Paper 2 Section A/A: Britain: Health and the people:

June 2023

Q1: How useful is Source A to an historian studying the cholera epidemics of the

19th century? Explain your answer using Source A and your contextual knowledge.

Answer:

In analysing and evaluating sources, students will draw on their contextual example, the context of the time in which source was created, place, author’s For example, the cartoon is useful because it shows that cholera had been a problem for a long time because it first arrived in 1831. It was still considered a ‘King’ in 1852 as it had killed thousands. The anti-Contagionists view of the cause of disease - that it was the result of miasma was the dominant view. The Contagionists view that it was caught somehow by touch was not widespread. So anti-Contagionists like Chadwick were keen to clean up the streets like the one shown here, remove the causes of smell which they thought would stop enquiry point and the broader context of the thematic. This may evaluate utility For example, it is useful because it shows that in 1852, they knew that dirty conditions were responsible for epidemics like cholera but John Snow did not confirm that it was a water born disease until 1854. So, this shows they connected dirt and overcrowding with disease but did not really know how it caused the disease. They still thought it was do with miasma. For example, it is useful because it shows that the conditions of the streets were unhygienic and everyone was crowded together. People were dying because there is a coffin. Public health was poor. Answers may show understanding/support for the source, but the case is made by assertion/basic inference For example, it is useful because it shows that the streets were dirty and the people were poorly clothed.

Q2: Explain the significance of the treatments used by medieval doctors.

Answer:

explaining the relationship between aspects of significance, for example over For example, the significance of medieval treatment was that they were not wholly scientific. Some observation was done but conclusions were not to be challenged by experimentation. A physician learned medicine at university controlled by the Christian church and in the later middle ages might gain some Islamic medical knowledge. The 13th century English monk Roger Bacon was disciplined for suggesting doctors should do original research. Prayer was an important treatment because so much was unknown and a doctor’s function was often to predict the course of illness not cure it. In the Renaissance the medieval knowledge was challenged by people like Vesalius and new methods suggested by Paré. For example, the significance of the treatments used by the medieval doctors was that they were a mixture of things some discovered by trial and error, some passed on from Hippocratic and Galenic medicine, and supernatural remedies. They had an influence on treatments for a long time and went unchallenged until the Renaissance. For example, Medieval doctors bled patients because they followed the ideas of the Ancient Greeks like Hippocrates to balance the humours. If the humours were balanced you were healthy. The significance of the treatment was that it showed the power of the church and how long the old ideas lasted. The old Greek ideas were approved of by the Christian church and were part of a physician’s training in medieval universities. For example, the medieval doctors bled patients because they thought you were healthy if your humours were in balance. There was black bile and yellow bile and phlegm. This was an Ancient Greek idea. For example, medieval doctors would bleed patients.

Q3: Explain two ways in which the work of Edward Jenner and Robert Koch was similar.

Answer:

For example, both Robert Koch and Edward Jenner improved upon existing treatments. Jenner improved upon inoculation by finding a less dangerous way of protecting against smallpox which was a much-feared killer. Koch improved on the work of Louis Pasteur and germ theory by developing techniques to identify specific germs that caused human diseases to develop such as tuberculosis which killed thousands. For example, they are similar because they are both connected with vaccination which influenced scientists who developed their work. Jenner used cowpox to prevent smallpox and invented the idea of vaccination, which Pasteur developed with rabies. Koch found many techniques for studying germs and people who worked with him went on to discover important vaccines and specific treatments such as Behring and Diphtheria, and Ehrlich and For example, they are similar because both encountered rivalry and conflict because Koch had Pasteur’s rivalry and Jenner had the opposition of all the doctors who inoculated to prevent smallpox. for example, one of the identified similarities. For example, Jenner and Koch both made important discoveries with diseases. Jenner helped prevent smallpox and Koch identified the tuberculosis germ. For example, Jenner and Koch were both scientists who did experiments. should demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Q4: Has chance been the main factor in the development of medicine?

Explain your answer with reference to chance and other factors. Use a range of examples from across your study of Health and the people: c1000 to the present day. [SPaG 4 marks] and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the CopyrightTeam.

Answer:

For example, if the USA had not been in the Second World War there would not have been an incentive for the government to put millions of dollars into mass production of the penicillin in order to cure their troops of infected wounds. But it needed the resources and skills of the big pharmaceutical companies to purify the penicillin sufficiently to make it work and then produce it in quantity by the end of the Second World War. This shows that science, war, and government work together. Answers may suggest that one factor has greater merit. related, for example, to the identified consequences. For example, warfare is a factor which can develop treatments. And during the First World War blood transfusions were developed, this led to a British National Blood Transfusion service in 1938. Penicillin was developed by 1944 to treat the Allied forces in Europe. Chance can have direct and indirect effects. If Jenner had been unlucky when he injected James Phipps with cowpox, he might have given him another infection in 1796. Some imitators then used his methods contaminated with Smallpox, and said his method was dangerous. The penicillin that Florey and Chain used was very impure and might have contaminated their patient, Albert Alexander, a 43-year-old policeman who already had blood poisoning. It was unlucky for Hannah Greener who died from a heart attack having been given a small dose of chloroform to remove a toenail, an event that showed chance could work against progress using anaesthetics. For example, over time different factors have been important. Chance can affect discoveries such as when Charles Chamberland used an old and weakened sample of disease microbes which revealed how chicken cholera vaccine worked. Individuals like Fleming noticed how a substance like penicillin could cure infection. But also, science is an important factor such as Pasteur who used science to discover a vaccine against rabies in 1885. But governments can also pay for research such as America and penicillin in the Second World War. For example, students may offer a basic explanation stating that chance was important because if a scientist like Fleming had not looked at the petri dish then no one would have known about penicillin. Students may provide a basic explanation of a different factor, such as individuals who can make important discoveries which help cure disease. • The learner’s achievement in SPaG does not reach the threshold