A Level History - Edexcel
A LevelHistorySample Assessment MaterialsPearson Edexcel Level 3 Advanced GCE in History (9HI0)First teaching from September 2015First certification from 2017Issue 1
PearsonEdexcel Level 3 AdvancedGCE in History (9HI0)Sample Assessment MaterialsFirst certification 2017
Edexcel, BTEC and LCCI qualificationsEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largestawarding body offering academic and vocational qualifications that are globallyrecognised and benchmarked. For further information, please visit our qualificationwebsites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively,you can get in touch with us using the details on our contact us page atwww.edexcel.com/contactusAbout PearsonPearson is the world's leading learning company, with 40,000 employees in morethan 70 countries working to help people of all ages to make measurable progressin their lives through learning. We put the learner at the centre of everything wedo, because wherever learning flourishes, so do people. Find out more about howwe can help you and your learners at: www.pearson.com/ukReferences to third party material made in these sample assessment materials aremade in good faith. Pearson does not endorse, approve or accept responsibilityfor the content of materials, which may be subject to change, or any opinionsexpressed therein. (Material may include textbooks, journals, magazines andother publications and websites.)All information in this document is correct at the time of publication.ISBN 978 1 446 91437 3All the material in this publication is copyright Pearson Education Limited 2014
Contents1Introduction12General marking guidance3Paper 1: Breadth study with interpretationsOption 1A: The crusades, c1095–12045Mark Scheme11Option 1B: England, 1509–1603: authority, nationand religion21Mark Scheme27Option 1C: Britain, 1625–1701: conflict, revolutionand settlement37Mark Scheme43Option 1D: Britain, c1785–c1870: democracy, protestand reform53Mark Scheme59Option 1E: Russia, 1917–91: from Lenin to Yeltsin69Mark Scheme75Option 1F: In search of the American Dream: the USA,c1917–9685Mark Scheme93Option 1G: Germany and West Germany, 1918–89103Mark Scheme109Option 1H: Britain transformed, 1918–97119Mark Scheme125Paper 2: Depth studyOption 2A.1: Anglo-Saxon England and the Anglo-NormanKingdom, c1053–1106Option 2A.2: England and the Angevin Empire in the reignof Henry II, 1154–89133Mark Scheme143Option 2B.1: Luther and the German Reformation, c1515–55Option 2B.2: The Dutch Revolt, c1563–1609155Mark Scheme165
Option 2C.1: France in revolution, 1774–99Option 2C.2: Russia in revolution, 1894–1924177Mark Scheme187Option 2D.1: The unification of Italy, c1830–70Option 2D.2: The unification of Germany, c1840–71199Mark Scheme209Option 2E.1: Mao’s China, 1949–76Option 2E.2: The German Democratic Republic, 1949–90221Mark Scheme231Option 2F.1: India, c1914–48: the road to independenceOption 2F.2: South Africa, 1948–94: from apartheid stateto ‘rainbow nation’243Mark Scheme253Option 2G.1: The rise and fall of fascism in Italy, c1911–46Option 2G.2: Spain, 1930–78: republicanism, Francoismand the re-establishment of democracy265Mark Scheme275Option 2H.1: The USA, c1920–55: boom, bust and recoveryOption 2H.2: The USA, 1955–92: conformity and challenge287Mark Scheme297Paper 3: Themes in breadth with aspects in depthOption 30: Lancastrians, Yorkists and Henry VII,1399–1509309Mark Scheme315Option 31: Rebellion and disorder under the Tudors,1485–1603323Mark Scheme329Option 32: The Golden Age of Spain, 1474–1598339Mark Scheme345Option 33: The witch craze in Britain, Europe andNorth America, c1580–c1750353Mark Scheme359Option 34.1: Industrialisation and social change in Britain,1759–1928: forging a new societyOption 34.2: Poverty, public health and the state in Britain,c1780–1939367Mark Scheme379
Option 35.1: Britain: losing and gaining an empire,1763–1914Option 35.2: The British experience of warfare,c1790–1918393Mark Scheme405Option 36.1: Protest, agitation and parliamentary reformin Britain, c1780–1928Option 36.2: Ireland and the Union, c1774–1923419Mark Scheme431Option 37.1: The changing nature of warfare, 1859–1991:perception and reality and reunited445Mark Scheme457Option 38.1: The making of modern Russia, 1855–1991Option 38.2: The making of modern China, 1860–1997471Mark Scheme483Option 39.1: Civil rights and race relations in the USA,1850–2009Option 39.2: Mass media and social change in Britain,1882–2004497Mark Scheme509
IntroductionThe Pearson Edexcel Level 3 Advanced GCE in History is designed for use in schools andcolleges. It is part of a suite of GCE qualifications offered by Pearson.These sample assessment materials have been developed to support thisqualification and will be used as the benchmark to develop the assessment studentswill take.Pearson Edexcel Level 3 Advanced GCE in History – Sample Assessment Materials – Issue 1 –September 2014 Pearson Education Limited 20141
2Pearson Edexcel Level 3 Advanced GCE in History – Sample Assessment Materials – Issue 1 –September 2014 Pearson Education Limited 2014
General marking guidance All candidates must receive the same treatment. Examiners must mark the lastcandidate in exactly the same way as they mark the first. Mark schemes should be applied positively. Candidates must be rewarded for whatthey have shown they can do rather than penalised for omissions. Examiners should mark according to the mark scheme not according to theirperception of where the grade boundaries may lie. All the marks on the mark scheme are designed to be awarded. Examiners shouldalways award full marks if deserved. Examiners should also be prepared to awardzero marks if the candidate’s response is not worthy of credit according to the markscheme. When examiners are in doubt regarding the application of the mark scheme to acandidate’s response, the team leader must be consulted. Crossed-out work should be marked unless the candidate has replaced it with analternative response. For questions targeting AO2, candidates must not be credited for citing informationin the preamble.How to award marksFinding the right levelThe first‘best-fit’Answersmarkersstage is to decide which level the answer should be placed in. To do this, use aapproach, deciding which level most closely describes the quality of the answer.can display characteristics from more than one level, and where this happensmust use their professional judgement to decide which level is most appropriate.Placing a mark within a levelAfter 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 alevel has specific guidance about how to place an answer within a level, always follow thatguidance.Markers should be prepared to use the full range of marks available in a level and notrestrict marks to the middle. Markers should start at the middle of the level (or the uppermiddle mark if there is an even number of marks) and then move the mark up or down tofind the best mark. To do this, they should take into account how far the answer meets therequirements of the level: If it meets the requirements fully, markers should be prepared to award full markswithin the level. The top mark in the level is used for answers that are as good ascan realistically be expected within that level If it only barely meets the requirements of the level, markers should considerawarding marks at the bottom of the level. The bottom mark in the level is used foranswers 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 tothe descriptor. This might represent a balance between some characteristics of thelevel that are fully met and others that are only barely met.Pearson Edexcel Level 3 Advanced GCE in History – Sample Assessment Materials – Issue 1 –September 2014 Pearson Education Limited 20143
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Write your name hereSurnameOther namesPearson EdexcelLevel 3 GCECentre NumberCandidate NumberHistoryAdvancedPaper 1: Breadth study with interpretationsOption 1A: The crusades, c1095–1204Sample assessment materials for first teachingSeptember 2015Time: 2 hours 15 minutesPaper Reference9HI0/1AYou must have:Extracts Booklet (enclosed)Total MarksInstructionsblack ink or ball-point pen. Usein the boxes at the top of this page with your name, Fillcentre number and candidate number.are three sections in this question paper. Answer one question from ThereSection A, one question from Section B and the question in Section C.the questions in the spaces provided Answer– there may be more space than you need.Informationtotal mark for this paper is 60. Themarks for each question are shown in brackets The– use this as a guide as to how much time to spend on each question.Adviceeach question carefully before you start to answer it. Read Check your answers if you have time at the end.S47470A 2014 Pearson Education Ltd.2/1/1/1*S47470A0104*Pearson Edexcel Level 3 Advanced GCE in History – Sample Assessment Materials – Issue 1 –September 2014 Pearson Education Limited 2014Turn over5
SECTION AAnswer EITHER Question 1 OR Question 2.EITHER1 To what extent did the initial aims of the First and Second Crusades change duringthe course of each crusade?(Total for Question 1 20 marks)OR2 How accurate is it to say that, in the years 1100–65, the crusader states became stableand well governed?(Total for Question 2 20 marks)Indicate which question you are answering by marking a cross in the box . If you change yourmind, put a line through the box and then indicate your new question with a cross .Chosen question number:Question 1Question 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[The live question paper will contain seven more pages of answer lines.]TOTAL FOR SECTION A 20 MARKS26*S47470A0204*Pearson Edexcel Level 3 Advanced GCE in History – Sample Assessment Materials – Issue 1 –September 2014 Pearson Education Limited 2014
SECTION BAnswer EITHER Question 3 OR Question 4.EITHER3 To what extent were the papacy’s religious and political ambitions in Europeresponsible for the First, Second and Third Crusades?(Total for Question 3 20 marks)OR4 How far was growing Muslim unity during the twelfth century responsible for theoutcomes of the Second and Third Crusades?(Total for Question 4 20 marks)Indicate which question you are answering by marking a cross in the box . If you change yourmind, put a line through the box and then indicate your new question with a cross .Chosen question number:Question 3Question 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Pearson Edexcel Level 3 Advanced GCE in History is designed for use in schools and colleges. It is part of a suite of GCE qualifications offered by Pearson. These sample assessment materials have been developed to support this qualification and will be used as the benchmark to develop the assessment students will take.
Edexcel International A Level Mathematics Pure 3 Student Book 978 1 292244 92 1 21.00 Edexcel International A Level Mathematics Pure 3 Teacher Resource Pack 978 1 292244 93 8 100.00 Edexcel International A Level Mathematics Pure 4 Student Book 978 1 292245 12 6 21.00 Edexcel International A Level Mathematics Pure 4 Teacher Resource Pack
Edexcel Geography – ‘Thinking Geographically’ A Level Course Guide 2018 – 19 Course text books: Edexcel A Level Book 1 Geography by Dunn, Adams, Holmes, Oakes, Warn, Witherick - Hodder Education, ISBN 978-1-4718-5654-9 Geography for Edexcel A Level Year 1 by Digby, Adams, Chapman, Hurst – OUP, ISBN 978-0-19-836645-4 Edexcel
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webpage on the Edexcel website. More past papers can be found by searching the Edexcel website under the term ‘past papers’. You will also find lots of tips on preparing for your exam in the student area of the Edexcel website. Edexcel’s Scheme of Assessment (specification 4HI1) This Edexcel International GCSE in History comprises two .
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Edexcel GCSE June 2014 . Understanding our Edexcel GCSE grade boundaries This document shows the grade boundaries for our Edexcel GCSE qualifications. For each set of grade boundaries, the maximum number of available marks is also shown. For our Edexcel GCSE Mathematics A specification, the maximum mark and raw mark grade boundaries are shown for the overall qualification. This means that the .
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