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Administration
Department Head Alexander Semyonov
Academic Supervisor Evgeniy Anisimov
Book
From Cotton and Smoke: Łódź – Industrial City and Discourses of Asynchronous Modernity 1897–1994

Zysiak A., Śmiechowski K., Każmierska K. et al.

Lodz University Press, Jagiellonian University Press, distributed by Columbia University Press, 2018.

Article
Courts and Court Hierarchy in Novgorod the Great in the Late 16–Early 17th Centuries

Selin A. A., Iablokova I. V.

Canadian-American Slavic Studies. 2020. Vol. 54. No. 4. P. 432-445.

Book chapter
Climate Change from the Arctic People’s Point of View: Rhythms of Everyday Life, Infrastructures and Landscapes

Rakhmanova Lidia, Kolesnichenko L., Kirpotin S. et al.

In bk.: The Arctic: Current Issues and Challenges. Iss. Arctic region and antarctica issues and research. NY: Nova Science Publishers, Inc., 2020. Ch. 2. P. 15-55.

Working paper
THE ISSUES OF CULTURAL HIERARCHIES IN EARLY MODERN ETHNOGRAPHY BASED ON THE ACCOUNTS BY PETRUS PETREJUS, PAUL RYCAUT, FYNES MORYSON, AND JOHN DAVIES

Selin A. A., Байгушев С. В., Levin F. et al.

Working Papers of Humanities. WP. Издательский дом НИУ ВШЭ, 2020. No. 197.

Epidemiology, Medicine and Gender

2020/2021
Academic Year
ENG
Instruction in English
3
ECTS credits
Delivered by:
Department of History
Type:
Elective course
When:
1 year, 3, 4 module

Instructor

Course Syllabus

Abstract

As the COVID-19 pandemic has recently reminded us, throughout history epidemics often revealed larger tensions, anxieties and hierarchies within the societies that experienced outbreaks of infectious disease. This graduate course sets out to map the history of epidemics and pandemics with the focus on the early modern and modern periods. Global in scope, it will stay sensitive to the particular regional and local contexts that often shaped how an epidemic played out in a particular area. The students will be introduced to different ways of approaching the history of epidemics as we examine the healthcare practice, public health politics, and the role of expert knowledge in the making and unmaking of a disease. Special emphasis will be put on the different ways in which the concepts of gender, class and race were (and, indeed, still are) evoked, instrumentalized and debated in the context of various healthcare emergencies. We will close the class with reflections on whether (and when) epidemics ever truly ‘end’ and debate the role of historical knowledge in the current crisis.
Learning Objectives

Learning Objectives

  • Students will understand the fundamental questions and methods of the history of epidemics.
  • Students will develop critical skills in assessing and using historical evidence in the current healthcare crisis.
  • Students will be prepared to detect the different ways in which the concepts of gender, class, and race have been evoked, instrumentalized, and debated in the context of various healthcare emergencies.
Expected Learning Outcomes

Expected Learning Outcomes

  • Students will be able to read analytically academic literature for seminars, summarize it, highlight the main arguments, and critically evaluate them
  • Students will be able to discuss academic literature during a seminar and participate in a group discussion in English
  • Students will be able to analyze and compare the views of different authors on the same subject
  • Students will be able to create and deliver a persuasive presentation based on required readings and additional literature
Course Contents

Course Contents

  • The role of historical knowledge in the current crisis
    We will reflect on whether (and when) epidemics ever truly ‘end’ and debate the role of historical knowledge in the current crisis.
  • History of epidemics
    The students will be introduced to different ways of approaching the history of epidemics as we examine the healthcare practice, public health politics, and the role of expert knowledge in the making and unmaking of a disease. Special emphasis will be put on the different ways in which the concepts of gender, class, and race were (and, indeed, still are) evoked, instrumentalized, and debated in the context of various healthcare emergencies.
Assessment Elements

Assessment Elements

  • non-blocking Perusall
    For additional info on the grading algorithm, contact the instructor. All Perusall annotations and questions have to be submitted by the deadline (usually, 9am Moscow time on the day of the seminar). Late submissions will not be considered.
  • non-blocking In-class participation
    Participation in polls, quizzes, and other interactive activities (e.g., via Poll Everywhere or Kahoot) during both lectures and seminars is expected and will be graded.
  • non-blocking Presentation
    Usually, the presentation would be graded as a group project for which one grade is issued to all the participants. Time limit for the presentation is set at 20 minutes and can be extended for up to 40 minutes (this has to be negotiated with the instructor before the seminar!). Failure to observe the agreed-upon time limit will result in a 1 point penalty.
  • non-blocking Essay
    A student chooses one question out of three and produces a written answer (1-2 pages long). Failure to produce an essay that is at least 0,5 page long will result in an additional 1 point penalty. Failure to submit the essay by the agreed-upon deadline will result in an additional 1 point penalty for every day the essay is late.
Interim Assessment

Interim Assessment

  • Interim assessment (4 module)
    0.25 * Essay + 0.25 * In-class participation + 0.25 * Perusall + 0.25 * Presentation
Bibliography

Bibliography

Recommended Core Bibliography

  • Omran, A. R. (2001). The epidemiologic transition. A theory of the Epidemiology of population change. 1971. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.F2382A6A

Recommended Additional Bibliography

  • Modern epidemiology, Rothman, K. J., Greenland, S., 2008