Please check the examination details below before entering your candidate information
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 3 GCE
Thursday 11 June 2026
Morning (Time: 2 hours 15 minutes) Paper
reference 9HI0/37
Mark Scheme (Results)
History
Advanced
PAPER 3: Themes in breadth with aspects in depth
Option 37.1: The changing nature of warfare, 1859–1991: perception and
reality
Option 37.2: Germany, 1871–1990: united, divided and reunited
Summer 2026
You must have: Total Marks
Sources Booklet (enclosed)
Instructions
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
centre number and candidate number.
Pearson Edexcel Level 3 Advanced GCE in History
• prepared.
You must answer three questions on the option for which you have been
• There are three sections in this question paper. Answer one question from 9HI0/37
Section A, one question from Section B and one question from Section C.
• Answer the questions in the spaces provided
– there may be more space than you need.
Paper 3: Themes in breadth with aspects in depth
Information
•• The total mark for this paper is 60.
The marks for each question are shown in brackets
Option 37.1: The changing nature of warfare, 1859–1991:
– use this as a guide as to how much time to spend on each question. perception and reality
Advice Option 37.2: Germany, 1871–1990: united, divided and
•• Read each question carefully before you start to answer it.
Check your answers if you have time at the end.
reunited
Turn over
P79048APearson Education Ltd.
P:1/1/1/1
*P79048A0132*
, SECTION A Edexcel and BTEC Qualifications
Choose EITHER Question 1 OR Question 2 for which you have been prepared.
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
You must start your answer on page 3.
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s
Option 37.1: The changing nature of warfare, 1859–1991: perception and reality largest awarding body. We provide a wide range of qualifications
including academic, vocational, occupational and specific
Study Source 1 in the Sources Booklet before you answer this question.
programmes for employers. For further information visit our
1 Assess the value of the source for revealing the qualities of Curtis LeMay as a qualifications websites at or .
commander and the objectives of the raid on Tokyo in March 1945.
Alternatively, you can get in touch with us using the details on our
Explain your answer, using the source, the information given about its origin and your contact us page at .
own knowledge about the historical context.
(Total for Question 1 = 20 marks)
Option 37.2: Germany, 1871–1990: united, divided and reunited
Study Source 2 in the Sources Booklet before you answer this question. Pearson: helping people progress, everywhere
2 Assess the value of the source for revealing the role of the army in Germany in 1918 Pearson aspires to be the world’s leading learning company. Our aim is to help
and the issues that faced Germany in 1918.
everyone progress in their lives through education. We believe in every kind of
Explain your answer, using the source, the information given about its origin and your learning, for all kinds of people, wherever they are in the world. We’ve been
own knowledge about the historical context. involved in education for over 150 years, and by working across 70 countries, in
(Total for Question 2 = 20 marks) 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 2026
Question Paper P79048A
Publications Code 9HI0_37_2026_MS
All the material in this publication is
Pearson Education Ltd
2
*P79048A0232*
, General Marking Guidance
Indicate which question you are answering by marking a cross in the box . If you change your • All candidates must receive the same treatment. Examiners must
mind, put a line through the box and then indicate your new question with a cross . mark the first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
Chosen question number: Question 1 Question 2 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.
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• There is no ceiling on achievement. All marks on the mark scheme
should be used appropriately.
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• All the marks on the mark scheme are designed to be awarded.
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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
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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.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
*P79048A0332* Turn over
, How to award marks when level descriptions are used
1. Finding the right level
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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
s
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
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
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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
de
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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
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level, always follow that guidance.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Levels containing two marks only
ra
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
g
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . how far the answer meets the requirements of the level:
• If it meets the requirements fully, markers should be prepared to award full
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marks within the level. The top mark in the level is used for answers that are as
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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
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
st
• 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
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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.
be
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
*P79048A0432*
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 3 GCE
Thursday 11 June 2026
Morning (Time: 2 hours 15 minutes) Paper
reference 9HI0/37
Mark Scheme (Results)
History
Advanced
PAPER 3: Themes in breadth with aspects in depth
Option 37.1: The changing nature of warfare, 1859–1991: perception and
reality
Option 37.2: Germany, 1871–1990: united, divided and reunited
Summer 2026
You must have: Total Marks
Sources Booklet (enclosed)
Instructions
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
centre number and candidate number.
Pearson Edexcel Level 3 Advanced GCE in History
• prepared.
You must answer three questions on the option for which you have been
• There are three sections in this question paper. Answer one question from 9HI0/37
Section A, one question from Section B and one question from Section C.
• Answer the questions in the spaces provided
– there may be more space than you need.
Paper 3: Themes in breadth with aspects in depth
Information
•• The total mark for this paper is 60.
The marks for each question are shown in brackets
Option 37.1: The changing nature of warfare, 1859–1991:
– use this as a guide as to how much time to spend on each question. perception and reality
Advice Option 37.2: Germany, 1871–1990: united, divided and
•• Read each question carefully before you start to answer it.
Check your answers if you have time at the end.
reunited
Turn over
P79048APearson Education Ltd.
P:1/1/1/1
*P79048A0132*
, SECTION A Edexcel and BTEC Qualifications
Choose EITHER Question 1 OR Question 2 for which you have been prepared.
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You must start your answer on page 3.
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s
Option 37.1: The changing nature of warfare, 1859–1991: perception and reality largest awarding body. We provide a wide range of qualifications
including academic, vocational, occupational and specific
Study Source 1 in the Sources Booklet before you answer this question.
programmes for employers. For further information visit our
1 Assess the value of the source for revealing the qualities of Curtis LeMay as a qualifications websites at or .
commander and the objectives of the raid on Tokyo in March 1945.
Alternatively, you can get in touch with us using the details on our
Explain your answer, using the source, the information given about its origin and your contact us page at .
own knowledge about the historical context.
(Total for Question 1 = 20 marks)
Option 37.2: Germany, 1871–1990: united, divided and reunited
Study Source 2 in the Sources Booklet before you answer this question. Pearson: helping people progress, everywhere
2 Assess the value of the source for revealing the role of the army in Germany in 1918 Pearson aspires to be the world’s leading learning company. Our aim is to help
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Summer 2026
Question Paper P79048A
Publications Code 9HI0_37_2026_MS
All the material in this publication is
Pearson Education Ltd
2
*P79048A0232*
, General Marking Guidance
Indicate which question you are answering by marking a cross in the box . If you change your • All candidates must receive the same treatment. Examiners must
mind, put a line through the box and then indicate your new question with a cross . mark the first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be
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Chosen question number: Question 1 Question 2 rewarded for what they have shown they can do rather than penalised
for omissions.
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to their perception of where the grade boundaries may lie.
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• There is no ceiling on achievement. All marks on the mark scheme
should be used appropriately.
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• All the marks on the mark scheme are designed to be awarded.
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Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
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worthy of credit according to the mark scheme.
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principles by which marks will be awarded and exemplification may
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be limited.
• When examiners are in doubt regarding the application of the mark
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scheme to a candidate’s response, the team leader must be
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• Crossed out work should be marked UNLESS the candidate has
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3
*P79048A0332* Turn over
, How to award marks when level descriptions are used
1. Finding the right level
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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
s
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happens markers must use the guidance below and their professional judgement to
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For example, one stronger passage at L4 would not by itself merit a L4 mark, but it
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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
de
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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.
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After a level has been decided on, the next stage is to decide on the mark within the
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However, where a level has specific guidance about how to place an answer within a
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level, always follow that guidance.
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ra
Start with the presumption that the work will be at the top of the level. Move
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level.
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Levels containing three or more marks
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not restrict marks to the middle. Markers should start at the middle of the level (or
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mark up or down to find the best mark. To do this, they should take into account
g
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• If it meets the requirements fully, markers should be prepared to award full
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marks within the level. The top mark in the level is used for answers that are as
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good as can realistically be expected within that level
• If it only barely meets the requirements of the level, markers should consider
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used for answers that are the weakest that can be expected within that level
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st
• The middle marks of the level are used for answers that have a reasonable
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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
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met.
Indicative content
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Examiners are reminded that indicative content is provided as an illustration to markers
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of some of the material that may be offered by students. It does not show required
content and alternatives should be credited where valid.
be
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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4
*P79048A0432*
