Pearson Edexcel Mark Scheme (Results) Summer 2022 Pearson Edexcel GCSE In History (1HIA) Paper 1: Thematic study and historic environment (1HIA/10) Option 10: Crime and punishment in Britain, c1000– present and Whitechapel, c1870–c1900: crime, policing

Pearson Edexcel Mark Scheme (Results) Summer 2022 Pearson Edexcel GCSE In History (1HIA) Paper 1: Thematic study and historic environment (1HIA/10) Option 10: Crime and punishment in Britain, c1000– present and Whitechapel, c1870–c1900: crime, policing and the inner city Mark Scheme (Results) Summer 2022 Pearson Edexcel GCSE In History (1HIA) Paper 1: Thematic study and historic environment (1HIA/10) Option 10: Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city 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 2022 Question Paper P68664A Publications Code 1HIA_10_2022_MS All the material in this publication is copyright © Pearson Education Ltd 2022 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 ‘bestfit’ 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 uppermiddle 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. Whitechapel, c1870–c1900: crime, policing and the inner city Question 1 Describe two features of the work of H Division in the policing of Whitechapel. 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. • Police from H Division would walk a beat within Whitechapel (1). They would patrol the streets, hoping that their presence would prevent crime but would also deal with drunks, traffic, accidents, etc. (1). • 15 detectives from CID were assigned to H Division (1). Detectives would use investigative techniques to find out who had committed crimes (1). • Police from H Division were involved in trying to catch Jack the Ripper (1). Inspector Abberline was in charge of the investigation (1). Accept other appropriate features and supporting information. Question 2 (a) How useful are Sources A and B for an enquiry into workhouses in Whitechapel? 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 in the way it shows that workhouses offered some basic support for homeless poor. • It is useful because it provides details about the daily routine and the food provided in a workhouse and suggests that the workhouse routine was monotonous. • Source A provides useful insight into attitudes towards vagrants because it suggests that conditions in the casual ward were basic and punitive. 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: • Jack London was talking to someone who had experienced those conditions and London spent time with others who had a wider experience of these conditions. • London wrote a book about his experiences, suggesting he wanted to bring public attention to the harsh conditions. Knowledge of the historical context should be deployed to support inferences and/or to assess the usefulness of information. Relevant points may include: • Conditions in workhouses were deliberately severe to deter people from entering the workhouse, therefore reducing the costs to the parish. • All people entering a workhouse were expected to complete work; women often did cleaning, sewing and laundry work. 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 people in attitudes of despair, which suggests that entering the workhouse was a last resort. • Source B shows a queue of people waiting to be admitted, including whole families and some people in rags, while others seem better dressed; this suggests that a large number of people needed support and poverty impacted on all types. • The presence of a policeman, watching the queue, suggests that there was concern that crime and violence were linked to those who needed to enter a workhouse. 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 title of the drawing suggests it was intended to draw attention to the problems of the poor. • The drawing was used in a newspaper article about workhouses; this suggests that the illustration was being used to attract readers and that the topic was widely seen as important. Knowledge of the historical context should be deployed to support inferences and/or to assess the usefulness of information. Relevant points may include: • Families were separated when they entered the workhouse. • As well as casual wards, workhouses provided accommodation for the old and ill, who could not support themselves. Question 2 (b) How could you follow up Source A to find out more about workhouses in Whitechapel? In your answer, you must give the question you would ask and the type of source you could use. Target: Source analysis and use (the ability to frame historical questions). AO3: 4 marks. Marking instructions Award 1 mark for selecting a detail in Source A that could form the basis of a follow-up enquiry and 1 mark for an appropriate follow-up question. e.g. • Detail in Source A that I would follow up: ’I would be given bread and skilly.’ (1). • Question I would ask: Why was the food in a workhouse so basic? (1). (No mark for a question that is not linked to following up Source A, e.g. ‘because it would be an interesting question to ask’.) Award 1 mark for identification of an appropriate source to use in a follow-up enquiry and 1 mark for an answer that explains how the information it contains could help answer the chosen follow-up question. e.g. • What type of source I would look for: Workhouse financial accounts (1). • How this might help answer my question: It would show how much money was available to be spent on meals per inmate and explain why the food was so basic (1). Accept other appropriate alternatives. Crime and punishment in Britain, c1000–present Question 3 Explain one way in which attitudes towards the crime of poaching during the medieval period were similar to attitudes towards the crime of poaching the years c1700-c1900. Target: Analysis of second