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The impact of the Renaissance on Britain

Practise 35 exam-style questions on The impact of the Renaissance on Britain for AQA GCSE History (Health and the people). Write your answer as you would in the exam and get it marked in seconds against the mark scheme, point by point, with an AI tutor on hand if you get stuck.

  • 35 questions
  • 1–20 marks each
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20 questions, marked as you go

Sample questions with model answers

Here are 4 of the questions in this topic, each with a model answer, an explanation of why it earns the marks and the mark scheme an examiner would use.

Question 1

2 marks

Give two reasons why many doctors in the 17th century refused to accept William Harvey's discovery of the circulation of the blood.

Model answer

Many doctors had been trained to believe Galen's teaching that blood was made in the liver and used up by the body, and they did not want to admit that Galen, and they themselves, had been wrong. Also, Harvey could not show how blood got from the arteries into the veins, because the capillaries were too small to see until Malpighi used a microscope in 1661.

Explanation

Opposition came partly from the conservatism of a profession trained on Galen and partly from genuine gaps in Harvey's evidence. His discovery also did not change how patients were treated, which gave doctors little reason to change their minds.

Mark scheme
  1. 1 mark

    It contradicted Galen, whose ideas were the basis of their university training and whom they respected as the greatest authority.

    Max 2.

  2. 1 mark

    Harvey could not explain how blood passed from the arteries to the veins: the capillaries were not seen until Malpighi used a microscope in 1661.

  3. 1 mark

    It made no immediate difference to treatment, so doctors saw no practical use in it and went on bleeding their patients.

  4. 1 mark

    Much of his evidence came from experiments on animals, and some argued that humans were different.

  5. 1 mark

    Doctors' reputations and incomes depended on their traditional learning; accepting Harvey meant admitting they had been wrong (conservatism).

    Accept 'jealousy of Harvey' if explained.

Question 2

8 marks

Source A: an illustration from William Harvey's book 'De Motu Cordis' ('On the Motion of the Heart and Blood'), printed in Frankfurt in 1628.
The picture shows a man's forearm with a band tied tightly round the upper arm. The veins of the forearm stand out, with small swellings along them at intervals. In one view a finger presses on a vein, and the stretch of vein beyond the finger, up to the next swelling, is shown empty. Harvey's text explains that readers can repeat the experiment on their own arm.

How useful is Source A to an historian studying the methods William Harvey used to prove his theory of the circulation of the blood? Explain your answer using Source A and your contextual knowledge.

Model answer

Source A is very useful for studying Harvey's methods because it shows one of the key experiments he used. The band round the upper arm makes the veins swell, and the small swellings are the valves. When a finger presses on a vein, the section beyond it stays empty, because blood cannot be pushed backwards past a valve. This proved that blood in the veins flows only towards the heart, which contradicted Galen's teaching that the veins carried blood out from the liver to be used up by the body. Harvey had learned about the valves from his teacher Fabricius at Padua, who had described them but not understood their purpose, so the source also shows how Harvey built on earlier work.

The provenance increases its usefulness. It comes from De Motu Cordis itself, so it shows exactly how Harvey chose to present his evidence. The invitation to repeat the test on your own arm shows his new approach: he wanted evidence that anyone could check rather than an appeal to ancient authority. Because the book was printed, the picture could be reproduced accurately and spread across Europe. However, as part of Harvey's own case it shows his evidence in the most convincing light and gives no sense of the objections of his critics.

The source is also limited because it shows only one method. Harvey also dissected live cold-blooded animals, such as frogs and snakes, whose hearts beat slowly enough to watch, and he calculated that the heart pumps far more blood in an hour than the body contains, so the blood must circulate. Nor does it show what Harvey could not prove: how blood passed from arteries to veins, which was only explained when Malpighi saw capillaries in 1661. Overall, Source A is very useful for showing Harvey's experimental approach, but it gives an incomplete picture of all his methods.

Explanation

Harvey combined dissection, experiment and measurement; the ligature experiment proved the one-way flow in veins. Level 4 evaluates both what the illustration shows and its origin in Harvey's own printed book, and judges how complete a picture of his methods it gives.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex evaluation of Source A with a sustained judgement about its usefulness for studying Harvey's methods, based on both content and provenance and supported by contextual knowledge, e.g. it is very useful because it comes from Harvey's own book and shows a simple, repeatable experiment proving that the valves in the veins let blood flow only towards the heart, but it shows only one of his methods - not his dissections of live animals or his calculation of the amount of blood pumped - and does not show how far it convinced others.
    Level 3 (5-6 marks): Developed evaluation of Source A based on content and/or provenance, supported by contextual knowledge, e.g. explains what the experiment proved about the valves, or explains why it matters that the illustration was printed in Harvey's own book for others to test.
    Level 2 (3-4 marks): Simple evaluation of Source A based on content and/or provenance, e.g. it is useful because it shows one of Harvey's experiments, or because it is from his own book.
    Level 1 (1-2 marks): Basic analysis of Source A: describes the picture, or makes general statements about its provenance with little or no contextual knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Content: shows the ligature (tourniquet) experiment: the band makes the veins swell, the swellings are the valves, and pressing on a vein shows blood cannot be pushed back past a valve away from the heart, so blood in the veins flows only towards the heart; this contradicted Galen, who believed veins carried blood outwards from the liver to the body. Context: Harvey built on the work of his teacher at Padua, Fabricius, who described the valves in the veins (1603) but did not understand their purpose; Harvey's other methods included dissecting live cold-blooded animals (frogs, snakes, fish) whose hearts beat slowly, dissecting human corpses, and calculating that the heart pumps far more blood in an hour than the body contains, so blood must circulate rather than be made fresh in the liver. Provenance: from Harvey's own book of 1628, so it shows exactly how he presented his evidence; the invitation to repeat the experiment shows the new emphasis on observation and experiment that anyone could check; printed (in Frankfurt, a centre of the book trade), so it could be copied accurately and spread across Europe; but as Harvey's own work it presents his evidence in the most convincing way and does not show the objections of his critics. Limits: one method only; does not show the missing link (capillaries, not seen until Malpighi in 1661); does not show whether doctors were convinced (many were not for 20-30 years). Judgement: very useful for one key method and Harvey's experimental approach, but an incomplete picture of his methods and of how they were received.

Question 3

8 marks

Explain the significance of opposition to new ideas for the development of medicine in the 16th and 17th centuries.

Model answer

Opposition to new ideas was significant because it slowed down the acceptance of the discoveries of the Renaissance. Galen's ideas had been taught for around 1,400 years, supported by the Church and the universities, and physicians' training and status depended on them. When Vesalius showed in 1543 that Galen's anatomy contained errors, his old teacher Sylvius called him a madman. In England, the College of Physicians, founded in 1518 by Thomas Linacre, who had translated Galen, defended Galen's authority, and John Caius continued to teach Galen's anatomy to the barber-surgeons. Paré also met opposition: the Paris Faculty of Medicine objected to his books because he was a surgeon writing in French, and many surgeons kept using cautery.

The opposition to Harvey shows its significance most clearly. After De Motu Cordis appeared in 1628, John Aubrey recorded that Harvey's practice 'fell mightily' and that people thought he was 'crack-brained', while critics such as James Primrose published attacks on him. As a result his ideas took 20 or 30 years to be widely accepted. Because the new discoveries were resisted, and because they did not suggest new cures, treatment hardly changed: doctors kept bleeding and purging their patients according to the four humours until the 19th century.

However, the opposition could not stop the new ideas. The Reformation had weakened the Church's control over learning, and printing meant that books such as the Fabrica spread across Europe regardless of what opponents said. Opposition even pushed supporters to find more proof: Harvey published replies to his critics in 1649, and Malpighi's discovery of the capillaries in 1661 filled the gap in his theory. In the long term, the same pattern of resistance followed by acceptance happened again with Jenner's vaccination, Simpson's chloroform and Lister's antiseptics. Opposition therefore slowed progress, especially in treatment, but it did not prevent it.

Explanation

Galenists opposed Vesalius, Paré and Harvey, slowing acceptance of their ideas and helping treatment stay the same, but printing and new evidence meant the ideas were accepted within decades. Level 4 explains how these aspects relate, for example weighing how much opposition delayed progress.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex explanation of aspects of the significance of opposition, explaining the relationship between them (e.g. opposition from Galenists slowed the acceptance of Vesalius's, Paré's and Harvey's ideas and helped keep treatment unchanged, yet it did not stop the new ideas, which were accepted within decades, and the debate it caused pushed others to find more evidence), supported by a range of specific, accurate knowledge.
    Level 3 (5-6 marks): Developed explanation of aspects of significance, e.g. explains with examples who opposed the new ideas and how this slowed their acceptance.
    Level 2 (3-4 marks): Simple explanation of one aspect of significance, e.g. doctors who believed in Galen did not accept Harvey's ideas.
    Level 1 (1-2 marks): Basic explanation of significance: general statements with little specific knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Why there was opposition: Galen's ideas had been taught for about 1,400 years, supported by the Church and the universities; physicians' status and training depended on them; new ideas often had no practical benefit or had gaps. Examples: Vesalius - his old teacher Sylvius called him 'Vesanus' (madman); in England John Caius taught Galen's anatomy to the barber-surgeons and the College of Physicians, founded in 1518 by Thomas Linacre, a translator of Galen, defended Galen's authority. Paré - the Paris Faculty of Medicine objected to his books because he was a surgeon writing in French, and his ligatures were attacked by a leading physician; many surgeons carried on with cautery. Harvey - Aubrey wrote that his practice 'fell mightily' and that people thought him 'crack-brained'; critics such as James Primrose (1630) and Jean Riolan wrote against him; his ideas took 20-30 years to be widely accepted. Significance - slowed change: new knowledge was slow to reach teaching and practice; treatment based on the four humours (bleeding, purging) continued into the 19th century. But limits to the opposition: the Reformation had weakened the Church's control of ideas; printing spread new ideas whatever opponents said; Harvey's ideas were accepted in his lifetime. Opposition also forced the innovators to gather more evidence - Harvey replied to his critics (1649), and Malpighi's discovery of capillaries (1661) completed his case. Long term: a recurring pattern - opposition to Jenner (vaccination), Simpson (chloroform) and Lister (antiseptics) in the 18th and 19th centuries. Credit judgements about how far opposition slowed progress.

Question 4

20 marks

Has chance been the main factor in important medical discoveries?

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.

[16 marks] [SPaG 4 marks]

Model answer

Chance has played a part in several famous medical discoveries, but it has rarely been enough on its own. In most cases chance only mattered because a skilled individual recognised what had happened, and many of the most important discoveries involved no chance at all.

There are clear examples of chance. In 1536-37 the army surgeon Ambroise Paré ran out of the boiling oil normally used to treat gunshot wounds and used an ointment of egg yolk, oil of roses and turpentine instead; the next morning these patients were in far less pain. In 1847 James Simpson discovered the anaesthetic effect of chloroform when he and his friends tried inhaling chemicals after dinner. In 1895 Wilhelm Röntgen discovered X-rays by accident while experimenting with cathode-ray tubes, and in 1928 Alexander Fleming noticed that a mould growing on a culture plate left out while he was on holiday had killed the bacteria around it. Pasteur's team also discovered by chance that an old culture of chicken cholera protected chickens from the disease, which led to new vaccines.

However, the role of the individual was more important even in these cases. Pasteur himself said that 'chance favours only the prepared mind'. Paré was an experienced surgeon who noticed the difference between his patients and had the courage to abandon a method recommended by authorities. Fleming was a trained bacteriologist who understood what he was seeing. Many other discoveries came entirely from careful work. William Harvey proved the circulation of the blood in 1628 through dissections, experiments and calculations. Edward Jenner tested his theory that cowpox protected against smallpox on James Phipps in 1796. John Snow investigated the Broad Street outbreak of 1854 methodically, and Robert Koch identified the bacteria causing tuberculosis and cholera through years of laboratory work.

Science and technology were also essential. The microscope allowed Malpighi to see the capillaries in 1661, completing Harvey's theory, and improved microscopes made germ theory possible in the 19th century. The structure of DNA was discovered in 1953 by Francis Crick and James Watson using Rosalind Franklin's X-ray images, and modern scanners have transformed our knowledge of the body.

Other factors turned chance discoveries into real progress. Fleming's penicillin was useless to patients until Howard Florey and Ernst Chain purified it in 1940-41, and the Second World War led the American government to pay for mass production in time for D-Day in 1944. Communication, through printed books, the Royal Society and medical journals, made sure that discoveries were shared, and government funding of research and the NHS helped new treatments reach patients.

Overall, chance has not been the main factor in important medical discoveries. It provided the spark for a few breakthroughs, but these only happened because prepared individuals recognised their importance, and they only helped patients when science, technology, teamwork, war and government developed them further. The role of the individual, supported by science and technology, has been far more important.

Explanation

Chance played a part in discoveries by Paré, Simpson, Röntgen, Pasteur and Fleming, but prepared individuals, technology and later development were needed to make them matter. Level 4 needs a sustained judgement with examples from across the whole period.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of the role of chance and of other factors (e.g. individuals, science and technology, war, government, communication) in important medical discoveries, leading to a sustained judgement about whether chance was the main factor; uses a range of accurate, detailed examples from across the whole period, c1000 to the present day, and may show how chance only mattered when prepared individuals and other factors turned it into a breakthrough.
    Level 3 (9-12 marks): Developed explanation of chance and other factors, with specific examples from more than one period; a judgement may be reached but is not fully sustained.
    Level 2 (5-8 marks): Simple explanation of chance and/or other factors, with some relevant examples, perhaps from a narrow part of the period.
    Level 1 (1-4 marks): Basic explanation of one or more factors, with limited knowledge; may be descriptive or general.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Chance: Paré ran out of boiling oil (1536-37) and found his ointment worked better; Pasteur's team found by chance (c.1879-80) that an old culture of chicken cholera protected chickens, leading to new vaccines; Simpson discovered chloroform's effects when he and friends inhaled chemicals after dinner (1847); Röntgen discovered X-rays by accident while experimenting with cathode-ray tubes (1895); Fleming noticed mould killing bacteria on a culture plate left during his holiday (1928). Limits of chance: Pasteur said 'chance favours only the prepared mind' - the people involved had the knowledge to see the importance of what happened; many discoveries involved no chance at all. Individuals: Vesalius's dissections (1543), Harvey's experiments (1628), Hunter's experimental method, Jenner's careful testing of cowpox (1796), Snow's investigation of Broad Street (1854), Pasteur's germ theory (1861), Koch's identification of bacteria (1882-83), Lister's antiseptics (1867). Science and technology: microscopes (Malpighi's capillaries 1661; improved lenses 1830 helped germ theory), X-ray crystallography for DNA (Franklin, Crick and Watson, 1953), CT and MRI scanners. Teamwork and money: Florey and Chain purified penicillin (1940-41); mass production in the USA with government money. War: urgency for penicillin and blood transfusion; Paré's battlefield. Government: funding research (e.g. the Medical Research Council) and the NHS. Communication: printing, Royal Society, journals spread discoveries. Possible judgements: chance sparked some famous discoveries but was rarely enough on its own; individuals' skill and science and technology were more important overall; or factors worked together.

  2. 4 marks

    SPaG. High performance (4 marks): spells and punctuates with consistent accuracy; uses rules of grammar with effective control of meaning overall; uses a wide range of specialist terms as appropriate.
    Intermediate performance (2-3 marks): spells and punctuates with considerable accuracy; uses rules of grammar with general control of meaning overall; uses a good range of specialist terms as appropriate.
    Threshold performance (1 mark): spells and punctuates with reasonable accuracy; uses rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall; uses a limited range of specialist terms as appropriate.
    0 marks: the student writes nothing, or the response does not relate to the question, or errors severely hinder meaning.

    SPaG marks are awarded only if the answer relates to the question.

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