2025 OCR GCSE History B (Schools History Project) J411/14;
Crime and Punishment, c.1250 to present with The Norman Conquest, 1065–1087
Complete Question paper with Marking Scheme Combined
Thursday 5 June 2025 – Morning
GCSE (9–1) History B (Schools History Project)
J411/14 Crime and Punishment, c.1250 to present with The
Norman Conquest, 1065–1087
Time allowed: 1 hour 45 minutes
You must have:
the OCR 12-page Answer Booklet
INSTRUCTIONS
• Use black ink.
• Write your answer to each question in the Answer Booklet. The question numbers
must be clearly shown.
• Fill in the boxes on the front of the Answer Booklet.
• Section A – Crime and Punishment, c.1250 to present: Answer Questions 1(a–c), 2,
3 and either Question 4 or Question 5.
• Section B – The Norman Conquest, 1065–1087: Answer Questions 6(a–b) and 7, and
either Question 8 or Question 9.
INFORMATION
• The total mark for this paper is 80.
• The marks for each question are shown in brackets [ ].
• Quality of extended response will be assessed in questions marked with an asterisk (*).
• This document has 8 pages.
ADVICE
• Read each question carefully before you start your answe
, 2
Section A
Crime and Punishment, c.1250 to present
Answer Questions 1(a–c), 2 and 3.
1
(a) Name one crime in medieval Britain (1250–1500) which could be punished by execution. [1]
(b) Name one new punishment introduced in the early modern period (1500–1750). [1]
(c) Identify one reason why the crime rate changed during the period 1900 to 2015. [1]
2 Write a clear and organised summary that analyses the use of technology in law enforcement
since c.1900.
Support your summary with examples. [9]
3 Why was the Metropolitan Police Force set up in 1829?
Explain your answer. [10]
Answer Question 4 or Question 5.
4* ‘The role of the community in enforcing the law and punishing criminals was more important in
the medieval period (1250–1500) than it has been after 1900.’
How far do you agree?
Give reasons for your answer. [18]
5* ‘The reason punishments changed in the period 1750–1900 was because of new concerns about
people’s welfare.’
How far do you agree?
Give reasons for your answer. [18]
© OCR J411/14
2025 Jun25
, 3
Section B
The Norman Conquest, 1065–1087
Answer Questions 6(a–b) and 7.
6
(a) In Interpretation A, the podcaster gives us a negative impression of the role of knights in
Norman culture.
Identify and explain one way in which he does this. [3]
Interpretation A
An extract from ‘The British History Podcast’ by Jamie Jeffers. The podcast was made recently.
Before 1066, in Anglo-Saxon England, the sons of noblemen were expected to be
educated and literate. They took an interest in culture and the arts. They were
expected to take an interest in the law and in international events.
Anglo-Saxon England was sheltered from the culture of knights. This culture was
at the centre of Norman society and mainly focused on horsemanship and war.
Culturally, this was a disaster. A boy who trained as a Norman knight had no book
learning. After fifteen or twenty years of education he would know how to do only
two things: hunt and fight. He had no other useful skills, and looked down upon
those who did.
Craftsmanship, education and the arts did not matter to Norman knights. Their
self-worth and identity rested entirely on their ability to hand out violence. The
culture of knights was brutish and barbaric. It created a flood of illiterate,
uncultured young men who were desperate for an opportunity to be violent.
(b) If you were asked to do further research on one aspect of Interpretation A, what would
you choose to investigate?
Explain how this would help us to analyse and understand Normandy before 1066. [5]
© OCR J411/14 Turn over
2025 Jun25
, 4
7 Interpretations B and C both focus on how William the Conqueror dealt with his opponents.
How far do they differ and what might explain any differences? [12]
Interpretation B
An extract from a recent TV documentary called ‘Rebellion in the North’. It was part of a series of
programmes which celebrated the rebels who challenged the treatment of the North of England
across different periods of history.
By late 1069, the North of England was alive with rebellion, while other revolts
raged in the west and southwest. The Northerners were sending a clear
message to William: they were ready to do anything to defend their rights.
William was enraged. His response was swift. He decided to teach the North a
lesson by striking terror into the hearts of the people. His actions have been
considered an act of genocide.
He gave his soldiers permission to roam free and do their worst. His soldiers
burned houses and destroyed farm animals, leaving nothing behind. Women,
children, men, the elderly, and babies were all subject to the Norman sword. It
was a truly terrible time to live in the North of England.
By April 1070, thanks to William’s efficient, military machine, the North lay in
ruins, the people starving.
Genocide means the deliberate murder of a specific group of people.
Interpretation C
An extract from a biography of William the Conqueror by historian Marc Morris,
published in 2016. This extract is taken from the concluding chapter which looked
back over the rest of the book.
William has been seen by some as a peace-loving ruler, and by others as an
oppressive ruler. The truth lies somewhere between the two.
Whilst harrying was standard practice in medieval warfare, the scale of the
destruction brought about by the Harrying of the North had such terrible
consequences that even writers at the time thought it went too far. Nevertheless,
despite their views on the Harrying of the North, not all Anglo-Saxon writers
judged William’s rule to be cruel overall.
Of course, by present standards, some of the punishments William dished out
were savage – his mutilation and blinding of some Saxon rebels, for example,
would today be regarded as unacceptable. However, the eleventh century was a
cruel time. In Anglo-Saxon England, for example, disobedient slaves were stoned
or burned to death. Therefore, we cannot be sure whether all of William’s
© OCR J411/14
2025 Jun25
Crime and Punishment, c.1250 to present with The Norman Conquest, 1065–1087
Complete Question paper with Marking Scheme Combined
Thursday 5 June 2025 – Morning
GCSE (9–1) History B (Schools History Project)
J411/14 Crime and Punishment, c.1250 to present with The
Norman Conquest, 1065–1087
Time allowed: 1 hour 45 minutes
You must have:
the OCR 12-page Answer Booklet
INSTRUCTIONS
• Use black ink.
• Write your answer to each question in the Answer Booklet. The question numbers
must be clearly shown.
• Fill in the boxes on the front of the Answer Booklet.
• Section A – Crime and Punishment, c.1250 to present: Answer Questions 1(a–c), 2,
3 and either Question 4 or Question 5.
• Section B – The Norman Conquest, 1065–1087: Answer Questions 6(a–b) and 7, and
either Question 8 or Question 9.
INFORMATION
• The total mark for this paper is 80.
• The marks for each question are shown in brackets [ ].
• Quality of extended response will be assessed in questions marked with an asterisk (*).
• This document has 8 pages.
ADVICE
• Read each question carefully before you start your answe
, 2
Section A
Crime and Punishment, c.1250 to present
Answer Questions 1(a–c), 2 and 3.
1
(a) Name one crime in medieval Britain (1250–1500) which could be punished by execution. [1]
(b) Name one new punishment introduced in the early modern period (1500–1750). [1]
(c) Identify one reason why the crime rate changed during the period 1900 to 2015. [1]
2 Write a clear and organised summary that analyses the use of technology in law enforcement
since c.1900.
Support your summary with examples. [9]
3 Why was the Metropolitan Police Force set up in 1829?
Explain your answer. [10]
Answer Question 4 or Question 5.
4* ‘The role of the community in enforcing the law and punishing criminals was more important in
the medieval period (1250–1500) than it has been after 1900.’
How far do you agree?
Give reasons for your answer. [18]
5* ‘The reason punishments changed in the period 1750–1900 was because of new concerns about
people’s welfare.’
How far do you agree?
Give reasons for your answer. [18]
© OCR J411/14
2025 Jun25
, 3
Section B
The Norman Conquest, 1065–1087
Answer Questions 6(a–b) and 7.
6
(a) In Interpretation A, the podcaster gives us a negative impression of the role of knights in
Norman culture.
Identify and explain one way in which he does this. [3]
Interpretation A
An extract from ‘The British History Podcast’ by Jamie Jeffers. The podcast was made recently.
Before 1066, in Anglo-Saxon England, the sons of noblemen were expected to be
educated and literate. They took an interest in culture and the arts. They were
expected to take an interest in the law and in international events.
Anglo-Saxon England was sheltered from the culture of knights. This culture was
at the centre of Norman society and mainly focused on horsemanship and war.
Culturally, this was a disaster. A boy who trained as a Norman knight had no book
learning. After fifteen or twenty years of education he would know how to do only
two things: hunt and fight. He had no other useful skills, and looked down upon
those who did.
Craftsmanship, education and the arts did not matter to Norman knights. Their
self-worth and identity rested entirely on their ability to hand out violence. The
culture of knights was brutish and barbaric. It created a flood of illiterate,
uncultured young men who were desperate for an opportunity to be violent.
(b) If you were asked to do further research on one aspect of Interpretation A, what would
you choose to investigate?
Explain how this would help us to analyse and understand Normandy before 1066. [5]
© OCR J411/14 Turn over
2025 Jun25
, 4
7 Interpretations B and C both focus on how William the Conqueror dealt with his opponents.
How far do they differ and what might explain any differences? [12]
Interpretation B
An extract from a recent TV documentary called ‘Rebellion in the North’. It was part of a series of
programmes which celebrated the rebels who challenged the treatment of the North of England
across different periods of history.
By late 1069, the North of England was alive with rebellion, while other revolts
raged in the west and southwest. The Northerners were sending a clear
message to William: they were ready to do anything to defend their rights.
William was enraged. His response was swift. He decided to teach the North a
lesson by striking terror into the hearts of the people. His actions have been
considered an act of genocide.
He gave his soldiers permission to roam free and do their worst. His soldiers
burned houses and destroyed farm animals, leaving nothing behind. Women,
children, men, the elderly, and babies were all subject to the Norman sword. It
was a truly terrible time to live in the North of England.
By April 1070, thanks to William’s efficient, military machine, the North lay in
ruins, the people starving.
Genocide means the deliberate murder of a specific group of people.
Interpretation C
An extract from a biography of William the Conqueror by historian Marc Morris,
published in 2016. This extract is taken from the concluding chapter which looked
back over the rest of the book.
William has been seen by some as a peace-loving ruler, and by others as an
oppressive ruler. The truth lies somewhere between the two.
Whilst harrying was standard practice in medieval warfare, the scale of the
destruction brought about by the Harrying of the North had such terrible
consequences that even writers at the time thought it went too far. Nevertheless,
despite their views on the Harrying of the North, not all Anglo-Saxon writers
judged William’s rule to be cruel overall.
Of course, by present standards, some of the punishments William dished out
were savage – his mutilation and blinding of some Saxon rebels, for example,
would today be regarded as unacceptable. However, the eleventh century was a
cruel time. In Anglo-Saxon England, for example, disobedient slaves were stoned
or burned to death. Therefore, we cannot be sure whether all of William’s
© OCR J411/14
2025 Jun25
