Unit 8: Eugenics

Grades

• 9-10
• 11-12

Subjects

• Civics
• History
• Social Studies

Overview of Lesson Plan

Standards

• 1. Investigate, interpret, and analyze historical and contemporary viewpoints related to important events, recurring dilemmas, and persistent issues.
  2. Apply ideas and modes of inquiry to analyze developments and to inform and evaluate actions concerning public policy issues.
  3. Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare.
  4. Explain and apply modes of inquiry drawn from political science to the examination of persistent issues and social problems.
  5. Identify and describe examples of the interaction and interdependence of science, technology, and society.
  6. Analyze, synthesize, evaluate, and apply information about public issues from multiple viewpoints.

Objectives

• 1. To understand some of the beliefs and views behind the American eugenics movement.
  2. To identify if and how attitudes toward people with disabilities, and especially babies with medical needs, have changed in the last several decades.
  3. To explore how “science” can be used and misused to develop public policy and to influence public opinion.
  4. To examine strategies used by citizens to resist laws, policies, and practices.

Questions to Consider

• 1. Would life-saving medical care be withheld from Baby Bollinger if he were born today?  
• 2. How does the 1915 case of Baby Bollinger compare and contrast with contemporary cases (e.g., cases involving Dr. Jack Kevorkian or Terry Schiavo)?
• 3. How has science been used to develop public policy and influence public opinion and how have these developments affected the lives of people with disabilities?

Resources and Materials

Activities and Procedures

• 1. Homework: Have students read all listed documents from The Chicago Daily Tribune. If time is limited, have students choose any three documents to read.  All, however, should read “Jury Clears, Yet Condemns Dr. Haiselden.”
• 2. Class Discussion: Bring students together and discuss the following points: Although it is clear from the articles that Dr. Haiselden had a lot of community support, he also had many detractors including one woman who tried to kidnap the dying baby from the hospital in an attempt to save his life. The coroner’s jury, for example, cleared the doctor of professional misconduct, but disagreed strongly with the doctor’s choice, stating: “We find no evidence from the physical defects that the child would have become mentally or morally defective.”  Have students review the following passage from the article, “Jury Clears, Yet Condemns Dr. Haiselden” (November 20, 1915):
  

  A coroner’s jury, composed of six leading physicians and surgeons, declared the chief of staff of the German-American hospital was “morally and ethically” within his rights in refusing to perform an operation which would have saved the life of Allan J. Bollinger, a deformed baby. The vindication was not without its bitter sting. The jury declared it found no evidence that Baby Bollinger would have become mentally or morally defective, as Dr. Haiselden believed.

• 3. Class Activity: Have students stage a mock protest in support of the Bollinger baby.  In small groups, learners should select a group or individual to represent (e.g. a church, a group of concerned doctors) and draft a short speech to read at the protest.  Each group should create signs to hold at the protest and should design ways for all group members to participate (e.g. chanting, reading statements, picketing).  Each group will have 5-7 minutes to share its speech and demonstrate in front of the class.  After each group has “protested,” bring the whole group together for a discussion of the events.  Ask students to consider these questions:
• a) Even though many people objected to Haiselden’s decision and actions, he was successful in overseeing the death of Allan Bollinger and several other babies.  Why was he such a powerful figure?
• b) Many people with disabilities cannot advocate for themselves (e.g., small children, people without reliable communication).  Who should advocate for people who cannot effectively advocate for themselves?
• c) Have attitudes toward people with disabilities changed since 1915?  If so, how?  Have attitudes about babies with medical needs changed since 1915?  If so, how?
• d) Protests are just one way citizens can resist laws, policies, or practices deemed unacceptable.  What other strategies can individual citizens or groups use?  Can you find evidence in any of the articles that individuals or groups used specific strategies to resist the work of Dr. Haiselden?
• 4. Class Activity: Have students hold a moot court to retry the Bollinger case.  Select attorneys, a judge, and a jury as well as a few journalists.  Choose someone to be Dr. Haiselden as well as other “expert” witnesses.  Students would have to do some research for some of these roles.   Once the jury has reached a verdict, discuss the outcome with the students.  Some questions to ask include:
• a) Why did the jury reach this decision?  
• b) What arguments were successful in reaching this decision?
• c) In what ways did the jury members’ beliefs about disability influence their decision?
• d) If the journalists were to report on this case, what should they write and why?
• e) Do you agree or disagree with the jury’s decision and why?
• f) In what ways is the Bollinger case similar to or different from cases today; for example, the Terry Schiavo case in Florida?
• 5. Web Search: Finally, have students research one or more contemporary cases related to this issue.  One possibility is the Dr. Jack Kevorkian case.  The following websites can be used.
• a) Transcript from a PBS interview with Kevorkian http://www.pbs.org/wgbh/pages/frontline/kevorkian/kevorkianscript.html
• b) The law on assisted suicide http://www.pbs.org/wgbh/pages/frontline/kevorkian/law/
• c) Court TV’s case files on the trial of Kevorkian http://www.courttv.com/casefiles/kevorkian/kevorkian.html
• d) Not Dead Yet on euthanasia, legal issues, and assisted suicide http://www.notdeadyet.org/

Eras

• 1866-1920
• 1980-Present

Disability

• Developmental Disabilities
• Intellectual Disabilities
• Mental Retardation
• Physical Disabilities

Topics

• Assisted Suicide
• Eugenics
• Euthanasia
• Law

Copyright

• ©Syracuse University, 2006.  All rights reserved.

Author(s)

• Paula Kluth, Ph.D.

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