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
Mark Scheme (Results)
Morning (Time: 2 hours 15 minutes) Paper
reference 9HI0/39
History
Advanced
PAPER 3: Themes in breadth with aspects in depth
Option 39.1: Civil rights and race relations in the USA, 1850–2009 Summer 2026
Option 39.2: Mass media and social change in Britain, 1882–2004
You must have: Total Marks
Sources Booklet (enclosed)
Instructions Pearson Edexcel Level 3 Advanced GCE in History
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
9HI0/39
centre number and candidate number.
• prepared.
You must answer three questions on the option for which you have been
Paper 3: Themes in breadth with aspects in depth
• There are three sections in this question paper. Answer one question from
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.
Option 39.1: Civil rights and race relations in the USA,
1850–2009
Information
•• The total mark for this paper is 60.
The marks for each question are shown in brackets
Option 39.2: Mass media and social change in Britain,
– use this as a guide as to how much time to spend on each question. 1882–2004
Advice
•• Read each question carefully before you start to answer it.
Check your answers if you have time at the end.
Turn over
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, Edexcel and BTEC Qualifications
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Choose EITHER Question 1 OR Question 2 for which you have been prepared. Edexcel and BTEC qualifications are awarded by Pearson, the UK’s
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including academic, vocational, occupational and specific
Option 39.1: Civil rights and race relations in the USA, 1850–2009
programmes for employers. For further information visit our
Study Source 1 in the Sources Booklet before you answer this question. qualifications websites at or .
1 Assess the value of the source for revealing the attitudes of Southern white Alternatively, you can get in touch with us using the details on our
Americans towards black Americans in the 1890s and the reasons for tensions contact us page at .
between races.
Explain your answer, using the source, the information given about its origin and your
own knowledge about the historical context.
(Total for Question 1 = 20 marks)
Option 39.2: Mass media and social change in Britain, 1882–2004
Study Source 2 in the Sources Booklet before you answer this question.
2 Assess the value of the source for revealing the role of the BBC in providing popular Pearson: helping people progress, everywhere
light entertainment during the Second World War and the mood that the BBC sought
to create among its listeners. Pearson aspires to be the world’s leading learning company. Our aim is to help
Explain your answer, using the source, the information given about its origin and your everyone progress in their lives through education. We believe in every kind of
own knowledge about the historical context. 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
(Total for Question 2 = 20 marks)
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Summer 2026
Question Paper Log Number P79052A
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Pearson Education Ltd
2
*P79052A0232*
, General Marking Guidance
Indicate which question you are answering by marking a cross in the box . If you change your
mind, put a line through the box and then indicate your new question with a cross . • All candidates must receive the same treatment. Examiners must mark
the first candidate in exactly the same way as they mark the last.
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Chosen question number: Question 1 Question 2 • Mark schemes should be applied positively. Candidates must be
rewarded for what they have shown they can do rather than penalised
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• 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
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should be used appropriately.
• 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
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principles by which marks will be awarded and exemplification may be
limited.
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• 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
consulted.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
*P79052A0332* 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
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a ‘best-fit’ approach, deciding which level most closely describes the quality of the
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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.
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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
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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
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characteristics of L3 and some of L1 might be placed in L2.
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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.
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However, where a level has specific guidance about how to place an answer within a
level, always follow that guidance.
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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
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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
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• 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
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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.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
*P79052A0432*
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 3 GCE
Thursday 11 June 2026
Mark Scheme (Results)
Morning (Time: 2 hours 15 minutes) Paper
reference 9HI0/39
History
Advanced
PAPER 3: Themes in breadth with aspects in depth
Option 39.1: Civil rights and race relations in the USA, 1850–2009 Summer 2026
Option 39.2: Mass media and social change in Britain, 1882–2004
You must have: Total Marks
Sources Booklet (enclosed)
Instructions Pearson Edexcel Level 3 Advanced GCE in History
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
9HI0/39
centre number and candidate number.
• prepared.
You must answer three questions on the option for which you have been
Paper 3: Themes in breadth with aspects in depth
• There are three sections in this question paper. Answer one question from
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.
Option 39.1: Civil rights and race relations in the USA,
1850–2009
Information
•• The total mark for this paper is 60.
The marks for each question are shown in brackets
Option 39.2: Mass media and social change in Britain,
– use this as a guide as to how much time to spend on each question. 1882–2004
Advice
•• Read each question carefully before you start to answer it.
Check your answers if you have time at the end.
Turn over
P79052APearson Education Ltd.
P:1/1/1/1
*P79052A0132*
, Edexcel and BTEC Qualifications
SECTION A
Choose EITHER Question 1 OR Question 2 for which you have been prepared. Edexcel and BTEC qualifications are awarded by Pearson, the UK’s
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Option 39.1: Civil rights and race relations in the USA, 1850–2009
programmes for employers. For further information visit our
Study Source 1 in the Sources Booklet before you answer this question. qualifications websites at or .
1 Assess the value of the source for revealing the attitudes of Southern white Alternatively, you can get in touch with us using the details on our
Americans towards black Americans in the 1890s and the reasons for tensions contact us page at .
between races.
Explain your answer, using the source, the information given about its origin and your
own knowledge about the historical context.
(Total for Question 1 = 20 marks)
Option 39.2: Mass media and social change in Britain, 1882–2004
Study Source 2 in the Sources Booklet before you answer this question.
2 Assess the value of the source for revealing the role of the BBC in providing popular Pearson: helping people progress, everywhere
light entertainment during the Second World War and the mood that the BBC sought
to create among its listeners. Pearson aspires to be the world’s leading learning company. Our aim is to help
Explain your answer, using the source, the information given about its origin and your everyone progress in their lives through education. We believe in every kind of
own knowledge about the historical context. 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
(Total for Question 2 = 20 marks)
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Summer 2026
Question Paper Log Number P79052A
Publication Code 9HI0_39_2026_MS
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Pearson Education Ltd
2
*P79052A0232*
, General Marking Guidance
Indicate which question you are answering by marking a cross in the box . If you change your
mind, put a line through the box and then indicate your new question with a cross . • All candidates must receive the same treatment. Examiners must mark
the first candidate in exactly the same way as they mark the last.
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Chosen question number: Question 1 Question 2 • Mark schemes should be applied positively. Candidates must be
rewarded for what they have shown they can do rather than penalised
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• Examiners should mark according to the mark scheme not according
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• There is no ceiling on achievement. All marks on the mark scheme
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should be used appropriately.
• 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
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award zero marks if the candidate’s response is not worthy of credit
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• Where some judgement is required, mark schemes will provide the
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principles by which marks will be awarded and exemplification may be
limited.
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• 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
consulted.
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replaced it with an alternative response.
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*P79052A0332* 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
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a ‘best-fit’ approach, deciding which level most closely describes the quality of the
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answer. Answers can display characteristics from more than one level, and where this
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decide which level is most appropriate.
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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
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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
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characteristics of L3 and some of L1 might be placed in L2.
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2. Finding a mark within a level
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level. The instructions below tell you how to reward responses within a level.
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However, where a level has specific guidance about how to place an answer within a
level, always follow that guidance.
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Levels containing two marks only
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down to the lower mark if the work only just meets the requirements of the 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
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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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for answers that are the weakest that can be expected within that level
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• The middle marks of the level are used for answers that have a reasonable match
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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.
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Indicative content
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
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content and alternatives should be credited where valid.
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