gcse guide

By the end of Year 11

I hope to get:

Unit name Mark Grade How to Improve (HTI)

Coursework 1

Medicine in the Ancient World

Medieval Medicine

Renaissance Medicine

Coursework 2

Weimar Germany

The Rise of the Nazi Party

Life in Nazi Germany

Medicine in the Industrial Revolution

Twentieth Century Medicine

Germany 1918-1945 (A3) – A Depth Study (22.5 %)

Weimar Germany (1918 – 1928)The Effects of World War 1 The Golden Era The Rise of the Nazi Party (1919 – 1933)The Effects of the Depression Nazi Political Beliefs and Practices Life in Nazi Germany (1933 – 1945) The consolidation of Nazi Power or gleichschaltung Social impact of Nazi Rule The impact of World War Two

The History of Medicine (B1) – A Development Study (52.5%)

Extension Unit – The Ancient World: Egyptian MedicineGreek MedicineRoman MedicineThe Core:The Middle AgesThe RenaissanceIndustrialisation and MedicineTwentieth Century Medicine

Coursework 1 – Historical Skills (12.5%)

5 ‘source – based’ questions related to the Blitz in London during World War 2.

Coursework 2 – Historical Knowledge (12.5%)

3 ‘knowledge – based’ questions related to the Poor Law Amendment Act in 1834.

Edward Jenner

Gustav Stresemann

A. J. P. Taylor

The exam board assesses three skills throughout your GCSE Course:

Assessment Objective 1

Knowledge - Remembering the facts that you have been taught and: Using them in your work. Selecting key examples to use in answers. Ultimately showing that you have learnt something!


Understanding – Answering the question you have been given by: Describing and explaining why things happened. Describing and explaining the causes of events. Describing and explaining the effects of events.


Skills – Using sources of information to demonstrate: That you understand that some pieces of evidence are more useful

than others. That you can use evidence to support an argument. That you can explain how reliable a piece of evidence is.

Paper 1: Medicine and Germany2 Hours (45%)

Assesses: Objective 1 and Objective 2

Paper 2: Medicine1 Hour 45 minutes (30%)


Coursework 2: Workhouses (12.5%)


Coursework 1: Blitz (12.5%)


Your assessed work will be marked in ‘Levels’, these are given below:

Level Awarded:

This means:

Grade Conversion:

D

ESC

RIP

TIO

N E

XPLA

NAT

ION

Level 1 (1-25%)

In your answers you have: Written a few sentences (simple

statements). Given some supporting evidence. Taken the source at face value. Made straightforward links

between sources.

U – F

Level 2 (26-50%)

In your answers you have: Written a paragraph (developed

statements). Given some relevant supporting

evidence. Made an inference from the source Pointed out the weakness of a

source of information. Made good links between sources. Described the Nature, Origin and

Purpose of a source of Information.

E – D

Level 3 (51-75%)

In your answers you have: Written more than one paragraph

(developed exposition). Used carefully selected supporting

evidence. Made a judgement about the extent

to which sources support or conflict with each other.

Explained the Nature, Origin and Purpose of a source of information.

C – B

Level 4 (76-100%)

In your answers you have: Written more than one paragraph

that link together well (sustained argument).

Used precisely selected supporting evidence.

Used a source of information as a piece of evidence.

A – A*

1936AD

1938AD

1940BC

1942AD

1944AD

1946AD

Key Individuals/Events of the period:

Fill in the table below listing important people from the period. Record their name and why they are important (don’t forget to mark them on your timeline!).

Name:Important for:

TIMELINE:

Add on to this timeline any key individuals or moments from the work you have been doing in your lessons. It may help to use different colours to highlight different periods.

Glossary:

In the table provided list any new words and their meanings

Word:Meaning:

Period Summary:

Write a paragraph below to summarise the period.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MONITORING – For use by your teacher:

Feature of work:Interim Check:End of Unit Check:GoodOKPoorGoodOKPoorCompletion of workbook Quality of Class-workPresentation Signed:

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________

Key Factors:

In the table provided list how different factors affected Civil Defence in this period.

FactorExplanation:

SOURCE A: A description of the first meeting of The Bexley Company L.D.V.s in 1940, as recalled by Captain R.G.K. Baker in the 1980s

The first meeting of what was to be called the L.D.V.S was held at the local ex-servicemen’s club. All types of men joined the company, including railway porters, gamekeepers, publicans, the village blacksmith and local bank manager. The blacksmith reverted to his former military status of Company Sergeant Major (the greatest enthusiasm!) and organised his parades in an old farmyard.

1. Study Source A.

What can you learn from this source about the Local Defence Volunteers (Home Guard) in Bexley? (6)

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Raw Mark Level Grade /6

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3000BC

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TIMELINE:


Key Individuals of the period:


Name:Important for:

Glossary:


Word:Meaning:

/10 /10 /10

Key Factors:

In the table provided list how different factors Helped (√) or Hindered (X) medicine in this period.

Factor √ or X Explanation:

Period Rating:

Think about what you have found out about this period and make a quick judgement on the following categories – score each category out of 10 (1 being the lowest).

How Scientific? How Spiritual? Improvement?

Period Summary:

Write a paragraph below to summarise the period and their approach to medicine.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Feature of work: Interim Check: End of Unit Check:Good OK Poor Good OK Poor

Completion of workbook Quality of Class-workPresentation Signed:

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________

SOURCE A: A treatment described in an Egyptian medical document written between 1900BC and 1500BC

This charm will protect you against evil spirits. It is made from evil smelling herbs and garlic and from honey which is sweet for people but horrible for spirits.

SOURCE B: From the Edwin Smith Papyrus, a collection of Egyptian medical documents written around 1600BC

Instructions for treating a broken nose. You should clean his nose with two plugs of linen and then insert two plugs soaked in grease into his nostrils. You should make him rest until the swelling has gone down.

Read Source A and B

1. To what extent do Source A and B agree that Egyptians used supernatural treatments? (8)

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500BC

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Name:Important for:

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Factor√ or XExplanation:

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/10 /10 /10

SOURCE A: From the writings of John of Burgundy, 1365

Many people have been killed, especially those stuffed full of evil humours. As Galen says in his book on fevers, the body does not become sick unless it already contains evil humours.

Study Sources A and B

1. What can you learn from Source A and B about medieval approaches to medicine? (6)

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Source B: An example of a ‘Zodiac man’ which gave details about when each part of the body was affected by the planets and stars.

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/10 /10 /10

Study sources A and B and use your own knowledge.

1. What FACTORS contributed to the discoveries of the Renaissance? (12)

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SOURCE B: Botticelli’s Birth of Venus, 1486

SOURCE A: An engraving showing the first British printing press of 1473

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1740AD

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1780BC

1800AD

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1840AD



Name:Important for:

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Glossary:


Word:Meaning:

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Key Factors:

In the table provided list how different factors affected Germany in this period.

FactorExplanation:

SOURCE A: A modern interpretation of the Elizabethan Poor Law, By Marjie Bloy

The Elizabethan legislation was intended to help the 'settled' poor who found themselves out of work (for example) because of illness, or during a hard winter or a trade depression. It was assumed that these people would accept whatever work or relief the parish offered, whether that was indoor or outdoor relief.

Study SOURCES A and B

1. What can you learn from sources A and B about the Old Poor Law of 1601? (6)

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SOURCE B: a Tudor woodcut showing a vagabond being whipped through the streets.

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1918AD

1920AD

1922BC

1924AD

1926AD

1928AD



Name:Important for:

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Key Factors:


FactorExplanation:

SOURCE A: William Bruckner, leader of the Munich Stormtroopers, describes those who took part in the putsch of 1923

We have many unemployed men among us, men who had sacrificed their last pair of shoes, their last clothes, their last ten pence on training to fight, and who thought ‘soon things will get started and we’ll be out of this mess’.

SOURCE B: A German man who was a student in 1923, remembers the time of the Great Inflation

You very often bought things you did not need. But with those things you could start to barter. You went round and exchanged a pair of shoes for a shirt, or a pair of socks for a sack of potatoes. And this was repeated until you eventually ended up with the things you actually wanted.

Use Sources A, B and C

1. What can you learn from the ulo8sources about the ways in which the German people reacted to the hyperinflation of 1923?

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SOURCE C: Some German children playing with bundles of bank notes instead of building blocks

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1918AD

1921AD

1924BC

1927AD

1930AD

1933AD



Name:Important for:

Glossary:


Word:Meaning:

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Key Factors:


FactorExplanation:

Study Sources A, B and C.What can you learn from these sources about the tactics used by Hitler to win power in Germany? (5)

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Source B: An extract from a speech by Hitler after the failure of the Munich Putsch in 1923

Instead of working to achieve power by armed force, we shall have to hold our noses and enter the Reichstag. Sooner or later we shall have a majority

Source C: From a report published in a British Newspaper in March 1933

The Weimar Republic lacked uniforms, star performers, torchlike processions. On the other hand, the Nazis knew exactly how to win: they have stormed Germany by the use of processions

Source A: A photograph of Hitler at a rally in the 1920s. With him are members of the SA wearing brown shirts

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1933AD

1935AD

1937BC

1939AD

1941AD

1943AD



Name:Important for:

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Key Factors:


FactorExplanation:

Study Sources A, B and C.

What can you learn from these sources about the reasons why large numbers of young Germans joined the Hitler Youth in the 1930s? (5)

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Source A: From a speech by Adolf Hitler in Nuremburg in September 1935

We do not want the man who can hold his drink. We want the man who can stand in all weathers, the hardened young man. Because what matters is not how many glasses of beer he can drink, but how many blows he can stand; not how many nioghts he can go out drinking, but how many kilometres he can march

Source C: A German women recalls her time in the League of German Maidens in the 1930s

The time was passed in paying subscriptions, drawing up countless lists and learning the words of songs. Discussions on political texts such as Mein Kampf quickly ended in silence. I remember with more pleasure the weekend outings, the hikes, sports, campfires and youth-hostelling. Occasionally, there would be activities with neighbouring groups. If there was any rivalry between them, the game often became a first-class brawl.

Source B: A poster produced in Germany in the 1930s. It says ‘Youth serve the Furer. All 10 year olds into the HJ (Hitler Youth)’.

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/10 /10 /10

Study Sources A, B and CHow far can we rely on the impression Edward Jenner gives in Source B about vaccination and its enemies? Explain your answer, using Sources A, B and C. (8)

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Source A: From A Social History of Medicine by the historian Joan Lane, published in 2001

Jenner wrote a short paper on his discovery in 1798. There were immediate objections. The inoculators* attacked his work for fear of losing their business. In their sermons, the clergy preached against the use of animal infection in humans.

Vaccinations, using ‘genuine cowpox matter’, were advised in the local press, and the parish authorities spent large sums on mass vaccinations. However inoculation was often preferred in remote rural areas, in spite of the risk of infection from one person to another.

After the smallpox epidemic of 1837-40, the government made inoculation a crime, and provided vaccination for children, which was paid for by rate payers. An act of 1867 made infant vaccination compulsory.

Smallpox is a striking example of a disease eradicated first by private medical action and later by government action. This success has been called a landmark in social history.* Inoculators used a mild form of actual smallpox. Unless people were kept in quarantine after the inoculation, they could spread smallpox.

Source B: From part of a draft pamphlet written by Edward Jenner on 27 December 1805. He was planning to publish a pahphlet anaonymously to persuade people to take up vaccination.

Those who oppose vaccination have spread nasty and unfounded assertions. Many people believe them. The number of patients vaccinated in London is fewer than last year and the number of inoculations has risen. We must destroy the myths that are spread by the authors of these evil pamphlets.

Here in Cheltenham, many thousands have been vaccinated since 1799, all kinds of people of all ages. Vaccination has had no ill effects. No new diseases of any sort have been heard of. No ox-faced boys or mangy girls.

Source C: The Cow-pock, by the famous cartoonist James Gillray, published in 1802. James Gillray’s cartoons were well known.

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Study sources A and B.Why have developments in science and technology been so important in improving the understanding and treatment of illness since 1900?Use your own knowledge and these two sources to explain your answer. (12)

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Source A: A kidney dialysis machine in the mid-20th Century

Source B: From an information leaflet given to patients suffering from cancer and leukaemia in the 21st Century

Clinical trials sometimes test new treatments, but more frequently they test changes in the way existing treatments are given. Trials are the only reliable way to find out if a different type of treatment is better than what is already available.

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ContextWhat else was happening at the time of an event? This may particularly be of

interest when using sources as the situation a source was written in may

affect the content.

CorroborateTo use one source to support another

source.

Cross-reference

To compare the information in different sources to each other, to check if they all

agree (support each other).

Factor Another word for cause or reason. Something which makes something else happen or may even make things stay

the same. The exam board love to ask questions about factors!

InferenceForming an opinion from a source

beyond ‘face value’ e.g. a picture may show you a soldier but you could infer if

he was organised or not. Sometimes called ‘reading between the lines’.

Interpretation

A point of view based on the evidence you have. Interpretations always differ.

Nature What the source of information is. i.e. book, letter, diary, cartoon, picture,

advert etc

Origin Where a source of information came from. Who wrote it? When it was

written? Where it was written?

Portray/al How someone or something is represented or shown to be by a source

of information.

PurposeThe reason a source of information was made. Is it trying to persuade someone or just recall information? Think about who the intended audience were this

may help.

PropagandaInformation designed to persuade you

something is true when it might not be – a bit like an advert, but more often containing a political or religious

message.

Reliable/Reliability

How far a source of information is telling the truth. You can check this by thinking about N.O.P and by cross-referencing

with other sources

Source What historians call evidence or information, they can be anything that

helps you form an interpretation.

It is vital that you practice explaining your answers very clearly and carefully. The examiner can only reward you for what you say, nor for what he or she thinks you meant.

So… in every answer

Answer the question directlyUse a word like because to link to the evidenceUse examples as evidence to support your answerSummarise your argument in a conclusion

So…in every paragraph

Open with a topic sentence (link the content of the paragraph to the question)As you would in English make a:PointExplainGive ExamplesFinish with a sentence that summarises the point and links to the next paragraph.

So…when answering source questions

Ask yourself:What is the nature of the source? (What is it? Picture, cartoon, newspaper, a diary etc)What is the origin of the source? (Who wrote it? When was it written? Where was it written?)What is the purpose of the source? (Why was it written? Who was the intended audience? Is it biased?)The exam board will expect you to use these phrases in your work, so get used to it!

What?

Why?

Who? When? Where?

gcse guide

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