Mark Scheme (Results)
Summer 2023
Pearson Edexcel GCE
In History (9HI0/37)
Advanced
Paper 3: Themes in breadth with aspects
in depth
Option 37.1:
... [Show More] The changing nature of
warfare, 1859-1991: perception and
reality
Option 37.2: Germany, 1871-1990:
united, divided and reunitedEdexcel and BTEC Qualifications
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Summer 2023
Question Paper Log Number P72268A
Publications Code 9HI0_37_2306_MS
All the material in this publication is copyright
© Pearson Education Ltd 2023General 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.Generic Level Descriptors: Section A
Target: AO2: Analyse and evaluate appropriate source material, primary and/or contemporary
to the period, within its historical context.
Level Mark Descriptor
0 No rewardable material.
1 1–3
• Demonstrates surface level comprehension of the source material
without analysis, selecting some material relevant to the question, but
in the form of direct quotations or paraphrases.
• Some relevant contextual knowledge is included, with limited linkage to
the source material.
• Evaluation of the source material is assertive with little or no supporting
evidence. Concepts of reliability or utility may be addressed, but by
making stereotypical judgements.
2 4–7
• Demonstrates some understanding and attempts analysis of the source
material by selecting and summarising information and making
undeveloped inferences relevant to the question.
• Contextual knowledge is added to information from the source material
to expand, confirm or challenge matters of detail.
• Evaluation of the source material is related to the specified enquiry but
with limited support for judgement. Concepts of reliability or utility are
addressed mainly by noting aspects of source provenance and
judgements may be based on questionable assumptions.
3 8–12
• Demonstrates understanding of the source material and shows some
analysis by selecting key points relevant to the question, explaining
their meaning and selecting material to support valid inferences
• Deploys knowledge of the historical context to explain or support
inferences as well as to expand, confirm or challenge matters of detail.
• Evaluation of the source material is related to the specified enquiry and
explanation of utility takes into account relevant considerations such as
nature or purpose of the source material or the position of the author.
Judgements are based on valid criteria but with limited justification.
4 13–16
• Analyses the source material, interrogating the evidence to make
reasoned inferences and to show a range of ways the material can be
used, for example by distinguishing between information and claim or
opinion, although treatment of the two enquiries may be uneven.
• Deploys knowledge of the historical context to illuminate and/or discuss
the limitations of what can be gained from the content of the source
material, displaying some understanding of the need to interpret source
material in the context of the values and concerns of the society from
which it is drawn.
• Evaluation of the source material uses valid criteria which are justified
and applied, although some of the evaluation may be weakly
substantiated. Evaluation takes into account the weight the evidence will
bear as part of coming to a judgement.
5 17–20
• Interrogates the evidence of the source in relation to both enquiries with
confidence and discrimination, making reasoned inferences and showing
a range of ways the material can be used, for example by distinguishing
between information and claim or opinion,
• Deploys knowledge of the historical context to illuminate and/or discuss
the limitations of what can be gained from the content of the source
material, displaying secure understanding of the need to interpret
source material in the context of the values and concerns of the society
from which it is drawn.
• Evaluation of the source material uses valid criteria which are justified
and fully applied. Evaluation takes into account the weight the evidence
will bear as part of coming to a judgement and, where appropriate,
distinguishes between the degree of certainty with which aspects of it
can be used as the basis for claims.Sections B and C
Target: AO1: Demonstrate, organise and communicate knowledge and understanding to
analyse and evaluate the key features related to the periods studied, making substantiated
judgements and exploring concepts, as relevant, of cause, consequence, change, continuity,
similarity, difference and significance.
Level Mark Descriptor
0 No rewardable material.
1 1–3 [Show Less]