Why do we remember Florence Nightingale and Mary Seacole?
Lesson 1
Learning
Objectives
Ask and
answer
questions
about the
past,
inferring
information
from
pictures.
Success
Criteria
Identify
past and
present
people who
are famous
and explain
why they
are famous
Describe
clothes
worn a long
time ago
Context &
resources
Florence
Nightingale
and Mary
Seacole
Books
Photos from
internet to
display on
Interactive
Whiteboard
Infer
information
from
pictures of
the past
comparing
them with
each other
and with
the present
day.
Activities
Discuss with children about the word ‘famous’.
What does famous mean?
Who do you know who is famous?
Do you know anyone from the past who is famous?
Why did they become famous?
Support children to come up with a balance of people from different multicult
and fame for different reasons.
The Queen
Nelson Mandela
Madonna
Beyonce
Miley Cyrus
Leona lewis
Zac Efron
Corbin Bleu
David Beckham Pele
Show photographs on IWB of the above people. (see website list for locations
Tell the ch that they are going to find out about 2 famous women from very lo
did the same job, but were from different countries and cultural backgrounds
Work with the ch to make a list of questions that they could answer by looking
what is she wearing? What is she doing? Does the picture show what is happen
something which happened a long time ago?
Show groups of children a picture of Florence Nightingale and of Mary Seacole
find out from these pictures? Are the clothes like women wear now? How are t
Are their clothes like each other’s or not? Compare them. What else is the sam
between the two women? What work might the people in the pictures do? How
these people lived a long time ago? What sort of person do you think each is?
there in the photo to make you say this? (see website list for links to images)
Tell the children that Florence Nightingale and Mary Seacole are the two peop
photographs. They were both nurses who lived in Victorian times. Help the chil
two women on a time line.
Why do we remember Florence Nightingale and Mary Seacole?
Lesson 2
Learning
Objective
Use
information
from written
and visual
sources to
begin to know
about the
lives of
famous
people from
the past
Success Criteria
Extract
information
from a written
or visual account
of someone’s
life, including
the internet and
books.
Identify the
way Florence
Nightingale and
Mary Seacole
travelled and
locate on a map
Explain that
journeys in the
 QCA 1998
Context &
resources
Florence
Nightingale
and Mary
Seacole
Books
Photos,
videos, maps
and
interactive
books from
internet to
display on
Interactive
Whiteboard
Activities
Show book and/or internet information on Florence Nightingale and Mar
www.bbc.co.uk/schools/famouspeople for excellent photo stories on bot
MS, or Espresso if school subscribes.
Ask the children to look for clues about who they were, what their lives
children and what they did. Ask them what they found out and what the
and differences were between the two women. Why was life different f
women? Talk about why they wanted to be nurses and what nurses do.
Tell the children about Florence Nightingale’s invitation to go to Turkey
after British soldiers wounded in the Crimean War. Talk about how Mary
join Florence Nightingale and discuss why she was turned down four tim
was prejudice against the colour of her skin, as well as her sex and her l
background) and whether this was the right decision. Mary decided to g
soldiers anyway.
Show the British Isles, Jamaica and Scutari on a map or globe. Discuss h
journey it is and how Florence and Mary would have travelled there (by
overland – it took Florence 13 days) and the dangers they would have fa
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past took longer
and were
dangerous
Mary had travelled to London first and from there on to Scutari.)
Encourage children to suggest adjectives that describe people who went
journeys by boat in those days, eg brave, patient, healthy, and add relev
a word bank.
Recall events
from a person’s
life
Hotseating activity with children, choosing individuals who sit at the fro
pretend to be:
Florence; Florence’s parents; Mary. Other children ask them questions a
feelings and lives.
Why do we remember Florence Nightingale and Mary Seacole?
Lesson 3
Learning
Objective
Recount the
main events in
the life of a
famous person
in chronological
order.
Success
Criteria
Recall and
recount
events from a
famous
person’s life
Use pictures
to ask and
answer
questions
about the life
of Florence
Nightingale
and Mary
Seacole.
Infer
information
from a
written or
visual account
of someone’s
life.
Context &
resources
Florence
Nightingale
and Mary
Seacole
Books
Photos,
videos,
maps and
interactive
books from
internet to
display on
Interactive
Whiteboard
Activities
Show the children images from the lives of Florence Nightingale and Mary
(Include pictures of nurses today and modern hospitals to help children de
criteria for recognizing events today and events in the past. See website
http://www.mater.org.au for example.)
What information can and cannot be obtained from pictures and stories?
Recap previous lesson’s stories of their lives, if required.
In differentiated groups, some children sequence pictures from Florence’s
some from Mary’s. (There is also a sequencing activity for both FN and MS
Espresso site for schools who subscribe.)
HA - put in order and write sentences and captions to explain events.
MA –put in order and discuss with teacher.
LA - Draw a picture of Florence Nightingale and/or Mary Seacole and writ
was famous.
Plenary –Review some of the children’s work and sequence the pictures tog
Ask questions about Florence’s and Mary’s lives, focusing on comparing the
experiences. Perhaps scribe up answers to the questions, under two column
Florence and one for Mary, which will help to highlight the similarities and
When and where were they born?
What did their parents think about nursing?
How did they become nurses?
How did they get to go to help the soldiers during the Crimean War?
What did they do to help the soldiers?
What did they do on their return to London?
When did they die?
Why do we remember Florence Nightingale and Mary Seacole?
Lesson 4
Learning
Objective
Begin to know
about the
conditions of
a place by
 QCA 1998
Success
Criteria
Identify
features of
the life at the
hospital which
Context &
Resources
Florence
Nightingale
and Mary
Seacole
Activities
How can we find out information about the past and, in particular, the Crime
Support the children to come up with a list, including books, photographs, pa
internet, letters, diaries, books written by people who were there (eg FN wr
MS wrote a book about her life).
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Primary Schemes of Work: History Unit 4 Why do we remember Florence Nightingale?
inferring
information
from visual
sources.
were not
hygienic.
Infer
information
from a
photograph or
picture.
Use
appropriate
words and
phrases to
describe
Soldiers in
the Crimean
war.
Bandages
etc for role
play, if
possible
Books
Photos,
videos,
letters,
maps and
interactive
books from
internet to
display on
Interactive
Whiteboard
Show book and internet information on why there were British soldiers fight
Crimea.
http://www.florence-nightingale.co.uk/cms and look at the Crimean War sec
what the soldiers do and why they might end up in hospital.
Show the soldiers’ journey from Crimean war to Scutari on a map.
Role play activity imagining what it would be like to be a soldier on the battle
being a nurse, even FN or MS helping them if they have been wounded or tak
hospital.
Compare pictures of Florence working in the hospital in Scutari and of Mary
soldiers. (see website above). What can the children see in order to work ou
like at the hospital/on the battlefield/at the British Hotel?
HA – Write some I can see statements, using adjectives on cards to go with
pictures.
LA – Orally describe what they can see. Scribe (possibly on to IWB around t
Plenary – Write up some key words and adjectives for a wordbank. (Could inc
cramped, dusty, unhygienic).
Plenary: Review some of the children’s work and ask questions.
What was the hospital/battlefield like when FN and MS arrived there?
How do we know?
What information can and cannot be obtained from pictures?
Why do we remember Florence Nightingale and Mary Seacole?
Lesson 5
Learning
Objective
Find out
information
from different
sources and
recognize why
people did
things and what
happened as a
result.
Success Criteria
Identify the way
Florence Nightingale
made improvements to
the hospitals.
Identify the way Mary
Seacole made
improvements to the
care of soldiers.
Understand why these
changes were required
and what difference
they made.
Understand the
different contributions
the two women made.
Infer information from a
written or visual account
of someone’s life.
Understand why FN and
MS are remembered
today.
 QCA 1998
Context &
resources
Books
Photos,
videos,
letters,
maps and
interactive
books from
internet to
display on
Interactive
Whiteboard
Resources
for poster
making
Activities
Read stories, show images and websites dealing with Florence’s
achievements in the Crimean war. What did they change? Why d
better for the soldiers? Eg FN: Cleaning clothes and bedlinen; w
soldiers; changing dressings regularly; cleaning the hospital; pro
medicine; setiing up a school for nurses on her return; and MS:
soldiers on the battlefield; making medicines; providing food an
being very caring (known as ‘Mother Seacole’); dressing wounds.
Discuss all the sources of information we can use to find out.
Books, internet, eye-witness accounts, diaries, letters, pictures
stories.
HA/MA look in books and on Internet to find out additional info
FN and MS. Present the improvements the nurses made as a po
LA In groups, children are given 5 or 6 statements about things
Mary did to improve life for the soldiers in the Crimean war. Se
they feel are the most important and talk about why they have
Sentences in speech bubbles to finish…”because…”
Children can then illustrate their ideas.
Plenary
Some children show their posters to the group.
Discuss what are the main reasons FN is remembered today and
remembered.
Discuss how, for a long time, MS was mainly forgotten. Recently
effort has gone into ensuring that she is remembered, including
blue plaque in London and promoting her as part of Black Histor
children think about this?
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Primary Schemes of Work: History Unit 4 Why do we remember Florence Nightingale?
Why do we remember Florence Nightingale and Mary Seacole?
Lesson 6
Learning Objective
Success Criteria
Record events in the
life of a person,
noting why they are
remembered.
Sequence events in a
famous person’s life.
Identify the similarities
and differences between
the lives, work and
response to Mary
Seacole and Florence
Nightingale.
Discuss their cultural
backgrounds and what
difference this made to
how they were
perceived.
Context &
resources
Books
Photos,
videos,
letters,
maps and
interactive
books from
internet to
display on
Interactive
Whiteboard
Simplified
version of
stories
Activities
Discuss Mary and Florence and compare and contrast the
and people’s response to them. Recap and discuss how mu
been put into ensuring that Mary Seacole is remembered
the colour of her skin made a difference to her life and h
remembered.
Independent activities
(have wordbanks made in previous lessons available for th
use today)
HA – create their own information sheets about Florence
using PCs if possible, or written. They should note similar
differences between them.
MA – create their own information sheet about either Fl
Mary, written or using PCs.
LA - Give the children a simple version of the Florence N
Mary Seacole story, with few adjectives, sentences unfin
broken into chapters. (some good ideas for FN on
http://www.kented.org.uk/ngfl/subjects/history/qca/nig
)
For MS, www.btinternet.com~ardena/Mary_Seacole.htm
permission for any of their information to be used.
Children put the chapters into sequence. They complete t
sentences and make the chapters more interesting by pu
adjectives.
Plenary –Review some of the children’s work against Succ
What have we learned?
Why do we remember Florence?
Why do we remember Mary?
Why do we remember Florence Nightingale and Mary Seacole?
Additional PSHE lesson
Learning
Objective
Discuss changing
attitudes to
people from
different cultural
backgrounds.
Success Criteria
Discuss what the
differences were
between Mary
Seacole and
Florence
Nightingale,
including their
backgrounds and
what difference this
made to how they
were perceived
Discuss how society
is today and if we
can learn any lessons
from their lives
 QCA 1998
Context &
resources
The lives of
Florence
Nightingale and
Mary Seacole
Activities
Raise questions with the children:
•
•
Local and school
communities.
Flipchrt paper
and pens.
•
•
•
•
•
What was the difference between the cultural backg
Florence Nightingale and Mary Seacole?
Did the colour of their skin make a difference to how
treated?
How were they treated differently?
Why were they treated differently?
Would things be different today?
How?
Could things be better?
Split into groups of mixed ability.
Each group to discuss a different aspect of how we can keep
how black people and people from different cultural backgrou
treated today.
•
in their school
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Primary Schemes of Work: History Unit 4 Why do we remember Florence Nightingale?
Make suggestions
about how to
improve
relationships
further in local and
school communities
•
in their town
•
in their country
•
in the world.
Children put their ideas into lists on flipchart paper.
Children feedback their findings to the whole group.
Finally, in a circle, children take turns to say what they can d
difference in their community (either school or town commun
Possibly take good ideas forward to school council or similar f
discussion.
Unit 4 Why do we remember Florence Nightingale and
Mary Seacole?
History
Year 2
ABOUT THE UNIT
This unit looks at the lives of Florence Nightingale and Mary Seacole, why they went to Turkey to help soldiers injured in the
Crimean War, and what happened as a result of their work. It also examines the similarities and differences between the two
women and in attitudes towards them as well as their attitudes to each other. In particular, it gives children the opportunity to study
famous people with different cultural backgrounds. The approach could also suit the study of other famous people, eg George
Stephenson, Grace Darling, Tutankhamen, Rosa Parks, Pocahontas.
WHERE THE UNIT FITS IN
This builds on Units 1–3 by focusing on the way of life of a famous person who lived at a time before living memory. It could
contribute to cross-curricular work on ‘people who help us’.
PRIOR LEARNING
VOCABULARY
RESOURCES
It is helpful if the children have:
In this unit, children will have
opportunities to use:
• story books about the life of Florence
Nightingale and Mary Seacole
• pictures of Florence Nightingale and
mary Seacole, the inside of the
hospital at Scutari, and Victorian
ships
• sets of cards with sentences on them
describing aspects of Florence
Nightingale’s and Mary Seacole’s
life and work
• a simple, large-scale map of Europe,
on which the British Isles and the
location of Scutari can be easily
identified
• a simple, large-scale map of the
world and of Jamaica
• school texts and picture packs could
be used to provide picture and
reference collections
• a class time line
• ordered events in time and used
everyday terms about the passing of
time
• answered questions about
people/events in the past using
pictures and written sources
• recounted episodes from stories
about the past
• looked for similarities and
differences between today and the
past
• words associated with the passing
of time, eg Victorian, a very long
time ago, before, after, when
• words associated with the Crimean
War, eg war, Crimea, Scutari,
Russia, soldier
• words associated with hospitals,
eg nurse, doctor, ward, hygiene,
disease, germs, wounds
• a range of adjectives to describe
human qualities, eg kind, caring,
patient, hard-working, brave
EXPECTATIONS
at the end of this unit
most children will:
 QCA 1998
know some of the main events in Florence Nightingale’s and Mary Seacole’ s lives
and be able to sequence them correctly; give at least one reason for their actions;
use pictures, books or video to find out about Florence Nightingale and Mary
Seacole; recount the story of Florence Nightingale and Mary Seacole
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some children will not have
made so much progress and will:
be able to sequence some of the events in Florence Nightingale’s and Mary
Seacole’s lives correctly; recount episodes from the life of Florence Nightingale and
of Mary Seacole
some children will have
progressed further and will:
provide a detailed account of the life and work of Florence Nightingale and Mary
Seacole; identify a number of reasons for their actions; understand how we know
about Florence Nightingale and Mary Seacole from the evidence available; use a
wider range of sources, eg CD-ROMs or children’s encyclopedias, to find out about
their lives; use ICT to make their own interpretations of their lives
 QCA 1998
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 QCA 1998
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 QCA 1998
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Primary Schemes of Work: History Unit 4 Why do we remember Florence Nightingale?
 QCA 1998
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Florence Nightingale and Mary Seacole
Useful Websites
Google Images
Espresso, for those schools which subscribe.
www.britannica.com/EBchecked/topic-art/555568 for images of famous people, such as Nelson Mandela.
www.kids.aol.com/KOL/2/Music/Article for photos of different artists, such as
Beyonce, Madonna, Miley Cyrus,
Leona Lewis, Corbin Bleu and Zac Efron.
www.files.wordpress.com/2008 for popular biographies, such as David Beckham.
www.sportsillustrated.cnn.com/2007/waters/the_bonus107/19/cosmos/index.html for image and photo of Pele.
www.hcaa.wordpress.com/2008/05/ for image of Queen Elizabeth II.
http://www.mater.org.au/ for images of a modern nurse
www.berksfhs.org.uk for some good comparisons between Florence and Mary, including how they are each
commemorated.
http://www.kented.org.uk/ngfl/subjects/history/qca/nightingale.htm for excellent range of resources, images,
plans about Florence Nightingale and Mary Seacole
www.heroworkshop.workpress.com for images of the hospital at Scutari
www.gazellebookservices.co.uk/military for images of soldiers fighting at the Crimean War and London Monument
Useful websites focusing on Mary Seacole
www.tre.ngfl.gov.uk for information about Mary Seacole, including her route to the Crimea from London.
www.thackraymuseum.org/games.html for fun learning about the story of Mary Seacole, including games based on
mixing plants to make medicines.
 QCA 1998
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www.black-history-month.co.uk for information about Mary Seacole and other significant figures, such as Barack
Obama.
www.brunel.ac.uk/8291/memorials1/Seacole for information about Mary, including her husband’s ancestors which
included the godson of Horatio Lord Nelson.
www.btinternet.com~ardena/Mary_Seacole.htm for excellent information about Mary Seacole.
www.bbc.co.uk/schools/famouspeople/standard/seacole/index.shtml (includes maps)
www.bbc.co.uk/history/historic.figures/seacole_mary.shtml
Useful websites focusing on Florence Nightingale
www.wikimedia.org/wikipedia/commons for images of Florence Nightingale
www.solarnavigator.net/biology/nursing.htm for images of Florence Nightingale
www.warrinerprimaries.com/clipart/nightingale.htm for lots of images of Florence Nightingale
www.bbc.co.uk/schools/famouspeople/standard/nightingale/index.shtml www.lcpuk.co.uk/downloads/history_KS1
http://www.florence-nightingale.co.uk/cms for the official Florence Nightingale Museum site. The collection
section is particularly good for images of Florence’s owl and lamp etc. There is also an excellent section dedicated
to Mary Seacole. The Crimean War section shows the hospital at Scutari.
Bibliography
Malam, John: ‘Tell Me About Mary Seacole’ ISBN 0237519747
Lynch, Emma: ‘The Life of Mary Seacole’ ISBN 0431181683
Castor, Harriet and Willey, Lynne: ‘Famous People, Famous Lives: Mary Seacole’
Kerr, Paul: ‘The Crimean War’ ISBN 0752211129
Horton, Rosalind and Simins, Sally: ‘Women Who Changed the World’ ISBN 1847240262
 QCA 1998
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Primary Schemes of Work: History Unit 4 Why do we remember Florence Nightingale?
Moore, Rosemary: ‘Campaigners for Change’ ISBN 0750221054
Seacole, Mary: ‘The Wonderful Adventures of Mrs Seacole in Many Lands’
‘Florence Nightingale: Life and Times’ ISBN 075022546
 QCA 1998
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