a percent change
  • Basic background: Spain lost Cuba in the war of 1898, and the U.S. Army governed the island from January 1899 until May 1902; the United States later built the Panama Canal (1904-1914) where a French company had failed in the 1880s

Lesson Procedure

60-75 minutes of class time across 5 phases.

  1. Warm-Up5-10 minutes

    Read the prompt aloud and give students three minutes to write. The situation is invented for this warm-up.

    Warm-Up Prompt

    "A school installs new water fountains in September and starts a hand-washing campaign in October. By December, absences for illness are down by half compared with last year. The principal's newsletter says the fountains did it. You have the newsletter, the attendance table and a nurse's log. What would you check in each source before you agreed? What could none of them tell you?"

    Collect answers. Students usually notice that the two changes happened together, that last year may have had an unusual illness, and that the principal chose the fountains. Name the skill: RH.11-12.7 asks students to integrate sources in different formats and media (words, numbers, visuals) and to evaluate them, in order to address a question or solve a problem. The question comes first; the sources are judged by how well they answer it.

  2. Direct Instruction20 minutes

    Part 1: The question and the first sources. Write the question on the board: What ended yellow fever in Havana in 1901? Read T1, Gorgas's account of the cleanup, and show Table 1 and Diagram 1. Gorgas was not a neutral observer: he ran the health department whose work he describes, and he wrote in 1915, after his success in Panama had made him famous. Black vomit (T3) is a period name for a late symptom of yellow fever, vomiting of digested blood; non-immune means a person who has never had the disease, since one attack gave lasting protection.

    Being immune to yellow fever, I made application to go with the troops that took possession of Havana. We arrived there in December, 1898. The military authorities concluded that this was the opportunity which the United States had been awaiting for the past two hundred years. Thinking that yellow fever was a filth disease, they believed that if we could get Havana clean enough, we could free it from yellow fever. It was felt that if we could eliminate Havana as a focus of infection, the United States would cease to be subject to epidemics. This meant so much to the United States, financially and otherwise, that the authorities determined to make all other efforts secondary to this sanitary effort.

    The city was cleaned as well as it was possible to cleanse it. This remark applies as well to the private premises as to the public highways. Energetic and capable Army officers were placed at the head of various municipal departments, and these departments were thoroughly organized and made as efficient as possible. By the middle of the year 1900 all the city governments were perfectly organized, and were accomplishing all that it was possible for them to accomplish. I believe that Havana was cleaner than any other city had ever been up to that time.

    The health regulations of the Sanitary Department, such as the isolation and care of yellow-fever patients, were thoroughly and carefully carried out. But in spite of all this work and care, yellow fever had been steadily growing worse ever since we had taken possession of the city, and in 1900 there were a greater number of cases than there had been for several years. The Cubans twitted us with the fact that all our cleaning up and expenditure not only had not bettered things, but had even made them worse. They called attention to the fact that the very cleanest and best kept portions of the city were by far the worst sufferers from yellow fever, and the evidence was so staringly before our eyes that we had to acknowledge the truth of what they said.

    The health authorities were at their wits’ end. We evidently could not get rid of Havana as a focus of infection by any method we then knew.

    William Crawford Gorgas, Sanitation in Panama, chapter I: cleaning Havana, 1898-1900 (four consecutive paragraphs) (1915). Public domain (published 1915). Source text.
    Table 1. Deaths from yellow fever in the city of Havana, 1890-1901, as printed by Gorgas (Sanitation in Panama, 1915, chapter VI). The figures are deaths recorded in the city, not cases.
    Year189018911892189318941895
    Deaths308356357496382553
    Table 1 (continued), 1896-1901. American troops took control of Havana in December 1898 and January 1899.
    Year189618971898189919001901
    Deaths1,28285813610331018
    • Testing a written claim against the table (T1 paragraph 3, Table 1)

      T1: "yellow fever had been steadily growing worse ever since we had taken possession of the city, and in 1900 there were a greater number of cases than there had been for several years." Table 1: 136 deaths in 1898, 103 in 1899, 310 in 1900; 1,282 in 1896 and 858 in 1897.

      Result: The table supports only part of the first half: deaths fell from 136 in 1898 to 103 in 1899, the first year of American control, and then roughly tripled in 1900 (310 / 103 is about 3.0), so the rise was sharp but not "steadily" from the start. The second half is harder to check. Gorgas speaks of cases, and the table counts deaths; measured in deaths, 1900 was worse than 1898 and 1899 but far below 1896 and 1897. Integrating the two sources narrows the claim to what both support: yellow fever rose sharply during the cleanup, even though 1900 was not the worst year of the decade.

    • Evaluating the table itself (Table 2)

      Table 2 prints each year's months and a total. For 1897 the months are 69, 24, 30, 71, 83, 174, 168, 102, 56, 42, 26 and 8, and the printed total is 858.

      Result: The months add to 853, five fewer than the printed total; the other four years add up exactly. A small error in a printed table does not change the pattern, since 853 and 858 tell the same story, but it shows why a careful reader checks totals before building an argument on them, and why a table is a source with a maker, not a window on the facts. For an answer about 1901, the monthly figures matter more than the annual totals, because they show when in the year the deaths fell.

    Table 2. Deaths from yellow fever in Havana by month, 1897-1901, as printed by Gorgas (chapter VI). The bottom row is the total as printed. Directly below the table Gorgas writes: "In February, 1901, the measures above described were begun."
    Month18971898189919001901
    January697187
    February241095
    March302141
    April711200
    May834020
    June1743180
    July168162301
    August1021613492
    September563418522
    October422625740
    November261318540
    December81322200
    Total (printed)85813610331018
  3. Guided Practice15 minutes

    Read T2 and T3, Gorgas's account of the experiments of the Army board led by Walter Reed at Camp Lazear, near Havana, in late 1900, and T4, his account of the measures his department began in February 1901. Stegomyia was the name then used for the yellow-fever mosquito, today called Aedes aegypti; larvae are young mosquitoes, which live in water before they fly. Show Diagram 2. Pairs answer two questions before the class works the examples: What exactly did each experiment test? What did the department do in 1901, and in what order?

    He had a small frame house built, fourteen by twenty feet, well screened-in with wire netting, so that mosquitoes could not get in or out. This building he had divided into two compartments by a partition extending down the center, made of wire netting, and it was known as the infected mosquito building. It was well ventilated. Most persons at this time believed that in some way the air conveyed yellow fever. Dr. Reed wished to show that this was not the case.

    He put two non-immunes in this building, one in each room. These two men breathed exactly the same air, and had exactly the same surroundings, with one single exception which I will in a moment point out. But they were entirely separated by the wire netting. He let them live and sleep in these rooms for several days, so as to demonstrate that there was no yellow-fever infection in the building. He then put fifteen infected stegomyia in one of the rooms; left the man in this room for thirty minutes, announcing that the room was now infected. He took the man out of this infected room, but left in the other room two men on the other side of the wire netting. He stated that the man who had stayed thirty minutes in the infected room would come down with yellow fever within three or four days, and that the other men, who were only separated from him by wire netting, and who breathed and were surrounded by exactly the same air, would not get sick.

    He explained that the only difference between the two rooms was that in the infected room, infection had been brought about by liberating there fifteen stegomyia mosquitoes which had previously bitten patients sick of yellow fever. The man from the infected room was on the afternoon of the same day again placed in this room for twenty minutes, and on the following day he was a third time put in the room for fifteen minutes. On the first visit he was bitten by seven mosquitoes; on the second, by five; on the third, by three. At the end of the fourth (Christmas) day, Reed showed the man from the infected room down with yellow fever, and the men who had lived and slept in the other room, separated only by wire netting, perfectly well. He called attention to the fact that the only difference in the exposure of these men was that the sick man had been in a room for thirty minutes, with fifteen infected stegomyia mosquitoes. He claimed that this was a demonstration that the female stegomyia mosquito could transmit yellow fever, and that the atmosphere alone could not. Many of the visitors to Dr. Reed’s camp were clinically familiar with this disease, and the case was sufficiently marked to be easily recognized by all as being a case of yellow fever.

    Dr. Reed then announced that he would disinfect the room so that it would no longer give yellow fever. When it was prepared, he again placed a non-immune in each room, left them there for several days, and they remained perfectly well. He explained that he disinfected the room by simply catching all the stegomyia mosquitoes which he had formerly liberated in the room.

    William Crawford Gorgas, Sanitation in Panama, chapter III: the infected mosquito building (four consecutive paragraphs) (1915). Public domain (published 1915). Source text.

    This demonstration made a very profound impression. Many, however, still urged that while it was evident that the female stegomyia mosquito could convey yellow fever, it was equally evident from the history of epidemics of this disease that it could be and was generally conveyed in other ways, such as soiled clothing, bedding, the bodies of yellow-fever dead, persons sick of the disease, etc.

    Dr. Reed had a small house built, made almost air-tight and with scarcely any ventilation. This building was known as the infected-clothing building, and was purposely so constructed as to exclude anything like efficient ventilation. It was placed on the opposite side of a small valley, about eighty yards from the infected mosquito building, and they were both about seventy-five yards distant from the camp proper. Both houses were provided with wire screen windows and double screen doors, so that mosquitoes could be kept without or within the building, as the experimenter might desire.

    In this building he placed material obtained from Las Animas, the yellow-fever hospital of the Health Department of Havana; mattresses on which yellow-fever patients had died, soiled by their excreta and discharges; sheets, pillows and pillow-cases stained with black vomit; the pajamas which patients had worn at the time of their death. It was Dr. Reed’s desire to have this material infected if it were possible to become infected in this way. Dr. John W. Ross, the superintendent of Las Animas Hospital, therefore gave the matter his personal attention, saw to the packing of this material in chests for transportation to Camp Lazear, and before the chests were closed, had basins of black vomit and other excreta from yellow-fever patients poured over the contents of the chest. If there were any possibility of such material becoming infected, infection certainly would have followed such procedure.

    Dr. Reed had this material opened up and spread out in the close room I have described. He called for volunteers to sleep in this room. Dr. R. P. Cook of the Army, and several soldiers quickly responded. These men put on the pajamas soiled as described, and slept on the mattresses and bed clothing soiled beyond description. For a period of twenty days they spent the nights in this building, but for the sake of general health were allowed to go out during the day. All the men remained perfectly well, and no case of yellow fever was developed from such exposure.

    This set of experiments was generally accepted as proving that yellow fever was conveyed from man to man by the mosquito alone, and that it was not transmitted in any other way. A great many persons, however, were still skeptical. The experimental camp had been named “Lazear” in memory of Dr. Lazear, a member of the Board, who had died a few months before of yellow fever, contracted while prosecuting this work.

    William Crawford Gorgas, Sanitation in Panama, chapter III: the infected-clothing building (the five paragraphs that follow T2) (1915). Public domain (published 1915). Source text.

    The Army Board had demonstrated that the mosquito, to become infected, had always to bite some patient with yellow fever within the first three days of his disease. It was evident, therefore, that if we could prevent this being done in every case of yellow fever in Havana, the disease would disappear. This measure alone would be sufficient for eliminating yellow fever.

    [...]

    From our general knowledge of the life history of all species of mosquitoes, we knew they had to spend eight or nine days in a larval stage, and that while in this larval stage they lived in water. Therefore, collections of water were necessary for the development of the mosquito. The stegomyia mosquito we knew preferred clear, clean water, such as is supplied by the various collections of rain water needed for domestic purposes. The city of Havana had pipe water over only a small portion of its area. By far the larger portion of the population obtained its water supply from rain water stored in cisterns, tanks and receptacles of all kinds. We resolved to stop mosquito-breeding in all such places.

    [...]

    It is very surprising and impressive to see how rapidly such a system will free a city of mosquitoes, and how after a few months of such work you cease to be annoyed by them. In yellow-fever work this system of destroying mosquito larvæ is the essential; everything else is secondary to it. In the built-up portions of a city such as Havana, caring for the cisterns, water barrels and containers is the essential work, but as you approach the suburbs, pools and puddles become more frequent, and this character of mosquito breeding-places becomes more important than containers. Wherever possible these breeding-places should be drained, though oiling in this class of work has a very useful field. In the suburbs, in these pools and puddles, the anopheles, the malarial mosquito, becomes common and this disease has to be looked after. We had fifty men engaged in this work, under a different set of inspectors from those doing the stegomyia work. This was made necessary, as the men doing the anopheles work were occupied almost entirely in the suburbs of the city. The details I will describe in another place.

    William Crawford Gorgas, Sanitation in Panama, chapter V: the measures of 1901 (three paragraphs; two omissions marked [...]) (1915). Public domain (published 1915). Source text.
    • Evaluating an experiment as evidence (T2 paragraphs 2-4)

      T2: two non-immunes "breathed exactly the same air," separated only by wire netting; fifteen infected mosquitoes were released in one room; the man there was bitten "by seven mosquitoes; on the second, by five; on the third, by three," and by "the end of the fourth (Christmas) day" he had yellow fever, while the men in the other room stayed "perfectly well." After the mosquitoes were caught, two more non-immunes stayed in the room and "remained perfectly well."

      Result: The design is strong because it changes one thing: same building, same air, and only one room has infected mosquitoes (7 + 5 + 3 = 15 bites). It also runs the test backward: remove the mosquitoes and the room is safe. Its limits are just as clear: the main trial has one sick man, and Gorgas is retelling it, not reporting it; he even says first that there was one man in each room and then that "two men" stayed in the other. The experiment shows that mosquitoes can carry yellow fever. It cannot, by itself, show what ended the disease in a city of 250,000.

    • Month by month: comparing the same season (Table 2, Diagram 2)

      Table 2: July-December 1900: 30, 49, 52, 74, 54 and 20 deaths. July-December 1901: 1, 2, 2, 0, 0 and 0. January-February 1901: 7 and 5. Gorgas's sentence below Table 2 dates the start of the measures to February 1901.

      Result: In every year of Table 2 before 1901, deaths were far fewer from January to April than from July to October, so the fair comparison is season against season. July-December 1900 had 30 + 49 + 52 + 74 + 54 + 20 = 279 deaths; the same months of 1901 had 5, a drop of about 98 percent. January and February 1901, before the measures began, look like January and February 1900 (12 against 17). The chart and the table together place the collapse in the first yellow-fever season after the measures began, which is the pattern the mosquito explanation predicts.

    • When the sources cannot separate the causes (T4, Table 2)

      T4 paragraph 1: preventing mosquitoes from biting patients "alone would be sufficient for eliminating yellow fever." Paragraph 2: "We resolved to stop mosquito-breeding in all such places." Paragraph 3: "this system of destroying mosquito larvae is the essential; everything else is secondary to it."

      Result: In 1901 the department screened patients, fumigated houses and destroyed larvae at the same time, so Table 2 can show that the combination worked but not which part did the work. T4 even contains two claims that pull against each other: one measure "alone would be sufficient," and another is "the essential." Which measure mattered most is a judgment the Havana figures cannot settle, and a strong answer says so.

  4. Independent Practice15-20 minutes

    Students read T5, T6 and T7. T5 returns to Havana in February 1901; T6 and T7 follow the question to Panama City, where Gorgas became chief sanitary officer in 1904, and where yellow fever broke out among canal workers in 1905. The Isthmian Canal Commission ran the American project from Washington; John F. Wallace was its chief engineer in 1904-1905. Insect powder is dried pyrethrum flowers, burned to stun or kill insects. Students add each source to their evaluation grid from Activity 1, then take the quiz, which uses T5-T7 with T1-T4, the tables and the diagrams.

    At this time, February, 1901, I was health officer of the city of Havana. The efforts of the Department had been concentrated for more than two years previous upon controlling yellow fever in that city. Not only had we met with no success, but yellow fever was actually worse than when we commenced work. Ample funds and power had been given us by General Wood, the military governor, and we had by far the best and most efficient sanitary organization of whose existence, either before or since that time, I have any knowledge.

    When the work of the Reed Board began to point to the mosquito as the conveyor of yellow fever, the Sanitary Department of Havana was at its wits’ end and was glad to receive this discovery as a means of possible help. I, as health officer of Havana, had nothing to do with the work of the Reed Board in any way whatever, except that I was a very interested spectator and kept in close touch with the work as it developed. We assisted the Board in every way that we could. All the hospitals in the city were under our control, so that we were enabled to furnish them ample clinical material.

    Neither the Reed Board nor any of its members had anything to do with the practical working out of the methods whereby their theory was demonstrated, and by means of which yellow fever was finally eliminated from Havana. These methods were first originated and worked out by the Sanitary Department of Havana during the year 1901. They have since been copied and successfully applied in many parts of the world where yellow fever formerly prevailed.

    William Crawford Gorgas, Sanitation in Panama, chapter IV: the Sanitary Department and the Reed Board (the first three paragraphs) (1915). Public domain (published 1915). Source text.

    As I have mentioned in a former chapter, when we got through at Havana, we all thoroughly believed that the great virtue of our work there lay in the killing of infected mosquitoes by fumigation. So when we commenced work in the city of Panama, we relied principally upon this method. We carried fumigation in Panama, however, much further than we had ever dreamed of doing at Havana. Beside carrying out the method which we had developed at Havana of fumigating the house where a case of yellow fever had occurred, together with all the contiguous houses, we adopted the following plan.

    Panama compared with Havana was a very small town. Havana in 1904 had a population of 250,000; Panama, about 20,000. Instead of waiting for the slow process of fumigating the house where a yellow-fever case occurred, with the contiguous houses, and thereby killing the infected mosquitoes concerned in that particular case, we ought to be able, we said, in a small town like Panama to fumigate every house in the city within a comparatively short time, and thereby get rid of all the infected mosquitoes at one fell swoop.

    This would certainly have been the result if our premises had been correct, namely, that it was the fumigation that had caused the disappearance of yellow fever at Havana. With this object in view, we commenced at one end of the city and fumigated every building. It took us about a month to get over the whole town. Cases of yellow fever still continued to occur after we had finished. We therefore went through the procedure a second time. Still other cases occurred, and we went over the city a third time. We used up in these fumigations in the course of about a year some hundred and twenty tons of insect powder, and some three hundred tons of sulphur. These quantities of material give some idea of the amount of fumigation.

    This draft of one hundred and twenty tons of insect powder represented the whole supply of the United States for a year, and we actually used up at Panama all the insect powder that could be found in the market of the United States.

    [...]

    During the fall of 1905 yellow fever rapidly decreased, and by November, the last case of this disease had occurred in Panama. This fact quieted alarm on the Isthmus, and gave the sanitary officials great prestige, not only among the now large body of Canal employees, but also among the native population living on the Isthmus.

    William Crawford Gorgas, Sanitation in Panama, chapter XI: fumigating Panama City, 1904-1905 (four paragraphs, then one later paragraph after the mark [...]) (1915). Public domain (published 1915). Source text.

    No man suffered more from this sort of official delay and stupidity than did Col. Gorgas. If any man was fighting for life it was he--not for his own life but that of the thousands who were working, or yet to work on the canal. Yet when he called for wire netting to screen out the malarial mosquitos he was rebuked by the Commission as if he were asking it merely to contribute to the luxury of the employees. The amount of ingenuity expended by the Commission in suggesting ways in which wire netting might be saved would be admirable as indicative of a desire to guard the public purse, except for the fact that in saving netting they were wasting human lives. The same policy was pursued when appeals came in for additional equipment for the hospitals, for new machinery, for wider authority. Whenever anything was to be done on the canal line the first word from Washington was always criticism--the policy instantly applied was delay.

    [...]

    At the moment that cable message was sent Panama was shuddering in the grasp of the last yellow fever epidemic that has devastated that territory. Perhaps had Col. Gorgas secured his wire netting earlier, or Wallace’s appeals for water pipes met with prompter attention it might have been averted. But in that May and June of 1905 the fever ravaged the town and the work camps almost as it had in the days of the French. There had been, as already noted, some scattered cases of yellow fever in the Zone when the Americans took hold, but they were too few and too widely separated to cause any general panic. The sanitary authorities however noted with apprehension that they did not decrease, and that a very considerable proportion were fatal. It was about this time that the Commission was snubbing Col. Gorgas because of his insatiable demands for wire screening. In April there were seven cases among the employees in the Commission’s headquarters in Panama. Three died and among the 300 other men employed there panic spread rapidly. Nobody cared about jobs any longer. From all parts of the Zone white-faced men flocked to the steamship offices to secure passage home. Stories about the ravages of the disease among the French became current, and the men at work shuddered as they passed the little French cemeteries so plentifully scattered along the Zone.

    Willis J. Abbot, Panama and the Canal in Picture and Prose, on the Commission's delays and the epidemic of 1905 (two paragraphs; omission marked [...]) (1913). Public domain (published 1913). Source text.
  5. Closure5-10 minutes

    Exit ticket: On an index card, answer the lesson's question in two sentences. Name the one source you relied on most and one limit of that source.

    Teacher note on the sources and their language: Gorgas and Abbot are quoted exactly as printed in 1915 and 1913, including period spellings (larvae printed as larvæ) and period names for the disease. Both books use dated racial terms, and Abbot's also contains slurs and demeaning descriptions of Black laborers, in passages not printed here; one clause in T8 that uses a dated term for Black laborers is cut and marked [...], and its content is summarized in the text's note. The page does not reproduce slurs. Both authors wrote to praise the American work: Gorgas was its leader, and Abbot's book celebrates the canal. Remind students that the idea of mosquito transmission came from the Cuban physician Carlos Finlay, whom the Reed board credited, and that the volunteers in the experiments risked their lives; one board member, Jesse Lazear, died of the disease.

    Homework passages. T8 gives several estimates of French deaths in the 1880s, and T9 is Gorgas's calculation of what sanitation saved during the American construction. Use them for the homework problems.

    Col. Gorgas tells of a party of eighteen young Frenchmen who came to the Isthmus, all but one of whom died within a month. The Mother Superior of the nursing sisters in the French hospital at Ancon lost by fever twenty-one out of twenty-four sisters who had accompanied her to the Isthmus.

    How great was the total loss of French lives can only be guessed. The hospital records show that at Ancon, 1041 patients died of yellow fever. Col. Gorgas figures that as many died outside the hospital. All the French records are more or less incomplete and their authenticity doubtful because apprehension for the tender hopes and fears of the shareholders led to the suppression of unpleasant facts. The customary guess is that two out of every three Frenchmen who went to the Isthmus died there. Col. Gorgas, who at one time figures the total loss during the French régime at 16,500, recently raised his estimate to 22,000 [...]. Little or no effort was made to induce sanitary living, as under the Americans, and so ignorant were the French--as indeed all physicians were at that time--of the causes of the spread of yellow fever, that they set the legs of the hospital beds in shallow pans of water to keep the ants from creeping to the beds. The ants were stopped, but the water bred hosts of wrigglers from which came the deadly stegomyia mosquito, which carries the yellow-fever poison from the patient to the well person. Had the hospital been designed to spread instead of to cure disease its managers could not have planned better.

    Willis J. Abbot, Panama and the Canal in Picture and Prose, on French losses in the 1880s (two consecutive paragraphs; one clause cut, marked [...]) (1913). Public domain (published 1913). Source text.

    Our Army in Cuba during the Santiago campaign had during the last two months of our stay there a constant sick rate of over six hundred per thousand. Undoubtedly, the French rate approximated this during their period of active work, and we can safely calculate that their constant sick rate was at least three hundred and thirty-three per thousand, or one-third their force.

    Our force during the ten years of construction averaged thirty-nine thousand men. If we had had a similar constant sick rate, we should have had thirteen thousand sick employees in our hospitals every day during the ten years of construction. As it was, we had only twenty-three per thousand sick each day, a total of nine hundred for the whole force; that is, we had about twelve thousand fewer men sick every day than had the French. This twelve thousand men per day saved from sickness must be credited to the sanitary work done on the Isthmus.

    Now let us consider the totals: We had an average of 900 men sick every day. For the year, this would give us 328,500 days of sickness, and for the ten years 3,285,000 days of sickness. If our rate had been 300 per 1,000, a very moderate figure compared with what it was under the French, we should have had 11,700 sick every day. For the year, this would have given us 4,270,500 days of sickness and for the ten years, 42,705,000, a saving of 39,420,000 days of sickness during this period. This saving must justly be credited to sanitation.

    It cost us about one dollar a day to care for a sick man on the Isthmus. The Commission cared for the sick free of charge. Every day, therefore, of sickness prevented on the Isthmus lessened the expense which the Commission had to bear by one dollar. The Commission was therefore saved by this sanitary work, if we consider the whole ten years of construction, $39,420,000.

    William Crawford Gorgas, Sanitation in Panama, chapter XXII: what sanitation saved (four consecutive paragraphs) (1915). Public domain (published 1915). Source text.

Differentiation Strategies

For Struggling Students

  • Give an evaluation grid with the columns already labeled (source, format, who made it and when, what it shows, one limit) and the first row filled in for T1
  • Provide a word bank: non-immune, stegomyia (the yellow-fever mosquito), larvae, fumigate, contiguous (next door), Commission, premise
  • Read Table 2 one column at a time and have students mark the three highest months of each year before comparing years

For Advanced Students

  • Find the Reed board's own report of 1901 ("The Etiology of Yellow Fever: An Additional Note") and compare its account of the mosquito building with Gorgas's retelling in T2
  • Read Carlos Finlay's 1881 paper on the mosquito theory in translation and explain why his earlier experiments did not persuade other doctors
  • Choose a present-day public health question and assemble three sources in different formats; write a one-page evaluation of which best answers it

Assessment Guidance

What to Look For

Strong work answers the question directly, uses at least three sources in at least two formats, and shows how they fit: a table tests a claim, an experiment explains a pattern, a later account interprets both. It evaluates as it integrates, naming who made each source, when and why, and what each cannot show, and it keeps the conclusion within the evidence (the measures of 1901 together, not one measure alone). Watch for four errors: summarizing sources one by one instead of answering the question; treating the author's own judgment as proof; comparing months from different seasons; and trusting a table without checking what it counts (deaths, not cases) or whether its totals add up.

02

Classroom Activities

3 Activities

1

The Evaluation Grid

20 minGroups of 3-4

Groups build a grid of the sources used in class: T1, T2, T3, T4, Table 1, Table 2, Diagram 1 and Diagram 2. For each, they record the format, who made it and when, what it can show about the question, one limit, and a rating from 1 (little use for this question) to 3 (essential).

Procedure

  • Fill one row per source; quote or cite the evidence for each entry
  • Rate each source for this question only: What ended yellow fever in Havana in 1901?
  • Draw an arrow between any two sources that test each other, and label it ("supports," "challenges" or "explains")
  • Circle the two sources the group would keep if it could keep only two, and write one sentence on why

Teacher Key

  • T1 (Gorgas, 1915, participant): shows the cleanup failed to stop the disease; limit: written by the official in charge, and he speaks of cases while the tables count deaths
  • T2 and T3 (Gorgas retelling the Reed board's work, 1915): two controlled tests of how the disease spreads; limit: very few subjects, and Gorgas was a spectator
  • T4 (Gorgas, 1915): lists the 1901 measures; limit: all began together, so the figures cannot show which measure mattered most
  • Tables 1 and 2 (Gorgas's figures from city death records): show when deaths fell; limits: deaths, not cases, and one printed total (1897) does not match its months
  • Diagrams 1 and 2 (drawn for this page from the tables): make the timing visible; limit: they show only what the tables show, and the dashed lines are placed by dates given in the sources
  • A strong pair to keep: Table 2 (the timing) with T2 (the mechanism); accept any pair defended with evidence

Discussion Questions

  • Which source did your group rate highest, and would it be as useful for a different question, such as "Were the Reed board's volunteers treated fairly?"
  • Six of the eight sources come from one man, and the two diagrams are drawn from his tables. How should that change your confidence?
  • Is a chart drawn from a table a separate source? What does it add?

Variation for a Shorter Class

Give each group only four rows, T1, T2, Table 2 and Diagram 2, one written account, one experiment, one table and one chart.

2

Timeline of Evidence, December 1898 to December 1901

15 minPairs

Pairs draw a timeline from December 1898 to December 1901 and place on it the events from T1, T2 and T4 above the line and the monthly deaths from Table 2 below it. They then answer: Did the deaths fall before or after the measures of 1901 began?

Procedure

  • Above the line: American troops arrive and the cleanup begins (T1); the mosquito building's first case on Christmas Day 1900 (T2); the measures begin in February 1901 (Table 2 caption)
  • Below the line: mark each month's deaths for 1899-1901 from Table 2 with a dot at the right height
  • Shade the months from July to November of each year, when deaths were highest
  • Write two sentences answering the question, citing one event and one number

Answer Key for the Teacher

  1. In 1899 and 1900, deaths were low from January to June and rose in the second half of the year (5 against 98 in 1899, 31 against 279 in 1900).
  2. The first season after February 1901 has almost no deaths: from March through December 1901 there were 6 in all, against 12 in January and February 1901.
  3. So the fall comes after the measures began and during the season when deaths had always risen, which supports a link but does not by itself prove which measure caused it.

Discussion Questions

  • Why is shading the yellow-fever season important before comparing months?
  • Where on the timeline would you place the evidence that 1898 and 1899 were already low years? What does it suggest?

Modification for English Learners

Give pairs the events on strips and the monthly figures on a printed number line, and have them place and label each item before writing, with the frame "Deaths fell ___ the measures began because ___."

3

A Brief for the Commission, June 1905

15 minGroups of 3

After the quiz, groups imagine they advise the Isthmian Canal Commission in June 1905, when yellow fever is spreading in Panama and some officials want Gorgas's mosquito program ended. Each group writes a one-page brief that answers one question, "Should the Commission keep the mosquito program?", and must use at least one written source, one table and one chart.

Procedure

  • State the recommendation in one sentence
  • Give the two strongest pieces of evidence from Havana, in two different formats, and say why each can be trusted
  • Name the strongest objection a skeptic in 1905 could raise from T6 or T7, and answer it
  • Say what the Commission should watch for in the next six months to know whether the program is working

Teacher Key

  • A strong brief recommends keeping the program and cites Table 2 or Diagram 2 (the collapse in the 1901 season) with T2 (a controlled test of mosquito transmission)
  • The strongest objection is T6: Panama was fumigated three times and cases continued. A good answer replies with Havana evidence that does not depend on fumigation, such as the controlled test in T2
  • What to watch: monthly case and death counts compared season to season, as in Table 2

Discussion Questions

  • Which piece of Havana evidence would have been hardest for a skeptic in 1905 to dismiss?
  • What does the Commission's position show about how decision-makers weigh evidence in a crisis?

03

Diagrams & Visual Aids

2 diagrams

Diagram 1: Yellow-Fever Deaths in Havana, 1890-1901

Deaths from yellow fever in Havana, 1890-1901 (Table 1) 0 200 400 600 800 1,000 1,200 1,400 308 1890 356 1891 357 1892 496 1893 382 1894 553 1895 1,282 1896 858 1897 136 1898 103 1899 310 1900 18 1901 U.S. cleanupfrom Dec. 1898 Mosquito workfrom Feb. 1901 Dashed lines: when each campaign began (T1; Table 2 caption). Years are equal slots; lines by month.
A bar chart drawn to scale from Table 1, Gorgas's yearly count of deaths from yellow fever in the city of Havana. The dashed lines mark when the two American campaigns began, placed by month within the year: the cleanup from December 1898 (T1) and the mosquito measures from February 1901 (Gorgas's sentence in the Table 2 caption). The chart shows deaths, not cases, and it shows timing, not causes.

Diagram 2: Yellow-Fever Deaths in Havana by Month, 1900 and 1901

Yellow-fever deaths in Havana by month, 1900 and 1901 (Table 2) 0 20 40 60 80 8 7 Jan 9 5 Feb 4 1 Mar 0 0 Apr 2 0 May 8 0 Jun 30 1 Jul 49 2 Aug 52 2 Sep 74 0 Oct 54 0 Nov 20 0 Dec 1901 measures begin in February (Table 2 caption) 1900 (total 310) 1901 (total 18)
Paired bars drawn to scale from Table 2: light bars for 1900, dark bars for 1901, with each month's deaths above its bar. The dashed line marks February, when the measures of 1901 began (Table 2 caption). In both years deaths are low in the cool months; the seasons that follow differ.

04

Homework Assignment

~30 min

RH.11-12.7 Homework: Weighing Estimates and a Calculation

Directions: Use T8, Abbot's account of French losses in the 1880s, and T9, Gorgas's calculation of what sanitation saved, both printed in the Closure phase of the lesson plan. Show every computation. Quote the words you use and give the text and paragraph number. Answer Problems 1-5 in 3-6 sentences each; Problem 6 is a paragraph.

Part 1: How Many Died Under the French? (Problems 1-3)

  1. List every figure or estimate T8 gives for French deaths, and say for each whether it is a count, an estimate built on a count, or a guess. Then compute how much Gorgas raised his estimate, as a number and as a percent of the first estimate.
  2. T8 says the French records are "more or less incomplete and their authenticity doubtful." Explain Abbot's reason for doubting them. Which of the figures in T8 rests most directly on records, and in which direction is it most likely to be wrong: too high or too low?
  3. T8's "customary guess" says that two of every three Frenchmen who went to the Isthmus died there. T9 says the French "constant sick rate was at least three hundred and thirty-three per thousand." Explain why these two figures measure different things and cannot be used to check each other.

Part 2: What Did Sanitation Save? (Problems 4-6)

  1. Redo Gorgas's calculation in T9 step by step, from the force of 39,000 men to the saving in dollars, and check each of his numbers. Then sort his inputs into two groups: numbers he measured during the American work, and numbers he assumed or estimated.
  2. In T9 paragraph 1, Gorgas says the French rate was "at least three hundred and thirty-three per thousand," but in paragraph 3 he calculates with 300 per 1,000. Recompute the ten-year saving in days of sickness using 333 per 1,000, keeping his other numbers. How much larger is the result, and why might Gorgas have chosen the lower rate?
  3. Write a paragraph of 150-250 words answering the question "Did sanitation save the canal's builders about $39 million in the cost of caring for the sick?" Integrate T9's calculation with T8's evidence about the French records and with one other source from the lesson, and evaluate how far the evidence supports Gorgas's figure.

Rubric

CriterionFull Credit (2 pts)Partial Credit (1 pt)No Credit (0 pts)
IntegrationCombines sources in different formats into one answer, showing how each tests or explains anotherUses several sources but treats them one at a timeUses one source
EvaluationJudges each source's origin, purpose and limits for this questionNames a limit without explaining its effectNo evaluation
Quantitative AccuracyComputations are correct and each number's meaning is stated (count, estimate, assumption)Minor error, or numbers used without saying what they areMajor errors or no numbers
ConclusionAnswers the question directly and no more strongly than the evidence allowsAnswers the question but overstates or hedges without reasonNo clear answer

05

Quiz: 20 Questions

Interactive, with answers

Instructions

The quiz uses T5, T6 and T7, printed in the Independent Practice phase of the lesson plan, with T1-T4, Tables 1 and 2 and Diagrams 1 and 2. Some questions need a calculator. Your score updates as you answer, and Reset quiz clears everything so you or your students can try again.

Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.

0 of 20 answered · 0 correct

  1. Question 1 of 20 · Multiple Choice

    According to T5 paragraph 1, what had the Havana health department's work achieved by February 1901?

  2. Question 2 of 20 · Multiple Choice

    In T5 paragraph 1, Gorgas says his department had "by far the best and most efficient sanitary organization" he had ever known. Why does this detail matter to his argument?

  3. Question 3 of 20 · Multiple Choice

    In T5 paragraph 3, Gorgas writes that "Neither the Reed Board nor any of its members had anything to do with the practical working out of the methods" that eliminated yellow fever. Why should a reader weigh this claim with particular care?

  4. Question 4 of 20 · Multiple Choice

    T5 paragraph 2 says Gorgas was "a very interested spectator" of the Reed board's work. How should this affect the way you use T2 and T3?

  5. Question 5 of 20 · Multiple Choice

    According to T6 paragraph 1, what premise did Gorgas's department carry from Havana to Panama?

  6. Question 6 of 20 · Multiple Choice

    Using the figures in T6 paragraph 2, about how many times as many people lived in Havana as in Panama in 1904?

  7. Question 7 of 20 · Multiple Choice

    In T6 paragraph 3, cases of yellow fever "still continued to occur" after Panama was fumigated a third time. What does Gorgas take this to show?

  8. Question 8 of 20 · Multiple Choice

    T4 calls destroying larvae "the essential," while T6 says that after Havana "we all thoroughly believed" fumigation had done the work. What best explains the difference?

  9. Question 9 of 20 · Multiple Choice

    How does Abbot's account of the 1905 epidemic (T7 paragraph 2) differ from Gorgas's in T6?

  10. Question 10 of 20 · Multiple Choice

    What kind of claim is Abbot's sentence "Perhaps had Col. Gorgas secured his wire netting earlier ... it might have been averted" (T7 paragraph 2)?

  11. Question 11 of 20 · Multiple Choice

    T7 reports that in April 1905 "there were seven cases among the employees in the Commission's headquarters in Panama. Three died." About what share of those cases died?

  12. Question 12 of 20 · Multiple Choice

    According to Table 1, Havana's yellow-fever deaths in 1901 were about what percent of the deaths in 1900?

  13. Question 13 of 20 · Multiple Choice

    Table 1 shows only 136 deaths in 1898 and 103 in 1899, before any mosquito work. Why does this matter for the lesson's question?

  14. Question 14 of 20 · Multiple Choice

    What did the infected-clothing building (T3) test, and what did it show?

  15. Question 15 of 20 · Short Answer

    Rank four sources, T2, T3, Table 2 and T5, from most to least useful for deciding whether mosquitoes, rather than dirt or soiled things, carried yellow fever. Justify your first and last choices.

  16. Question 16 of 20 · Short Answer

    Integrate T6 and T7: what do the two accounts together suggest about the Panama epidemic of 1905, and which gives stronger evidence for its cause?

  17. Question 17 of 20 · Short Answer

    Is Gorgas a trustworthy source for the lesson's question? Give one reason to trust him and one reason for caution, each supported by a quotation from T1, T5 or T6.

  18. Question 18 of 20 · Short Answer

    What might a reader wrongly conclude from Diagram 1 alone about the American cleanup that began in December 1898? Which source on this page corrects that conclusion, and how?

  19. Question 19 of 20 · Short Answer

    Using at least one number from T2 and one from T3, explain why the two Camp Lazear experiments together are stronger evidence than either alone.

  20. Question 20 of 20 · Short Answer

    In T1, the Cubans "twitted" the Americans that cleaning had "even made them worse," pointing out that "the very cleanest and best kept portions of the city were by far the worst sufferers." Use Table 1 and T4 paragraph 2 to evaluate the Cubans' claim.

0 of 20 answered · 0 correct

06

Frequently Asked Questions

10 Questions

What does RH.11-12.7 mean?

RH.11-12.7 asks students in grades 11-12 to integrate and evaluate multiple sources of information presented in diverse formats and media, such as visual, quantitative and written sources, in order to address a question or solve a problem. "RH" stands for Reading in History/Social Studies. In practice, students answer one question with several kinds of evidence and judge how much each source can be trusted for that question.

How is RH.11-12.7 different from RH.9-10.7?

RH.9-10.7 asks students to integrate quantitative or technical analysis with qualitative analysis of a text. RH.11-12.7 adds three things: several sources rather than a pairing, the evaluation of each source, and a purpose, addressing a question or solving a problem. The 9-10 question "how do these numbers and these words fit together?" becomes "which sources, in which formats, best answer this question, and how far can we trust the answer?"

What does "diverse formats and media" mean in RH.11-12.7?

It means sources that carry information in different forms: written accounts, tables of figures, charts and graphs, maps, photographs, film or audio. The standard's own examples are sources presented "visually, quantitatively, as well as in words." On this page students use written accounts, two data tables and two charts drawn to scale from them.

What does it mean to evaluate a source?

To judge how useful and reliable it is for a particular question. Students ask who made the source, when and why; what it can show and what it cannot; how its information was gathered; and whether other sources agree with it. A source can be excellent for one question and weak for another: Gorgas's account of who deserves credit is weak evidence about how yellow fever spreads.

Why use yellow fever in Havana for RH.11-12.7?

Because the question has a clear answer that students can reach only by combining formats. The written accounts describe a failed cleanup, a controlled experiment and a new campaign; the tables and charts show when the deaths fell; and the author of most of the sources had a stake in the story. Students must integrate the formats and evaluate the author at the same time.

Are the figures on this page real?

Yes, except in the warm-up, which is invented and says so. Tables 1 and 2 are copied from the death tables William Crawford Gorgas printed in Sanitation in Panama (1915), and the two charts are drawn to scale from them. The figures inside the passages are the authors' own. The page points out one place where a printed total does not match its months.

What mistakes do students make with RH.11-12.7?

A common mistake is summarizing each source in turn without ever answering the question. Another is evaluating sources in general ("this is a primary source, so it is reliable") instead of for the question at hand. Students also let one striking number stand as proof, such as a single low year, without checking the season, what the table counts or what else changed.

How is RH.11-12.7 assessed?

Usually with a set of sources in different formats and a question: which sources support a conclusion, what a chart shows that a text does not, how reliable a source is for a stated purpose, or what conclusion the sources together allow. Written tasks ask for an answer that integrates several sources and weighs them. The quiz on this page follows that pattern with sources on Havana and Panama.

How is RH.11-12.7 different from RH.11-12.9?

Both ask students to combine sources. RH.11-12.9 focuses on integrating primary and secondary sources into a coherent understanding of an idea or event, noting discrepancies among them. RH.11-12.7 focuses on sources in different formats and media, on evaluating them, and on using them to address a question or solve a problem.

Which class teaches RH.11-12.7?

RH.11-12.7 is a literacy standard for history and social studies, so it is usually taught in grade 11 or 12 U.S. History, World History or Government, alongside the content of the course. It builds on RH.9-10.7 and connects to research writing under WHST.11-12.7, where students gather and weigh sources to answer their own questions.