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HPS319H1-英文代写
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HISTORY OF MEDICINE II: 17th -20th CENTURY
HPS319H1 F (Fall 2022)
I. CONTACTS
INSTRUCTOR
Lucia Dacome
Email: lucia.dacome@utoronto.ca
Office: IHPST, Victoria College, Room 305
Office Hours: By appointment.
TEACHING ASSISTANT
Myriam Iuorio
Email: myriam.iuorio@mail.utoronto.ca
Office Hours: Online by appointment
LIAISON LIBRARIAN (EJ PRATT LIBRARY): Roma Kail, Head of Reader Services at the
Pratt Library at Victoria University Library in the University of Toronto
Email: r.kail@utoronto.ca
LIAISON LIBRARIAN (FISHER LIBRARY): Alexandra Carter, Science & Medicine Librarian
at Thomas Fisher Rare Book Library
Email: alexandra.carter@utoronto.ca
II. COURSE OVERVIEW
General description: This course considers medicine and healing in their social, political, and
cultural contexts from the 17th to the 20th centuries. It focuses on historical developments in western
medicine and examines how medical knowledge was produced and shared, how views of the human
body were developed and communicated, and how healing and medicine were practiced and pursued.
We shall consider topics such as changing views of the body, the role of different medical
practitioners in the healing world, the relationship between patients and healers, the communication
and transmission of medical knowledge, the consequences and legacies of slavery and colonialism,
the making of medical identity and authority, and the developments of medical institutions such as
hospitals, asylums and laboratories. We will pay special attention to how social, political and cultural
factors have historically informed the worlds of health and medicine in ways that both reflected and
articulated different social and power relations.
LEARNING GOALS
Students will learn to:
1. think historically about the healing world and the relationship between medicine and society;
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2. situate healing and medicine within their historical contexts;
3. understand the role of social, political, gender, and religious factors in shaping the worlds of
healing and medicine;
4. identify, interpret and contextualize primary sources relevant to the history of medicine;
5. critically examine historical evidence, argumentation and methodology in scholarly work;
6. read and critique historical arguments concerning the history of medicine;
7. research historical topics and sharpen their ability to develop historical arguments.
Significant Course Activities
1. Read weekly the assigned primary and secondary sources (required readings) before the
relevant lecture and the tutorial.
2. Attend online lectures.
3. Participate in synchronous online tutorials.
4. Complete your course assignments by the due date.
III. COURSE POLICIES
Course Platforms: Where to Find Course Materials
This course will primarily make use of two platforms: (1) Quercus and (2) Zoom.
(1) Quercus is U of T’s central the learning management system. Quercus will be the main online hub
for the course—this will be where you where you can access course lectures and readings, submit
your assignments, and receive your grades. Students should regularly check Quercus for
announcements, course materials, instructions for assignments, and other course information. They
should make sure that they enable notifications on Quercus to receive all the announcements.
(2) Zoom is one U of T’s central video-conferencing platforms. Synchronous (live) sessions will take
place on zoom, as a first option. Still, the instructor and the TA reserve the right to move
synchronous (live) sessions to another video conferencing platform (e.g. MS Teams) in the case that
Zoom is not functioning or is otherwise deemed unable to fulfil their pedagogical needs. If we incur
in technical problems (which is not unusual in online teaching), please bear with us – we will do our
best to address them one way or the other.
Email Policy
The TA and the course instructor are happy to answer simple questions by email. If your question
requires a more complex reply, we may encourage you to set up an appointment with either of us.
Many aspects of the course are addressed and explained in this syllabus, so before emailing
the TA or the instructor, please read the syllabus carefully to check whether you can already
find the answer to your question there. Please ensure you use your official University of
Toronto email address (sample.name@mail.utoronto.ca or sample.name@utoronto.ca) and include
the course code in the subject line (HPS 319). E-mail response time will vary, but we will try to get
back to you as soon as we can, and usually within 48 hours. However, it will likely take longer to
receive a reply to messages sent over the weekend. Please do not expect any e-mail correspondence
to occur outside of regular working hours (i.e. Monday-Friday 9 am-5 pm ET).
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Appointments
Students are encouraged to make an appointment with the TA or the course instructor for an online
meeting when they need to discuss questions that are not easily handled via email. In order to make
sure that this process is equitable for everyone, we ask students to confirm within 24 hours their
availability to attend an appointment and provide 24-hour notice of a cancellation. Please make sure
you are on time for your appointment. If something unexpected prevents you from joining the
meeting or being on time, please notify the TA or the instructor as soon as possible.
Lectures
Lectures will be held online synchronously on Tuesdays, at 12:10-2 pm, and will be recorded and
posted online. Any course lecture content (such as slides) will be posted after each week’s
synchronous lecture.
Tutorials
Tutorials will be held online synchronously. Tutorial attendance is mandatory. There will be six
tutorials. They begin on Week 3 and will take place on Weeks 3, 4, 5, 7, 9, 11 (please see specific
dates below). Tutorials are designed to provide a forum where students can discuss the readings,
clarify the lecture content, and prepare for assignments. They give students the opportunity to
explore the readings in depth, clear up questions related to the lectures, and may include oral
presentations. Students are expected to complete the required readings for the relevant week before
the lecture and the tutorial.
Tutorial Marking Scheme
Students will be graded for their attendance and their active participation in the tutorials. A missed
tutorial will result in a 2-point deduction from the overall tutorial mark. Please see the Tutorials’
Participation Marking Scheme on Quercus.
Tutorials’ Schedule:
TUT0101 Tuesday 4-5 PM
TUT0201 Thursday 2-3 PM
TUT0301 Thursday 3-4 PM
IV. ASSIGNMENTS
Assignments and tests for this course include a Midterm Test, an Essay Proposal, a Research
Essay, and an End-of-Term Test.
MARK BREAKDOWN
Midterm Test 17%
Essay Proposal 9%
Research Essay 40%
End-of-term Test 22%
Tutorials 12% Please see Tutorials’ dates and policies
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Students’ written assignments will be evaluated on the basis of the degree of originality and depth of
their analysis, their capacity to examine and integrate insights from different sources, and the quality
of their writing as it is reflected in the clarity and cogency of their presentations and arguments. If a
student believes they have been improperly graded, they must first contact their TA and provide a
brief written explanation in support of their request of regrading. If the student is not satisfied with
the TA’s explanation, they may contact the instructor with a further explanation for why regrading is
being requested and a summary of the TA’s explanation. Please note that if the request of re-marking
is accepted, the re-marking may lower or raise the grade.
Assignment Descriptions and Requirements
Essay Proposal: due on Friday, November 4 (please upload your proposal on Quercus by 11:59
pm); required length ca. 300 words (excluding notes and bibliography). The Essay Proposal is an
abstract of your Research Essay. It presents the topic you want to write your Essay on and its main
research questions. It consists of a short narrative that discusses the topic and main ideas of your
essay. It also includes two or three main research questions you would like to address in your essay,
and a bibliography consisting of at least one primary source and four secondary sources written by
historians.
Research Essay: due on Friday, November 25 (please upload your essay on Quercus by 11:59
pm); required length ca. 2000 words (excluding notes and bibliography). The Research Essay gives
you the opportunity to conduct original and in-depth research on a specific topic related the subject
matter of the course. Drawing on the primary and secondary sources you have chosen (a minimum
of one primary source and five secondary sources written by historians), construct a convincing
argument and support it with compelling evidence. Please keep in mind that the required number of
sources is a minimum, and you should not feel you need to confine yourself to this number. Using
more sources is likely to be beneficial to your essay. The writing of an essay requires you start early
and create a plan that is flexible enough to accommodate any unforeseen problems. Make sure you
manage your time in such a way that you can conduct the research and have time to write and edit
drafts.
Essay Proposal and the Research Essay: Both the Essay Proposal and the Research Essay require
carrying out original research and investigate a topic beyond class and tutorial discussions and
materials. The instructor will upload on Quercus a list of general Essay themes. You will choose one
of the themes and narrow it down to a specific topic – ideally to a case study – by examining
particular events or historical processes that are closely related to the periods covered by the course
(17th to 20th C). In choosing the topic of your essay, you should focus on shorter rather than longer
historical periods.
More information about the Midterm Test and the End-of-term Test will be made available during
the semester. However here is some preliminary information:
- The Midterm Test (Tuesday, 18 October) will take the form of an online test that will be carried
out over a window of ca. 24 hours and will likely include two sections:
Section I will probably ask students to draw on the course materials (lectures, readings, slides, and
both primary and secondary sources) to write a short essay of ca. 500-600 words based on the
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interpretation and critical discussion of one of the primary sources included in the required readings
for the previous weeks, which will be chosen by the instructor. You will be asked to use this primary
source to articulate an argument based on the course materials -- as opposed to just a summary of the
source.
Section II will probably ask students to write a short essay of ca. 500-600 words based on the
interpretation and critical discussion of a primary source of their choice that is relevant to the history
of medicine in the period covered by the course (17th to 20th C). The primary source chosen by
students should not be included in any part of the course materials. However, students could use
secondary sources included in the course’s reading list to interpret and contextualize it. This section
will require carrying out some autonomous research and there will be the chance to discuss how to
approach it in tutorials and in the lectures.
The End-of-term Test (Tuesday, December 6) will be administered online. The structure of the
End-of-Term Test is still tentative but will likely take the form of an online test that will be carried
out over a window of ca. 24 hours and may include two sections:
Section I may require students to draw on the course materials (lectures, readings, and slides, both
primary and secondary sources) to write a short essay of ca. 550-600 words based on the
interpretation and critical discussion of one of the primary sources included in the required readings
for weeks 7-11, which will be chosen by the instructor. You will be asked to use this primary source
to articulate an argument based on the course materials -- as opposed to just a summary of the
source.
Section II may require students to write an essay of ca. 750-800 words (based on cases and examples
found in the course materials) in response to an essay question provided by the instructor.
All written assignments must be double-spaced, written in 12-point font. You should give references
according to the sample ‘Citation Style’ posted on Quercus.
Research Support
This course requires students to familiarize themselves with scholarship in the history of medicine
and engage in original research for their assignments. The staff at the UofT libraries have the
expertise to assist you in finding primary sources and the appropriate secondary literature for your
essay. In particular, this class is fortunate to have two liaison librarians for instruction and research
consultations:
Roma Kail, Head, Reader Services at E.J. Pratt Library, who will also carry out the Library Research
Session on Week 4
Email: r.kail@utoronto.ca
Alexandra Carter, Science & Medicine Librarian at Thomas Fisher Rare Book Library
Email: alexandra.carter@utoronto.ca
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Submitting course work and late penalty policy:
All the assignments will be uploaded electronically on Quercus.
Students are expected to complete all assignments within the time frame indicated in the syllabus and
submit their assignments on the due date. If you are unable to submit your assignment on the due
date, please contact your TA and the course instructor as soon as possible.
The penalty for late assignments is 1% per day for the first 2 days, and an additional 2% per
day for any subsequent days, including weekends. Please note that assignments that are late
by more than one week will not be accepted. There are no exceptions to these policies other than
in the case of extenuating circumstances and situations in which students miss the deadline for
reasons entirely beyond their control (e.g., health-related reasons), provide the relevant
documentation, and contact the instructor and the TA before the deadline.
Any request for an extension must be accompanied by the necessary official documentation.
Students must provide a brief text explaining the reasons for requesting an extension and indicating
the timeline to completion for their extension request. The following types of documentation are
accepted by the UofT Faculty of Arts and Sciences:
In case of illness, requests of extension due to illness must be accompanied by either U of T
Verification of Illness or Injury Form (www.illnessverification.utoronto.ca) or a Student Health
or Disability Related Certificate. Please note that extensions may be granted only for the number
of days of sickness occurring before the assignment is due as indicated on the relevant
documentation.
In cases where there are other extenuating circumstances (i.e. other than health-related reasons)
that prevent students from submitting work on time, students requiring an extension must provide
either a note from their College Registrar, Academic Advisor or, if applicable, Accessibility Services,
supporting their request of accommodation.
Please note that even when documentation is provided, extensions are not granted automatically
and need to be approved by the instructor. For extension requests, please contact the instructor
and the TA in advance of any deadlines. If you know in advance that you will be unable to meet an
assignment deadline because of an emergency, please contact the TA and the course instructor as
soon as possible.
Plagiarism detection tool in Quercus: Normally, students will be required to submit their course
essays to the University’s plagiarism detection tool for a review of textual similarity and detection of
possible plagiarism. In doing so, students will allow their essays to be included as source documents
in the tool’s reference database, where they will be used solely for the purpose of detecting
plagiarism. The terms that apply to the University’s use of this tool are described on the Centre for
Teaching Support & Innovation web site (https://uoft.me/pdt-faq). Students should inform the
instructor and the TA at the start of the course if they choose to opt out of Plagiarism Detection
tool. If you wish to opt out of uploading your assignments to Plagiarism Detection Tool, please let
the course instructor and the TA know about your decision at the start of the course and submit your
research notes and at least two early drafts of your assignments.
.
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Key Dates and Deadlines
September 13 First online, synchronous class meeting
Week 3 First tutorial meeting
October 4 Library Research Session with Roma Kail
October 18 Midterm Test
November 4 Essay Proposal Due
November 16 Last day to drop F Courses
November 7-11 Fall Reading Week (no class on November 8)
November 25 Research Essay Due
December 6 End-of-term Test
V. COURSE STRUCTURE AND REQUIRED READINGS
Required Readings: The required readings are meant to complement the lectures and must be
completed in advance of the relevant lecture and tutorial class. A list of further readings will be
uploaded on Quercus to direct you to additional sources, which will allow you to learn more about
the topics and themes discussed in the course and will help you in the research for your essay. In
order to adapt the course to the number of students and the overall character of the class, the
following course structure may be subjected to occasional modifications.
VI. COURSE SCHEDULE
Week 1
September 13 Introduction and Course Overview
There are no required readings for this class.
Week 2
September 20 Matters of the Heart
Required Readings
Secondary Sources
- Andrew Wear, “The Heart and Blood from Vesalius to Harvey,” in R. C. Olby, G. N. Cantor, J. R.
R. Christie & M. J. S. Hodge (eds.), Companion to the History of Modern Science (London: Routledge,
1990), read Introduction (p. 568 and beginning of p. 569) and pp. 574 (from “4. William Harvey”)
to 582.
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- M. Lindemann, read section: “The New Science and the Iatromedicines,” in Medicine & Society in
Early Modern Europe (Cambridge, 1999), pp. 77-85
Primary Source
- William Harvey, On the Motion of the Heart and Blood in Animals, read: Letter to the King and
Dedication, Dedication to his Very Dear Friend… and to other Illustrious Physicians, and Chapter
VIII (https://sourcebooks.fordham.edu/mod/1628harvey-blood.asp)
Week 3
September 27 Changing Models of the Body
TUTORIAL # 1
Required Readings
Secondary Source
S. Shapin, “Trusting George Cheyne: Scientific Expertise, Common Sense and Moral Authority in
Early Eighteenth-Century Dietetic Medicine,” Bulletin of the History of Medicine, 77 (2003), pp. 263–297.
Primary Source
William Buchan, Domestic Medicine, or, A Treatise on the Prevention and Cure of Diseases by Regimen and
Simple Medicines (London: W. Strahan; T. Cadell in the Strand; and J. Balfour, and W. Creech, at
Edinburgh, 1790), 11 th ed., Chapter XII, pp. 135-140.
Week 4
October 4 The Care and Cure of Mental Illness
TUTORIAL # 2
This week Roma Kail, Head of Reader Services at the Pratt Library at Victoria University Library,
will lead a Library Research Session
Required Readings
Secondary Source
- J. Andrews, “‘In her Vapours:…[or] indeed in her Madness?’ Ms Clerke’s Case: An Early
Eighteenth-Century Psychiatric Controversy,” History of Psychiatry, 1 (1990), pp. 125-144.
Primary Source
- William Battie, A Treatise on Madness (London, for J. Whiston and B. White, 1758), pp. 2-3 and 68-
72.
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Week 5
October 11 Women, Gender, and Medicine
TUTORIAL # 3
Required Readings
Secondary Source
- Eve Keller, “The Subject of Touch: Medical Authority in Early Modern Midwifery,” in Elizabeth
D. Harvey (ed.), Sensible Flesh: On Touch in Early Modern Culture (Philadelphia, 2003), pp. 62-80.
Primary Sources
Sarah Stone, A Complete Practice of Midwifery. […] Recommended to All Female Practitioners in an Art so
important to the Lives and Well-Being of the Sex. By Sarah Stone, Of Piccadilly (London: T. Cooper, 1737),
pp. ix-xx (“The Preface to the Reader”).
Week 6
October 18 ** Midterm Test **
Week 7
October 25 Medical Institutions
TUTORIAL # 4
Required Readings
Secondary Source
- Mary E. Fissell, “The Disappearance of the Patient's Narrative and the Invention of Hospital
Medicine,” in Roger French and Andrew Wear (eds), British Medicine in an Age of Reform (London:
Routledge, 1991), pp. 92-109.
Primary Source
- D. Brunton (ed.), Health, Disease and Society in Europe, 1800-1930. A Source-Book (Manchester:
Manchester University Press, 2004), read pp. 24-38.
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Week 8
November 1 Medicine and Colonialism
Required Readings
Secondary Sources
- Ian Mosby, “Administering Colonial Science: Nutrition Research and Human Biomedical
Experimentation in Aboriginal Communities and Residential Schools, 1942-1952,” Histoire sociale /
Social History, 46:91 (2013), pp. 145-172.
Primary Source
- F. Fanon, “Medicine and Colonialism,” in F. Fanon, A Dying Colonialism, trans. Haakon Chevalier
(New York, 1965), read pp. 121-139 (until 139: top of the page).
Friday, November 4: *** The Essay Proposal is due today! ***
**READING WEEK NOVEMBER 7-11 — NO CLASS ON NOVEMBER 8**
Week 9
November 15 Slavery, Medicine, and Race
TUTORIAL # 5
Secondary Sources
- Deirdre Cooper Owens, Medical Bondage: Race, Gender, and the Origins of American Gynecology (Athens:
The University of Georgia Press, 2017), Introduction.
Primary Sources
- Theodore Dwight Weld, American Slavery as It Is: Testimony of a Thousand Witnesses (Chapel Hill:
University of North Carolina Press, 2011) [new edition - originally published in 1839], pp. 425-429
“Patsy Moses” in Slave Narratives: A Folk History of Slavery in the United States From Interviews with Former
Slaves (2011) Volume XVI, Texas Narratives, Part 3, open access
https://www.gutenberg.org/files/35380/35380-h/35380-h.html#patsy-moses
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Week 10
November 22 Medicine as Art/Medicine as Science
Required Readings
Secondary Source
- Hughes Evans, “Losing Touch: The Controversy over the Introduction of Blood Pressure
Instruments into Medicine,” Technology and Culture 34:4 (1993): 784–807.
Primary Source
- Claude Bernard, An Introduction to the Study of Experimental Medicine, trans. H. C. Greene (New York,
Dover Publications, 1957) [first edition 1865], pp. 13 –15 (Section III); pp. 142-143 and 145-149.
Friday, November 25: *** The Essay is due today! ***
Week 11
November 29 Medicine and Modern Societies
TUTORIAL # 6
Required Readings
Secondary Sources
- Carolyn Strange and Jennifer A. Stephen “Eugenics in Canada: A Checkered History, 1850s–
1990s,” The Oxford Handbook of the History of Eugenics, edited by Alison Bashford, Philippa Levine
(Oxford-New York: Oxford University Press, 2010), pp. 523-538.
Primary Sources
- Francis Galton, “Eugenics: Its Definition, Scope and Aims,” in Essays on Eugenics (London, 1909),
pp. 35-43.
- C. Darwin, The Descent of Man (New York, Appleton and Company, 1875), pp. 133-136 (Paragraph:
‘Natural selection as affecting civilized nations’ to ‘ability must be some advantage’ on p. 136) and
pp. 617-618 (from ‘Man scans’ to ‘development of the moral sense’).
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Week 12
December 6 *** End-of-Term Test ***
VI. INSTITUTIONAL POLICIES AND SUPPORT
Academic Integrity
Academic integrity is essential to the pursuit of learning and scholarship in a university, and to
ensuring that a degree from the University of Toronto is a reflection of each student’s individual
academic achievement. As a result, the University treats cases of cheating and plagiarism very
seriously and considers them serious academic offences, which have consequences for people’s
grades and careers. The University of Toronto’s Code of Behaviour on Academic Matters outlines the
behaviours that constitute academic dishonesty and the processes for addressing academic offences
(https://www.viceprovoststudents.utoronto.ca/students/#CodeAcademic).
Potential offences include but are not limited to:
In papers and assignments:
1. Using someone else’s ideas or words without appropriate acknowledgement.
2. Submitting your own work in more than one course without the permission of the instructor.
3. Making up sources or facts.
4. Obtaining or providing unauthorized assistance on any assignment.
On tests and exams:
1. Using or possessing unauthorized aids.
2. Looking at someone else’s answers during an exam or test.
3. Misrepresenting your identity.
In academic work:
1. Falsifying institutional documents or grades.
2. Falsifying or altering any documentation required by the University.
All suspected cases of academic dishonesty will be investigated following procedures outlined in the
Code of Behaviour on Academic Matters. If you have questions or concerns about what constitutes
appropriate academic behaviour or appropriate research and citation methods, you are expected to
seek out additional information on academic integrity from the instructor or from other institutional
resources (see, for instance, https://www.academicintegrity.utoronto.ca). See also the section "How
Not to Plagiarize" (http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize)
and other advice on documentation format and methods of integrating sources that are listed in
http://advice.writing.utoronto.ca/using-sources/
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Student Conduct for Participating in Online Discussions and Synchronous Sessions
Everyone’s aim in this course should be to make our shared class environment safe, equitable, and
productive for learning. There are some practical and important steps we can all take to help with
this. In the first instance, all students should be familiarize themselves with the Code of Student
Conduct. A few important guidelines to follow are:
1. Always be respectful, e.g. give undivided attention to the person who has the floor and seek
permission to speak before doing so.
2. Take a non-judgmental and charitable approach to interactions even when you disagree with
another person’s position.
3. Be sensitive to other people’s privacy and diversity. Members of our course may differ in cultural
background, sexual orientation, and/or gender identity or gender expression and so we need to be
careful about making insensitive or careless remarks. Please address people by the pronouns that they
identify with.
4. Learning is best carried out in a collaborative and supportive environment. Be supportive. If you
see another course member who needs support, please be reach out to them or to a course TA or
instructor for assistance.
In terms of good conduct for synchronous sessions:
1. Students should mute their microphones when they are not speaking.
2. While it would be great for students to have their videos turned on, they are not required to do
so.
Recording of Online Course Sessions and Copyright
The lectures for this course, including your participation, will be recorded and will be available
exclusively to students enrolled in the course for viewing remotely after each session. However, the
tutorials are not to be recorded (neither by the TA nor by the students) to ensure that everyone feels
comfortable participating in the discussions. Course videos and materials belong to your instructor,
the University, and/or other sources depending on the specific facts of each situation and are
protected by copyright. They are uploaded on Quercus for personal use only and you should not
copy, reproduce or share any course or student materials or videos without the explicit permission of
the instructor, otherwise all such reproduction is an infringement of copyright and is absolutely
prohibited.
VII. COURSE RESOURCES
Some Research Guides and Resources for HPS319:
History of Medicine Research Guide for HPS319 by Roma Kail:
https://guides.library.utoronto.ca/HPS319
History of Medicine at the Fisher Library:
https://fisher.library.utoronto.ca/resources/subject-strengths/history-medicine
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Fisher Library: The Discovery of Insulin at the University of Toronto
https://fisherdigitus.library.utoronto.ca/exhibits/show/insulin100/landing
Library Resources and Resources on conducting research through the UofT libraries
(including information on workshop series, how to book a consultation with a librarian, etc.):
https://onesearch.library.utoronto.ca/research
Popular medicine in America, 1800-1900:
https://www-popularmedicine-amdigital-co-uk.myaccess.library.utoronto.ca/Introduction
History of Medicine Digital Exhibits: https://medhumanities.mcmaster.ca/index/history-of-
medicine-digital-exhibits
Wellcome Images in the History of Medicine:
https://wellcomecollection.org/works?query=%22Wellcome%20Images.%22
The University of Toronto Scientific Instruments Collection
https://utsic.utoronto.ca/
Some Relevant Periodicals in the History of Science, Techology, and Medicine (available
online through the UofT Libraries):
British Journal for the History of Science; Bulletin of the History of Medicine; History of Science; Early Science and
Medicine; Isis; Journal of the History of Medicine and the Allied Sciences; Medical History; Science in Context; Social
History of Medicine; Social Studies of Science; Studies in History and Philosophy of Science; Technology and Culture.
E-book platforms and collections at UofT: https://onesearch.library.utoronto.ca/ebooks
WRITING CENTRES AT THE UNIVERSITY OF TORONTO
Most writing centre activities will be online in the fall. The FAS centres will continue to offer the
same high level of support as it always has. Students should visit each individual centre's site for
information on how to make an appointment.
Students can find information about college writing centres at
http://www.writing.utoronto.ca/writing-centres/arts-and-science. The teaching approach of the
college writing centres is described at http://writing.utoronto.ca/writing-centres/learning/
The home page for the “Writing at the University of Toronto” is www.writing.utoronto.ca.
More than 60 Advice files on all aspects of academic writing are available
at http://advice.writing.utoronto.ca. A complete list of printable PDF versions are listed
at http://advice.writing.utoronto.ca/student-pdfs/.
Please also see to the Writing Plus workshop series, described at http://writing.utoronto.ca/writing-
plus/. In 2022-23, workshops will be offered through zoom. Students can join workshops using the
following link: https://uoft.me/writingplus.
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Information about the English Language Learning program (ELL) is available on the ELL website
at http://www.artsci.utoronto.ca/current/advising/ell. Reading eWriting is a free activity designed to
boost scholarly reading and academic writing skills. Students now have the option to combine this
with their course material. ELL mini courses will also be offered later this term. You can contact the
ELL instructors at ell.newcollege@utoronto.ca.
Equity, Diversity, and Inclusion
The University of Toronto is committed to equity, human rights and respect for diversity. All
members of the learning environment in this course should strive to create an atmosphere of mutual
respect where all members of our community can express themselves, engage with each other, and
respect one another’s differences. U of T does not condone discrimination or harassment against any
persons or communities. Students may contact the University of Toronto’s Equity Offices for advice
and support, or to express any concerns around harassment and/or discrimination:
https://hrandequity.utoronto.ca/inclusion/
Accessibility
The University of Toronto is committed to accessibility and provides academic accommodations for
students with disabilities in accordance with the terms of the Ontario Human Rights Code. This
occurs through a collaborative process that acknowledges a collective obligation to develop an
accessible learning environment that both meets the needs of students and preserves the essential
academic requirements of the University’s courses and programs. Students with diverse learning
styles and needs are welcome in this course. If you’d like to require accommodation, please contact
Accessibility Services (https://www.studentlife.utoronto.ca/as) at 416-978-8060 as soon as possible
to coordinate any academic accommodation arrangements.
Summary of Services and Support:
• General student services and resources at Student Life
• Full library service through University of Toronto Libraries
• Resources on conducting online research through University Libraries Research
• Resources on academic support from the Academic Success Centre
• Learner support at the Writing Centre
HPS319H1 F (Fall 2022)
I. CONTACTS
INSTRUCTOR
Lucia Dacome
Email: lucia.dacome@utoronto.ca
Office: IHPST, Victoria College, Room 305
Office Hours: By appointment.
TEACHING ASSISTANT
Myriam Iuorio
Email: myriam.iuorio@mail.utoronto.ca
Office Hours: Online by appointment
LIAISON LIBRARIAN (EJ PRATT LIBRARY): Roma Kail, Head of Reader Services at the
Pratt Library at Victoria University Library in the University of Toronto
Email: r.kail@utoronto.ca
LIAISON LIBRARIAN (FISHER LIBRARY): Alexandra Carter, Science & Medicine Librarian
at Thomas Fisher Rare Book Library
Email: alexandra.carter@utoronto.ca
II. COURSE OVERVIEW
General description: This course considers medicine and healing in their social, political, and
cultural contexts from the 17th to the 20th centuries. It focuses on historical developments in western
medicine and examines how medical knowledge was produced and shared, how views of the human
body were developed and communicated, and how healing and medicine were practiced and pursued.
We shall consider topics such as changing views of the body, the role of different medical
practitioners in the healing world, the relationship between patients and healers, the communication
and transmission of medical knowledge, the consequences and legacies of slavery and colonialism,
the making of medical identity and authority, and the developments of medical institutions such as
hospitals, asylums and laboratories. We will pay special attention to how social, political and cultural
factors have historically informed the worlds of health and medicine in ways that both reflected and
articulated different social and power relations.
LEARNING GOALS
Students will learn to:
1. think historically about the healing world and the relationship between medicine and society;
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2. situate healing and medicine within their historical contexts;
3. understand the role of social, political, gender, and religious factors in shaping the worlds of
healing and medicine;
4. identify, interpret and contextualize primary sources relevant to the history of medicine;
5. critically examine historical evidence, argumentation and methodology in scholarly work;
6. read and critique historical arguments concerning the history of medicine;
7. research historical topics and sharpen their ability to develop historical arguments.
Significant Course Activities
1. Read weekly the assigned primary and secondary sources (required readings) before the
relevant lecture and the tutorial.
2. Attend online lectures.
3. Participate in synchronous online tutorials.
4. Complete your course assignments by the due date.
III. COURSE POLICIES
Course Platforms: Where to Find Course Materials
This course will primarily make use of two platforms: (1) Quercus and (2) Zoom.
(1) Quercus is U of T’s central the learning management system. Quercus will be the main online hub
for the course—this will be where you where you can access course lectures and readings, submit
your assignments, and receive your grades. Students should regularly check Quercus for
announcements, course materials, instructions for assignments, and other course information. They
should make sure that they enable notifications on Quercus to receive all the announcements.
(2) Zoom is one U of T’s central video-conferencing platforms. Synchronous (live) sessions will take
place on zoom, as a first option. Still, the instructor and the TA reserve the right to move
synchronous (live) sessions to another video conferencing platform (e.g. MS Teams) in the case that
Zoom is not functioning or is otherwise deemed unable to fulfil their pedagogical needs. If we incur
in technical problems (which is not unusual in online teaching), please bear with us – we will do our
best to address them one way or the other.
Email Policy
The TA and the course instructor are happy to answer simple questions by email. If your question
requires a more complex reply, we may encourage you to set up an appointment with either of us.
Many aspects of the course are addressed and explained in this syllabus, so before emailing
the TA or the instructor, please read the syllabus carefully to check whether you can already
find the answer to your question there. Please ensure you use your official University of
Toronto email address (sample.name@mail.utoronto.ca or sample.name@utoronto.ca) and include
the course code in the subject line (HPS 319). E-mail response time will vary, but we will try to get
back to you as soon as we can, and usually within 48 hours. However, it will likely take longer to
receive a reply to messages sent over the weekend. Please do not expect any e-mail correspondence
to occur outside of regular working hours (i.e. Monday-Friday 9 am-5 pm ET).
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Appointments
Students are encouraged to make an appointment with the TA or the course instructor for an online
meeting when they need to discuss questions that are not easily handled via email. In order to make
sure that this process is equitable for everyone, we ask students to confirm within 24 hours their
availability to attend an appointment and provide 24-hour notice of a cancellation. Please make sure
you are on time for your appointment. If something unexpected prevents you from joining the
meeting or being on time, please notify the TA or the instructor as soon as possible.
Lectures
Lectures will be held online synchronously on Tuesdays, at 12:10-2 pm, and will be recorded and
posted online. Any course lecture content (such as slides) will be posted after each week’s
synchronous lecture.
Tutorials
Tutorials will be held online synchronously. Tutorial attendance is mandatory. There will be six
tutorials. They begin on Week 3 and will take place on Weeks 3, 4, 5, 7, 9, 11 (please see specific
dates below). Tutorials are designed to provide a forum where students can discuss the readings,
clarify the lecture content, and prepare for assignments. They give students the opportunity to
explore the readings in depth, clear up questions related to the lectures, and may include oral
presentations. Students are expected to complete the required readings for the relevant week before
the lecture and the tutorial.
Tutorial Marking Scheme
Students will be graded for their attendance and their active participation in the tutorials. A missed
tutorial will result in a 2-point deduction from the overall tutorial mark. Please see the Tutorials’
Participation Marking Scheme on Quercus.
Tutorials’ Schedule:
TUT0101 Tuesday 4-5 PM
TUT0201 Thursday 2-3 PM
TUT0301 Thursday 3-4 PM
IV. ASSIGNMENTS
Assignments and tests for this course include a Midterm Test, an Essay Proposal, a Research
Essay, and an End-of-Term Test.
MARK BREAKDOWN
Midterm Test 17%
Essay Proposal 9%
Research Essay 40%
End-of-term Test 22%
Tutorials 12% Please see Tutorials’ dates and policies
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Students’ written assignments will be evaluated on the basis of the degree of originality and depth of
their analysis, their capacity to examine and integrate insights from different sources, and the quality
of their writing as it is reflected in the clarity and cogency of their presentations and arguments. If a
student believes they have been improperly graded, they must first contact their TA and provide a
brief written explanation in support of their request of regrading. If the student is not satisfied with
the TA’s explanation, they may contact the instructor with a further explanation for why regrading is
being requested and a summary of the TA’s explanation. Please note that if the request of re-marking
is accepted, the re-marking may lower or raise the grade.
Assignment Descriptions and Requirements
Essay Proposal: due on Friday, November 4 (please upload your proposal on Quercus by 11:59
pm); required length ca. 300 words (excluding notes and bibliography). The Essay Proposal is an
abstract of your Research Essay. It presents the topic you want to write your Essay on and its main
research questions. It consists of a short narrative that discusses the topic and main ideas of your
essay. It also includes two or three main research questions you would like to address in your essay,
and a bibliography consisting of at least one primary source and four secondary sources written by
historians.
Research Essay: due on Friday, November 25 (please upload your essay on Quercus by 11:59
pm); required length ca. 2000 words (excluding notes and bibliography). The Research Essay gives
you the opportunity to conduct original and in-depth research on a specific topic related the subject
matter of the course. Drawing on the primary and secondary sources you have chosen (a minimum
of one primary source and five secondary sources written by historians), construct a convincing
argument and support it with compelling evidence. Please keep in mind that the required number of
sources is a minimum, and you should not feel you need to confine yourself to this number. Using
more sources is likely to be beneficial to your essay. The writing of an essay requires you start early
and create a plan that is flexible enough to accommodate any unforeseen problems. Make sure you
manage your time in such a way that you can conduct the research and have time to write and edit
drafts.
Essay Proposal and the Research Essay: Both the Essay Proposal and the Research Essay require
carrying out original research and investigate a topic beyond class and tutorial discussions and
materials. The instructor will upload on Quercus a list of general Essay themes. You will choose one
of the themes and narrow it down to a specific topic – ideally to a case study – by examining
particular events or historical processes that are closely related to the periods covered by the course
(17th to 20th C). In choosing the topic of your essay, you should focus on shorter rather than longer
historical periods.
More information about the Midterm Test and the End-of-term Test will be made available during
the semester. However here is some preliminary information:
- The Midterm Test (Tuesday, 18 October) will take the form of an online test that will be carried
out over a window of ca. 24 hours and will likely include two sections:
Section I will probably ask students to draw on the course materials (lectures, readings, slides, and
both primary and secondary sources) to write a short essay of ca. 500-600 words based on the
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interpretation and critical discussion of one of the primary sources included in the required readings
for the previous weeks, which will be chosen by the instructor. You will be asked to use this primary
source to articulate an argument based on the course materials -- as opposed to just a summary of the
source.
Section II will probably ask students to write a short essay of ca. 500-600 words based on the
interpretation and critical discussion of a primary source of their choice that is relevant to the history
of medicine in the period covered by the course (17th to 20th C). The primary source chosen by
students should not be included in any part of the course materials. However, students could use
secondary sources included in the course’s reading list to interpret and contextualize it. This section
will require carrying out some autonomous research and there will be the chance to discuss how to
approach it in tutorials and in the lectures.
The End-of-term Test (Tuesday, December 6) will be administered online. The structure of the
End-of-Term Test is still tentative but will likely take the form of an online test that will be carried
out over a window of ca. 24 hours and may include two sections:
Section I may require students to draw on the course materials (lectures, readings, and slides, both
primary and secondary sources) to write a short essay of ca. 550-600 words based on the
interpretation and critical discussion of one of the primary sources included in the required readings
for weeks 7-11, which will be chosen by the instructor. You will be asked to use this primary source
to articulate an argument based on the course materials -- as opposed to just a summary of the
source.
Section II may require students to write an essay of ca. 750-800 words (based on cases and examples
found in the course materials) in response to an essay question provided by the instructor.
All written assignments must be double-spaced, written in 12-point font. You should give references
according to the sample ‘Citation Style’ posted on Quercus.
Research Support
This course requires students to familiarize themselves with scholarship in the history of medicine
and engage in original research for their assignments. The staff at the UofT libraries have the
expertise to assist you in finding primary sources and the appropriate secondary literature for your
essay. In particular, this class is fortunate to have two liaison librarians for instruction and research
consultations:
Roma Kail, Head, Reader Services at E.J. Pratt Library, who will also carry out the Library Research
Session on Week 4
Email: r.kail@utoronto.ca
Alexandra Carter, Science & Medicine Librarian at Thomas Fisher Rare Book Library
Email: alexandra.carter@utoronto.ca
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Submitting course work and late penalty policy:
All the assignments will be uploaded electronically on Quercus.
Students are expected to complete all assignments within the time frame indicated in the syllabus and
submit their assignments on the due date. If you are unable to submit your assignment on the due
date, please contact your TA and the course instructor as soon as possible.
The penalty for late assignments is 1% per day for the first 2 days, and an additional 2% per
day for any subsequent days, including weekends. Please note that assignments that are late
by more than one week will not be accepted. There are no exceptions to these policies other than
in the case of extenuating circumstances and situations in which students miss the deadline for
reasons entirely beyond their control (e.g., health-related reasons), provide the relevant
documentation, and contact the instructor and the TA before the deadline.
Any request for an extension must be accompanied by the necessary official documentation.
Students must provide a brief text explaining the reasons for requesting an extension and indicating
the timeline to completion for their extension request. The following types of documentation are
accepted by the UofT Faculty of Arts and Sciences:
In case of illness, requests of extension due to illness must be accompanied by either U of T
Verification of Illness or Injury Form (www.illnessverification.utoronto.ca) or a Student Health
or Disability Related Certificate. Please note that extensions may be granted only for the number
of days of sickness occurring before the assignment is due as indicated on the relevant
documentation.
In cases where there are other extenuating circumstances (i.e. other than health-related reasons)
that prevent students from submitting work on time, students requiring an extension must provide
either a note from their College Registrar, Academic Advisor or, if applicable, Accessibility Services,
supporting their request of accommodation.
Please note that even when documentation is provided, extensions are not granted automatically
and need to be approved by the instructor. For extension requests, please contact the instructor
and the TA in advance of any deadlines. If you know in advance that you will be unable to meet an
assignment deadline because of an emergency, please contact the TA and the course instructor as
soon as possible.
Plagiarism detection tool in Quercus: Normally, students will be required to submit their course
essays to the University’s plagiarism detection tool for a review of textual similarity and detection of
possible plagiarism. In doing so, students will allow their essays to be included as source documents
in the tool’s reference database, where they will be used solely for the purpose of detecting
plagiarism. The terms that apply to the University’s use of this tool are described on the Centre for
Teaching Support & Innovation web site (https://uoft.me/pdt-faq). Students should inform the
instructor and the TA at the start of the course if they choose to opt out of Plagiarism Detection
tool. If you wish to opt out of uploading your assignments to Plagiarism Detection Tool, please let
the course instructor and the TA know about your decision at the start of the course and submit your
research notes and at least two early drafts of your assignments.
.
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Key Dates and Deadlines
September 13 First online, synchronous class meeting
Week 3 First tutorial meeting
October 4 Library Research Session with Roma Kail
October 18 Midterm Test
November 4 Essay Proposal Due
November 16 Last day to drop F Courses
November 7-11 Fall Reading Week (no class on November 8)
November 25 Research Essay Due
December 6 End-of-term Test
V. COURSE STRUCTURE AND REQUIRED READINGS
Required Readings: The required readings are meant to complement the lectures and must be
completed in advance of the relevant lecture and tutorial class. A list of further readings will be
uploaded on Quercus to direct you to additional sources, which will allow you to learn more about
the topics and themes discussed in the course and will help you in the research for your essay. In
order to adapt the course to the number of students and the overall character of the class, the
following course structure may be subjected to occasional modifications.
VI. COURSE SCHEDULE
Week 1
September 13 Introduction and Course Overview
There are no required readings for this class.
Week 2
September 20 Matters of the Heart
Required Readings
Secondary Sources
- Andrew Wear, “The Heart and Blood from Vesalius to Harvey,” in R. C. Olby, G. N. Cantor, J. R.
R. Christie & M. J. S. Hodge (eds.), Companion to the History of Modern Science (London: Routledge,
1990), read Introduction (p. 568 and beginning of p. 569) and pp. 574 (from “4. William Harvey”)
to 582.
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- M. Lindemann, read section: “The New Science and the Iatromedicines,” in Medicine & Society in
Early Modern Europe (Cambridge, 1999), pp. 77-85
Primary Source
- William Harvey, On the Motion of the Heart and Blood in Animals, read: Letter to the King and
Dedication, Dedication to his Very Dear Friend… and to other Illustrious Physicians, and Chapter
VIII (https://sourcebooks.fordham.edu/mod/1628harvey-blood.asp)
Week 3
September 27 Changing Models of the Body
TUTORIAL # 1
Required Readings
Secondary Source
S. Shapin, “Trusting George Cheyne: Scientific Expertise, Common Sense and Moral Authority in
Early Eighteenth-Century Dietetic Medicine,” Bulletin of the History of Medicine, 77 (2003), pp. 263–297.
Primary Source
William Buchan, Domestic Medicine, or, A Treatise on the Prevention and Cure of Diseases by Regimen and
Simple Medicines (London: W. Strahan; T. Cadell in the Strand; and J. Balfour, and W. Creech, at
Edinburgh, 1790), 11 th ed., Chapter XII, pp. 135-140.
Week 4
October 4 The Care and Cure of Mental Illness
TUTORIAL # 2
This week Roma Kail, Head of Reader Services at the Pratt Library at Victoria University Library,
will lead a Library Research Session
Required Readings
Secondary Source
- J. Andrews, “‘In her Vapours:…[or] indeed in her Madness?’ Ms Clerke’s Case: An Early
Eighteenth-Century Psychiatric Controversy,” History of Psychiatry, 1 (1990), pp. 125-144.
Primary Source
- William Battie, A Treatise on Madness (London, for J. Whiston and B. White, 1758), pp. 2-3 and 68-
72.
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Week 5
October 11 Women, Gender, and Medicine
TUTORIAL # 3
Required Readings
Secondary Source
- Eve Keller, “The Subject of Touch: Medical Authority in Early Modern Midwifery,” in Elizabeth
D. Harvey (ed.), Sensible Flesh: On Touch in Early Modern Culture (Philadelphia, 2003), pp. 62-80.
Primary Sources
Sarah Stone, A Complete Practice of Midwifery. […] Recommended to All Female Practitioners in an Art so
important to the Lives and Well-Being of the Sex. By Sarah Stone, Of Piccadilly (London: T. Cooper, 1737),
pp. ix-xx (“The Preface to the Reader”).
Week 6
October 18 ** Midterm Test **
Week 7
October 25 Medical Institutions
TUTORIAL # 4
Required Readings
Secondary Source
- Mary E. Fissell, “The Disappearance of the Patient's Narrative and the Invention of Hospital
Medicine,” in Roger French and Andrew Wear (eds), British Medicine in an Age of Reform (London:
Routledge, 1991), pp. 92-109.
Primary Source
- D. Brunton (ed.), Health, Disease and Society in Europe, 1800-1930. A Source-Book (Manchester:
Manchester University Press, 2004), read pp. 24-38.
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Week 8
November 1 Medicine and Colonialism
Required Readings
Secondary Sources
- Ian Mosby, “Administering Colonial Science: Nutrition Research and Human Biomedical
Experimentation in Aboriginal Communities and Residential Schools, 1942-1952,” Histoire sociale /
Social History, 46:91 (2013), pp. 145-172.
Primary Source
- F. Fanon, “Medicine and Colonialism,” in F. Fanon, A Dying Colonialism, trans. Haakon Chevalier
(New York, 1965), read pp. 121-139 (until 139: top of the page).
Friday, November 4: *** The Essay Proposal is due today! ***
**READING WEEK NOVEMBER 7-11 — NO CLASS ON NOVEMBER 8**
Week 9
November 15 Slavery, Medicine, and Race
TUTORIAL # 5
Secondary Sources
- Deirdre Cooper Owens, Medical Bondage: Race, Gender, and the Origins of American Gynecology (Athens:
The University of Georgia Press, 2017), Introduction.
Primary Sources
- Theodore Dwight Weld, American Slavery as It Is: Testimony of a Thousand Witnesses (Chapel Hill:
University of North Carolina Press, 2011) [new edition - originally published in 1839], pp. 425-429
“Patsy Moses” in Slave Narratives: A Folk History of Slavery in the United States From Interviews with Former
Slaves (2011) Volume XVI, Texas Narratives, Part 3, open access
https://www.gutenberg.org/files/35380/35380-h/35380-h.html#patsy-moses
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Week 10
November 22 Medicine as Art/Medicine as Science
Required Readings
Secondary Source
- Hughes Evans, “Losing Touch: The Controversy over the Introduction of Blood Pressure
Instruments into Medicine,” Technology and Culture 34:4 (1993): 784–807.
Primary Source
- Claude Bernard, An Introduction to the Study of Experimental Medicine, trans. H. C. Greene (New York,
Dover Publications, 1957) [first edition 1865], pp. 13 –15 (Section III); pp. 142-143 and 145-149.
Friday, November 25: *** The Essay is due today! ***
Week 11
November 29 Medicine and Modern Societies
TUTORIAL # 6
Required Readings
Secondary Sources
- Carolyn Strange and Jennifer A. Stephen “Eugenics in Canada: A Checkered History, 1850s–
1990s,” The Oxford Handbook of the History of Eugenics, edited by Alison Bashford, Philippa Levine
(Oxford-New York: Oxford University Press, 2010), pp. 523-538.
Primary Sources
- Francis Galton, “Eugenics: Its Definition, Scope and Aims,” in Essays on Eugenics (London, 1909),
pp. 35-43.
- C. Darwin, The Descent of Man (New York, Appleton and Company, 1875), pp. 133-136 (Paragraph:
‘Natural selection as affecting civilized nations’ to ‘ability must be some advantage’ on p. 136) and
pp. 617-618 (from ‘Man scans’ to ‘development of the moral sense’).
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Week 12
December 6 *** End-of-Term Test ***
VI. INSTITUTIONAL POLICIES AND SUPPORT
Academic Integrity
Academic integrity is essential to the pursuit of learning and scholarship in a university, and to
ensuring that a degree from the University of Toronto is a reflection of each student’s individual
academic achievement. As a result, the University treats cases of cheating and plagiarism very
seriously and considers them serious academic offences, which have consequences for people’s
grades and careers. The University of Toronto’s Code of Behaviour on Academic Matters outlines the
behaviours that constitute academic dishonesty and the processes for addressing academic offences
(https://www.viceprovoststudents.utoronto.ca/students/#CodeAcademic).
Potential offences include but are not limited to:
In papers and assignments:
1. Using someone else’s ideas or words without appropriate acknowledgement.
2. Submitting your own work in more than one course without the permission of the instructor.
3. Making up sources or facts.
4. Obtaining or providing unauthorized assistance on any assignment.
On tests and exams:
1. Using or possessing unauthorized aids.
2. Looking at someone else’s answers during an exam or test.
3. Misrepresenting your identity.
In academic work:
1. Falsifying institutional documents or grades.
2. Falsifying or altering any documentation required by the University.
All suspected cases of academic dishonesty will be investigated following procedures outlined in the
Code of Behaviour on Academic Matters. If you have questions or concerns about what constitutes
appropriate academic behaviour or appropriate research and citation methods, you are expected to
seek out additional information on academic integrity from the instructor or from other institutional
resources (see, for instance, https://www.academicintegrity.utoronto.ca). See also the section "How
Not to Plagiarize" (http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize)
and other advice on documentation format and methods of integrating sources that are listed in
http://advice.writing.utoronto.ca/using-sources/
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Student Conduct for Participating in Online Discussions and Synchronous Sessions
Everyone’s aim in this course should be to make our shared class environment safe, equitable, and
productive for learning. There are some practical and important steps we can all take to help with
this. In the first instance, all students should be familiarize themselves with the Code of Student
Conduct. A few important guidelines to follow are:
1. Always be respectful, e.g. give undivided attention to the person who has the floor and seek
permission to speak before doing so.
2. Take a non-judgmental and charitable approach to interactions even when you disagree with
another person’s position.
3. Be sensitive to other people’s privacy and diversity. Members of our course may differ in cultural
background, sexual orientation, and/or gender identity or gender expression and so we need to be
careful about making insensitive or careless remarks. Please address people by the pronouns that they
identify with.
4. Learning is best carried out in a collaborative and supportive environment. Be supportive. If you
see another course member who needs support, please be reach out to them or to a course TA or
instructor for assistance.
In terms of good conduct for synchronous sessions:
1. Students should mute their microphones when they are not speaking.
2. While it would be great for students to have their videos turned on, they are not required to do
so.
Recording of Online Course Sessions and Copyright
The lectures for this course, including your participation, will be recorded and will be available
exclusively to students enrolled in the course for viewing remotely after each session. However, the
tutorials are not to be recorded (neither by the TA nor by the students) to ensure that everyone feels
comfortable participating in the discussions. Course videos and materials belong to your instructor,
the University, and/or other sources depending on the specific facts of each situation and are
protected by copyright. They are uploaded on Quercus for personal use only and you should not
copy, reproduce or share any course or student materials or videos without the explicit permission of
the instructor, otherwise all such reproduction is an infringement of copyright and is absolutely
prohibited.
VII. COURSE RESOURCES
Some Research Guides and Resources for HPS319:
History of Medicine Research Guide for HPS319 by Roma Kail:
https://guides.library.utoronto.ca/HPS319
History of Medicine at the Fisher Library:
https://fisher.library.utoronto.ca/resources/subject-strengths/history-medicine
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Fisher Library: The Discovery of Insulin at the University of Toronto
https://fisherdigitus.library.utoronto.ca/exhibits/show/insulin100/landing
Library Resources and Resources on conducting research through the UofT libraries
(including information on workshop series, how to book a consultation with a librarian, etc.):
https://onesearch.library.utoronto.ca/research
Popular medicine in America, 1800-1900:
https://www-popularmedicine-amdigital-co-uk.myaccess.library.utoronto.ca/Introduction
History of Medicine Digital Exhibits: https://medhumanities.mcmaster.ca/index/history-of-
medicine-digital-exhibits
Wellcome Images in the History of Medicine:
https://wellcomecollection.org/works?query=%22Wellcome%20Images.%22
The University of Toronto Scientific Instruments Collection
https://utsic.utoronto.ca/
Some Relevant Periodicals in the History of Science, Techology, and Medicine (available
online through the UofT Libraries):
British Journal for the History of Science; Bulletin of the History of Medicine; History of Science; Early Science and
Medicine; Isis; Journal of the History of Medicine and the Allied Sciences; Medical History; Science in Context; Social
History of Medicine; Social Studies of Science; Studies in History and Philosophy of Science; Technology and Culture.
E-book platforms and collections at UofT: https://onesearch.library.utoronto.ca/ebooks
WRITING CENTRES AT THE UNIVERSITY OF TORONTO
Most writing centre activities will be online in the fall. The FAS centres will continue to offer the
same high level of support as it always has. Students should visit each individual centre's site for
information on how to make an appointment.
Students can find information about college writing centres at
http://www.writing.utoronto.ca/writing-centres/arts-and-science. The teaching approach of the
college writing centres is described at http://writing.utoronto.ca/writing-centres/learning/
The home page for the “Writing at the University of Toronto” is www.writing.utoronto.ca.
More than 60 Advice files on all aspects of academic writing are available
at http://advice.writing.utoronto.ca. A complete list of printable PDF versions are listed
at http://advice.writing.utoronto.ca/student-pdfs/.
Please also see to the Writing Plus workshop series, described at http://writing.utoronto.ca/writing-
plus/. In 2022-23, workshops will be offered through zoom. Students can join workshops using the
following link: https://uoft.me/writingplus.
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Information about the English Language Learning program (ELL) is available on the ELL website
at http://www.artsci.utoronto.ca/current/advising/ell. Reading eWriting is a free activity designed to
boost scholarly reading and academic writing skills. Students now have the option to combine this
with their course material. ELL mini courses will also be offered later this term. You can contact the
ELL instructors at ell.newcollege@utoronto.ca.
Equity, Diversity, and Inclusion
The University of Toronto is committed to equity, human rights and respect for diversity. All
members of the learning environment in this course should strive to create an atmosphere of mutual
respect where all members of our community can express themselves, engage with each other, and
respect one another’s differences. U of T does not condone discrimination or harassment against any
persons or communities. Students may contact the University of Toronto’s Equity Offices for advice
and support, or to express any concerns around harassment and/or discrimination:
https://hrandequity.utoronto.ca/inclusion/
Accessibility
The University of Toronto is committed to accessibility and provides academic accommodations for
students with disabilities in accordance with the terms of the Ontario Human Rights Code. This
occurs through a collaborative process that acknowledges a collective obligation to develop an
accessible learning environment that both meets the needs of students and preserves the essential
academic requirements of the University’s courses and programs. Students with diverse learning
styles and needs are welcome in this course. If you’d like to require accommodation, please contact
Accessibility Services (https://www.studentlife.utoronto.ca/as) at 416-978-8060 as soon as possible
to coordinate any academic accommodation arrangements.
Summary of Services and Support:
• General student services and resources at Student Life
• Full library service through University of Toronto Libraries
• Resources on conducting online research through University Libraries Research
• Resources on academic support from the Academic Success Centre
• Learner support at the Writing Centre
