your ideas about what sources to use
What will the test look like?
Multiple choice, short and medium answer questions. Some questions are to show your knowledge of the material covered, while others will test your ability to synthesize (put together) concepts from different parts of the course. You will have the whole class.
Another option: One essay-type question. To ace this version of the test you need to show your understanding of individual elements of the course and your ability to put them together to discuss a theme. You need to use lots specific examples to back up your points. Essay will be marked on in-depth use of a variety of course materials, original connections and use of examples, accuracy, clarity and organization (but not spelling!).
Send an MIO before midnight on Wednesday if you prefer this option.
You are allowed a memory aid which is to be all your own work (no collaboration). The sheet for this will be distributed on Tuesday.
Another option: One essay-type question. To ace this version of the test you need to show your understanding of individual elements of the course and your ability to put them together to discuss a theme. You need to use lots specific examples to back up your points. Essay will be marked on in-depth use of a variety of course materials, original connections and use of examples, accuracy, clarity and organization (but not spelling!).
Send an MIO before midnight on Wednesday if you prefer this option.
You are allowed a memory aid which is to be all your own work (no collaboration). The sheet for this will be distributed on Tuesday.
What to Study
Possible Test Questions
Four of these will appear on the test. You will answer one.
Refer explicitly to material covered in course (readings, videos, presentations, websites and lectures) to make your points.
The Road to Hell?
In many of the cases we have studied, the researchers, scientists and doctors had good intentions. Give examples of these and explain in detail why good intentions are not enough to guard against abusive practices of all kinds, including the definition of certain types of people as inferior.
You Must Have Been a Beautiful Baby!
Considerable time was spent this semester discussing eugenics. Using material from at least five of our websites and presentations, explain how eugenic ideologies were widespread and influenced Western culture in many ways. (Note: Remember that the original articles are available for you to consult)
Sugar and Spice? What Are Girls Made of?
The definition of the normal female body is a topic that appears in the historical cases we have considered. Discuss examples which show how ideas in a culture about race, gender, sexuality, class and ability have influenced the scientific study of women.
Science as Sorting Hat?
From the 1700s onwards, science was concerned with classifying living things. With reference to race, class, gender, sexuality and ability explain some of the projects which grew out of this interest. Consider the ways in which such projects were similar to each other or influenced each other. (Note: Can also use Marshal's article in the textbook)
Watch Your Language
It has been assumed that science and medicine are objective, rational and uninfluenced by social/cultural concerns. Martin's discussion of the use of metaphor in science shows that this is not necessarily true. Discuss a range of other examples (not "Egg and Sperm") from the course, with a special emphasis on the use of metaphor, imagery, choice of terminology, neologisms and other rhetorical devices.
Refer explicitly to material covered in course (readings, videos, presentations, websites and lectures) to make your points.
The Road to Hell?
In many of the cases we have studied, the researchers, scientists and doctors had good intentions. Give examples of these and explain in detail why good intentions are not enough to guard against abusive practices of all kinds, including the definition of certain types of people as inferior.
You Must Have Been a Beautiful Baby!
Considerable time was spent this semester discussing eugenics. Using material from at least five of our websites and presentations, explain how eugenic ideologies were widespread and influenced Western culture in many ways. (Note: Remember that the original articles are available for you to consult)
Sugar and Spice? What Are Girls Made of?
The definition of the normal female body is a topic that appears in the historical cases we have considered. Discuss examples which show how ideas in a culture about race, gender, sexuality, class and ability have influenced the scientific study of women.
Science as Sorting Hat?
From the 1700s onwards, science was concerned with classifying living things. With reference to race, class, gender, sexuality and ability explain some of the projects which grew out of this interest. Consider the ways in which such projects were similar to each other or influenced each other. (Note: Can also use Marshal's article in the textbook)
Watch Your Language
It has been assumed that science and medicine are objective, rational and uninfluenced by social/cultural concerns. Martin's discussion of the use of metaphor in science shows that this is not necessarily true. Discuss a range of other examples (not "Egg and Sperm") from the course, with a special emphasis on the use of metaphor, imagery, choice of terminology, neologisms and other rhetorical devices.
Study Questions on "The Egg and the sperm"
1. Martin discusses the use of the concept of “waste” in accounts of reproductive biology. What processes are consistently characterized as wasteful? Which processes could be, but are not?
2. In traditional accounts of fertilization, which characteristics are associated with eggs, and which with sperm?
3. In newer accounts (Johns Hopkins lab, Schatten lab and Wassarman’s lab), how are eggs and sperm characterized?
4. Does Martin believe that the facts of biology are always constructed in cultural terms? Are they in the cases she examines?
5. What social consequences could result from the use of stereotypical male and female imagery in describing cells?
6. According to Martin what is more crucial than identifying the kinds of personalities that we are bestowing on cells?
2. In traditional accounts of fertilization, which characteristics are associated with eggs, and which with sperm?
3. In newer accounts (Johns Hopkins lab, Schatten lab and Wassarman’s lab), how are eggs and sperm characterized?
4. Does Martin believe that the facts of biology are always constructed in cultural terms? Are they in the cases she examines?
5. What social consequences could result from the use of stereotypical male and female imagery in describing cells?
6. According to Martin what is more crucial than identifying the kinds of personalities that we are bestowing on cells?
Study Questions on Leilani Muir
1. Describe who was on the Eugenics Board and what their role was.
2. Who is seen as the father of eugenics?
3. What kinds of people were most likely to be institutionalized and sterilized?
4. What factors contributed to the sterilization of Leilani Muir?
5. What parallels can be drawn between this case and the Tuskegee Study?
True or False?
_Sterilization measures in Alberta predated Nazi eugenics measures.
_Initially the Eugenics board was required to get the patient’s consent for sterilization
_The sterilization measures were based on objective scientific evidence that the feebleminded have more children and cannot care for them.
_Young men and boys with Down’s syndrome were sterilized to prevent reproduction.
_Immigrants’ poor performances on IQ tests were often due to factors other than low intelligence.
_Alfred Binet developed the IQ test to identify genetically transmitted idiocy
_Imbecile and moron were the official scientific terms for different levels of feeblemindedness
2. Who is seen as the father of eugenics?
3. What kinds of people were most likely to be institutionalized and sterilized?
4. What factors contributed to the sterilization of Leilani Muir?
5. What parallels can be drawn between this case and the Tuskegee Study?
True or False?
_Sterilization measures in Alberta predated Nazi eugenics measures.
_Initially the Eugenics board was required to get the patient’s consent for sterilization
_The sterilization measures were based on objective scientific evidence that the feebleminded have more children and cannot care for them.
_Young men and boys with Down’s syndrome were sterilized to prevent reproduction.
_Immigrants’ poor performances on IQ tests were often due to factors other than low intelligence.
_Alfred Binet developed the IQ test to identify genetically transmitted idiocy
_Imbecile and moron were the official scientific terms for different levels of feeblemindedness
NEWSFLASH! No late penalty on essay until Monday 5:30. Paper copy HA-105.
Here are the instructions for the essay, which is due at the beginning of class. April 20th. 1750-2000 words.
FAQ
Q. How narrow should my topic be?
A. Very. If you are interested in human testing for example, make sure you are addressing a specific place or era, or even a specific case (like Tuskegee).
Q. How recent is a "recent" source?
A. 1990s at the oldest.
Q. Should my sources address the latest findings?
A. Our course has had a historical focus. Let's try to maintain that. So, instead of looking at the very latest social science research on the use of IQ tests in schools today, look at what scholars today say about its development or use in eugenics in the 20th Century.
FAQ
Q. How narrow should my topic be?
A. Very. If you are interested in human testing for example, make sure you are addressing a specific place or era, or even a specific case (like Tuskegee).
Q. How recent is a "recent" source?
A. 1990s at the oldest.
Q. Should my sources address the latest findings?
A. Our course has had a historical focus. Let's try to maintain that. So, instead of looking at the very latest social science research on the use of IQ tests in schools today, look at what scholars today say about its development or use in eugenics in the 20th Century.
Tentative ScheduleMar. 14/16 Read Proctor’s “Nazi Medicine and the Politics of Knowledge” 3% QUIZ! Study questions here.
Watch The Sterilization Of Leilani Muir before class Mar. 21/23 How to Tell the Boys from the Girls (still to come) Mar. 28/30 Websites and Presentations. Apr. 4/6 Read Anne-Fausto-Sterling’s “Gender, Race and Nation” for April 4th (PDF sent to you by MIO) Apr. 11/13 Read Schiebinger's "Anatomy of Difference" & essay workshop (bring your topic) Apr. 18/20 Read Theriot's "Women's Voices in Nineteenth Century Medical Discourse" (last 3% Quiz) Final Essay Due (25%) Apr. 25/27 Catch up and Review May 2/4 TEST(20%) |
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Who is doing what:
Wendy Kline's Building a Better Race:
Chapter 1 (Jennyfer), Chapter 2 (Kelly), Chapter 3 (Jenna), Chapter 4 (Holly), Chapter 5 (Catherine S.) costumed presentation Currell and Cogdell's Popular Eugenics: Chapter 1 (Ariane), Chapter 2 (Mayoran), Chapter 3 (Simon), Chapter 4 (Maddie), Chapter 5 (Charlie), Chapter 6 (Mariah), presentation Chapter 7 (Nick), presentation Chapter 8 (Matthew M), Chapter 9 (Mitchell), Chapter 10 (Marjo), Chapter 11 (Alex A), Chapter 12 (Camelia), costumed explanation of eugenics movie Chapter 14 (Louis-Philippe) |
Alexandra Stern's Eugenic Nation:
Chapter 1 (Wade), Chapter 2 (AlexM), Jenga Chapter 3 (Sasha), Chapter 4 (Avi), rap Chapter 5 (Ben), Who Wants to be a Eugenicist? Chapter 6 (Tarah) Chloe Campbell's Race and Empire: Chapters 2 (Diego), video Chapter 3 (Chris), Chapter 4 (Catherine G.), Eugenics Bingo Chapter 5 (Jared) Chapter 6 (Kwame) Hangman! Race, Queer Anatomy and the Science of Nationalism: by Nancy Ordover (*Matthew X and *Aly) Nicole Rafter-Hahn's Creating Born Criminals: Chapter 1 (Elyse), *Chapter 3 (Bianca) presentation |
How to cite a chapter in a book MLA Style
The OWL at Purdue is the most reliable source of info on how to cite your sources.
Here is their model of how to cite a chapter in a book:
Last name, First name. "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry.
Example:
Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One, edited by Ben Rafoth, Heinemann, 2000, pp. 24-34.
Here is their model of how to cite a chapter in a book:
Last name, First name. "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry.
Example:
Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One, edited by Ben Rafoth, Heinemann, 2000, pp. 24-34.
Q. How to make a good presentation?Plan and practice so it flows smoothly and comes in on time (4 min.)
Iinclude all the main ideas and examples from your text. Your challenge: Make it engaging and interesting for the audience without a traditional Powerpoint/Prezi presentation. Organize your main points and your visual aids. Include images, lists, important vocabulary when appropriate. Q. How to make a good website?Include all the main ideas and examples from your text.
Be selective, but also give us the complete picture. Use visuals and break up text into manageable chunks. Use titles, lists--anything to be clear. Make it engaging and interesting for the audience. Quote sparingly and cite when you do. (Any words, even three for four in a row, from the original text need to be put in quotation marks.) Sign in here with name and password sent by MIO. |
Watch The Sterilization of Leilani Muir
Go to the John Abbott website. Go to Library. Search "Leilani Muir". We have the documentary on VHS (Woo!). Scroll down to find the online version. It is 45 minutes.
15% Eugenics Assignment Due March 23
Nuremberg Code
The complete code is here.
1. The voluntary consent of the human subject is absolutely essential.
2. The experiment should be such as to yield fruitful results for the good of society, unprocurable by other methods or means of study, and not random and unnecessary in nature.
3. The experiment should be so designed and based on the results of animal experimentation and a knowledge of the natural history of the disease or other problem under study that the anticipated results will justify the performance of the experiment.
4. The experiment should be so conducted as to avoid all unnecessary physical and mental suffering and injury.
5. No experiment should be conducted where there is an a priori reason to believe that death or disabling injury will occur; except, perhaps, in those experiments where the experimental physicians also serve as subjects.
6. The degree of risk to be taken should never exceed that determined by the humanitarian importance of the problem to be solved by the experiment.
7. Proper preparations should be made and adequate facilities provided to protect the experimental subject against even remote possibilities of injury, disability, or death.
8. The experiment should be conducted only by scientifically qualified persons. The highest degree of skill and care should be required through all stages of the experiment of those who conduct or engage in the experiment.
9. During the course of the experiment the human subject should be at liberty to bring the experiment to an end if he has reached the physical or mental state where continuation of the experiment seems to him to be impossible.
10. During the course of the experiment the scientist in charge must be prepared to terminate the experiment at any stage, if he has probably cause to believe, in the exercise of the good faith, superior skill and careful judgment required of him that a continuation of the experiment is likely to result in injury, disability, or death to the experimental subject.
1. The voluntary consent of the human subject is absolutely essential.
2. The experiment should be such as to yield fruitful results for the good of society, unprocurable by other methods or means of study, and not random and unnecessary in nature.
3. The experiment should be so designed and based on the results of animal experimentation and a knowledge of the natural history of the disease or other problem under study that the anticipated results will justify the performance of the experiment.
4. The experiment should be so conducted as to avoid all unnecessary physical and mental suffering and injury.
5. No experiment should be conducted where there is an a priori reason to believe that death or disabling injury will occur; except, perhaps, in those experiments where the experimental physicians also serve as subjects.
6. The degree of risk to be taken should never exceed that determined by the humanitarian importance of the problem to be solved by the experiment.
7. Proper preparations should be made and adequate facilities provided to protect the experimental subject against even remote possibilities of injury, disability, or death.
8. The experiment should be conducted only by scientifically qualified persons. The highest degree of skill and care should be required through all stages of the experiment of those who conduct or engage in the experiment.
9. During the course of the experiment the human subject should be at liberty to bring the experiment to an end if he has reached the physical or mental state where continuation of the experiment seems to him to be impossible.
10. During the course of the experiment the scientist in charge must be prepared to terminate the experiment at any stage, if he has probably cause to believe, in the exercise of the good faith, superior skill and careful judgment required of him that a continuation of the experiment is likely to result in injury, disability, or death to the experimental subject.
How Frog tongues work |
Test Questions |
Listen to this 8 minute segment on how frog tongues work.
Memory aid for the testYou can create a memory aid to use during the essay portion of the test. It is to be all your own work. Hand-written. One side of one regular sheet of paper. It will be submitted with the test.
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Thursday's test is worth 16%. Half is an essay question. The other half is short answer/multiple choice.
There are Six Possible Essay Questions. Four will be on the test. You will answer one. Tuskegee I. Nurse Rivers: Victim or Villain? II. Tuskegee: How could it happen? III: Tuskegee: What was/can be learned from it? IV: Choose two articles on Tuskegee (other than Jones’) that are different in some significant way and compare them. Literary and Visual Rhetorical Devices V. Explain specific examples of visual and literary rhetorical devices used in science. Explain the positive and negative effects of these. VI. Listen to the Quirks and Quarks frog tongue podcast. Discuss using concepts and examples from the course: |
What to study?
"Clinical Photography" Reading for Thursday
Second last page is missing from the book. Here it is below. (If you don't have your book I have left one outside my door for you to borrow.)
Use of Metaphors
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3% Assignment Thursday, February 16th |
"The Egg and the Sperm" Tuesday, Feb. 21 |
Your Task in P-308: Find three peer-reviewed articles about the Tuskegee Study from two different databases (JSTOR, Academic Search Complete, etc.).
Make perfect MLA (8th edition) citations for them. Write an annotated bibliographic entry for each Your Reward: Submit a perfect version to LÉA by the end of class and get 3/3 in the quiz/short assignment category! Bonus: Want to get started on this in advance? Go for it. If you submit it before class begins, you don't need to attend! P.S. Want to work with a friend? Find 6 sources. |
Read "The Egg and the Sperm" here. Annotate as you read. Be ready for possible "surprise" quiz.
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The proper format for citing an article looks like this:
Author(s). "Title of Article." Title of Journal, Volume, Issue, Year, pages. Database, doi or URL.
Example:
Schwartz, Joan M. "Photographic Reflections: Nature, Landscape, and Environment." Environmental History, vol. 12, no. 4, 2007, pp. 966-93. JSTOR, www.jstor.org/stable/25473170.
Author(s). "Title of Article." Title of Journal, Volume, Issue, Year, pages. Database, doi or URL.
Example:
Schwartz, Joan M. "Photographic Reflections: Nature, Landscape, and Environment." Environmental History, vol. 12, no. 4, 2007, pp. 966-93. JSTOR, www.jstor.org/stable/25473170.
Schedule
Thursday, Feb. 9th READ "Objects in the Museum" (below) and presentations
Friday, Feb. 10th LOOK Full Moon and Penumbral eclipse
Sunday, Feb. 12th VISIT Redpath Museum 11am (below)
Tuesday, Feb. 14th VALENTINE'S Day and Presentations
Thursday, Feb. 16th Computer Lab for Research, MLA, etc.
Friday, Feb. 10th LOOK Full Moon and Penumbral eclipse
Sunday, Feb. 12th VISIT Redpath Museum 11am (below)
Tuesday, Feb. 14th VALENTINE'S Day and Presentations
Thursday, Feb. 16th Computer Lab for Research, MLA, etc.
Field Trip |
Tuskegee Tuesday and Thursday |
Read Alberti's "Objects in the Museum" before going to the museum so you know what to look for! (And take a selfie!)
Here is the 16% assignment that goes with it. You can do this assignment, OR the midterm test. You can also do short assignments (to count in the quiz category). |
Bring your text (with citations!) and be ready to present. You can show images, use the chalkboard, get creative, etc. Make connections between what we all know and the extra knowledge you have gained from your source.
See the contents of the book here. Bibliographic Entry for Tuskegee ArticlesYour Author's Last Name, Your Author's First Name. "Title of Essay." Tuskegee's Truths: Rethinking the Tuskegee Syphilis Study, edited by Susan M. Reverby, University of North Carolina Press, 2000, pp.___-____.
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Hint: Use this timeline of Events in the Tuskegee study to help analyze your text
Watch this video and take notes
If you think of examples related to the points he makes, get ready to tell us. If you find related stuff online send it and I will post them.
Notes for Class
First Reading February 2nd
The reading for is in the course pack. It is by James Jones, who really is the guy who wrote the book about the so-called Tuskegee syphilis experiment. Need a soundtrack for your reading? Check the Fun page.
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How to take notes on readingsA. Take notes as if you will be quizzed on the reading. Print out the article and write directly on it (circling, underlining, drawing stars, adding question marks, taking little notes) or take notes on another sheet of paper (or your computer). If you choose the latter, make sure to write down the page numbers as you go.
And because there are YouTube videos for everything, here is one. |
First Assignment (15%)
You will randomly assigned one of these two assignments on January 24th. (You are welcome to swap if you can find someone who will trade with you.)
Quirks and Quarks1. Listen to an episode of Quirks and Quarks. Want to go "old school"? It airs on 88.5 FM at noon on Saturdays. Choose any whole program (50 minutes) from 2016--except the one they call the "Question Roadshow"--and sign up for it on LÈA (one show per student).
2. In your paper discuss the show in relation to things learned in class about the nature of science. A good place to start is a discussion of the different kinds of science profiled on the show (data-rich or poor, theoretical, observational, frontier, normal, etc.). Consider how the science described on the show is like, or unlike, common ideas about how science is done. Show your mastery of the concepts covered in class. Also keep your ears open for the use of metaphor. 500 words. Typed. Proofread. 3. You will present your findings in class January 31 (if you really want to get it out of the way) or February 2nd. You will have three minutes so you will need to be prepared. Hints: *Start by identifying the sort of science (aka the field) being discussed (paleoanthropology, thermodynamics, etc.), then use terms related to that (young or mature, data-rich or data-poor, etc.). *Next, address the particular study and explain whether it is textbook or frontier science and say why. * Finally, you won't end up judging the scientists in terms of competence, etc. much because a) they are appearing on a curated show which has already filtered out the weak stuff and b) we don't really have enough background or knowledge to make a very useful judgement here. |
Tuskegee in depth1. You have been given material with further information about the Public Health Service Syphilis Study. Read it as closely and carefully as possible so that you can write a précis (a condensed but complete account) of it. Make sure you cite your source all the time. (Put the page number where you found the info in brackets in the text.)
2. Discuss what kind of document this is, when it was published, and who the author and the intended audience were. Include the subject, thesis (if there is one), and the main points and examples given. Identify cases where the author builds on or makes a critique of previous authors’ work. Focus especially on what your reading adds to our understanding of the study. 500 words. Typed. Proofread. 3. You will present your findings to the class February 7 or 9. You will have only 3 minutes, so you will need to be prepared. |