Fall 2024

UNDERGRADUATE COURSE OUTLINE

COURSE CODE: JAV 151H1F L0101

COURSE TITLE: History of Architecture, Urbanism, Landscape & Art I: 1800-1940
CLASSROOM LOCATION: DA170
CLASS HOURS: Wednesdays 12-2 pm
INSTRUCTOR NAME: Hans Ibelings
INSTRUCTOR EMAIL: [email protected]
OFFICE HOURS: Tuesday and Wednesday mornings
OFFICE LOCATION: Common area, ground floor
QUERCUS:
TAs:
Katerina Bong (Head TA) [email protected] T0101 & T0109
Georgia Sa [email protected] T0102 & T0110
Nezar Alkujok [email protected] T0103 & T0111
Harir Goodarznia [email protected] T0104 & T0112
Jeffrey TinChak Yau [email protected] T0105 & T0113
Ozlem Bektas [email protected] T0106 & T0114
Laurel Wilson [email protected] T0107 & T0115
Diane Kim [email protected] T0108 & T0116

COURSE DESCRIPTION:
An introduction to the history of architecture, urbanism, landscape, and art. It covers the period
from circa 1800 until the Second World War (its sequel, JAV152, Winter 2024, will cover 1940-
present.) Drawing on architecture, cities, landscapes, and art from across the globe, the course
presents a selection of important moments and developments, and situates them in a broader
context.
The course consists of 12 two-hour lectures, readings for each lecture, 12 tutorials, three
assignments and an open-book exam. It is structured more or less chronologically, and begins
with the Industrial Revolution, which stimulated an unprecedented growth in production and
consumption, and wealth and health, first in Western Europe and the United States and later
elsewhere as well.
Conventionally, histories of modern art and architecture focus on the West, the first part of the
world to reap the benefits of the Industrial Revolution. More recently, global histories have
offered more inclusive, and less Western-centric stories. These global histories acknowledge
that the progress of the West came at the expense of the rest of the world, which was to a large
extent economically and culturally colonized, and exploited for its resources.
The Industrial Revolution not only led to deep social, economic and cultural changes, it also
triggered planetary warming, and has led to environmental deterioration. Emerging planetary
histories address the paradox that architecture, urban planning, landscape, and sometimes art,
often aim to make the world a better place while they are inevitably detrimental to the planet’s
future.
Throughout the course, the perspectives of conventional, global and planetary histories will be
used to demonstrate how the writing of history of architecture, urbanism, landscape, and art has
evolved.

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COURSE OBJECTIVES:
By the end of this course, a successful learner will be able to identify and describe important
projects, people, moments, movements, and developments during the last 250 years of
architecture, urbanism, landscape, and art, and have developed insights in the mechanisms
behind the writing of histories of architecture, urbanism, landscape, and art.
Also, a successful learner will have developed a basic visual and linguistic literacy pertaining to
architecture, urbanism, landscape, and art, and have acquired basic skills of academic research
and writing.

SCHEDULE:

4 September:
Lecture 1: Introduction; Conventional, Global, Planetary Histories
Topics Covered:
• Overview of the course: lectures, readings, tutorials, assignments, lecture responses, and
exam
• What are we talking about when we talk about architecture, urbanism, landscape design,
art? And who is talking? How are historians’ perspectives affecting the writing of
history?

Required Readings:
• Dana Arnold, Art History: A Very Short Introduction ((Oxford University Press, 2020),1-28.
• Andrew Ballantyne, Architecture: A Very Short History (Oxford University Press, 2002), 84-
116.
• Meltem Ö. Gürel, Kathryn H. Anthony, “The Canon and the Void: Gender, Race, and
Architectural History Texts,” Journal of Architectural Education 59, no. 3 (February
2006): 66-76.

6 September:
Tutorial 1
• Reading/summarizing texts

11 September:
Lecture 2: Industrialization; Urbanization
Topics Covered:
• Industrial Revolution, modern architecture, planetary warming
• Urbanism, city and countryside, global cities, planetary urbanization

Required Readings:
• Kathleen James-Chakraborty, Architecture since 1400 (Minneapolis: University of
Minnesota Press, 2014), 255-272.
• John McNeill, Something New Under the Sun: An Environmental History of the Twentieth
Century (London: Allen Lane, 2000), 269-295.

13 September:
Tutorial 2

TUT 01,02,09,10 TUT 03,04,11,12 TUT 05,06,13,14 TUT 07,08,15,16

Daniels Library tour Reading plans, sections, Reading plans, sections, Reading plans, sections,
and elevations and elevations and elevations

18 September:
Lecture 3: Geo-Engineering; Infrastructure
Topics Covered:
• Mining, dams, canals, bridges and tunnels

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• Engineering nature, human-made landscapes, land art

• Traffic infrastructure and buildings

Required Readings:
• Darcy Grimaldo Grigsby, Colossal: Engineering the Suez Canal, Statue of Liberty, Eiffel
Tower, and Panama Canal: Transcontinental Ambition in France and the United States
During the Long Nineteenth Century (Pittsburgh: Periscope, 2012), 42-69.
• Ben Marsh, Janet Jones, “Building the Next Seven Wonders: The Landscape Rhetoric of
Large Engineering Projects,” in: Engineering Earth: The Impacts of Megaengineering,
ed. Stanley Brunn, (Dordrecht: Springer, 2011), 13-33.

19 September
Assignment 1 (15%), due 11:59 pm

20 September:
Tutorial 3
TUT 01,02,09,10 TUT 03,04,11,12 TUT 05,06,13,14 TUT 07,08,15,16

Reading plans, sections, Daniels Library tour How to avoid plagiarism How to avoid plagiarism
and elevations

25 September:
Lecture 4: 1800-1850; St Petersburg
Topics Covered:
• Architecture and art in the early nineteenth century
• The founding and urban planning of Saint Petersburg
• Russian Baroque and Neoclassicism: Winter Palace, Admiralty and General Staff

Required Readings:
• Mohammad al-Asad, “The Middle East, 1830-1914,” in Sir Banister Fletcher’s Global History
of Architecture Vol. 2, ed. Murray Fraser (London: Bloomsbury, 2020),481-499.
• Dmitry Shvidkovsky, Russian Architecture and the West (New Haven: Yale University
Press, 2007), 291-319.

27 September:
Tutorial 4
TUT 01,02,09,10 TUT 03,04,11,12 TUT 05,06,13,14 TUT 07,08,15,16

How to avoid plagiarism How to avoid plagiarism Daniels Library tour Footnotes, Chicago
Manual of Style

2 October:
Lecture 5 Paris; London
Topics Covered:
• Neoclassicism and Empire in Paris: Rue de Rivoli and Arc de Triomphe
• Haussmann’s Paris: boulevards, parks, and infrastructure
• Iron architecture: les Halles, train stations, Sainte-Geneviève, Eiffel Tower
• Georgian architecture and planning in London
• City infrastructure: railways above and underground, embankments, sewers
• Art and the city

Required Readings:

• Esther da Costa Meyer, Dividing Paris: Urban Renewal and Social Inequality, 1852–1870
(Princeton: Princeton University Press, 2022), 223-279.

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• Peter Thorsheim, “Green Space in London: Social and Environmental Perspectives,” in A

Mighty Capital under Threat: The Environmental History of London, 1800-2000, edited
by Bill Luckin and Peter Thorsheim (Pittsburgh: University of Pittsburgh Press, 2020),
111-131.

4 October:
Tutorial 5

TUT 01,02,09,10 TUT 03,04,11,12 TUT 05,06,13,14 TUT 07,08,15,16

Footnotes, Chicago Footnotes, Chicago Footnotes, Chicago Daniels Library tour

Manual of Style Manual of Style Manual of Style

9 October:
Lecture 6 1850-1900; Arts/Crafts/Industry
Topics Covered:
• Viollet-le-Duc, heritage and the mountains
• Richardson, Sullivan, Wright
• Modernization in East Asia
• Arts and Crafts Movement, Folk Art, Art Nouveau

Required Readings:
• Edward Denison, “China, 1800-1912,” in Sir Banister Fletcher’s Global History of
Architecture Vol. 2, ed. Murray Fraser (London: Bloomsbury, 2020), 719-735.
• Jeremy Howard, Art Nouveau: International and National Styles in Europe (Manchester:
Manchester University Press, 1996), 1-15.
• Neil Jackson, “Japan, 1853-1945,” in Sir Banister Fletcher’s Global History of Architecture
Vol. 2, ed. Murray Fraser (London: Bloomsbury, 2020), 747-762.

11 October:
Tutorial 6
• Recap Lecture 1-6

16 October:
Lecture 7 Vienna; Chicago
Topics Covered:
• Ringstrasse, urbanism and architecture
• Otto Wagner, Josef Hoffmann and Adolf Loos
• Gustave Klimt and Egon Schiele
• Rebuilding Chicago after the Great Fire
• Chicago skyscrapers
• Burnham & Root, Louis Sullivan
• World's Columbian Exposition, 1893

Required Readings:
• Eva Branscome, Murray Fraser, Michael Gnehm, “Central Europe (Germany and Austro-
Hungarian Empire), 1815-1914,” in Sir Banister Fletcher’s Global History of Architecture
Vol. 2, ed. Murray Fraser (London: Bloomsbury, 2020), 512-558.
• William Cronon, Nature’s Metropolis: Chicago and the Great West (New York: Norton,
1991), 341-369.

17 October:
Assignment 2 (15%), due 11:59 pm

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18 October:
Tutorial 7
• Writing exercise 1

23 October:
Lecture 8 Colonial planning; Early environmentalism
Topics Covered:
• Colonial cities: Asmara, New Delhi, Hanoi, Maputo, Yangon
• Indigenous, national and international architecture
• Human geography, human ecology
• Conservationism, health and environment

Required Readings:
• Brett Clark, John Bellamy Foster, “George Perkins Marsh and the Transformation of Earth:
An Introduction to Marsh’s Man and Nature,” Organization & Environment 15, no. 2
(June 2002),164-169.
• Ambe J. Njoh, “The experience and legacy of French colonial urban planning in sub-
Saharan Africa,” Planning Perspectives 19, no. 4 (2004): 435–454.

25 October:
Tutorial 8
• Writing exercise 2

28 October-1 November
READING WEEK: No lecture, no tutorial

6 November:
Lecture 9 1900-1950; City and landscape
Topics Covered:
• Modernism, traditionalism, monumentalism
• Bauhaus, Weissenhofsiedlung, CIAM, International Style
• Garden Cities, suburbs, regionalism

Required Readings:
• Jean-Louis Cohen, The Future of Architecture: Since 1889 (London: Phaidon, 2012), 250-
271.
• Carmen Díez Medina, Javier Monclús, “Modern Urban Planning and Modernist Urbanism
(1930–1950),” in Urban Visions: From Planning Culture to Landscape Urbanism, eds.
Carmen Díez Medina, Javier Monclús (Cham: Springer, 2018), 33-44.

8 November:
Tutorial 9
• Exam prep

13 November:
Lecture 10 Avant-gardes; Art Deco
Topics Covered:
• Russian art and architecture since the Revolution
• Cubism, Constructivism, De Stijl, Dada, Surrealism
• The 1925 Exposition internationale des arts décoratifs et industriels modernes in Paris
• Art Deco as a global style, from Manhattan to Mumbai

Required Readings:
• Robin Walz, Modernism (Harlow: Pearson, 2012 [2008]), 54-65.
• Michael Windover, Art deco: a mode of mobility (Québec: Presses de l'Université du
Québec, 2012), 1-37.

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15 November:
Tutorial 10
• Exam prep

20 November:
Lecture 11 Berlin; Ankara
Topics Covered:
• Social housing in Berlin
• Expressionism and functionalism
• Albert Speer and Germania
• Hermann Jansen’s urban design for Ankara
• Modern architecture and nation building in Kemalist Turkey
• German-speaking architects in Turkey: Clemens Holzmeister, Ernst Egli, Bruno Taut, Paul
Bonatz

Required Readings:
• Zeynep Kezer, Building Modern Turkey: State, Space and Ideology in the Early Republic
(Pittsburgh: University of Pittsburgh Press, 2015), 17-52.
• Despina Stratigakos, Women’s Berlin: Building the Modern City (Minneapolis: University of
Minnesota Press, 2008) ix-xvii, 169-179.

21 November:
Assignment 3 (24%), due 11:59 pm

22 November:
Tutorial 11
• Exam prep 2

27 November December
Lecture 12 Casablanca; Canberra
Topics Covered:
• French occupation of Morocco
• Colonial urban planning: Henri Prost, Michel Écochard
• Colonial architecture: Art Deco and modern
• An Australian capital: Walter Griffin and Marion Mahony’s winning plan

Required Readings:
• Nicholas Brown, A History of Canberra (Cambridge: Cambridge University Press, 2014), 37-
61.
• Jean Louis Cohen, “Architectural History and the Colonial Question: Casablanca, Algiers
and Beyond,” Architectural History 49 (2006): 349-368.

29 November:
Tutorial 12
• Recap Lecture 7-12

Final Exam: TBD (34%)

Important Dates:

Fall 2024
Labour Day (University Closed) Monday, September 2, 2024

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First day of F/Y section courses Tuesday, September 3, 2024

Last day of F/Y classes waitlist Thursday, September 12, 2024
Last day to enroll in F/Y classes on ACORN Monday, September 16, 2024
Thanksgiving (University Closed) Monday, October 14, 2024
Fall Reading Week – No Classes Monday, October 28, 2024 – November 1,
2024
Last day to drop F section courses without Monday, November 4, 2024
academic penalty
Last day of F/Y classes Monday, December 2, 2024
Make-Up Day (If required) Tuesday, December 3, 2024
Wednesday, December 4, 2024 – Thursday,
Study Days
December 5, 2024
Friday, December 6, 2024 – Monday,
End-of-term Final Exam / review or
December 23, 2024 (including Saturday
Assessment Period
and/or Sundays)
Tuesday, December 24, 2024 – Friday,
Holiday Break (University Closed)
January 3, 2025

Conflicts with religious observances should be brought to the attention of the course instructor
and the Office of the Registrar and Student Services no later than the second week of classes.

For more information, please see the Policy on Scheduling of Classes and Examinations and
Other Accommodations for Religious Observances.

ASSIGNMENTS:

Assignment 1
Due 19 September 11.59 pm (15%)

1
Read:
- Valderílio F. Azevedo, Cesar Diaz-Torne, ”The Arthritis of Antoni Gaudí”, Journal of
Clinical Rheumatology 14, no. 6 (December 2008), 367-369.
- “Barcelona Cathedral”, British Architect (12 April 1912), 274, 283.
- Yasmin Buchrieser, “Simulacra architecture in relation to tourism: Charles Rennie
Mackintosh in Glasgow and Antoni Gaudi in Barcelona”, Journal of Tourism and
Cultural Change 17, no. 1 (2019), in particular Part 1 (Introduction) and Part 3.
- Charles Clarke, “Design Engineering: In-Spired Thinking”, The Engineer (16 January
2006), 37-38.
- John Gough, “A tribute to Gaudi: he was an original thinker, an iconoclast who did
things his own way - in spite of the steamroller impact of modernism. John Gough pays
homage to the visionary genius of Spanish architect Antonio Gaudi”, New
Internationalist (October 2002), 34-35.
- Henri-Russell Hitchcock, Gaudi (New York: MoMA, 1957), in particular 9-10, 12, 42-47.
- Gijs van Hensbergen, The Sagrada Familia: The Astonishing Story of Gaudí's
Unfinished Masterpiece (New York: Bloomsbury, 2017), 7-9.

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Describe for each text:

a. What does this text tell you about the Sagrada Familia and/or Gaudí?
b. What kind of text is it, and in which context does it discuss Gaudí and the Sagrada
Familia?
c. For what kind of research could this text be useful?
(length: circa 100-150 words per text, circa 700-1050 words in total)

Assignment 2
Due 17 October 11:59 pm (15%)

Read the preface of the 1864 edition of George Perkins Marsh, Man and Nature: Or, Physical
Geography as Modified by Human Action (New York: Scribner, 1864) and write a 600-word
personal reflection in which you address both the historical and the contemporary significance of
the themes brought up by Marsh.

Assignment 3
Due 21 November 11.59 PM (24%)

One project – three perspectives

1
Select one of the following projects:

Central Park, New York (USA)

Grand Mosque, Bobo-Dioulasso (Burkina Faso)
Artis Zoo, Amsterdam (Netherlands)
Chuquicamata copper mine, Calama (Chile)
Loolecondera tea plantation (Sri Lanka)

2
Make three descriptions of your selected project, each circa 300 words.
Use a different perspective for each description.
a. You as a 21st-century historian.
b. A fictional or real person who lived when the project was made/was new.
c. An other-than-human organism (of your choice, be specific).

3
Use footnotes, and add a bibliography (in Chicago Manual of Style format).

EVALUATION:
Evaluation will be carried out in accordance with the University Assessment and Grading
Practices Policy.
(See: http://www.governingcouncil.utoronto.ca/Governing_Council/policies.htm#G )

Tutorial Participation 12%

Assignment 1 15%
Assignment 2 15%
Assignment 3 24%
Final Exam 34%

The undergraduate grading scale is listed as a percentage, not a letter grade. The
undergraduate grading scale is included below for your reference:

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Grade Point
Percentage Letter Grade Grade Definition
Value *

90-100 A+ 4.0 Strong evidence of original thinking; good organization;

capacity to analyze and synthesize; superior grasp of
85-89 A 4.0 Excellent
subject matter with sound critical evaluations; evidence
80-84 A- 3.7 of extensive knowledge base.

77-79 B+ 3.3 Evidence of grasp of subject matter, some evidence of

critical capacity and analytic ability; reasonable
73-76 B 3.0 Good
understanding of relevant issues; evidence of familiarity
70-72 B- 2.7 with literature.

67-69 C+ 2.3
Student who is profiting from his/her university
63-66 C 2.0 Adequate experience; understanding of the subject matter; ability
to develop solutions to simple problems in the material.
60-62 C- 1.7

57-59 D+ 1.3
Some evidence of familiarity with subject matter and
53-56 D 1.0 Marginal some evidence that critical and analytic skills have been
developed.
50-52 D- 0.7

Little evidence of even superficial understanding of

0-49 F 0.0 Inadequate subject matter; weakness in critical and analytic skills;
with limited or irrelevant use of literature.

* The grade point values above apply to marks earned in individual courses; grade point
averages are weighted sums of the grade points earned (see below), and thus do not
necessarily correspond exactly to the scale above. For example, a B+ average would include
include grade point averages from 3.20 to 3.49, while the lowest B- average would be 2.50.
Please refer to the University of Toronto Grading Practices Policy for additional information:
http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PD
F/grading.pdf.

CHICAGO MANUAL OF STYLE:

The style guidelines preferred by the Daniels Faculty are put forth in the Chicago Manual of
Style and can be found here:
https://www.chicagomanualofstyle.org/book/ed18/frontmatter/toc.html
https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/chicago_style_i
ntroduction.html

The Centre for International Experience (CIE) English Language Support is also available to
support students: https://www.studentlife.utoronto.ca/cie/els

USE OF AI TOOLS:
Students may use artificial intelligence tools, including generative AI, in this course as learning
aids or to help produce assignments. However, students are ultimately accountable for the work
they submit.
If you are using artificial intelligence tools, you must add, as an appendix with assignments, an
overview of any content produced by an artificial intelligence tool, including the prompts used to
generate the content. The documentation should also mention what tool(s) were used.
Any content produced by an artificial intelligence tool must be cited appropriately.

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Representing as one’s own an idea, or expression of an idea, that was AI-generated will be
considered an academic offense in this course

LATE WORK:
All assignments are due in class at the specified time and date. Late submission will result in a
5% deduction (of each assignment’s total grade) per day (excluding weekends). In the case of
illness or other special circumstance, notification should be given to the Instructors and the
Registrar as soon as possible and before the deadline in question. A Verification of Illness
(Also known as a “doctor’s note”) may be required. Students who are absent from
academic participation for any reason (e.g., COVID, cold, flu and other illness or injury, family
situation) and who require consideration for missed academic work should report their absence
through the online absence declaration tool on ACORN. Additional information is available
online: http://www.illnessverification.utoronto.ca/index.php

FINAL DUE DATE:

Due dates are set by the Instructor in the schedule and evaluation sections of this outline. All
term work must be submitted on or before the deadline date stipulated by the instructor.
Students who for reasons beyond their control are unable to submit an assignment by its
deadline must obtain approval from their Instructor for an extension within the term. The last
date of the term is December 23, 2024. Any work submitted after the stipulated deadline and
before the end of term without an approved extension will not be accepted. Students will be
required to petition for an extension if they will be unable to submit their work by December 23,
2024. https://www.daniels.utoronto.ca/sites/default/files/petition_instructions_forms.pdf

Students are advised to contact their professors in advance of a deadline, where possible.
Those students registered with Accessibility services should provide a letter from their advisor
that confirms their registration and indicates their required accommodations. Please speak with
Registrar in the ORSS if you have any questions or concerns regarding their letter of
accommodation and how to interpret the information. Without any documentation, or where
notice was not given, the ultimate decision is at the instructor’s discretion.

PREPAREDNESS AT UOFT:
Students are advised to register for UTAlert, the University’s alert system, at
http://alert.utoronto.ca/. UTAlert sends important messages to registrants via text, email, and
phone.

ACCESSIBILITY NEEDS:
The University 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.

If you are a student who identifies with one or more of the broad categories below, we
encourage you to register with Accessibility Services:
https://studentlife.utoronto.ca/department/accessibility-services/.

• Attention Deficit Hyperactivity Disorder (ADHD)

• Autism Spectrum Disorder
• Brain Injury and Concussion
• Chronic Health
• Deaf and Hard of Hearing
• Learning Disability

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• Mental Health
• Mobility and Functional
• Low Vision / Legally Blind
• Temporary Injuries

For any questions or assistance, please see the staff in the Office of the Registrar and Student
Services.

ENGLISH LANGUAGE AND WRITING SUPPORT:

The University of Toronto expects its students to write well, and it provides resources to help.
Please consult the University of Toronto writing site: https://writing.utoronto.ca/ for advice and
answers to your questions about writing. Please pay special attention to “Advice on Writing:
Academic Writing.”

The Writing Centre at the John H. Daniels Faculty of Architecture, Landscape, and Design
(https://www.daniels.utoronto.ca/students/student-services) is a resource for Daniels students
seeking assistance with academic writing through tutorials and individual consultations.

Academic writing carries with it certain expectations about properly citing, quoting, and
referencing source material. Your research must be conveyed in a language commonly shared
by others in the discipline. The style guidelines preferred by the Daniels Faculty are put forth in
the Chicago Manual of Style and can be found here:
http://www.chicagomanualofstyle.org/16/contents.html
https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/chicago_style_i
ntroduction.html

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 strong signal of each student’s
individual academic achievement. As a result, the University treats cases of cheating and
plagiarism very seriously. The University of Toronto’s Code of Behaviour on Academic Matters
(www.governingcouncil.utoronto.ca/policies/behaveac.htm) outlines the behaviours that
constitute academic dishonesty and the processes for addressing academic offences. The Code
of Behavior on Academic Matters states: “It shall be an offence for a student knowingly […] to
represent as one’s own any idea or expression of an idea or work of another in any academic
examination or term test or in connection with any other form of academic work, i.e., to commit
plagiarism.” The Code also states: “Wherever in the Code an offence is described as depending
on ‘knowing,’ the offence shall likewise be deemed to have been committed if the person ought
reasonably to have known.”

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:

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1. Falsifying institutional documents or grades.

2. Falsifying or altering any documentation required by the University, including (but not
limited to) doctor’s notes.

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 your instructor or
from other institutional resources. For information about academic integrity at the University of
Toronto, please see https://www.academicintegrity.utoronto.ca/.

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 website (https://uoft.me/pdt-faq).

For accepted methods of standard documentation formats, including electronic citation of

internet sources please see the U of T writing website at:
http://www.writing.utoronto.ca/advice/using-sources/documentation.
Please also refer to “Reading and Using Sources: How Not to Plagiarize” on the University of
Toronto writing site (http://www.writing.utoronto.ca/).

COLLABORATIVE, RESPECTFUL, SAFE AND INCLUSIVE TEACHING AND LEARNING

SPACES:
The University of Toronto, and by extension, the John H. Daniels Faculty of Architecture,
Landscape, and Design strives it be an equitable and inclusive community, rich with diversity,
protecting the human rights of all persons, and based upon understanding and mutual respect
for the dignity and worth of every person

The Daniels Faculty is committed to providing teaching and learning environments -- whether
this be studio, classroom, laboratory or field – embody respect and are characterized by
collaborative efforts to build and sustain community and each individual’s sense of belonging.
Within this Daniels environment, there is space for us to hold and express multiple and divergent
views, with the caveat that this expression not impose harm, hatred, discrimination or threats on
anyone else in this shared space. As students, as educators and professionals, it is our duty to
be open to diverse perspective’s, experiences and perspectives that will inform and enhance our
understanding not only of ourselves, but the worlds that we navigate.

As we reflect and critically interrogate our role within the Daniels community, and the local
Canadian and broader global contexts, we can engage with one another in a spirit of generosity,
tolerance of difference in an attempt to strengthen community through recognition of our
shared/common humanity.

The following resources may be helpful in can supporting the teaching and learning community
at the John H Daniels Faculty of Architecture, Landscape and Design in collaboratively building
safe and inclusive educational environments.

General and Student Supports:

• Health and Wellness Centre (St. George Campus)
• Telus Health Student Support (support available 24/7/365 by phone or text in
multiple languages)
• University of Toronto Grief Support (includes links to Health & Wellness and
community resources)

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• University of Toronto Mental Health Support

• Community Safety Office, an Equity Office and Tri-Campus service that offers
short-term support and assistance to students, staff, and faculty members of
the University of Toronto community who have experienced personal safety
concerns
• Campus Safety App
• Centre for International Experience (St. George Campus)
• Chaplains from the Multi-Faith Centre from 11 different traditions (St. George)
• Anti-Racism and Cultural Diversity Office (ARCDO) – provides services to
support University members in their efforts to foster environments that are
intentionally racially diverse and inclusive through the advancement of
equitable practices, education and training and the provision of complaints
resolution supports on matters of race, faith and intersecting identities as
guided by the Ontario Human Rights Commission.
• Complaints/Concerns Support Services
• University of Toronto Statement on Equity, Diversity and Excellence
• Sexual Violence Prevention and Support Centre
• Sexual and Gender Diversity Officer (SGDO) – The Sexual & Gender Diversity
Office (SGDO) develops partnerships to build supportive learning and working
communities at the University of Toronto by working towards equity and
challenging discrimination. The SGDO is at the forefront of community and
policy development on emerging and ongoing equity issues within higher
education from the perspective of sexual and gender diversity.

STUDENT BEHAVIOUR:
All students registered at the University of Toronto are required to conduct themselves in a
respectful manner whilst undertaking studies in person or online. The Code of Student Conduct
applies and will be enforced regardless of the physical location where students are undertaking
their studies. Offenses against other persons will not be tolerated whether committed in person
or online.

MENTAL HEALTH AND WELL-BEING:

Your mental health is important. Throughout university life, there are many experiences that can
impact your mental well-being, such as relationship difficulties, nervousness or anxiety and the
stress of academic work itself.

As a University of Toronto student, you have free access to programs and services designed to
support your mental wellbeing through Student Life: healthandwellness.utoronto.ca

You can access free mental health and wellbeing services at Health & Wellness such as same
day counselling, brief counselling, medical care, skill-building workshops and drop-in peer
support. You can also meet with a Wellness Navigation Advisor who can connect you with other
campus and community services and support. Call the mental health clinic at 416-978-8030 ext.
5 to book an appointment or visit uoft.me/mentalhealthcare to learn about the services
available to you.

You can also visit your College Registrar to learn about resources and supports available.
If you’re in distress, you can access immediate support: uoft.me/feelingdistressed

COPYRIGHT:
Lectures and course materials prepared by the instructor are considered by the University to be
an instructor’s intellectual property covered by the Copyright Act, RSC 1985, c C-42. Course
materials such as PDFs of the lecture slides are made available to students for their own study

1 Spadina Cres.
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Canada
416-978-5038
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purposes. These materials cannot be shared outside of the class or made public in any way.
Posting recordings or slides to other websites without the express permission of the instructor
will constitute copyright infringement.

AUDIO RECORDINGS:
Students may create audio recordings of the lectures for their personal use. Recordings are
intended to permit lecture content review so as to enhance understanding of the topics
presented. Audio-recordings are no substitutes for attending class.
Students should note that since audio recordings are to be permitted, their voice may be
recorded by others during the class.
In accordance with the Accessibility for Ontarians with Disabilities Act, 2005, persons who have
special needs will be accommodated.
Students agree to the following terms when creating audio recordings of lectures:
• Recordings are not to be distributed without the permission of the instructor via the Internet,
using social media such as Facebook, peer-to-peer file sharing such as One Drive or
Dropbox, or other distribution channels.
• Recordings are not to be shared with other classmates unless they are to be used in
collaborative assignments, or if the instructor permits for other reasons.
Non-compliance with these terms violates an instructor’s intellectual property rights and the
Canadian Copyright Act. Students violating this agreement will be subject to disciplinary actions
under the Code of Student Conduct.

STUDENT WORK – DANIELS PUBLISHING POLICY:

On occasion, the John H. Daniels Faculty of Architecture, Landscape, and Design (the Faculty)
will share, use, exhibit, display, broadcast, and distribute images of student work completed in
this course in connection with the activities of the Faculty for promoting, publicizing, or
explaining the activities of the school. Should you wish to ‘opt out’, please contact
[email protected], otherwise, your participation in this course grants the
Faculty permission to publish such images in PR/promotional materials such as marketing,
advertising, fundraising, and any other Faculty-related publication. These images may appear in
a wide variety of formats including but not limited to social media, website and print.

1 Spadina Cres.
Toronto, ON M5S 2J5
Canada
416-978-5038