Department of Anthropology

Plagues and People (ANTH 2240, A01/CRN18650)

Instructor Session
Dr. J. Gamble Fall, 2019

Office Time
438 Fletcher Argue 12:30 to 1:20 A.M MWF
Phone: (204) 474-6328
Email: [email protected] Location
Office Hours: MF 2:00 – 4:00
206 Tier
(Or by appointment)

Email is my preferred mode of communication. All email correspondence must be through University of
Manitoba email accounts as per University of Manitoba regulations. The University of Manitoba does
not permit instructors to respond to correspondence from any address other than a students’ official
university email address. I will endeavour to respond to your emails in a timely fashion, but please
allow at least 48 hours for follow-up. Do not assume that your message has been received unless you
have an acknowledgement. Please ensure that all emails are constructed in a professional manner and
include your full name and course number in all correspondence. Please direct all communication
(written or spoken) to me as Dr. or Prof. Gamble.

Ensure that you have checked the syllabus before emailing me a course-related question. I will not
respond to emailed questions that could have been answered by consulting the syllabus! If you have a
content-related question, please see me after class, during office hours, or arrange an appointment.

Course Prerequisite

There is no prerequisite for this course.

Course Calendar Description

Examines selected plagues in evolutionary, ecological, and epidemiological context, and considers the
complex biological, social, and economic repercussions for human populations. Foci include past,
present, and emerging infectious disease epidemics.

Course Description

The word ‘plague’ conjures a range of emotions in humans, across time and space. But what does this
word actually mean? How do we define something as a plague? When and why do plagues occur? The
definition of the word extends from applications to a specific disease through to broader applications to
a pattern of disease. Plagues in both senses have shaped human populations biologically, socially, and
economically. They are closely intertwined with the environment, both natural and social. This course
will begin by establishing the foundations for infectious disease theory. We will explore the models,
principles, and terminology needed to understand and discuss infectious disease. Once these foundations
have been established, we will move through the course by exploring different infectious diseases that
have impacted human populations across time and space. All of the diseases we will cover have shaped
human populations. Some continue to have an impact, and a number are of concern for the future. We
will explore these diseases through a holistic anthropological lens, taking a biocultural approach to
understanding humans and infectious disease.

Course Objectives

Over the course of this term, you will be able to:

1. Demonstrate a firm understanding of epidemiological theory as it relates to infectious disease

2. Identify core infectious diseases that have influenced and continue to influence human
populations
3. Outline the main factors influencing specific plagues in the past
4. Describe the ways in which these infectious diseases have impacted populations
5. Contextualize the current state of core infectious diseases based on knowledge from the past
6. Apply an anthropological lens to the understanding of infectious diseases across time and
geographical space

Required Readings

Recommended Textbooks:

Slack, P. (2012). Plague : a Very Short Introduction. New York: Oxford University Press.

McMillen, C.W. (2012). Pandemics : a Very Short Introduction. New York, NY: Oxford University
Press.

These are on order from the bookstore and should be available the week of Sept. 23rd. They can also be
acquired from Amazon.ca (electronic of paperback), or from thebookdepository.com.

Beyond these books, this course will use a range of readings from a range of online sources. Links to
these are available in the reading list at the end of this syllabus. To access these, please click on the
highlighted link in the .pdf version of the syllabus. Any further readings will be posted to UM Learn
throughout the term.

Evaluation Procedures

The course schedule is composed of periods dedicated to lecture and discussion. Lectures will cover
essential course materials. Class discussions are designed to promote debate of ideas and concepts. It is
essential that students complete the required readings before each lecture period as per the class
schedule and attend the lectures regularly. Course content and all term marks for this class will be

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

posted on UM Learn. Please ensure that you are able to access this learning resource.

All assessed coursework must be completed independently unless otherwise stated. Evaluation for this
course will consist of two midterm tests (25% each) and a final exam (40%). The midterms will be
composed of multiple choice questions. The final exam will be contain multiple choice and some short
answer questions and will be scheduled during the final examination period, from December 9th –
December 20th, 2019. Finally, on October 25th there will be no in class lecture. Instead, you will be
provided with a link to media sources which you should work through and a quiz will be posted on UM
Learn (worth 10%) for you to complete by 4:00 P.M.

Assessment Date Value

Midterm 1 October 7th 25%
Midterm 2 November 4th 25%
Special Session Quiz October 25th 10%
Final Exam TBA 40%

Grading Scheme

All final grades are subject to departmental approval. Please note that provisional final grades will not
be posted as part of university policy. Final grades will be posted on Aurora once they have been
officially approved. The grading scale for this course is:

A+ 90-100% B+ 75-79% C+ 65-69% D 50-59%

A 80-89% B 70-74% C 60-64% F 0-49%

The final voluntary withdrawal date for this course is November 18th, 2019. Students will receive
60% of their final grade by this date.

Class and Testing Etiquette

Out of respect for both the instructor and to your fellow students, please ensure that you arrive on time
each day for lecture. Please turn off all cell phones and other communication devices before class and
turn down all laptop sound alerts. Talking in class, engagement in social media or personal electronic
messaging is disruptive both to your learning and to that of other students and will not be permitted.
Use of cell phones or cameras to take pictures of students or the instructor is not permitted. Disruptive
behaviour may result in disbarment from the class.

Please respect copyright. We will use copyrighted content in this course. I have ensured that the content
I use is appropriately acknowledged and is copied in accordance with copyright laws and University
guidelines. Copyrighted works, including those created by me, are made available for private study and
research and must not be distributed in any format without permission. Do not upload copyrighted works

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

to a learning management system (such as UM Learn), or any website, unless an exception to the
Copyright Act applies or written permission has been confirmed. Dr. Gamble holds copyright over the
course materials, presentations and lectures which form part of this course. No audio, video, or
photographic recording of lectures or presentations is allowed in any format, openly or
surreptitiously, in whole or in part without instructor permission. Course materials (both paper and
digital) are for the participant’s private study and research. Copyright-friendly lecture notes will be
posted on UM Learn for your reference. For more information, see the University’s Copyright Office
website at http://umanitoba.ca/copyright/ or contact [email protected].

Accessibility in ANTH2860

Every attempt will be made to accommodate accessibility needs in this course. It is imperative that you
get in touch with the instructor as soon as possible so that appropriate accommodations can be put in
place.

If you are a student with accessibility needs, please contact SAS for academic accommodation supports
and services such as note-taking, interpreting, assistive technology and exam accommodations. Students
who have, or think they may need accommodation (e.g. mental illness, learning, medical, hearing,
injury-related, visual) are invited to contact SAS to arrange a confidential consultation.

Student Accessibility Services http://umanitoba.ca/student/saa/accessibility/

520 University Centre
(204) 474-7423
[email protected]

Please see UM Learn for a list of other resources available to students. The document posted entitled
‘Text for Schedule ‘A’ ROASS’ will provide you with details and contact information for the following
resources:
 Writing and Learning Support
 University of Manitoba Libraries
 Mental and Physical Health
 Your rights and responsibilities
 Student Advocacy

Coursework and Examination Procedures

The following sections (2.18 and 2.19) have been accessed from
http://umanitoba.ca/admin/governance/media/Final_Examinations_Procedures_-_2013_09_01.pdf

Unauthorized Materials in Examinations

2.18 Students are not permitted to access any unauthorized materials during an examination. This
includes but is not limited to calculators, books, notes, pencil cases, or any electronic device capable of
wireless communication and/or storing information (e.g. computer, dictionary, translator, cell phone,

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

pager, PDA, mp3 units, etc.). However, students may bring in such materials or devices when
permission has been given by the instructor.

Security

2.19 Students may store valuables and personal items under the desk or chair of the examination room
but may not have access to these items during the examination. Items stowed under the desk or chair
must not obstruct the aisles of the examination room. Students must ensure that all items required for the
examination are placed on top of the desk prior to the start of the examination.

Mid-term Test and Examination Policy

You are responsible for ensuring your own attendance for both mid-terms and for the final examination.
Failure to attend these at the scheduled time without a valid reason will result in a grade of zero for that
assessment. Make-up tests will be given ONLY in cases of absence due to illness (medical certificate
required) or death in the immediate family (proof of relationship must be provided by an independent
party such as a physician, university official, etc.). Unavoidable conflicts (e.g. a major religious holiday,
or travel as part of a university program) must be drawn to the instructor’s attention in writing, together
with supporting documentation from a responsible party (e.g. your physician, appropriate instructor,
university official) by the third week of the course. Normally, make-up tests will not be given for other
reasons. Exams missed without a valid reason count as zero.

Notice must be given immediately to the instructor if a test or exam is to be missed, and in all cases
valid documentation / evidence for the reason for the absence must be provided within 48 hours of the
scheduled date of the assessment. All documentation must include a phone number, and this
documentation will be kept on file. Such a procedure will result in the scheduling of a make-up exam.

Non-legitimate reasons for a missed mid-term or final examination may include (but are not restricted
to) travel plans, family celebrations, meetings with other professors or advisors, work, and unsanctioned
university activities.

Incompletes

All assessments (both mid-terms and the final examination) must be completed prior to the last day of
classes or an incomplete form must be filled out and submitted to the Department Head, as per
University of Manitoba policy. Please notify the instructor of any scheduling conflicts or other
complications relating to the course as soon as possible.

Late Assignments

Late assignments will not be accepted without prior written approval from the instructor. The
instructor must be notified within 48 hours of the assignment due time. If lateness is due to
circumstances beyond the student’s control, an extension will be considered if documentation is

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

provided. Documentation and accepted reasons for an extension are the same as those outlined in the
section on missed quizzes, mid-terms, and examinations.

Class Policies and Observances

Unreturned term work will be kept by the instructor for four months and thereafter become the property
of the Faculty of Arts and subject to confidential destruction. Final exams will be kept by the
department on confidential file for one year following the completion of the course.

General Academic Regulations and Requirements

Students are responsible for acquainting themselves with the University’s policy on plagiarism and
cheating and examination impersonation as found in the following documentation: University of
Manitoba General Calendar on Personation at examinations, section 4.2.8, and on Academic Integrity,
section 7.1, Plagiarism and Cheating, pages 26-27

Dean’s Office Statement on Penalties:

The common penalty in Arts for plagiarism in a written assignment, test, or examination is F on the
paper and F for the course. For the most serious acts of plagiarism, such as the purchase of an essay or
cheating on a test or examination, the penalty can also include suspension for a period of up to five years
from registration in courses taught in a particular department in Arts or from all courses taught in this
faculty. The Faculty also reserves the right to submit student work that is suspected of plagiarism to
Internet sites designed to detect plagiarism.

Unreturned term work will become the property of the Faculty of Arts and will be subject to confidential
destruction

Information on Academic Integrity

The University of Manitoba takes academic integrity seriously. As a member of the International Centre
for Academic Integrity, the University defines academic integrity as a commitment to six fundamental
values: honesty, trust, fairness, respect, responsibility and courage. To help students understand the
expectations of the University of Manitoba, definitions of types of prohibited behaviours are in the
Student Academic Misconduct Procedure
http://crscalprod.ad.umanitoba.ca/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=380&chapterid=47
50&topicgroupid=25112&loaduseredits=False and provided below:

"Academic Misconduct" means any conduct that has, or might reasonably be seen to have, an adverse
effect on the academic integrity of the University, including but not limited to:

a) Plagiarism – the presentation or use of information, ideas, images, sentences, findings, etc. as
one’s own without appropriate citation in a written assignment, test or final examination.
b) Cheating on Quizzes, Tests, or Final Examinations – the circumventing of fair testing procedures
or contravention of exam regulations. Such acts may be premeditated/planned or may be

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

 unintentional or opportunistic. (c) Inappropriate Collaboration – when a student and any other
person work together on assignments, projects, tests, labs or other work unless authorized by the
course instructor.
c) Duplicate Submission – cheating where a student submits a paper/assignment/test in full or in
part, for more than one course without the permission of the course instructor.
d) Personation – writing an assignment, lab, test, or examination for another student, or the
unauthorized use of another person’s signature or identification in order to impersonate someone
else. Personation includes both the personator and the person initiating the personation.
e) Academic Fraud – falsification of data or official documents as well as the falsification of
medical or compassionate circumstances/documentation to gain accommodations to complete
assignments, tests or examinations.

Over the course of your university studies, you may find yourself in situations that can make the
application of these definitions unclear. The University of Manitoba wants to help you be successful,
and this includes providing you with the knowledge and tools to support your decisions to act with
integrity. There are a number of people and places on campus that will help you understand the rules and
how they apply to your academic work. If you have questions or are uncertain about what is expected of
you in your courses, you have several options:

 Ask your professor, instructor, or teaching assistant for assistance or clarification.

 Get support from the Academic Learning Centre: umanitoba.ca/student/academiclearning
(calendar information) or Libraries: https://libguides.lib.umanitoba.ca/undergradhelp/home
(calendar entry)
 Visit the Academic Integrity site for information and tools to help you understand academic
integrity: umanitoba.ca/academicintegrity or calendar entry
 Make an appointment with the Student Advocacy office. This office assists students to
understand their rights and responsibilities and provides support to students who have received
an allegation of academic misconduct: http://umanitoba.ca/student/advocacy
Source:
http://crscalprod.ad.umanitoba.ca/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=380&cha
pterid=4750&topicgroupid=25112&loaduseredits=False

Faculty of Arts Statement on Academic Integrity:

The common penalty in Arts for plagiarism in a written assignment, test, or examination is F on the
paper and F for the course. For the most serious acts of plagiarism, such as the purchase of an essay or
cheating on a test or examination, the penalty can also include suspension for a period of up to five years
from registration in courses taught in a particular department in Arts or from all courses taught in this
faculty. The Faculty also reserves the right to submit student work that is suspected of plagiarism to
Internet sites designed to detect plagiarism.

*** Student Advocacy has developed 6 online tutorials that define academic dishonesty, review the
penalties, tips for writing examinations and papers, and provide information about typical penalties for

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

academic dishonesty. The six tutorials are available online at:
http://umanitoba.ca/student/resource/student_advocacy/AI-and-Student-Conduct-Tutorials.html

When in doubt about any practice, ask your professor or instructor. The Student Advocacy Office, 519
University Centre, 474-7423, is also a resource available to students dealing with Academic Integrity
matters.

Source:
http://crscalprod.ad.umanitoba.ca/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=380&cha
pterid=4750&loaduseredits=False

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

Preliminary Course Schedule

Week Date Topic Reading

th th
1 September 4 & 6 Course introductions and introduction to Wiley and Allen (2017: 242-
epidemiological theory 254)
Crawford (2018: 54-62)
Harkins et al (2015: 137-
149)
2 September 9th – 13th Epidemiological theory and the anthropological Wiley and Allen (2017: 242-
lens 254)
Crawford (2018: 54-62)
Harkins et al (2015: 137-
149)
3 September 16th – 20th Dirt and Squalor: Cholera Koski-Karell (2016)
McMillen (2016: Ch. 4)
Sawchuk (2010: Ch. 6)
* Optional Reading:
Crawford (2018: 130-138)
4 September 23rd – 27th Stigmatized Disease: Leprosy and Syphilis Crawford (2008: 124-130)
Opala and Boillot (1996:3-
19)
Roberts (n.d.)
5 September 30th – October Population Impacts: Plague! Slack (2012: 1-42 & Ch. 7)
4th Zulawski (2018)
Rabaan et al. (2019)
* Optional Readings:
Crawford (2018: 82-105)
Mordechai and Eisenberg
(2019)

6 October 7th – 11th Midterm October 7th (Readings from week 5)

(Population Impacts: Plague! Cont’d) Crawford (2018: 75-79,
Famine, war, and poverty: Typhus 151-156)
Algelakis et al. (2016)
7 October 16th – 18th * Thanksgiving October 14th. No Classes Bradt and Bahr (2014)
Disease on the heels of war: Influenza Herring and Lockerbie
(2010)
McMillen (2016: Ch. 6)
* Optional Reading:
Crawford (2018: 204-210)
8 October 21st – 25th Diseases hand in hand: Tuberculosis and HIV Donoghue (2016)
No in class lecture – online content and quiz on McMillen (2016: Ch.5)
October 25th * Optional Reading:
Burke (2018: Ch. 3)
9 October 28th – November Diseases hand in hand: Tuberculosis and HIV Kelm (2010)
1st Chileshe and Bond (2010)

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

 McMillen (2016: Ch. 7)
th th th
10 November 4 – 8 Midterm November 4 Crawford (2018: 35-45)
Environment and adaptation: Malaria Laval et al. (2019)
McMillen (2016: Ch. 4)
November 11th – 15th Remembrance Day November 11th and Fall Break (November 12th – 15th)
11 November 18th – 22nd Combatting plagues? Smallpox, measles, and Crawford (2018: 106-118,
polio 167-179)
November 18th – Last date for voluntary McMillen (2016: Ch. 2)
withdrawal Shanks et al. (2014)
* Optional Reading:
Thèves et al. (2016)
12 November 25th – 29th Combatting plagues? Smallpox, measles, and Akil and Ahmad (2016)
polio (cont’d) Conniff (2019)
Wilkinson (2017)
Emerging Infectious Diseases? Ebola
13 December 2nd – 6th The future of infectious disease – where do we Crawford (2010: 184-204)
go from here, and what can the anthropologist Singer (2010)
say?
14 December 9th – 20th Final Exam TBD in Final Exam Period
(cumulative)
* Preliminary schedule subject to revision

Reading List

This list is subject to minor changes over the course of the term. If this occurs, changes will be posted in
advance on UM Learn.

Week 1 & 2: Epidemiological theory and the anthropological lens

Crawford DH. 2018. Deadly Companions : How Microbes Shaped Our History, 2nd edition. Oxford: Oxford
University Press, pp. 54 – 62. (Access this reading by clicking here in the .pdf of this document and by navigating
to the correct chapter in the electronic book through the library).

Harkins HM, Stone AC, and Harkins KM. 2015. Ancient Pathogen Genomics: Insights into Timing and
Adaptation. Journal of Human Evolution 79: 137–149. Click here for a link to the article.

Wiley AS and Allen JS. 2017. Medical Anthropology: A Biocultural Approach, 3rd edition. Oxford: Oxford
University Press, pp. 242 – 254 (photocopy available on UM Learn)

Week 3: Dirt and Squalor: Cholera

Koski-Karell V, Farmer PE, Isaac B, Campa EM, Viaud L, Namphy PC, Ternier R, and Ivers LC. 2016. Haiti’s
Progress in Achieving Its 10-Year Plan to Eliminate Cholera: Hidden Sickness Cannot Be Cured. Risk
Management and Healthcare Policy 9 (2016): 87–100. Click here for a link to the article.

McMillen CW. 2016. Pandemics: A Very Short Introduction. Oxford: Oxford University Press, Ch. 4

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

Sawchuk L. 2010. Deconstructing an epidemic: Cholera in Gibraltar. In DA Herring and AC Swedlund (eds.)
Plagues and Epidemics: Infected Spaces Past and Present. Oxford: BERG, Oxford International Publishers Ltd.,
chapter 6. (Access this reading by clicking here in the .pdf of this document and by navigating to the correct
chapter in the electronic book through the library).

**Optional Reading:

Crawford DH. 2018. Deadly Companions : How Microbes Shaped Our History, 2nd edition. Oxford: Oxford
University Press, pp. 130 – 138, 156 - 157. (Access this reading by clicking here in the .pdf of this document and
by navigating to the correct chapter in the electronic book through the library).

Week 4: Stigmatized Disease: Leprosy and Syphilis

Crawford DH. 2018. Deadly Companions : How Microbes Shaped Our History, 2nd edition. Oxford: Oxford
University Press, pp. 124 – 130. (Access this reading by clicking here in the .pdf of this document and by
navigating to the correct chapter in the electronic book through the library).

Opala J and Boillot F. 1996. Leprosy Among the Limba: Illness and Healing in the Context of World View. Social
Science & Medicine 42(1): 3–19. Click here for a link to the article.

Roberts C. nd. The Bioarchaeology of Leprosy: Learning from the Past. In D Scollard and T Gillis (eds.)
International Textbook of Leprosy. Click here for a link to the article.

Week 5: Population Impacts: Plague!

Rabaan AA, Al-Ahmed SH, Alsuliman SA, Aldrazi FA, Alfouzan WA, Haque S. 2019. The Rise of Pneumonic
Plague in Madagascar: Current Plague Outbreak Breaks Usual Seasonal Mould. Journal of Medical Microbiology
68(3): 292–302. Click here for a link to the article.

Slack P. 2012. Plague: A Very Short Introduction. Oxford: Oxford University Press, pp. 1-42 & Ch. 7

** Optional Readings:

Crawford DH. 2018. Deadly Companions : How Microbes Shaped Our History, 2nd edition. Oxford: Oxford
University Press, pp. 82 – 105. (Access this reading by clicking here in the .pdf of this document and by
navigating to the correct chapter in the electronic book through the library).

Mordechai L, Eisenberg M. 2019. Rejecting Catastrophe: The Case of the Justinianic Plague. Past & Present
44(1): 3–50, link (or see .pdf copy on UM Learn).

Zulawski A. 2018. Environment, Urbanization, and Public Health: The Bubonic Plague Epidemic of 1912 in San
Juan, Puerto Rico. Latin American Research Review 53(3): 500–516. Click here for a link to the article.

Week 6: Famine, war, and poverty: Typhus

* The coverage of typhus may be curtailed if plague runs into this week. It can be shortened quite easily to two
classes, whereas plague may need an extra class.

Angelakis E, Bechah Y, and Raoult D. 2016 The History of Epidemic Typhus. In M Drancourt and D Raoult (eds.)
Paleomicrobiology of Humans. Washington: ASM Press. Ch. 9 (Access this reading by clicking here in the .pdf of
this document and by navigating to the correct chapter in the electronic book through the library).

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

Crawford DH. 2018. Deadly Companions : How Microbes Shaped Our History, 2nd edition. Oxford: Oxford
University Press, pp. 75 – 79; 151 - 156. (Access this reading by clicking here in the .pdf of this document and by
navigating to the correct chapter in the electronic book through the library).

Week 7: Disease on the heels of war: Influenza

Brady BR and Bahr HM. 2014. The Influenza Epidemic of 1918–1920 among the Navajos: Marginality,
Mortality, and the Implications of Some Neglected Eyewitness Accounts. The American Indian Quarterly 38(4):
459 – 491. Click here for a link to the article and use the EBSCOhost Academic Search Complete access.

Herring DA and Lockerbie S. 2010. The Coming Plague of Avian Influenza. In DA Herring and AC Swedlund
(eds.) Plagues and Epidemics: Infected Spaces Past and Present. Oxford: BERG, Oxford International Publishers
Ltd., chapter 10. (Access this reading by clicking here in the .pdf of this document and by navigating to the
correct chapter in the electronic book through the library).

McMillen CW. 2016. Pandemics: A Very Short Introduction. Oxford: Oxford University Press, Ch. 6.

**Optional Reading:

Crawford DH. 2018. Deadly Companions : How Microbes Shaped Our History, 2nd edition. Oxford: Oxford
University Press, pp. 204 – 210. (Access this reading by clicking here in the .pdf of this document and by
navigating to the correct chapter in the electronic book through the library).

Week 8 & 9: Diseases hand in hand: Tuberculosis and HIV

Donoghue HD. 2016. Paleomicrobiology of human tuberculosis. In M Drancourt and D Raoult (eds.)
Paleomicrobiology of Humans. Washington: ASM Press. Ch. 12 (Access this reading by clicking here in the .pdf
of this document and by navigating to the correct chapter in the electronic book through the library).

McMillen CW. 2016. Pandemics: A Very Short Introduction. Oxford: Oxford University Press, Ch. 5 & 7.

Kelm M-E. 2010. Past into Present: History and the Making of Knowledge about HIV/Aids and Aboriginal
People. In DA Herring and AC Swedlund (eds.) Plagues and Epidemics: Infected Spaces Past and Present.
Oxford: BERG, Oxford International Publishers Ltd., chapter 11. (Access this reading by clicking here in the .pdf
of this document and by navigating to the correct chapter in the electronic book through the library).

Chileshe M and Bond VA. 2010. Barriers and Outcomes: TB Patients Co-Infected with HIV Accessing
Antiretroviral Therapy in Rural Zambia. AIDS Care 22(Sup.1): 51–59. Click here for a link to the article.

**Optional Reading:

Burke S. 2018. Children, Tuberculosis, and the Toronto Sanatorium. Montreal & Kingston: McGill-Queen’s
University Press. Chapter 3 (Access this reading by clicking here in .pdf of this document and by navigating to the
correct chapter in the electronic book through the library)

Week 10: Environment and adaptation: Malaria

Crawford DH. 2018. Deadly Companions : How Microbes Shaped Our History, 2nd edition. Oxford: Oxford
University Press, pp. 35 – 45. (Access this reading by clicking here in the .pdf of this document and by navigating
to the correct chapter in the electronic book through the library).

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble

Laval G, Peyrégne S, Zidane N, Harmant C, Renaud F, Patin E, Prugnolle F, and Quintana-Murci L. 2019. Recent
Adaptive Acquisition by African Rainforest Hunter-Gatherers of the Late Pleistocene Sickle-Cell Mutation
Suggests Past Differences in Malaria Exposure. The American Journal of Human Genetics 104(3): 553–561.
Click here for a link to the article.

McMillen CW. 2016. Pandemics: A Very Short Introduction. Oxford: Oxford University Press, Ch. 3

Week 11: Combatting plagues? Smallpox, measles, and polio

Crawford DH. 2018. Deadly Companions : How Microbes Shaped Our History, 2nd edition. Oxford: Oxford
University Press, pp. 106 – 111 (alternative to Shanks reading); 112 – 118; 167 - 179. (Access this reading by
clicking here in the .pdf of this document and by navigating to the correct chapter in the electronic book through
the library).

McMillen CW. 2016. Pandemics: A Very Short Introduction. Oxford: Oxford University Press, Ch. 2

Shanks DG, Hu Z, Waller M, Lee S, Terfa D, Howard A, van Heyningen E, and Brundage JF. 2014. Measles
Epidemics of Variable Lethality in the Early 20th Century. American Journal of Epidemiology 179(4): 413–422.
Click here for a link to the article.

** Optional Reading:

Thèves C, Crubézy E, and Biagini P. 2016. History of Smallpox and its Spread in Human Populations. In M
Drancourt and D Raoult (eds.) Paleomicrobiology of Humans. Washington: ASM Press. Ch. 16 (Access this
reading by clicking here in the .pdf of this document and by navigating to the correct chapter in the electronic
book through the library).

Week 12: Emerging Infectious Diseases?

Akil L and Ahmad HA. 2016. The Recent Outbreaks and Reemergence of Poliovirus in War and Conflict-
Affected Areas. International Journal of Infectious Diseases 49(C): 40–46. Click here for a link to the article.

Conniff R. 2019. The world before vaccines is a world we can’t afford to forget. National Geographic. Click here
for a link to the article.

Wilkinson A. 2017. Emerging Disease or Emerging Diagnosis: Lassa Fever and Ebola in Sierra Leone.
Anthropological Quarterly 90(2): 369–397. Click here for a link to the article.

Week 13: The future of infectious disease – where do we go from here, and what can the anthropologist say?

Crawford DH. 2018. Deadly Companions : How Microbes Shaped Our History, 2nd edition. Oxford: Oxford
University Press, pp. 184 – 204. (Access this reading by clicking here in the .pdf of this document and by
navigating to the correct chapter in the electronic book through the library).

Singer M. 2010. Ecosyndemics: Global Warming and the Coming Plagues of the Twenty-First Century. In DA
Herring and AC Swedlund (eds.) Plagues and Epidemics: Infected Spaces Past and Present. Oxford: BERG,
Oxford International Publishers Ltd., chapter 2. (Access this reading by clicking here in the .pdf of this document
and by navigating to the correct chapter in the electronic book through the library).

ANTH 2860 Evolution and Human Diversity Dr. J. Gamble