Y4 Virtual History Workshop - PowerPoint Presentation

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Y4 Virtual History Workshop

May 2020Ms Sampson

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Thank you for joining!

Please watch my introductory video:https://youtu.be/yANAwIbS_xMPlease note that the first few slides here are question-led warm up activities for everyone to think about and discuss. The following couple of slides are adult-focused, to give parents and carers an idea of how history lessons are led at Holly Park. Then, the workshop activities start for everyone to take part in.

THANK YOU!

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If a historian dug this mobile phone up in the Holly Park playground in 200 years time, what would this phone tell them?

Think about:

Who owned the phone? What can you tell about the person? Age? Personal circumstances?

What do the clothes/hair of the children tell you?

What clues do the ‘travel’ section of the apps give you about where the owner may have lived and their lifestyle?

Does the location of the photo seem to match the location suggested in the apps? What does that tell you?

It is, of course, my phone!

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What do you think Martin Luther King means? Does it help explain why we learn about history in school?

I love this quote!

To me, it summarises why learning history is so important. We can look back and learn lessons from the past, as well as understand how past actions have shaped our lives today.

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Here is an extract from the Primary National Curriculum. Parents/carers – please have a quick read!

I have circled some words that I feel are particularly important.

Knowledge speaks for itself – of course we want our pupils to have the facts. However, it is how we go about imparting knowledge that is important. We want Holly Park

p

upils to be curious, to explore, to think about how things were and why. This leads on to the next slide…

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This year, Mrs Pelham asked all teachers to write a ‘subject intent’ for the subject that they lead. This is what I put together, for history. I focused on the history skills and have tried to highlight the necessity that pupils are taught to question and consider the consequences of decisions that were made throughout history. That way, they get a better knowledge of history and, most importantly, get a much broader and deeper historical understanding than if we simply fed them facts. To support this, we no longer give pupils a Learning Objective for history lessons. Pupils are given an Enquiry Question. This helps them lead the learning as well as gives teachers a basis for assessment.

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What do you think we are going to be learning about today? Why

? What can you see in the painting? What objects are there and what does it tell you about the period it is depicting?

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Today’s enquiry question:

What was medical care like in Tudor Times?

On the next slide are some medicinal cures from

T

udor times. Discuss them together. Which do you think are real, and which may I have made up?

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Possible Tudor Cures

Wear the skin of a dead donkey.Combine herbs/spices and apply to affected area.

Swallow nine head

lice

mixed in ale, every morning, for 7 days

.

Rub a hangman’s rope on to the affected area.Swallow young frogs and/or spiders. Spread them with butter first, to help them slip down more easily.Mix the gall (bile) from a hare with grease from a fox. Place in affected area.Hang red curtains around the victim’s bed.Pour tobacco juice on to the affected area.Boil a red-haired dog. Add worms, pigs’ marrow and a few herbs. Apply mixture to the affected area.Make a mixture of crushed beetles and apply to the affected area. Next, rub in grease from the fat of a dead fox.

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Answer…They are actually ALL real cures! Some of them are pretty gross and I think that even the most fashion conscious amongst us would not want to wear a donkey skin!

Now go back to the slide and re-read the cures. What could they be cures for? What illnesses may have been prevalent in Tudor times?

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Gout –

Boil a red-haired dog. Add worms, pigs’ marrow and a few herbs. Apply mixture to the affected

area.

Deafness

–

Mix the gall (bile) from a hare with grease from a fox. Place in affected

area.Small Pox – Hang red curtains around the victim’s bed.Head Lice – Pour tobacco juice on to the affected area.Jaundice – Swallow nine head lice, mixed in ale, every morning, for 7 days.Baldness - Make a mixture of crushed beetles and apply to the affected area. Next, rub in grease from the fat of a dead fox.

Headache - Rub a hangman’s rope on to the affected area.Various –

Combine herbs/spices and apply to affected area. Rheumatic pain –

Wear the skin of a dead donkey.

Asthma

-

Swallow young frogs and/or spiders. Spread them with butter first, to help them slip down more easily.

Answers…

Warning!! Do not try these at home!!

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Drama Time!

With a

partner/s,

come up with a short sketch of someone seeking medical help during Tudor Times. One of you will be the patient, the other the apothecary or physician.

Include the facts

you have just found out…

Example:

Patient:Excuse me! I think I need some help.

Apothecary: Hmmm… What seems to be the problem.

Patient

: It’s my asthma. It’s been particularly bad in the recent cold weather. Sometimes, I can hardly breathe…

Apothecary

: Never fear! I have just the thing to get you feeling better…

**I am rather sad that we won’t get to see any of these, as we would in the workshop. Feel free to video them to show me at a later date, if you wish!**

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What do these paintings tell us about Tudor medicine? What different types of health care can you see going on? Are there any similarities with today?

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Please consider…

Are paintings primary or secondary sources of historical evidence?Remember that a primary

source is a first-hand account (diary entry, photograph, document) created during the period. A

secondary

source is an analysis of that time (an article, documentary) – primary sources are often used to help create secondary ones.

The answer is slightly complicated. Paintings, in general, can be either. Why? If the painting was painted at the time, they are primary (

eg. A portrait of Henry VIII would reflect him accurately), whereas some are painted years later and fictionalised details could have been added.Now it is time to clarify some information…(following slides)…

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Tudor Physicians

There were five main options if you were ill:

Monks/

Monastries

Apothecaries

Physicians

Surgeons Midwives

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FACT:

During Tudor times, the average life expectancy was 35-38 years old. 13%

of

babies died within a year of their birth, 30% of children died before their 10

th

birthday? Why do you think this was?

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Some health problems of Tudor England

Lack of Sanitation – open sewers in town

streets. There were many animals including rats which carried diseases.

Drinking water often came from a local river, which was filled with local waste

!

Treatments were often made from herbs by an ‘apothecary’. Yet they didn’t know about the importance of hand washing

.

Most people believed too much blood was bad for you. So they would see the local barber for ‘blood letting’ or use leeches to suck out blood

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Diet. Although there was a big difference between the diet of the rich and the poor, neither diet was

healthy.The

rich diet lacked fibre and was high in fat and sugars. The poor diet was healthier (it included vegetables and low fat meats) but there was never enough food, causing malnutrition.

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Sweating Sickness

Symptoms:

at first, cold shivers

acute pain in limbs, shoulders & neck

headache and exhaustion

then the hot stage of sweating

after, feeling hot, thirst, racing pulse, headache and breathlessness

finally, the patient collapsed, slept or died

Possibly caused by human to human contact, but it may also have been spread by mice contaminating food sources.

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Smallpox

Symptoms:

body ache

fever and chills

headache and severe back pain

within 48 hours the smallpox rash appears, turning into small blisters filled with pus. This first appears in the mouth, nose and throat, and on the face, arms and legs

Caused by a virus spread by sneezing or

salivia

, made worse by bad hygiene.

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Typhus

Symptoms:

high fever

headaches

weakness

skin rashes including both spots and bumps

muscle pain

it can also cause a severe disease, known as encephalitis, which inflames heart muscles and the brain.

Caused by parasitic lice and fleas in overcrowded and unhygienic conditions.

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Scurvy

Symptoms:

poor appetite and pale skin

diarrhoea and fever

nausea (feeling sick)

swelling and bleeding of muscles

joint pain

gum bleeding and loosened teeth bleeding in the eyes

drying of hair and skin

Caused by too little vitamin C from fruit.

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MAIN TASK

Y

ou now need to take all the information you have and demonstrate your knowledge.

Design and make

a poster to advertise

a Tudor Medical Centre. You could choose an apothecary, Doctor’s surgery – it’s up to you.THINK about: What the illnesses may be and the cures that may be on offer. Refer to specific diseases and try to include as much information about Tudor times as you can; see if you can draw on information you have learnt in previous lessons with your teachers. Use the pictures on this powerpoint to inspire and help you.

Keep them factual and engaging too. Of course, include writing as well as pictures. You could use a computer, if you wish. Please send pictures or documents to Mrs Pelham’s email address. Your work should help to answer the session’s enquiry question: What was medical care like during Tudor times?

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Thank you!

Thank you so much for taking the time to join in with the virtual workshop. I am so sorry not to have been able to meet you all in person but I do hope that you have enjoyed the session and gained a greater insight in to history teaching at Holly Park School. Kindest regards,

Emily Sampson

(Y5 Teacher/History Subject Lead)