The peoples health, c.1250 to present

    OCR
    GCSE

    This thematic study requires a diachronic analysis of public health in Britain from c.1250 to the present. Candidates must assess the changing understanding of the causes of disease, the development of preventative and curative methods, and the evolving role of the state. Responses must demonstrate an understanding of the interplay between scientific discovery, government intervention, and social attitudes. Key turning points include the Black Death, the 19th-century public health revolution, and the establishment of the NHS. Differentiation relies on the ability to explain the *pace* of change and the relative weight of factors such as war, religion, and technology.

    11
    Objectives
    8
    Exam Tips
    8
    Pitfalls
    6
    Key Terms
    8
    Mark Points

    Subtopics in this area

    The peoples health, c.1250 to present
    The peoples health, c.1250 to present

    Learning Objectives

    What you need to know and understand

    • The Black Death (1348) and the theory of Miasma vs. God's punishment.
    • The Gin Craze (1720-1751) and the Gin Acts.
    • Edwin Chadwick's 1842 Report on the Sanitary Conditions of the Labouring Population.
    • The Great Stink (1858) and Joseph Bazalgette's sewer network.
    • The Liberal Reforms (1906-1914) including Free School Meals and the National Insurance Act.
    • The founding of the NHS (1948) by Aneurin Bevan.
    • The distinction between the 1348 Black Death (God/Planets) and 1665 Great Plague (quarantine/watchmen).
    • The Gin Craze (1720s-1750s) and the Gin Acts of 1736 and 1751.
    • John Snow's mapping of the Broad Street Pump (1854) proving waterborne cholera transmission.
    • The shift from Permissive (1848) to Mandatory (1875) Public Health Acts.
    • The founding of the NHS (1948) by Aneurin Bevan and the shift to 'cradle to grave' care.

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described the event accurately; now explain the specific consequence on public health policy."
    • "Avoid generic terms like 'bad hygiene'; specify 'cesspits', 'privies', or 'back-to-back housing' to access higher marks."
    • "Your summary covers the period, but you need three distinct aspects. Try separating housing, diet, and disease."
    • "In your judgment, explicitly weigh the factors: was Government action more significant than Scientific discovery? Why?"
    • "You have described the event well; now explain *why* it was a turning point in public health."
    • "Your summary is accurate but narrow; ensure you include examples from different periods within the timeframe."
    • "You mentioned 'government action'—be precise. Are you referring to the 1848 Act or the 1875 Act? The distinction is crucial."
    • "Your judgment is present but weak. Explicitly weigh the factors: was the Liberal Reform more significant than the NHS? Why?"

    Marking Points

    Key points examiners look for in your answers

    • Award marks for precise selection of evidence (e.g., distinguishing between the 1848 permissive Public Health Act and the 1875 compulsory Act).
    • Credit responses that explicitly address the 'Second Order Concept' targeted by the question (Causation, Consequence, or Change/Continuity).
    • High-level responses must explain the relationship between factors, such as how 'Science' enabled 'Government' action in the 19th century.
    • In the 18-mark essay, candidates must sustain a line of reasoning and reach a substantiated judgment that directly answers the 'How far' prompt.
    • Award marks for precise selection of evidence across the three chronological eras (Medieval/Early Modern, Industrial, Modern) in the 9-mark summary.
    • Credit responses that explicitly identify Second Order Concepts (Causation, Consequence, Change, Continuity) rather than providing a narrative.
    • In 'How far do you agree' questions, candidates must construct a balanced argument with a sustained line of reasoning and a valid clinching judgment.
    • Differentiation relies on the depth of specific factual knowledge (e.g., citing the 1875 Public Health Act specifically, rather than just 'government laws').

    Examiner Tips

    Expert advice for maximising your marks

    • 💡For the 9-mark Summary question, identify three distinct points covering the full timeframe requested; do not write an introduction or conclusion.
    • 💡In 'Why' questions, focus on the catalyst for change. Don't just describe the event; explain the mechanism that caused the outcome.
    • 💡Memorise specific local examples (e.g., Coventry's waste disposal or Leeds' back-to-back housing) to move out of generic Level 2 descriptions.
    • 💡For the 18-mark essay, ensure your conclusion revisits the 'How far' judgment and doesn't just summarise previous points.
    • 💡For the 9-mark Summary question, ensure you cover at least two different time periods or aspects to demonstrate breadth.
    • 💡In the 18-mark essay, use the 'PEEL' structure (Point, Evidence, Explanation, Link) for at least three distinct factors before concluding.
    • 💡Do not waste time evaluating sources; this paper tests AO1 (Knowledge) and AO2 (Explanation) only.
    • 💡Memorize specific dates for legislation (e.g., 1848 vs 1875 Public Health Acts) to move from Level 3 to Level 5.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Generalising Medieval people as universally 'filthy' and ignoring regulations like the 1388 Public Health Act or the role of gongfermers.
    • Confusing the responses to the Black Death (1348) with the Great Plague (1665), particularly regarding the role of local authorities.
    • Failing to define 'Laissez-faire' correctly when explaining the delay in 19th-century public health reforms.
    • Providing a narrative of events (storytelling) rather than an analytical explanation of why changes occurred.
    • Conflating the Black Death (1348) with the Great Plague (1665) regarding government responses.
    • Focusing on medical treatments (surgery/anatomy) rather than public health (prevention/living conditions).
    • Describing 'dirty streets' generically without distinguishing between Medieval muck-raking and Industrial slum conditions.
    • Failing to address the 'significance' of an event in the 10-mark 'Why' question, providing only a description of the event itself.

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Write a clear and organised summary
    Why
    Explain
    How far do you agree
    Describe
    Compare
    Evaluate

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