AQA GCSE 9-1 History Revision: How to answer the factor question Describe and explain different factors and link them to specific people, dates, statistics and evidence AQA GCSE 9-1 History Revision: How to answer the factor question Register. Listen up! Medicine Revision Connect: As I take the register: one person has to mention a key person in medicine The next person has to describe what they did to help medicine As this lesson will go into 2, don’t worry with lots of don’t knows: the 2nd lesson is a revelation as they start to connect what they have learnt! 16 marks + 4 spag

Task1: Read this information on Pasteur and how factors helped him in his discovery of the vaccine for Chicken Cholera Annotate the information to explain your reasons: Use 2 highlighters: One colour for positive (relevant) One colour for negative (irrelevant waffle) Science and Technology – Louis Pasteur was born in France in 1822. Louis Pasteur was a French biologist, microbiologist and chemist renowned for his discoveries of the principles of vaccination, microbial fermentation and pasteurization. He is remembered for his remarkable breakthroughs in the causes and prevention of diseases, and his discoveries have saved many lives ever since. Pasteur and his team conducted experiments, tested their findings and wrote down their conclusions to prove they were right. The invention of the microscope helped their work to find the vaccine for chicken cholera Government and War – The French Government had fought Germany in a war in 1870-1 and lost. The war had cost both countries thousands of lives and it was a very sad for all those terrible injuries and deaths. Furthermore, the French Government needed Pasteur to find a cure for chicken cholera. 90% of chickens were infected by the disease. French poultry farmers were losing vast amounts of money. Also they were determined to win prestige for France which had lost land to Germany at the end of the Franco-Prussian war in 1870-1 Individual Genius – In addition, Pasteur was a determined scientist. He soon isolated the chicken cholera germ, despite suffering a brain haemorrhage in 1868 which left him paralysed on one side. In 1859, Pasteur had lost daughter to typhoid – a disease caused by dirty food and water. In 1865, his second daughter died of the same disease. A third daughter died from a tumour in 1866. Family tragedy framed his fight against illness. Communications- As a consequence, by publishing his discoveries, vaccines for typhoid, diphtheria and tetanus soon followed. Print out a copy for the students to highlight from slide 4. The video link isn’t great but sets out the context for Louis Pasteur to discover the chicken cholera vaccine (play from 3.00 minutes onwards) Watch out for waffle!

Task 1: Were individuals the main factor in the development of medicine since the Middle Ages? Annotate the information to explain your reasons: Use 2 highlighters: One colour for positive (relevant) One colour for negative (irrelevant waffle) Science and Technology – Louis Pasteur was born in France in 1822. Louis Pasteur was a French biologist, microbiologist and chemist renowned for his discoveries of the principles of vaccination, microbial fermentation and pasteurization. He is remembered for his remarkable breakthroughs in the causes and prevention of diseases, and his discoveries have saved many lives ever since. Pasteur and his team conducted experiments, tested their findings and wrote down their conclusions to prove they were right. The invention of the microscope helped their work to find the vaccine for chicken cholera Government and War –The French Government had fought Germany in a war in 1870-1 and lost. The war had cost both countries thousands of lives and it was a very sad for all those terrible injuries and deaths. Furthermore, the French Government needed Pasteur to find a cure for chicken cholera. One in every three chickens were infected by the disease. French poultry farmers were losing vast amounts of money. Also they were determined to win prestige for France which had lost land to Germany at the end of the Franco-Prussian war in 1870-1 Individual Genius – In addition, Pasteur was a determined scientist. He soon isolated the chicken cholera germ, despite suffering a brain haemorrhage in 1868 which left him paralysed on one side. In 1859, Pasteur had lost daughter to typhoid – a disease caused by dirty food and water. In 1865, his second daughter died of the same disease. A third daughter died from a tumour in 1866. Family tragedy framed his fight against illness. Communications- As a consequence, by publishing his discoveries, vaccines for typhoid, diphtheria and tetanus soon followed. Purple denotes the irrelevant information (although point out to the students it sounds good) Watch out for waffle!

Science and Technology – Louis Pasteur was born in France in 1822 Science and Technology – Louis Pasteur was born in France in 1822. Louis Pasteur was a French biologist, microbiologist and chemist renowned for his discoveries of the principles of vaccination, microbial fermentation and pasteurization. He is remembered for his remarkable breakthroughs in the causes and prevention of diseases, and his discoveries have saved many lives ever since. Pasteur and his team conducted experiments, tested their findings and wrote down their conclusions to prove they were right. The invention of the microscope helped their work to find the vaccine for chicken cholera Government and War – The French Government had fought Germany in a war in 1870-1 and lost. The war had cost both countries thousands of lives and it was very sad for all those terrible injuries and deaths. Furthermore the French Government needed Pasteur to find a cure for chicken cholera. 90% of chickens were infected by the disease. French poultry farmers were losing vast amounts of money. Also they were determined to win prestige for France which had lost land to Germany at the end of the Franco-Prussian war in 1870-1 Individual Genius – In addition, Pasteur was a determined scientist. He soon isolated the chicken cholera germ, despite suffering a brain haemorrhage in 1868 which left him paralysed on one side. In 1859, Pasteur had lost daughter to typhoid – a disease caused by dirty food and water. In 1865, his second daughter died of the same disease. A third daughter died from a tumour in 1866. Family tragedy framed his fight against illness. Communications- As a consequence, by publishing his discoveries, vaccines for typhoid, diphtheria and tetanus soon followed. Print out

Key Tip: SPED Statistics People Evidence Dates Were individuals the main factor in the development of medicine since the Middle Ages Science and Technology – In 1880, Pasteur and his team conducted experiments, tested their findings and wrote down their conclusions to prove they were right. The invention of the microscope helped their work to find the vaccine for chicken cholera Government and War – Furthermore the French Government needed Pasteur to find a cure for chicken cholera. 90% of chickens suffered from the disease. French poultry farmers were losing vast amounts of money. Also they were determined to win prestige for France which had lost land to Germany at the end of the Franco-Prussian war in 1870-1 Individual Genius – In addition, Pasteur was a determined scientist. He soon isolated the chicken cholera germ, despite suffering a brain haemorrhage in 1868 which left him paralysed on one side. Communications- As a consequence, by publishing his discoveries, vaccines for typhoid, diphtheria and tetanus soon followed. Key Tip: SPED Statistics People Evidence Dates Use of clever connectives:

Task 2: Take notes during the video Edward Jenner How did the factors of: Individual brilliance Chance Science and Technology help him in his contribution to medicine in the 18th Century I love this video which I split into 3 to discuss the factors affecting his discovery: Click on the picture for the video to start – Florence Nightingale on Primary BBC History is also excellent if you wish to make a switch Use SPED

USE SPED AND CLEVER CONNECTIVES Task 3: Your turn How did the factors of: Government Religion help in the development of medicine since Medieval times Key ideas: Government: Public Health Reforms: Public Health Acts, Liberal Reforms, NHS, Development of Penicillin Religion: Monastries and the Church, Islamic Medicine. But what progressed and regressed? This time is for students to take ownership of their learning. Dependent on the ability of the class you can use slide 9 to guide who they need to research: I only allowed them to use their exercise books: Most set it out as follows using SPED: People such as David Lloyd George Liberals reaction to statistics which showed 40% of volunteers failed medical inspection for Boer war Dates: They introduced social reforms from 1906 Evidence included free school meals, medical inspections, National Insurance and a Child protection Act USE SPED AND CLEVER CONNECTIVES

Choice 1: Year 10 Factors Assessment 20 minutes in a real GCSE exam! Plan 3 key individuals are: Another factor is: …… 2 key individuals are: Has the role of the individual been the major factor in the development of medicine in Britain since the medieval times? Explain your answer with reference to the role of the individual and other factors. 16 +4 marks) Statistics, Evidence, Dates I ask them to quickly plan the answer first for 5 minutes: If they choose religion, please point out they will have to mention what progressed as well as regressed USE SPED AND CLEVER CONNECTIVES The role of key individuals have played a major part in the development of medicine. For example….. Furthermore, In addition, Moreover

Choice 2: Year 10 Factors Assessment 20 minutes in a real GCSE exam! Plan 3 key individuals linked to the Government are: Another factor is: …… 2 key individuals are: Has the role of the Government been the major factor in the development of medicine in Britain since the medieval times? Explain your answer with reference to the role of the individual and other factors. 16 +4 marks) Statistics, Evidence, Dates I ask them to quickly plan the answer first for 5 minutes: If they choose religion, please point out they will have to mention what progressed as well as regressed USE SPED AND CLEVER CONNECTIVES The role of Government has played a major part in the development of medicine. For example………This helped the development of medicine because …… Connectives: Furthermore, In addition, Moreover

Peer Assessment Has the role of the individual been the main factor in the development of medicine in Britain since medieval times? 1 mark for each Student total Have you included individuals in your answer: Total to include: 7 Have you included dates in your answer: Have you included statistics in your answer which are relevant: Have you included evidence (examples) in your answer with a sound argument which links back to the question: Great details (4-5) Good details (2-3) Simple details (1) How is your spelling and grammar? Great Spag (4) Good Spag (2-3) Reasonable Spag (1) Final Total 30 I get the students to tick the evidence and put the marks in the margin (in green or red pen) Please tell the students this markscheme is student friendly and is not set in stone, (especially as it will be marked by the teacher out of 20!) but roughly if they achieve over half marks (55-60%) then this might equate to a Grade 4 – which we believe is a pass?????

Teacher Mark scheme Has the role of the individual been the main factor in the development of medicine in Britain since medieval times? Explain your answer with reference to the role of the individual and other factors. Use examples from your study of Health and the People. (16 marks) Buzzword: Factors Level Comments Marks Level 4: 13-16 Marks Complex explanation Complex explanation of stated factor and other factors. Demonstrates a range of accurate and detailed knowledge and understanding that is relevant to the question. Complex, sustained line of reasoning which has a sharply-focused coherence and logical structure that is fully substantiated, with well-judged relevance. Analysis of the relationship between factors supported by factual knowledge and understanding.   Level 3: 9-12 marks Developed explanation Developed explanation of the stated factor and other factors. Demonstrates a range of accurate knowledge and understanding that is relevant to the question. Developed, sustained line of reasoning which has coherence and logical structure; it is well substantiated, and with sustained, explicit relevance. May suggest that one factor has greater merit. Extended reasoning supported by factual knowledge and understanding which might be related, for example, to the identified consequences. Level 2: 5-8 marks Simple explanation Simple explanation of the stated factor or other factors. Demonstrate specific knowledge and understanding that is relevant to the question. Simple, sustained line of reasoning which is coherent, structured, substantiated and explicitly relevant. Reasoning supported with factual knowledge and understanding. Level 1: 1 – 4 marks Basic explanation of differences Basic explanation of one or more factors. Demonstrate basic knowledge and understanding that is relevant to the question. Basic line of reasoning, which is coherent, structured with some substantiation; the relevance might be implicit. Basic explanation which is relevant to one or more factor, or basic explanation of the stated factor, or basic explanation of another factor. 0 marks Either submit no evidence or fail to address the question. This sheet can be stuck underneath the student answer and highlighted where there grade is Spelling, punctuation and grammar Level Marks High performance: 4 marks   Threshold performance: 1 mark Intermediate performance: 2-3 marks No marks awarded: 0 marks

Examples of key individuals for revision Ancient Greece & Rome Hippocrates Galen Medieval Medicine and Islamic World Ibn Sina / Avicenna / Rhazes Paracelsus although medicine regressed (went backwards) Renaissance Vesalius (Anatomy) Harvey (Anatomy) Pare (Surgery) John Hunter (Surgery) 18th / 19th Century Edward Jenner (Disease) Louis Pasteur (Disease and infection) Robert Koch (Disease and infection) Charles Booth (Public health) Seebohm Rowntree (Public Health) Paul Ehrlich (Disease and infection) James Simpson (Surgery) Joseph Lister (Surgery) John Snow (Public Health) Joseph Bazalgette (Public Health) Edwin Chadwick (Public Health) William Farr (Public Health) Florence Nightingale and Mary Seacole (Public Health) 20th Century David Lloyd George (Social Reforms) Alexander Fleming (infection) Howard Florey & Ernst Chain (Infection) Aueurin Bevan (NHS) You may wish to alter this list dependent on who you have focused upon in lessons