To Lynnmcd -Is your review meant to be a personal thing towards Mary Seacole, were you there in that time of war? How do you know that Mary Seacole wrote those books? Do you understand what it was like for black people in those days? Can you swear on your life that Florence Nightingale is the best Nurse there was and do you know why she was more qualify than Mary Seacole? Think about it before you start talking things that are not relevant. Focus on your Florence Nightingale and leave Mary Seacole alone.
This resource, alas viewed 37,233 times, contains much misinformation--points that conflict notably with Seacole’s own account of what she did, in her book, Wonderful Adventures of Mrs Seacole in Many Lands, 1857. Read it!!!
1. The first slide has a photo of her wearing 3 medals, but she was awarded none of them, nor ever claimed to have won any in her book. Nor does she wear medals in the picture of her on the book’s cover. She did wear medals, back in England, after the Crimean War, but it was not then an offence to wear other people’s medals (it is now).
2. Seacole did say that she used herbals in her cholera remedy, but she also admitted to adding “sugar of lead” (lead acetate) and calomel (mercury chloride) (p. 31), both of which are toxic substances, and both of which promote dehydration--exactly what you don’t want with a bowel disease. The effective treatment now is “oral rehydration therapy.” She frankly acknowledged “lamentable blunders” in her remedies (p. 31).
She was in Jamaica when there was a terrible yellow fever epidemic, but she conceded that she could do nothing to treat it. As for her “carrying out operations on people suffering from wounds caused by fighting in the wars,” what wars? None that she mentioned, and Jamaica was not at war at the time.
4. Seacole’s never claimed to have gone to London to help combat a cholera epidemic, but explained that she went to attend to her gold stocks (Wonderful Adventures pp. 71-74). The War Office was pressed to send women nurses to the war, but it turned to Florence Nightingale because she was the most qualified person. Mrs Seacole had never nursed a day in a hospital in her life--she was in London at the time--but to attend to her investments!
5. Seacole described asking to join Nightingale’s team, but also made it clear that she only began to try AFTER Nightingale and her group had already left, and indeed the second team had either gone or was in the last stages of preparation. Remember, she was in London on business.
Seacole described a cordial visit to Nightingale at her hospital at Scutari, when she asked for a bed for the night (pp. 90-91). She was en route then to the Crimea, her supplies already in transit, and her business partner there waiting for her. Nightingale did not turn her down--there was no offer.
6. Seacole did start a business near the front line, but it was for OFFICERS not ordinary soldiers--and the prices would have been well beyond them. The helping “injured soldiers” claim is also a gross exaggeration, for Seacole missed the first three, major, battles of the war. She did help, but only on 3 occasions, as she made clear in her book. Her battlefield excursion all took place post-battle, after selling sandwiches and wine to spectators. Yes, she was kind to soldiers on the battlefield, but the account here is out of all proportion. In the two years of the war, Seacole spent less time on the battlefield than any nurse did on a regular hospital shift.
For other corrections of Seacole misinformation see www.maryseacole.info/
This resource describes Mary Seacole and her contribution to medicine and healthcare. It looks at her life, why she went to Turkey to help soldiers injured in the Crimean War, and what happened as a result of her work.
Key words: Hygiene, Crimean War, Herbal Medicine, Famous Victorians, Black history
Goes from the dinosaurs through key periods of history to the present day. Use MS Word to adapt it.
I have added the Stone, Bronze, Iron and Middle Ages to the updated version. As well as the first public railway in 1825, England winning the World Cup in 1966 and the 2012 Olympics.
This lesson as a dragons den style group task, pupils worked in groups of 5 and each analysed one of the five inventions during the Industrial revolution, they then choose one of the best inventions to invest their money in but being able to explain why. This is a good lesson to explore the start of the factory system.
The lesson plan is based on the delegation task from a Teacher's toolkit lesson
Intro overview lesson on the main changes that took place during the Industrial Revolution
Print off the Cards and cut them up and get pupils to put them in the correct category and correct time period.
A good lesson to make pupils aware of the main changes that took place between 1750-1900 before looking at the Industrial period in more detail.
There are a number of tasks to review progress and get students thinking of the the extent and impact of change.
Ned Kelly History and Quiz
To be able to explain about Ned Kelly and his life.
This works brilliantly for expanding vocabulary and creative thinking skills.
22 questions within 66 slides; excellent pictures and sources to engage and motivate pupils study.
Includes vision frame, blank word search template, design a stamp template, reward poster, 2 video links, postcard template, events graphic organiser.
This is an excellent activity/game/plenary to further improve student’s work and knowledge.
I split the class into two teams (in one class I have girls against boys but in another class I have just divided the room down the middle) and when we play the game each side decides on a volunteer to come to the front, facing the class so they can’t see the board (one team at a time).
A word is shown on the IWB and each time the word is answered correctly I display another.
This works really well but it is important to set some ground rules such as not using words that rhyme with the word on display. I’ve yet to come across a class who doesn’t like the concept.
Works brilliantly in pairs also - 1 student turns their back to the IWB.
Student sits at front with back to board. Words are displayed behind him/her. Rest of class has to describe word to student - see how many he/she gets in 1 min. Can be reversed so that student can see the words and has to describe them to the class.