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1
Year 11 Unit 2
Medicine Through Time
Name: _______________________________
MEDICINE IN ROMAN BRITAIN 50AD – 410AD
What were the medical beliefs and practices in Roman Britain?
Hippocrates and the Theory of the Four Humours
The work of Galen
Other medical theories and practices in Roman Britain
2
MEDICINE IN THE MIDDLE AGES 410 – 1350
The Dark Ages and their impact on medicine and medical knowledge
Public Health in the Middle Ages
Causes, treatments and medical care in the Middle Ages
Medical training and beliefs about anatomy
Did medical progress happen in the Middle Ages?
What role did religion play in medicine during the Middle Ages?
The Black Death 1348
Islamic anatomy & surgery
Medieval surgery
MEDICINE 1350 – 1750 ‘DURING AND AFTER THE RENAISSANCE’
What was the Renaissance and how did it lead to medical discovery/change?
The discoveries and significance of Andreas Vesalius
The discoveries and significance of William Harvey
How much did everyday medicine and public health change?
Renaissance surgery
MEDICINE 1750 – 1900
Edward Jenner and the vaccination for smallpox
Louis Pasteur, Robert Koch and the discovery of germs
Florence Nightingale
How did the training of doctors change?
How and why did treatment in hospitals improve between 1750 and 1900
Development of anesthetics
Development of antiseptics
Public Health – what were the main issues?
Public Health – What changed?
Public Health – Why did it improve in the 19th century?
MEDICINE IN THE TWENTIETH CENTURY
Alexander Fleming, Florey and Chain – Penicillin
Modern problems in modern medicine
Impact of the war on surgery
New developments in surgery
Public Health in the 20th century – what were the main issues?
Public Health – What changed?
Public Health – What factors led to these improvements?
UNIT2 Exam Question Guidance – what are the examiners expecting from you?
Q Marks Type of Question Success ‘checklist’
3
1 8 (2
paras)
How useful is…?
Can you trust it? How much information is
given?
BEFORE YOU ANSWER
Consider if what the source tells you is accurate (true) and objective (neutral)
Look at who wrote the source, when and what the purpose of the source was (provenance)
Consider the amount of information given by the source
Consider whether it reflects the general advice/knowledge given at that time
IN YOUR ANSWER
Give 3 – 4 points to show that it is/isn’t useful based on nature, origin, purpose of the source
Use your own knowledge – does the source show the truth?
2 8 (2
paras)
Explain the significance of..
Give information on a person, organisation or
event
BEFORE YOU ANSWER
Jot down 3-5 ideas
Link these ideas to their impact
Consider how that was significant (using G.R.E.A.T.) IN YOUR ANSWER
Use three aspects of significance
Evaluate the significant impact of an event for hundreds of years later i.e. impact of Galen in middle ages
3 8 (2
paras)
Compare…
Two similar events – compare their
similarities
BEFORE YOU ANSWER
Jot down 3-5 ideas
Make three comparisons
IN YOUR ANSWER
Use three similar aspects
Evaluate the level of similarity
Consider the historical context
4 16 PLUS 4 marks
for SPaG
(4 paras)
Do you agree? Explain your answer.
USE OWN KNOWLEDGE TO ANALYSE TO WHAT
EXTENT…
BEFORE YOU ANSWER
Consider both sides of the analysis
Look at the included information on the paper and try to expand on that information
Jot down 3-5 of your own ideas and points IN YOUR ANSWER
Consider one factor at a time
USE PEEL
Make 4-5 points to explain both sides of the argument (2 or 3 on each side)
4
Medicine in Roman Britain
How useful is Source A to an historian studying the work of Hippocrates and Galen?
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Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify one reason it is or is not useful
A2) Describe one reason the source is or is not useful (bias or content)
A3) Explain two reasons the source is and is not useful (provenance or content)
A4) Evaluate two reasons the source is and is not useful (provenance and content)
B1) Identify a piece of evidence to back this up
B2) Use evidence or own knowledge to back up your description
B3) Use 3-4 pieces of evidence and own knowledge to support your final analysis
B4) Use 3-4 relevant pieces of evidence and own knowledge to support your final analysis
C2) Use some correct factual knowledge
C3) Use relevant and correct factual knowledge
C4) Use relevant and correct factual knowledge
Source A: An insert from a
medieval textbook showing a
doctor purging a patient,
c1500.
5
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6
Explain the significance of Hippocratic and Galenic medicine after 1000AD
Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the
event/individual and
why it is important
A2) Describe what
the event/individual
was or did
A3) Explain the events of
the event or actions of the
individual
A4) Evaluate why the event
happened and explain the
events of the event or actions of
the individual
B1) Identify the impact B2) Show the impact
of the event
B3) Assess why the
event/individual had an
impact
B4) Analyse the short/long term
impact of the event/individual
C2) Use some factual
knowledge
C3) Use relevant factual
knowledge
C4) Use relevant knowledge to
support your analysis
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7
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8
Explain the significance of Islamic medicine after 1000AD
Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the
event/individual and
why it is important
A2) Describe what
the event/individual
was or did
A3) Explain the events of
the event or actions of the
individual
A4) Evaluate why the event
happened and explain the
events of the event or actions of
the individual
B1) Identify the impact B2) Show the impact
of the event
B3) Assess why the
event/individual had an
impact
B4) Analyse the short/long term
impact of the event/individual
C2) Use some factual
knowledge
C3) Use relevant factual
knowledge
C4) Use relevant knowledge to
support your analysis
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9
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10
Medicine in the Medieval
Ages
How useful is Source A to an historian studying public health during the Medieval period?
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Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify one reason it is or is not useful
A2) Describe one reason the source is or is not useful (bias or content)
A3) Explain two reasons the source is and is not useful (provenance or content)
A4) Evaluate two reasons the source is and is not useful (provenance and content)
B1) Identify a piece of evidence to back this up
B2) Use evidence or own knowledge to back up your description
B3) Use 3-4 pieces of evidence and own knowledge to support your final analysis
B4) Use 3-4 relevant pieces of evidence and own knowledge to support your final analysis
C2) Use some correct factual knowledge
C3) Use relevant and correct factual knowledge
C4) Use relevant and correct factual knowledge
Source A: Victims of the Black
Death being buried at
Tournai, then part of the
Netherlands, 1349. The Black
Death was thought to have
been an outbreak of the
bubonic plague, which killed
up to half the population of
Europe.
11
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12
Explain the significance of religion during the Medieval Period.
Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the
event/individual and
why it is important
A2) Describe what
the event/individual
was or did
A3) Explain the events of
the event or actions of the
individual
A4) Evaluate why the event
happened and explain the
events of the event or actions of
the individual
B1) Identify the impact B2) Show the impact
of the event
B3) Assess why the
event/individual had an
impact
B4) Analyse the short/long term
impact of the event/individual
C2) Use some factual
knowledge
C3) Use relevant factual
knowledge
C4) Use relevant knowledge to
support your analysis
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13
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14
Compare surgical methods in the Middle Ages to surgical methods during the Renaissance. In what ways were
they similar?
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Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the main similarity
A2) Describe one similarity
A3) Explain how they are similar with reference to historical factors
A4) Evaluate whether they had the same level of impact
B1) Identify one relevant example
B2) Use examples of the similarities
B3) Use (2 or more) relevant and developed examples of similarity
B4) Explain how similar your chosen relevant and developed examples are
C2) Use some factual knowledge
C3) Use relevant factual knowledge
C4) Use relevant knowledge to support your explanation
15
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16
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Medicine during and after
the Renaissance
How useful is Source A to an historian studying the importance of Vesalius’ work?
When I undertake the dissection of a human pelvis I pass a stout rope tied
like a noose beneath the lower jaw and through the zygomas up to the
top of the head... The lower end of the noose I run through a pulley fixed
to a beam in the room so that I may raise or lower the cadaver as it hangs
there or turn around in any direction to suit my purpose; ... You must take
care not to put the noose around the neck, unless some of the muscles
connected to the occipital bone have already been cut away.
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Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify one reason it is or is not useful
A2) Describe one reason the source is or is not useful (bias or content)
A3) Explain two reasons the source is and is not useful (provenance or content)
A4) Evaluate two reasons the source is and is not useful (provenance and content)
B1) Identify a piece of evidence to back this up
B2) Use evidence or own knowledge to back up your description
B3) Use 3-4 pieces of evidence and own knowledge to support your final analysis
B4) Use 3-4 relevant pieces of evidence and own knowledge to support your final analysis
C2) Use some correct factual knowledge
C3) Use relevant and correct factual knowledge
C4) Use relevant and correct factual knowledge
Source A: An extract from
Andreas Vesalius, De humani
corporis fabrica (1544), Book
II
17
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18
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Explain the significance of Harvey’s work
Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the
event/individual and
why it is important
A2) Describe what
the event/individual
was or did
A3) Explain the events of
the event or actions of the
individual
A4) Evaluate why the event
happened and explain the
events of the event or actions of
the individual
B1) Identify the impact B2) Show the impact
of the event
B3) Assess why the
event/individual had an
impact
B4) Analyse the short/long term
impact of the event/individual
C2) Use some factual
knowledge
C3) Use relevant factual
knowledge
C4) Use relevant knowledge to
support your analysis
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20
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Compare the knowledge of human anatomy in the medieval period to during the Renaissance. In what ways were
they similar?
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Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the main similarity
A2) Describe one similarity
A3) Explain how they are similar with reference to historical factors
A4) Evaluate whether they had the same level of impact
B1) Identify one relevant example
B2) Use examples of the similarities
B3) Use (2 or more) relevant and developed examples of similarity
B4) Explain how similar your chosen relevant and developed examples are
C2) Use some factual knowledge
C3) Use relevant factual knowledge
C4) Use relevant knowledge to support your explanation
21
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22
Has improved communication been the main factor that has led to the development of medicine since the Middle
Ages? Explain your answer with reference to government and other factors.
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Level 1: Basic explanation
Level 2: Simple explanation
Level 3: Developed explanation
Level 4: Complex explanation
A1) Have you identified one or more factors to support the question?
A2) Have you described one or more factors?
A3) Have you explained two or more factors in detail and the impact the factors had in relation to the question?
A4) Have you explained three or more factors in detail and identified the link between your chosen factors in relation to the question?
B1) Have you used a piece of contextual knowledge?
B2) Have you used relevant contextual knowledge?
B3) Have you used relevant knowledge to show your understanding of the question?
B4) Have you used accurate and detailed knowledge to support your argument?
C1) Have you identified if you agree with the statement?
C2) Have you described how the factor(s) answer your question?
C3) Have you explained how your chosen factors led to your answer and evidenced this across time periods?
C4) Have you assessed how your chosen factors led to your answer and evidenced this across time periods to support your argument?
23
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24
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Medicine 1750 to 1900
How useful is Source A to an historian studying the importance of the work of Joseph Lister?
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Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify one reason it is or is not useful
A2) Describe one reason the source is or is not useful (bias or content)
A3) Explain two reasons the source is and is not useful (provenance or content)
A4) Evaluate two reasons the source is and is not useful (provenance and content)
B1) Identify a piece of evidence to back this up
B2) Use evidence or own knowledge to back up your description
B3) Use 3-4 pieces of evidence and own knowledge to support your final analysis
B4) Use 3-4 relevant pieces of evidence and own knowledge to support your final analysis
C2) Use some correct factual knowledge
C3) Use relevant and correct factual knowledge
C4) Use relevant and correct factual knowledge
Source A: An insert from a
medical textbook showing the
correct use of chloroform,
1860.
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26
Explain the significance of Paul Ehrlich’s work in developing magic bullets
Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the
event/individual and
why it is important
A2) Describe what
the event/individual
was or did
A3) Explain the events of
the event or actions of the
individual
A4) Evaluate why the event
happened and explain the
events of the event or actions of
the individual
B1) Identify the impact B2) Show the impact
of the event
B3) Assess why the
event/individual had an
impact
B4) Analyse the short/long term
impact of the event/individual
C2) Use some factual
knowledge
C3) Use relevant factual
knowledge
C4) Use relevant knowledge to
support your analysis
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28
Compare the role of the government during the middle ages to the government during the 19th century. In what
ways are they different?
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Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the main similarity
A2) Describe one similarity
A3) Explain how they are similar with reference to historical factors
A4) Evaluate whether they had the same level of impact
B1) Identify one relevant example
B2) Use examples of the similarities
B3) Use (2 or more) relevant and developed examples of similarity
B4) Explain how similar your chosen relevant and developed examples are
C2) Use some factual knowledge
C3) Use relevant factual knowledge
C4) Use relevant knowledge to support your explanation
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30
Was Lister’s antiseptic method the main factor in bringing about the acceptance of Germ Theory in Britain? Explain
your answer with reference to individuals, such as Lister, and other factors.
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Level 1: Basic explanation
Level 2: Simple explanation
Level 3: Developed explanation
Level 4: Complex explanation
A1) Have you identified one or more factors to support the question?
A2) Have you described one or more factors?
A3) Have you explained two or more factors in detail and the impact the factors had in relation to the question?
A4) Have you explained three or more factors in detail and identified the link between your chosen factors in relation to the question?
B1) Have you used a piece of contextual knowledge?
B2) Have you used relevant contextual knowledge?
B3) Have you used relevant knowledge to show your understanding of the question?
B4) Have you used accurate and detailed knowledge to support your argument?
C1) Have you identified if you agree with the statement?
C2) Have you described how the factor(s) answer your question?
C3) Have you explained how your chosen factors led to your answer and evidenced this across time periods?
C4) Have you assessed how your chosen factors led to your answer and evidenced this across time periods to support your argument?
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Medicine in the twentieth
century
How useful is Source A to an historian studying the importance of the work of Harold Gilles?
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Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify one reason it is or is not useful
A2) Describe one reason the source is or is not useful (bias or content)
A3) Explain two reasons the source is and is not useful (provenance or content)
A4) Evaluate two reasons the source is and is not useful (provenance and content)
B1) Identify a piece of evidence to back this up
B2) Use evidence or own knowledge to back up your description
B3) Use 3-4 pieces of evidence and own knowledge to support your final analysis
B4) Use 3-4 relevant pieces of evidence and own knowledge to support your final analysis
C2) Use some correct factual knowledge
C3) Use relevant and correct factual knowledge
C4) Use relevant and correct factual knowledge
Source A: An insert from a
medical textbook showing the
process of using pedicle
tubes, 1920.
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Explain the significance of the Liberal reforms in the beginning of the twentieth century
Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the
event/individual and
why it is important
A2) Describe what
the event/individual
was or did
A3) Explain the events of
the event or actions of the
individual
A4) Evaluate why the event
happened and explain the
events of the event or actions of
the individual
B1) Identify the impact B2) Show the impact
of the event
B3) Assess why the
event/individual had an
impact
B4) Analyse the short/long term
impact of the event/individual
C2) Use some factual
knowledge
C3) Use relevant factual
knowledge
C4) Use relevant knowledge to
support your analysis
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36
Compare the Liberal Health Reforms of the early 20th century with the creation of the Welfare State following
World War Two. In what ways are they similar?
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Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the main similarity
A2) Describe one similarity
A3) Explain how they are similar with reference to historical factors
A4) Evaluate whether they had the same level of impact
B1) Identify one relevant example
B2) Use examples of the similarities
B3) Use (2 or more) relevant and developed examples of similarity
B4) Explain how similar your chosen relevant and developed examples are
C2) Use some factual knowledge
C3) Use relevant factual knowledge
C4) Use relevant knowledge to support your explanation
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Compare the treatment of disease in the early 18th century with the treatment of disease in the 20th century
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Level 1: 1-2 marks Level 2: 3-4 marks Level 3: 5-6 marks Level 4: 7-8 marks
A1) Identify the main similarity
A2) Describe one similarity
A3) Explain how they are similar with reference to historical factors
A4) Evaluate whether they had the same level of impact
B1) Identify one relevant example
B2) Use examples of the similarities
B3) Use (2 or more) relevant and developed examples of similarity
B4) Explain how similar your chosen relevant and developed examples are
C2) Use some factual knowledge
C3) Use relevant factual knowledge
C4) Use relevant knowledge to support your explanation
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40
Has government been the main factor that has led to improvements in public health? Explain with reference to
government and other factors.
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Level 1: Basic explanation
Level 2: Simple explanation
Level 3: Developed explanation
Level 4: Complex explanation
A1) Have you identified one or more factors to support the question?
A2) Have you described one or more factors?
A3) Have you explained two or more factors in detail and the impact the factors had in relation to the question?
A4) Have you explained three or more factors in detail and identified the link between your chosen factors in relation to the question?
B1) Have you used a piece of contextual knowledge?
B2) Have you used relevant contextual knowledge?
B3) Have you used relevant knowledge to show your understanding of the question?
B4) Have you used accurate and detailed knowledge to support your argument?
C1) Have you identified if you agree with the statement?
C2) Have you described how the factor(s) answer your question?
C3) Have you explained how your chosen factors led to your answer and evidenced this across time periods?
C4) Have you assessed how your chosen factors led to your answer and evidenced this across time periods to support your argument?
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