NIHLM2017001-UHP_Attachment_C.2_Typical_content_deliverableEducation.pdf

Attachment C.2

Typical content deliverable—Education

For All the People Education Landing Page content 8/6/2015

Education Landing page […education/index.html] content:

For All the People presents the following classroom resources for K-12 and undergraduate educators and their students. These resources are designed to be starting points for exploring historical perspectives and existing tools and services for considering people’s access to health care in the United States. Educators are welcome to adapt them in whole or in part as appropriate for their students’ interests and learning goals.

Lesson Plans thumbnail: [OB11304 alt text: African American man (Leonidas Berry) seated at desk and looking at viewer.]

Higher Education thumbnail: [OB11579 alt text: President Kennedy speaks at podium, flanked by 14 seated dignitaries, as a crowd looks on.]

Online Activities thumbnail: [OB11214 alt text: White male doctor and female nurse holding two White babies each and looking at viewer.]

Other Resources thumbnail: [OB11599 alt text: 6 White people sit and stand in a street holding hands, one person is in a wheelchair.]

For All the People Education Landing Page content 8/6/2015

Roll-over text for the Education Landing page:

LESSON PLANS

The Power of Medicine grade level: 7–10 | subject: history and social studies

This lesson plan uses “The Power of Medicine” from the For All the People online exhibition. Students review and identify key elements of the web page in evaluating different types of information available on an online source. They explore the images and information presented in “The Power of Medicine,” learning about different ways in which people worked to extend medical care to others in the past.

Finally students are tasked to research and present the work of American nurse and physician, Lillian Wald and Leonidas Berry, MD, respectively.

HIGHER EDUCATION

Health Care Reform and History

The module examines a century of efforts to reform the U.S. health care system, from 1915 to the present. The six classes guide students through Progressive-era insurance campaigns, health politics in the Great Depression and World War Two, the passage of Medicare and Medicaid, the defeat of the Clinton health plan, and battles over the Affordable Care Act today. Selections of primary and secondary readings, cartoons, and videos allow students to analyze how changes in the economy, medical care, presidential politics, social movements, and the media help explain the differing results of health reform campaigns.

Health Care Reform and History is authored by Beatrix Hoffman, PhD, Professor of History at Northern Illinois University.

ONLINE ACTIVITIES

Communities & Health Care [link to the corresponding activity] Explore how ordinary people took extraordinary actions to create access to health care for their communities.

OTHER RESOURCES

Continue to explore the history of and on-going debates over health care system and its reform in the United States, starting with the Curator’s Bibliography [link to the section header on the resources page] or Online Resources. [link to the section header on the resources page]

Continue to Other Resources [link to resources page] http://www.cdc.gov/excite/ScienceAmbassador/ambassador_pgm/lessonplans_chooserespect.htm http://www.nlm.nih.gov/exhibition/forallthepeople/education/lessonplan.html http://www.nlm.nih.gov/exhibition/forallthepeople/education/highereducation.html http://www.nlm.nih.gov/exhibition/forallthepeople/education/about.html#author

Exhibition Program For All the People web Education/Lesson plan 8/6/2015

Lesson plan Content (…/education/lessonplan.html page)

The Power of Medicine grade level: 7–10 | subject: history and social studies time needed One 45-minute class period description Students first examine and categorize various types of information presented on an online source—“The Power of Medicine” from the For All the People online exhibition. They explore the web content and learn about how some people worked to expand access to health care to more people in the past. Students focus on two health professional leaders in the exhibition— Lillian Wald who founded the Henry Street Settlement, and Dr. Leonidas Berry who was a president of the National Medical Association. The lesson ends with an assignment where students work in small groups to research and prepare class presentations about Leonidas Berry or Lillian Wald.

learning outcomes Students will be able to:

• Describe the work of Lillian Wald or Leonidas Berry, MD—American nurse and physician, respectively—in extending health care access to more people in mid-20th century.

• Demonstrate technology literacy skills in identifying various categories of information from a web page.

• Apply existing knowledge of US history in contextualizing what they see in photographs.

• Summarize key information from multiple online sources.

background information This lesson plan uses materials from “The Power of Medicine,” a section of the For All the People online exhibition. Teachers are encouraged to review all six exhibition sections online for determining appropriate level of technology literacy instruction, and for becoming familiar health care reform history in the United States. In addition, teachers may preview the pre-selected online biographical sources [link to “Pre-selected Online Sources handout PDF] that students will use for their group assignment.

vocabulary The following terms may be introduced or incorporated during class discussions or as a part of student group assignment:

• The Power of Medicine: Sheppard-Towner Act, expectant, mortality rates, chronic conditions, Farm Security Administration, Great Depression, New Deal, gastroenterologist.

http://www.nlm.nih.gov/forallthepeople/exhibition2.html http://www.nlm.nih.gov/forallthepeople/exhibition2.html

Education/Lesson plan 8/6/2015

• Online sources on Dr. Leonidas Harry Berry: internship, internal medicine, digestive diseases, pathology, subspecialty, gastroenterology, narcotic, appropriated, president-elect, gastroscopic, periodicals, manifold, biopsy gastroscope, fiber-optic, monographs, genealogical.

• Online sources on Lillian Wald: public health nurse, referrals, dispensaries, social commentators, excursions, convalescents, philanthropists, enterprise, carpentry, colleagues, hemorrhaging, ministered, impetus, affected.

Materials Handouts

• Group Assignment Outline (PDF, MSWord)

Other materials and set-ups:

• A display set-up for class—e.g., interactive whiteboard, compute connected projector or flip chart/whiteboard

• Devices connected to the Internet for students to access the online exhibition and sources for group assignment.

class 1 procedures

1. Display the “The Power of Medicine” web page and introduce to students the For All the People: A Century of Citizen Action in Heath Care Reform online exhibition. Optionally, review key elements of the web page to demonstrate evaluation of various information elements on an online source. Some elements to call out from “The Power of Medicine” are:

• The site owner: National Library of Medicine at the National Institutes of Health

• The exhibition author/publisher: Exhibition Program/History of Medicine

• The placement of “The Power of Medicine” within the online exhibition: One section of the exhibition

• The introduction text, starting with “Citizen groups worked… and fighting hospital discrimination.”

• The image slide area and associated icons—e.g., image counter, image, related descriptive text and icons

2. Read aloud the “The Power of Medicine” introduction text. Scroll through and show the images that feature several examples of how groups and individuals tried to extend medical care to more people in the past.

3. Provide students online access to “The Power of Medicine” and assign each student a number between 1 and 6. Instruct students to review the images corresponding to their numbers then to write a brief summary that includes:

• Image counter number that corresponds to the number assigned to each student

• Associated image title and date http://www.nlm.nih.gov/forallthepeople/exhibition2.html http://www.nlm.nih.gov/forallthepeople/exhibition2.html

• A brief description of what you learned in your own words

• One thing that you already know about US history during the same period as the image date

4. As a class, display each image and call for students to share their summaries. Record image numbers and corresponding key points from students’ summaries on the board.

Review and demonstrate how students’ existing knowledge of US history can contextualize the exhibition images.

5. Call out to the class images 2 and 6 with related images that feature the Henry Street Settlement and Leonidas H. Berry, MD, respectively. Tell students that Lillian Wald was a nurse and founded the settlement and Dr. Berry served as a president of National Medical Association.

6. Tell students that they will work in small groups to research and prepare a presentation about Lillian Wald or Leonidas Berry based on their assigned camps.

7. Distribute copies of Group Assignment Outline to students then group students into two camps—Lillian Wald and Leonidas Berry. Allow each camp to form smaller groups of 3– 5 students in each group. Review the instructions listed in the handout then clarify any questions students have.

8. Establish and inform students of the due dates for their group bibliographies and presentations, as well as individual written essays. Then allow students to work in groups in preparation for the presentation.

extension activities

1. Students build on their group presentations and design a children’s book about Lillian Wald or Leonidas Berry. Students may donate copies of the printed books to local elementary school libraries, or publish it online with animation and audio features.

2. Students examine presidential speeches on health care by Truman, Clinton, and Obama using their speech transcripts online: Presidents Harry Truman’s speech in 1945, Bill Clinton’s speech in 1993, and Barack Obama’s speech in 2009. Then they compare and contrast key health care reform needs and proposed plans in the speeches.

common core state standards Literacy in History/Social Studies

• Cite specific textual evidence to support analysis of primary and secondary sources.

• Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

http://www.trumanlibrary.org/publicpapers/index.php?pid=483&st=&st1= http://millercenter.org/president/clinton/speeches/speech-3926 http://millercenter.org/president/clinton/speeches/speech-3926 http://millercenter.org/president/obama/speeches/speech-5548

• Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

• Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Exhibition Logo For all the People Power of Medicine www.nlm.nih.gov/forallthepeople page 1

Group Assignment Outline

Student Name:

Assigned Camp/Topic person:

Each group will work to research and prepare a presentation about the work of Dr. Leonidas Berry or Lillian Wald. All groups are free to choose their own presentation format, such as a speech, poster, PowerPoint, theatrical or musical skit, etc. Specific instructions for the assignment are:

1. Groups are required to use the 3 pre-selected online sources related to their topic person:

Pre-selected sources for Leonidas Berry, MD:

• Epps, Jr., Charles H. “Leonidas Harry Berry, B.S., M.S., M.D.” Journal of the National Medical

Association 56, 6 (1964): 538-539. Available online at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2611003/.

• “Dr. Leonidas H. Berry Receives Distinguished Service Award for 1958.” Journal of the National Medical Association 50, 6 (1958): 462-479. Available online at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2641632/.

• Wheaton, Nathalie, and Rene Ruzika. “Remembering the Work of Dr. Leonidas Berry.” Rush InPerson blog, February 4, 2010. Accessed October 19, 2015.

http://rushinperson.rush.edu/2010/02/04/remembering-the-work-of-dr-leonidas-berry/.

Pre-selected sources for Lillian Wald:

• Fee, Elizabeth and Liping Bu. “The Origins of Public Health Nursing: The Henry Street Visiting

Nurse Service.” American Journal of Public Health. 100, 7 (2010): 1206–1207. doi:

10.2105/AJPH.2009.186049.

• Henry Street Settlement. “Lillian Wald.” Accessed October 19, 2015.

http://www.henrystreet.org/about/history/lillian-wald.html.

• Visiting Nurse Service of New York. “Lillian Wald.” Accessed October 19, 2015.

http://www.vnsny.org/community/our-history/lillian-wald/.

2. Each group will identify two or more, good and reliable, other online sources for the presentation.

3. All groups must prepare and submit bibliographies of the sources used for their presentations. The group must follow the format set and used by the class.

4. Also, each student will submit a written 3-page essay about Lillian Wald or Dr. Leonidas Berry along with a bibliography of sources used in writing the essay. The essay is due during the class after completion of all presentations.

http://www.nlm.nih.gov/forallthepeople http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2611003/ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2641632/ http://rushinperson.rush.edu/2010/02/04/remembering-the-work-of-dr-leonidas-berry/ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2882394/ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2882394/ http://www.henrystreet.org/about/history/lillian-wald.html http://www.vnsny.org/community/our-history/lillian-wald/

For All the People Website Education: Higher Education Module About the Module Page 8/6/2015

Higher Education about the module page […education/about.html] content:

Class 1| Class2 |Class 3 |Class 4 |Class 5 |Class 6 |About the Module [The navigation header provides links to jump among separate 7 pages that make up the module.]

About the Module

Author Beatrix Hoffman, Professor of History at Northern Illinois University, is a historian of the U.S.

health care system, health reform, and social movements. She is the author of The Wages of Sickness: The Politics of Health Insurance in Progressive America (University of North Carolina, 2001) and Health Care for Some: Rights and Rationing in the United States since 1930 (University of Chicago Press, 2012), and coeditor of Patients as Policy Actors (Rutgers, 2011).

Her work has been supported by awards from the Robert Wood Johnson Foundation, the National Endowment for the Humanities, and the American Council of Learned Societies.

Currently, she is working on a study of immigration and the right to health care.

Suggested Use

The Health Care Reform and History higher education module allows instructors to integrate the story of health care reform into U.S. history, or to add historical analysis to the study of health policy. The six classes focus on the major reform attempts of the past century, beginning with Progressive health insurance proposals in the 1910s and ending with the 2010 Affordable Care Act. The module allows students to analyze the political and social forces that shaped the U.S. health care system, including presidential politics, organized physicians, workers and women suffragists, civil rights activism, the media, and special interest lobbying. It looks at health care reform within the historical contexts of industrialization, medical advances, the Great Depression and New Deal, World War II, and the transformation of the economy since the 1970s. In studying health care politics, students will also learn about how reform attempts and failures led to many unique features of the U.S. health care system: employer-based health coverage, Medicare and Medicaid, the private insurance industry, rapid cost inflation, and high numbers of uninsured people.

Each of the six classes includes 2–3 primary sources and 1–2 excerpts from secondary sources. The primary sources include articles, speeches, and political cartoons illustrating different perspectives in reform debates. Secondary sources are excerpts from works by prominent scholars of health care reform history and have been selected for their accessibility to undergraduate readers. Discussion questions for each class encourage students to make connections between the sources. The module is suitable for use in courses on U.S. history, American studies, the history of medicine, public policy, U.S. politics, and public health. It may also be used in conjunction with the online exhibition, For All the People: A Century of Citizen Action in Health Care Reform, in courses that examine the relationship between social movements and political change.

Education: Higher Education Module About the Module Page 8/6/2015

Objectives After completing this higher education module, students are expected to demonstrate a basic understanding of:

• the structure and organization of the U.S. health system, its benefits and drawbacks, and the historical forces behind its development

• the main actors and organizations in the history of U.S. health care reform in the 20th and 21st century

• how to use primary and secondary historical sources to discuss and analyze the history of health reform

• the main provisions of the Affordable Care Act and arguments of supporters and opponents

Education: Higher Education Module Landing Page 8/6/2015

Higher Education Module landing page:

Health Care Reform and History

Alt tag: President Kennedy speaks at podium, flanked by 14 seated dignitaries, as a crowd looks on.

Health Care Reform and History is an educational module divided into six one-hour classes covering a century of reform struggles, from the early 1900s to the present. The module encourages students to analyze historical events in light of current issues in American health care and health politics. Each of the classes includes a brief introduction, a list of readings, primary sources, and discussion questions. Information about the author of the module, suggested uses, and academic objectives, is also available online at About the Module.

Class 1: Sickness as a Social Problem introduces the early history of U.S. health reform from 1900-1930, emphasizing the first movements for universal health insurance and debates over the cost of medical care.

Class 2: Health Politics in the 1920s and the Great Depression invites students to discuss the role of the federal government in health care through an examination of the Sheppard-Towner Maternity and Infancy Act and the health politics of President Franklin D. Roosevelt.

Class 3: The Battle over National Health Insurance looks at the role of the American Medical Association in the defeat of President Harry Truman’s plan for national health insurance, and the subsequent rise of the private health insurance industry and employer health coverage.

Class 4: Civil Rights, Senior Citizens, and Medicare highlights the role of the civil rights movement and senior citizen activism in the 1965 passage of Medicare and Medicaid, the nation’s first national health insurance programs.

Class 5: Health Care in Crisis covers debates over the growing numbers of Americans without health insurance in the 1980s and early 1990s and how the Clinton administration’s attempt at reform met with failure.

Class 6: Health Care Reform: The Second Century examines the factors leading to the passage of the Affordable Care Act in 2010 and the continuing conflicts over the law’s implementation and constitutionality.

Education: Higher Education Module-Class 1 8/6/2015

Higher Education Module class 1 page […education/highereducationdetail0000.html] content:

Class 1| Class2 |Class 3 |Class 4 |Class 5 |Class 6 |About the Module

Class 1: Sickness as a Social Problem

Introduction This class analyzes debates on sickness, poverty, workers’ rights, and the costs of medical care during the Progressive Era, World War I, and the 1920s. Students will analyze the defeat of Progressive-era movement for compulsory health insurance and how it set the United States on a different course from European health systems and welfare states.

Class Resources:

Primary sources

• Russell, Martha M. “What Social Insurance Will Mean to Nurses.” The American Journal of Nursing Vol. 17, No. 5 (Feb., 1917): 388–393.

• “Some Objections to Compulsory Health Insurance,” Monthly Review of the U.S. Bureau of Labor Statistics, Vol. 4, No. 4 (April, 1917): 512–518

• Cartoons on compulsory health insurance in American Labor Legislation Review, Vol. 9 No. 1 (Mar 1918): 3, 49, 64.

o “Protected.” [link to OB11285.tif] o “The Three Fears.” [link to OB11292.tif] o “Which Workman’s Social Insurance Protection Compared with American

Workman’s.” [link to OB11274.tif]

• “The Committee on the Costs of Medical Care Presents Its Final Report.” The Milbank Memorial Fund Quarterly Bulletin Vol. 11, No. 1 (Jan., 1933): 21–30.

Secondary sources

• Derickson, Alan. “A Fertile and Lively Cause of Poverty” and “One of the Most Radical

Moves Ever Made.” In Health Security for All: Dreams of Universal Health Care in America. Baltimore: Johns Hopkins University Press, 2005, pp. 1–48.

Discussion Questions

1. What were the major health and medical problems that concerned Progressive reformers?

How did Progressives see health as an element of industrial or labor reform?

2. According to Alan Derickson, what made Progressive health legislation proposals particularistic, rather than universal? Why did Progressives adopt this strategy?

Education: Higher Education Module-Class 1

3. What groups opposed compulsory health insurance, and why?

4. Compare the definition of “health insurance” (or sickness insurance) in the early 20th century with our definition today.

5. Why did health politics shift from concern about workers’ wages in 1920 to concern about doctors’ bills in 1930? What accounts for the rise in the cost of medical care between 1920 and 1930?

6. Explain the disagreements among the authors of the Final Report of the Committee on the Costs of Medical Care.

Education: Higher Education Module-Class 2 8/6/2015

Higher Education Module class 2 page […education/highereducationdetail0001.html] content:

Class 1| Class2 |Class 3 |Class 4 |Class 5 |Class 6 |About the Module

Class 2: Health Politics in the 1920s and the Great Depression

Introduction In 1920 Congress passed the Sheppard-Towner Act, the first federal program funding health services for mothers and infants. However, in the late 1920s and 1930s, health reformers lost ground as Congress ended Sheppard-Towner and President Franklin D. Roosevelt refused to include coverage for medical care in the Social Security Act.

Class Resources:

Primary sources

• Letters to the Children’s Bureau from Mrs. L.W., Mrs. W.D., Mrs. W.D., Mrs. F.W., Mrs. C.A, Mrs. S.L., Mrs. G.B. In Raising a Baby the Government Way: Mothers’ Letters to the Children’s Bureau, 1915-1932. Edited by Molly Ladd-Taylor. New Brunswick:

Rutgers University Press, 1986, 115–126.

• Roosevelt, Franklin D. “The Four Freedoms.” Speech to Congress, Washington, DC, January 6, 1941. YouTube video [starting at 5:30], 7:44, posted by ClassicNewsClips, February 25, 2010, https://www.youtube.com/watch?v=QnrZUHcpoNA; Full speech transcript available online at http://millercenter.org/president/fdroosevelt/speeches/speech-3320.

• ———. The Second Bill of Rights excerpt from “On the State of the Union” Fireside Chat 28. Washington, DC, January 11, 1944. YouTube video, 2:00, posted by KillWill3, Noember 19, 2009, https://www.youtube.com/watch?v=3EZ5bx9AyI4; Full speech transcript available online at http://millercenter.org/president/fdroosevelt/speeches/speech-3955.

Secondary sources

• Lemons, J. Stanley. “The Sheppard-Towner Act: Progressivism in the 1920s.”

The Journal of American History Vol. 55, No. 4 (March 1969): 776–786.

• Blumenthal, David and James Morone. “Franklin Delano Roosevelt: The Enigmatic

Angler.” In The Heart of Power: Health and Politics in the Oval Office. Berkeley:

University of California Press, 2005, 21–56.

1. How do the letters to the Children’s Bureau help us understand women’s experiences of childbirth, motherhood, and medical care? Why do you think they wrote to a government agency about their problems?

https://www.youtube.com/watch?v=QnrZUHcpoNA http://millercenter.org/president/fdroosevelt/speeches/speech-3320 https://www.youtube.com/watch?v=3EZ5bx9AyI4 http://millercenter.org/president/fdroosevelt/speeches/speech-3955

Education: Higher Education Module-Class 2

2. Why did Congress approve the Sheppard-Towner Act in 1920 but end the program in 1929?

3. Why did Franklin D. Roosevelt refuse to include health coverage in the Social Security

Act? What role did the medical profession play in his decision? Other factors?

4. Watch and/or read Franklin D. Roosevelt’s Four Freedoms and Second Bill of Rights speeches. How did he define freedom and security? Do you agree with Blumenthal and Morone that FDR would have pushed for national health insurance had he lived? What evidence do Blumenthal and Morone use to make this argument?

5. Analyze the impact of the Great Depression and World War II on health care politics in the U.S.

Education: Higher Education Module-Class 3 8/6/2015

Higher Education Module class 3 page […education/highereducationdetail0002.html] content:

Class 1| Class2 |Class 3 |Class 4 |Class 5 |Class 6 |About the Module

Class 3: The Battle over National Health Insurance

Introduction After World War Two, Harry Truman was the first U.S. president to propose a comprehensive system of national health insurance. The American Medical Association launched the first professional public relations campaign in history to oppose the president’s plan, which was defeated by 1950. Following the failure of national health insurance, employers bargained with labor unions to establish health insurance coverage for employees. Private, employer-based health insurance came to define the U.S. health system. However, the limitations of this type of health insurance, which did not cover the poor or senior citizens, would lead to demands for Medicare and Medicaid in the 1960s.

Class Resources:

Primary sources

• Truman, Harry S. “Special Message to the Congress on Health and Disability Insurance,” Washington, DC, May 19, 1947. The American Presidency Project. Available online at http://www.presidency.ucsb.edu/ws/?pid=12892.

• Cartoons. America’s Vital Issue. Pamphlet. Chicago, IL: National Physicians’ Committee for the Extension of Medical Services, 1940s, cartoons on pages 1, [“1” link to OB11273.jpg ] 3, [“3” link to OB11286.jpg] and 5. [“5” link to OB11288.jpg] From National Library of Medicine Modern Manuscripts Collection, Microfilm.

• “Still Just as Hard to Swallow.” Showdown on Political Medicine. Pamphlet. Chicago, IL: National Physicians’ Committee for the Extension of Medical Services, 1946, cartoon on back cover page. [link to OB11291.jpg] From National Library of Medicine.

Below are visual references to the images to be linked above:

OB11286 OB11288 OB11273 OB11291

• Blumenthal, David., and James A. Morone. “Harry Truman: We’ll Take the Starch Out of Them—Eventually.” In The Heart of Power: Health and Politics in the Oval Office.

Berkeley: University of California Press, 2005, pp. 57–98.

http://www.presidency.ucsb.edu/ws/?pid=12892

Education: Higher Education Module-Class 3

• Hoffman, Beatrix. “Rationing by Coverage: The Rise of Private Health Insurance.” In Health Care for Some: Rights and Rationing in the United States since 1930. Chicago:

The University of Chicago Press, 2012, pp. 90–116.

1. Explain President Harry Truman’s national health plan and its relationship to postwar reconstruction.

2. Describe the American Medical Association’s (AMA) publicity campaign against Truman’s health plan (Cartoons and Blumenthal and Morone, 91–93). What kinds of arguments did the AMA use to persuade the public?

3. According to Blumenthal and Morone, what factors were most important in the defeat of

Truman’s health plan?

4. Why did private health insurance expand dramatically in the 1950s? What are differences between private health insurance coverage and the national health insurance coverage proposed by Truman?

5. How did the limitations of private health insurance help lead to Medicare and Medicaid?

Education: Higher Education Module-Class 4 8/6/2015

Higher Education Module class 4 page […education/highereducationdetail0100.html] content:

Class 1| Class2 |Class 3 |Class 4 |Class 5 |Class 6 |About the Module

Class 4: Civil Rights, Senior Citizens, and Medicare

Introduction By the 1960s, politicians had given up on the idea of universal health insurance for all. Instead, they compromised on a system that would cover only those groups not reachable by the private health system: the elderly and the very poor. Thanks to initial support from President John F.

Kennedy, pressure from senior citizens and civil rights organizations, and finally the strong-arm tactics of President Lyndon B. Johnson, Congress passed Medicare and Medicaid in 1965.

Medicare not only brought health security to senior citizens, but also represented a turning point in civil rights history as the new federal funding forced hospitals to comply with racial desegregation.

Class Resources:

Primary sources

• Kennedy, John F. “Address at a New York Rally in Support of the President's Program of Medical Care for the Aged,” May 20, 1962. The American Presidency Project. Available online at http://www.presidency.ucsb.edu/ws/?pid=8669.

• Reid , Leahmon L. “Doctors, Dentists Drive Against Hospital Bias,” Jet Magazine Vol.

XXX, No. 19 (August 1966): 46–49.

Secondary sources

• Zelizer, Julian E., “The Contentious Origins of Medicare and Medicaid” in Medicare and

Medicaid at 50: America’s Entitlement Programs in the Age of Affordable Care. Edited by Alan B. Cohen, et al. Oxford: Oxford University Press, 2015, pp. 3–18.

• Quadagno, Jill. “Promoting Civil Rights through the Welfare State: How Medicare

Integrated Southern Hospitals.” Social Problems Vol. 47, No. 1 (Feb., 2000): 68–89

Discussion Questions

1. Why do Medicare and Medicaid cover only the aged and the poor? What political factors went into the creation of these programs?

2. How important were social movements, including organizations of senior citizens and the

Civil Rights Movement, to the passage of Medicare and Medicaid? To what extent do presidents and politicians work with/rely on/turn to social movements for support?

3. How did Medicare contribute to the racial desegregation of hospitals?

4. According to the article “Doctors, Dentists Drive Against Health Care Bias,” why and how did some racial discrimination continue after the passage of the Civil Rights Act and http://www.presidency.ucsb.edu/ws/?pid=8669

Education: Higher Education Module-Class 4

Medicare? What types of discrimination? To what extent does racial segregation and inequality continue to be a problem in U.S. health care?

5. How does Medicare differ from Medicaid? What do the differences between the two programs indicate about Congress’s approach to senior citizens and the poor?

Education: Higher Education Module-Class 5 8/6/2015

Higher Education Module class 5 page […education/highereducationdetail0101.html] content:

Class 1| Class2 |Class 3 |Class 4 |Class 5 |Class 6 |About the Module

Class 5: Health Care in Crisis

Introduction In 1965, it seemed possible that private insurance, Medicare, and Medicaid together would create a sufficient substitute for universal health insurance. However, this dream crumbled when the economic changes of the 1970s and ‘80s, including medical cost inflation and the decline of labor unions, led many firms to reduce or cancel health coverage for their employees. By 1990, 37 million Americans had no health insurance, and the election of 1992 became a contest over how to address the health care crisis. President Bill Clinton proposed an ambitious system of universal coverage based on the concept of “managed competition,” but this plan was once again defeated. This time, the President’s main opponent was not the medical profession, but the powerful American insurance industry.

Class Resources:

Primary sources

• “The Crisis in Health Insurance.” Consumer Reports Vol. 55, No. 8 (August 1990): 533– 49.

• Bill Clinton, “Address on Health Care Reform,” September 22, 1993 http://millercenter.org/president/speeches/speech-3926.

• Political cartoons on Clinton reform. Skocpol, Theda. Boomerang: Health Care Reform and the Turn Against Government. New York: W.W. Norton & Co., 1997, 58, 144, 149, 150, 151, 162.

• Starr, Paul. “The Shaping of the Clinton Health Plan, 1991-1993” and “Getting to No, 1994.” In Remedy and Reaction: The Peculiar American Struggle Over Health Care Reform. New Haven: Yale University Press, 2011, pp. 79–129.

1. What led the media and politicians to declare that the U.S. health care system was “in crisis” by 1990? What problems were Americans experiencing with their health care?

2. How did the Clinton health plan differ from that proposed by Harry Truman? What explains the change in health care reform proposals between 1948 and 1993?

3. Why did the Clinton plan fail? Discuss the role of interest group lobbying in the fate of the 1993 health reform effort.

Education: Higher Education Module-Class 6 8/6/2015

Higher Education Module class 6 page […education/highereducationdetail0102.html] content:

Class 1| Class2 |Class 3 |Class 4 |Class 5 |Class 6 |About the Module

Class 6 Health Care Reform in the 21st Century

Introduction In 2009, President Barack Obama declared, “I am not the first president to take up this cause [health care reform], but I am determined to be the last.” Obama did win a major victory with the passage of the Affordable Care Act (ACA) of 2010, the most sweeping and comprehensive health care reform in U.S. history. Based on changes to the private insurance industry and an “individual mandate” requiring most people to buy insurance, the ACA bears little resemblance to earlier health reform proposals. It is also mired in continuing controversy; although most of the law has been upheld by the Supreme Court in 2012 and 2015, opponents still argue for its repeal, and even supporters are uncertain how much access and affordability the ACA can guarantee.

Class Resources:

Primary sources

• Kaiser Family Foundation. “Summary of the Affordable Care Act.” Last modified April 25, 2013. http://kff.org/health-reform/fact-sheet/summary-of-the-affordable-care-act/.

• National Federation of Independent Business v. Sebelius, Secretary of Health and Human

Services, 648 F. 3d 1235 (2012). Available online at https://www.law.cornell.edu/supremecourt/text/11-393.

• Obama, Barack. “Address to Congress on Health Care.” Speech to Congress, Washington, DC, September 9, 2009. YouTube video [starting at 2:30], 47:01, posted by The White House, September 10, 2009, https://www.youtube.com/watch?v=SSJugLUsM58; or Transcript online at http://millercenter.org/president/obama/speeches/speech-5548.

• Starr, Paul. “Breaking Through, 2009-2010.” In Remedy and Reaction: The Peculiar

American Struggle Over Health Care Reform. New Haven: Yale University Press, 2011,

pp. 194–238.

1. Explain the shift away from universal coverage in 1993 (discussed in Class 5) toward health insurance reform in 2008–9. What kind of arguments did President Barack Obama use in his 2009 Address to Congress to argue for insurance reform? Compare Obama’s rhetoric to that used by Progressive reformers, FDR, [jump link to Class 2, “Class Resources” header] Truman, [jump link to Class 3, “Class Resources” header] JFK, http://kff.org/health-reform/fact-sheet/summary-of-the-affordable-care-act/ https://www.law.cornell.edu/supremecourt/text/11-393 https://www.youtube.com/watch?v=SSJugLUsM58 http://millercenter.org/president/obama/speeches/speech-5548

Education: Higher Education Module-Class 6

[jump link to Class 4, “Class Resources” header] LBJ, and Clinton. [jump link to Class 5, “Class Resources” header]

2. What did Obama learn from the defeat of the Clinton plan?

3. How did partisan politics and interest group lobbying shape the final version of the

Affordable Care Act?

4. Why did the Supreme Court in NFIB v. Sebelius uphold the individual mandate but strike down the Medicaid expansion provision of the Affordable Care Act? What impact will the decision have on the implementation of the Act?

5. Assuming you had the political support to do so, how would you redesign the American health care system?

For All the People Web Online Activity with Carousel Treatment

Activity title: Communities & Health Care Activity intro text: Everyone needs access to health care. This fundamental need has mobilized ordinary citizens to take extraordinary actions. Workers and community residents organized health collectives and clinics to secure their access to health care.

Explore these photographs and learn about several health centers and cooperatives, created by and for the people, during the last century.

Carousel has 7 images of exhibition assets. Below noted are the text types delivered in the activity content table below.

Thumbnail image

Thumbnail label text

Numbered text

Full asset ID and Courtesy text

Description text

Activity assets & text content:

Assets Caption ID, Courtesy, and Descrption Carousel image 1

Alt tag OB11252: 16 White immigrant women and children stand with White female nurse.

Thumbnail label text: “Mother’s club,” New York, 1930s

Numbered text:

1. “Mother’s club,” New York, 1930s

Full asset ID and Courtesy text:

A nurse from the Henry Street Settlement with a parent education class known as a “mother’s club,” New York, 1930s Courtesy National Library of Medicine

Description: The poor immigrant communities in urban industrial neighborhoods had little access to health professionals despite their great need for care. Since Henry Street was founded earlier, some communities were able to improve their living conditions and health through social and health services from settlement houses, such as the Henry Street Settlement in New York City. For example, neighborhood women organized in mother’s clubs to share experiences and hear advice from professional nurses of the Henry Street Visiting Nurses Service.

Alt tag OB11575: 10 African American men and women wait as seated woman receives treatment from a doctor

Thumbnail label text: Families at Sabin Farms, Marshall, TX,

2. Families at Sabine Farms, Marshall, TX, 1939

Families at Sabine Farms, a New Deal resettlement community for displaced tenant farmers near Marshall, TX, pooled their resources to employ a physician, Dr. Lee, 1939 Courtesy Library of Congress

Description: There were great shortages of doctors, nurses, and hospitals in rural areas of America, creating a need for communities to secure access to health care collectively. During the Great Depression, the government encouraged the creation of medical cooperatives in rural areas. The resettlement community at Sabine Farms was one example of a medial cooperative;

families drew their resources together to hire a physician to tend to the sick.

Alt tag OB11222:

Standing White female nurse holds the arm of a seated African American woman.

Thumbnail label text: Union Health Center, New York, 1943

3. Union Health Center, New York, 1943

A nurse at the Union Health Center draws blood from a patient, New York, 1943 Courtesy Kheel Center, Cornell University

Description: Industrial workers toiled in dangerous and unhealthy conditions, making health their major concern. In the absence of universal health protection, some labor unions developed worker-run medical facilities, including hospitals and clinics. The garment workers’ Union Health Center provided care to union members beginning in 1914 and is still thriving today.

Alt tag OB11214: White male doctor and female nurse holding two White babies each and looking at viewer

Thumbnail label text: Group Health Cooperative, Seattle, WA, 1947

4. Group Health Cooperative, Seattle, WA, 1947

Nurse Elise Cook and Dr. William MacColl show off the first babies born at Group Health Cooperative in Seattle, WA, 1947 Courtesy Group Health Cooperative

Description: After federal involvement in medical cooperatives ended in the 1940s, many communities formed private non-profit health associations, often based on the principle of pre-paid group insurance. Health plans like the Group Health Cooperative of Seattle, Washington, emphasized promoting wellness as much as treating illness.

OB11567: Three African American women sit around a desk; two are wearing nursing caps

Thumbnail label text: Delta Health Center, Mound Bayou, MS, 1968

5. Delta Health Center, Mound Bayou, MS, 1968

Nurses meeting at the Delta Health Center, a community-controlled clinic in Mound Bayou, MS, 1968 Courtesy Daniel Bernstein/Jack Geiger

Description: Minority and low-income Americans have organized to bring quality health care to their communities for over a century. Responding to neglect from government and private providers, community members have created their own public health campaigns, hospitals, clinics, and health centers. The Delta Health Center, organized by physicians and nurses from the Medical Committee for Human Rights, was one of the first community-controlled health clinics in the United States.

OB11193

Two Latino men and one child in a clinic waiting room. The two men are seated and reading.

Thumbnail label text: National Farm Workers Service Center Health Clinic, Calexico, CA,

6. National Farm Workers Service Center Health Clinic, Calexico, CA, 1973

Patients in the waiting room of the National Farm Workers Service Center’s health clinic, decorated with posters of union leader Cesar Chavez and revolutionary leader Emiliano Zapata, Calexico, CA, 1973 Courtesy Walter P. Reuther Library, Archives of Labor and Urban Affairs, Wayne State University, Photographer Glenn Pearcy

Description: Farm workers’ organizations saw health care as central to peoples’ struggle for dignity and better conditions for both work and home life. Affiliates of the United Farm Workers of America opened numerous clinics for migrant agricultural workers and their families in the 1960s and 1970s.

OB11610: 5 seated women talk with each other.

Thumbnail label text: Chico Feminist Women’s Health Center, CA, 1975

7. Chico Feminist Women’s Health Center, CA, 1975

Betty Szudy, Dido Hasper, Wendi Jones, Judy Rutherford and Janice Turrini (left to right) were among several women who helped launch the Chico Feminist Women’s Health Center in California, 1975 Courtesy Feminist Women’s Health Center

Description: Women’s rights activists organized health clinics to provide women-centered health education, reproductive services, natural childbirth, and all types of medical care. The Chico Feminist Women’s Health Center in California began by offering educational materials and instruction in self-examination for women, and later became a full-service medical clinic.

Education: Other Resources

Curator’s Bibliography

• Austin, Diana. “The Unbroken Chain: Three Decades of HIV/AIDS Nursing.” Science of Caring: A Publication of the UCSF School of Nursing, Nov. 2014. http://scienceofcaring.ucsf.edu/acute-and-transitional-care/unbroken-chain-three-decades-hivaids-nursing.

• Birn, Anne-Emanuelle, Theodore M. Brown, Elizabeth Fee, and Walter J. Lear. “Struggles for National Health Reform in the United States.” American Journal of Public Health 93, no. 1 (Jan.

2003): 86–91. Available online at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1447697/.

• Boris, Eileen and Jennifer Klein. Caring for America: Home Health Care Workers in the Shadow of the Welfare State. New York: Oxford University Press, 2012.

• Brier, Jennifer. Infectious Ideas: U.S. Political Responses to the AIDS Crisis. Chapel Hill: University of North Carolina Press, 2009.

• Derickson, Alan. Workers’ Health, Workers’ Democracy: The Western Miners’ Struggle 1891- 1925. Ithaca: Cornell University Press, 1989.

• Dittmer, John. The Good Doctors: The Medical Committee for Human Rights and the Struggle for Social Justice in Health Care. New York: Bloomsbury Press, 2009.

• Fee, Elizabeth, and Liping Bu. “The Origins of Public Health Nursing: The Henry Street Visiting Nurse Service.” American Journal of Public Health 100, no. 7 (July 2010): 1206–1207. Available online at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2882394/.”

• Fleischer, Doris, and Frieda James. The Disability Rights Movement: From Charity to Confrontation. 2nd ed. Philadelphia: Temple University Press, 2011.

• Gamble, Vanessa N. Making a Place for Ourselves: The Black Hospital Movement, 1920-1945.

New York: Oxford University Press, 1995.

• Grey, Michael. New Deal Medicine: The Rural Health Programs of the Farm Security Administration. Baltimore: Johns Hopkins University Press, 2002.

• Hoffman, Beatrix. The Wages of Sickness: The Politics of Health Insurance in Progressive America. Chapel Hill: University of North Carolina Press, 2001.

• Kirsch, Richard. Fighting for Our Health: The Epic Battle to Make Health Care a Right in the United States. Albany: Rockefeller Institute Press, 2011.

• Klein, Jennifer. For All These Rights: Business, Labor, and the Shaping of America’s Public-Private Welfare State. Princeton: Princeton University Press, 2003.

• Marso, Andy. “Wounded Veterans Return to Unprepared Medical System,” KCUR-FM, Dec. 29, 2014. http://kcur.org/post/wounded-veterans-return-unprepared-medical-system.

• Meckel, Richard. Save the Babies: American Public Health Reform and the Prevention of Infant Mortality, 1850-1929. Baltimore: Johns Hopkins University Press, 1990.

• Morgen, Sandra. Into Our Own Hands: The Women’s Health Movement in the United States, 1969-1990. New Brunswick, NJ: Rutgers University Press, 2002.

http://scienceofcaring.ucsf.edu/acute-and-transitional-care/unbroken-chain-three-decades-hivaids-nursing http://scienceofcaring.ucsf.edu/acute-and-transitional-care/unbroken-chain-three-decades-hivaids-nursing http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1447697/ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2882394/ http://kcur.org/post/wounded-veterans-return-unprepared-medical-system

Education: Other Resources

• Nelson, Alondra. Body and Soul: The Black Panther Party and the Fight Against Medical Discrimination. Minneapolis: University of Minnesota Press, 2011.

• Nelson, Jennifer. Women of Color and the Reproductive Rights Movement. New York: New York University Press, 2003.

• Quadagno, Jill. One Nation, Uninsured: Why the U.S. Has No National Health Insurance. New York: Oxford University Press, 2005.

• Smith, David B. Health Care Divided: Race and Healing a Nation. Ann Arbor: University of Michigan Press, 1999.

• Smith, Susan. Sick and Tired of Being Sick and Tired: Black Women’s Health Activism in America, 1890-1950. Philadelphia: University of Pennsylvania Press, 1995.

Online Resources

• American Academy of Child and Adolescent Psychiatry. “Facts for Families Guide.”

(accessed October 19, 2015) http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for _Families_Pages/Understanding_Your_Mental_Health_Insurance_26.aspx The American Academy of Child and Adolescent Psychiatry’s Facts for Families Guide provides information to help individuals when looking for insurance plans that cover mental health care. This includes some basic guidelines and important questions to ask when choosing a plan.

• Centers for Disease Control and Prevention (CDC). FastStats. (accessed October 19, 2015) http://www.cdc.gov/nchs/fastats/Default.htm This CDC site provides a quick access to data from the National Center for Health Statistics on various topics, including “Access to Health Care” and “Health Insurance Coverage.”

• Chicago Public Library. Leonidas Berry Papers. (accessed October 19, 2015) http://www.chipublib.org/fa-leonidas-berry-papers/ Leonidas Berry was a gastroenterologist from the Chicago area who also focused on bringing heath care to under serviced African American communities. This is a finding aid for the collection of his papers housed at the Chicago Public Library.

• Global Health and Human Rights Database (accessed October 19, 2015) http://www.globalhealthrights.org/ The Global Health and Human Rights Database provides synopses of, alongside the complete text, legal rulings from around the world that relate to health and human rights law.

• HealthCare.gov (accessed October 19, 2015) https://www.healthcare.gov/ http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Understanding_Your_Mental_Health_Insurance_26.aspx http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Understanding_Your_Mental_Health_Insurance_26.aspx http://www.cdc.gov/nchs/fastats/Default.htm http://www.cdc.gov/nchs/fastats/access-to-health-care.htm http://www.cdc.gov/nchs/fastats/health-insurance.htm http://www.cdc.gov/nchs/fastats/health-insurance.htm http://www.chipublib.org/fa-leonidas-berry-papers/ http://www.globalhealthrights.org/ https://www.healthcare.gov/

This is the federal Health Insurance Marketplace portal created by the Patient Protection and Affordable Care Act (ACA). It serves as a gateway for individuals, families, and small businesses to various health insurances coverage options. The site also offers ACA-related resources, such as policies and regulations.

• Henry Street Settlement (accessed October 19, 2015) http://www.henrystreet.org/ The Henry Street Settlement continues to provide social services, arts, and health care programs for Lower East Side residents and others in New York City. This includes providing people with information on different types of affordable health insurance that is available; in addition the organization also provides some direct health support services.

• Medicare.gov(accessed October 19, 2015) https://www.medicare.gov/Publications

This official Medicare site is a repository for free Medicare publications. By searching under the “health care choices” category Individuals can find numerous documents about different insurance options available to Medicare recipients.

• Medicaid.gov.