Pearson Edexcel GCSE In History (1HI0)

Mark Scheme (Results) Summer 2024 Pearson Edexcel GCSE In History (1HI0) Paper 1: Thematic study and historic environment (1HI0/12) Option 12: Warfare and British society, c1250–present and London and the Second World War, 1939–45 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or . Alternatively, you can get in touch with us using the details on our contact us page at Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: Summer 2024 Question Paper Log Number P75486A Publications Code 1HIA_12_2406_MS All the material in this publication is copyright © Pearson Education Ltd 2024 General Marking Guidance • All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. • Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. • Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. • There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. • All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. • Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. • When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted. • Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response. How to award marks when level descriptions are used 1. Finding the right level The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’ approach, deciding which level most closely describes the quality of the answer. Answers can display characteristics from more than one level, and where this happens markers must use the guidance below and their professional judgement to decide which level is most appropriate. For example, one stronger passage at L4 would not by itself merit a L4 mark, but it might be evidence to support a high L3 mark, unless there are substantial weaknesses in other areas. Similarly, an answer that fits best in L3 but which has some characteristics of L2 might be placed at the bottom of L3. An answer displaying some characteristics of L3 and some of L1 might be placed in L2. 2. Finding a mark within a level After a level has been decided on, the next stage is to decide on the mark within the level. The instructions below tell you how to reward responses within a level. However, where a level has specific guidance about how to place an answer within a level, always follow that guidance. Levels containing two marks only Start with the presumption that the work will be at the top of the level. Move down to the lower mark if the work only just meets the requirements of the level. Levels containing three or more marks Markers should be prepared to use the full range of marks available in a level and not restrict marks to the middle. Markers should start at the middle of the level (or the upper-middle mark if there is an even number of marks) and then move the mark up or down to find the best mark. To do this, they should take into account how far the answer meets the requirements of the level: • If it meets the requirements fully, markers should be prepared to award full marks within the level. The top mark in the level is used for answers that are as good as can realistically be expected within that level • If it only barely meets the requirements of the level, markers should consider awarding marks at the bottom of the level. The bottom mark in the level is used for answers that are the weakest that can be expected within that level • The middle marks of the level are used for answers that have a reasonable match to the descriptor. This might represent a balance between some characteristics of the level that are fully met and others that are only barely met. Indicative content Examiners are reminded that indicative content is provided as an illustration to markers of some of the material that may be offered by students. It does not show required content and alternatives should be credited where valid. London and the Second World War, 1939–45 Question 1 Describe two features of the significance of London as a target during the Blitz. Target: knowledge of key features and characteristics of the period. AO1: 4 marks. Marking instructions Award 1 mark for each valid feature identified up to a maximum of two features. The second mark should be awarded for supporting information. e.g. • London was the centre of government (1). Disrupting the government would hamper Britain’s war effort. (1). • London was a major port (1). Disrupting trade in the docks would affect food supplies (1). • London was the site of many places of national significance (1). Bombing was likely to affect historic sites and this could have an effect on morale (1). Accept other appropriate features and supporting information. Question 2 (a) How useful are Sources A and B for an enquiry into the difficulties in dealing with the effects of German attacks on London? Explain your answer, using Sources A and B and your knowledge of the historical context. Target: Analysis and evaluation of source utility. AO3: 8 marks. Level Mark Descriptor 0 No rewardable material. 1 1–2 • A simple judgement on utility is given, and supported by undeveloped comment on the content of the sources and/or their provenance1. Simple comprehension of the source material is shown by the extraction or paraphrase of some content. Limited contextual knowledge is deployed with links to the sources. 2 3–5 • Judgements on source utility for the specified enquiry are given, using valid criteria. Judgements are supported by developed comment related to the content of the sources and/or their provenance1. Comprehension and some analysis of the sources is shown by the selection and use of material to support comments on their utility. Contextual knowledge is used directly to support comments on the usefulness of the content of the sources and/or their provenance. 3 6–8 • Judgements on source utility for the specified enquiry are given, applying valid criteria with developed reasoning which takes into account how the provenance1 affects the usefulness of the source content. The sources are analysed to support reasoning about their utility. Contextual knowledge is used in the process of interpreting the sources and applying criteria for judgements on their utility. Notes 1. Provenance = nature, origin, purpose. Marking instructions Markers must apply the descriptors above in line with the general marking guidance (page 3). No credit may be given for contextual knowledge unless it is linked to evaluation of the sources. No credit may be given for generic comments on provenance which are not used to evaluate source content. Indicative content guidance Answers must be credited according to candidates’ deployment of material in relation to the qualities outlined in the mark scheme. While specific references are made in the indicative content below, this does not imply that these must be included; other relevant material must also be credited. The grouping of points below does not imply that this is how candidates are expected to structure their answers. Source A The usefulness could be identified in terms of the following points which could be drawn from the source: • Source A is useful because it shows that it could need a large number of firefighters and equipment, such as high ladders and turntables to deal with a single fire. • Source A suggests that dealing with fires was dangerous as the structure of the building was damaged and it could have collapsed. The following points could be made about the authorship, nature or purpose of the source and applied to ascribe usefulness to material drawn from it: • The photograph shows the event as it was happening, providing an illustration of the immediate aftermath of a bombing raid and the work of the firefighters. • The photograph may have been retained with the intention of demonstrating the difficulties facing firefighters and also their bravery. Knowledge of the historical context should be deployed to support inferences and/or to assess the usefulness of information. Relevant points may include: • Massive bombing raids, for example, on 7 September 1940 (Black Saturday) stretched the resources of the emergency services. • There were sometimes problems gaining access to the site of a fire or having sufficient water pressure to be effective. Source B The usefulness could be identified in terms of the following points which could be drawn from the source: • Source B is useful because it shows the scale of physical devastation caused by a V2 attack. • Source B is useful because it shows that people’s lives were still at risk in the aftermath of the attack. • It is useful in the way it shows that a range of rescuers was needed in order to find those who were trapped and to help the injured. For example, the source refers to trained personnel, but also to the author who was a boy at the time and whose size made him useful. The following points could be made about the authorship, nature or purpose of the source and applied to ascribe usefulness to material drawn from it: • The account gives a vivid description from the perspective of someone involved in the rescue. • It is a private account, not intended for publication, based on a diary he kept at the time, so it should be reliable. Knowledge of the historical context should be deployed to support inferences and/or to assess the usefulness of information. Relevant points may include: • ARP wardens would patrol an area after a bomb or missile attack, checking for damage and co- ordinating any rescue work. • Firewatchers were stationed at strategic points in order to spot fires caused by incendiary bombs and ensure rapid action was taken.