OCR Medicine and Health Through Time

An SHP Development Study

Paperback

Published: 25/09/2009

Extent: 216 pages

Illustrations: Full colour photographs and illustrations throughout

Series: SHPS

 

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Summary:
The series: SHP Smarter History is the new approach to GCSE from the Schools History Project. It offers interesting lessons and comprehensive content plus step by step coaching in exam skills - using SHP's Exam Buster approach. This is the best of both worlds from the experts who know what good teaching is about and also know what the SHP specifications are all about.

SHP OCR Medicine and Health, is a new course book for students taking the OCR Medicine development study. It covers all the relevant requirements of the OCR specification but delivers them in the context of a motivating, enquiry-led approach to ensure that your courses are interesting and motivating to teach yet still deliver good results for your students.

OCR Medicine and Health
The textbook covers all the relevant requirements of the Development Study and all the British Source Investigation topics for OCR.

Features
- an enquiry-based approach - varied pace and style of learning which is essential to keep your students motivated over a long period
- Exam Busters - practical exam preparation techniques that have been trialled in real schools with real pupils
- written by experienced teachers who know how to keep pupils motivated

Support
- a comprehensive Teacher's Resource Book including lesson plans and worksheets
- SHP training programme - a national conference plus regional inset - to support you as you introduce this course in your school
- Dynamic Learning resources are available which provide digital activities for the whiteboard or computer network: People and Periods ISBN 9780340946718; Review and revise ISBN 9780340946725 (www.dynamic-learning.co.uk)

• An authoritative new Medicine development study from SHP preparing candidates for exam success in OCR's 2009 SHP Specification
• Created by teachers and trialled in real schools working with SHP the leading curriculum development body
• Blends exam preparation with worthwhile historical investigation
• 'Smarter Revision' helps students use thinking skills techniques to improve their revision and so improve their grade
• 'Meet the Examiner' unpacks what the examination questions are looking for and shows how they can improve their answers
• Supported by Dynamic Learning online resources: People and Periods and Review and Revise

Table of Contents:
Key features of Smarter History
Section 1 The Big Story of Medicine and Health through time – what do you think happened when?
Smarter Revision: Living graph
Section 2 Why was Ancient Medicine so significant when they didn’t even know what made people sick?
2.1 What kinds of medicine were prehistoric peoples good at – and not so good at?
2.2 Did the Egyptians develop any important new medical ideas?
2.3 Did the Greek doctor Hippocrates completely change medicine?
2.4 Did the Romans just steal the Greeks’ ideas?
2.5 Review: Why was ancient medicine so significant when people didn’t even know what made them sick?
Medical Moments in Time: Roman Londinium, AD200
Smarter Revision: Memory map
Smarter Revision: 'Role of the Individual' chart
Smarter Revision: Digital camera
Smarter Revision: Factors chart
Meet the Examiner: Introducing Development Study questions
Meet the Examiner: Answering 'describe' questions
Section 3 Why didn’t medicine improve during the Middle Ages?
3.1 Why couldn’t people stop the Black Death?
3.2 The Big Story of medicine in the Middle Ages?
3.3 Why didn’t medicine improve in the Middle Ages? Part 1
3.4 Why didn’t medicine improve? A half-time team talk
3.5 Why didn’t medicine improve in the Middle Ages? Part 2
Medical Moments in Time: London, 1347
Smarter Revision: Factors chart
Meet the Examiner: Answering 'factor' questions
Meet the Examiner: Historical Source Investigations: Topic – The Black Death
Meet the Examiner: Using sources: ‘inference’ and ‘cross-reference’: Topic – Medieval Public Health
Section 4 Why was the Medical Renaissance important when it didn’t make anyone healthier?
4.1 What was re-born in the medical Renaissance?
4.2 What did people discover during the medical Renaissance?
4.3 Did new discoveries help the sick?
Medical Moments in Time: London, 1665
Meet the Examiner: Evaluating change within a period
Smarter Revision: Concept map
Meet the Examiner: Evaluating sources: Topic – Quack Doctors
Section 5 Medicine in 1800: on the brink of progress
5.1 Why hadn’t life expectancy improved by the 1750s?
5.2 What does the story of Jenner and vaccination tell us about medicine in 1800?
5.3 When and why did life expectancy improve after 1800?
Meet the Examiner: Evaluating change and continuity across
periods
Meet the Examiner: Reaching overall judgements using sources and your own knowledge: Topic – Jenner and vaccination
Medical Moments in Time: London, 1848
Medical Moments in Time: London, 1935
Section 6 Fighting disease after 1800: Which medical hero deserves the statue of honour?
6.1 Who were the key people in the fight against killer diseases?
Meet the Examiner: Improve your time planning on Development Study questions
Meet the Examiner: Tackling iceberg questions
Meet the Examiner: Improve your time planning for your Source Investigation exam: Topic – Penicillin
Section 7 Public Health after 1800: When did it finally improve – and why?
7.1 How bad was public health in the early 1800s?
7.2 Why wasn’t anything done to protect people’s health in the early 1800s?
7.3 Why did public health eventually improve in the later 1800s?
7.4 Why did public health improve further in the twentieth century?
Meet the Examiner: Practise your skills at using sources: Topic – Nineteenth-Century Public Health
Meet the Examiner: Evaluating the significance of factors
Meet the Examiner: Evaluating the significance of events
Section 8 Why has surgery improved so much since 1800?
8.1 Opposition to changes in surgery: Did surgeons really want the sick to suffer?
8.2 Why has surgery improved so much since 1900?
Meet the Examiner: Practise your skills at using sources: Topic – Nineteenth-Century Surgery
Meet the Examiner: Answering 'Are you surprised by...?' questions
Meet the Examiner: Improve that answer!
Smarter Revision: Freeze-framed photos
Section 9 Did Florence Nightingale revolutionise hospitals single-handed?
Meet the Examiner: Practise for your Historical Source Investigation exam: Topic – Hospitals
Section 10 Conclusions
10.1 What do we owe our lives to?
10.2 The road to Bacteria-ville – using road maps to revise key themes
10.3 What was so special about each period of medical history?
10.4 How did the factors affect the development of medicine?
10.5 Which factors were most influential?
10.6 Which individuals were most significant?
10.7 Into the future?
Meet the Examiner: Evaluating the importance of factors over time
Medical terms
Index

About the Author(s):
Ian Dawson, Publications Director of the Schools History Project.

Dale Banham, Humanities Adviser in Suffolk.

Peter Smith, OCR Examiner/Team Leader; Teacher at Farlingaye High School, Woodbridge, Suffolk

Readership:
Students at GCSE

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