Free Pearson Edexcel GCSE History (1HIA) Exam Questions and Answers
Pearson Edexcel GCSE History (1HIA) is Pearson Edexcel's GCSE History qualification, specification 1HIA, taken in England. The questions here come from Pearson Edexcel's published question papers from November 2021 to June 2022, with answers and marking guidance taken from Pearson Edexcel's own mark schemes. Written-answer questions let you work out your answer and then reveal what the mark scheme accepts; diagrams, graphs and source material appear with the questions that use them.
Candidates comparing Pearson Edexcel GCSE History (1HIA) exam dumps, ExamTopics and other practice tests use this page for the answers and explanations behind each question. Download the free PDF, then sit the timed exam simulation before booking with Pearson Edexcel.
Last updated: October 12, 2026
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Question #1
Describe two features of the work of H Division in the policing of Whitechapel.
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Correct answer: Any two valid features, each with supporting detail. E.g. (1) H Division officers walked a beat in Whitechapel, patrolling the streets to prevent crime and dealing with drunks, traffic, accidents etc. (2) 15 detectives from CID were assigned to H Division, using investigative techniques to find out who had committed crimes. (3) H Division officers were involved in trying to catch Jack the Ripper, with Inspector Abberline in charge of the investigation.
Explanation
1 mark for each valid feature identified, up to two features. 1 further mark for each feature for supporting information. Maximum 4 marks. Other appropriate features and supporting information are accepted.
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Question #2
Explain why there were changes in the use of prison as a punishment in the period c1900–present. You may use the following in your answer: • borstals • open prisons You must also use information of your own.
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Correct answer: Indicative content: changes in prison use were driven by shifting attitudes (rehabilitation over punishment), government policy and reforms, and practical pressures. Borstals (1908) separated young offenders from adults to reform them through education and training; they were later replaced by youth custody and detention centres. Open prisons (from 1930s, Leyhill and others) trusted low-risk prisoners, aiming at rehabilitation and easing overcrowding. Own knowledge could include: Gladstone/Prevention of Crime Act 1908, Criminal Justice Acts, abolition of the death penalty (1965) increasing life imprisonment, alternatives such as community service and probation, overcrowding and cost, high-security prisons after escapes (Mountbatten report 1966), and ideas of punishment vs reform.
Explanation
Level-based, 12 marks (AO2 causation/change 6, AO1 knowledge 6). Level 1 (1–3): simple or generalised answer, limited knowledge. Level 2 (4–6): some explanation with limited analysis, line of reasoning not sustained; maximum 5 if only the stimulus points are used. Level 3 (7–9): some analysis mainly directed at why change happened, generally sustained reasoning, good knowledge; maximum 8 if only the stimulus points are used. Level 4 (10–12): analytical, coherent, sustained and logically structured explanation of why changes occurred, with wide-ranging, precisely selected knowledge; requires information beyond the stimulus points (borstals, open prisons).
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Question #3
‘The idea of retribution was the main factor affecting methods of punishment during the medieval period.’ How far do you agree? Explain your answer. You may use the following in your answer: • Wergild • the stocks You must also use information of your own.
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Correct answer: Indicative content: Agree – retribution (punishment as payback) drove many medieval punishments, e.g. the stocks (public humiliation), mutilation, corporal and capital punishment under the Normans. Disagree/other factors – Wergild (Anglo-Saxon compensation based on a person's status) was about compensation and keeping the peace; deterrence (public punishments as examples), the power and control of the Church (benefit of clergy, sanctuary) and the Crown (King's Peace), and the importance of social status and community. Own knowledge is needed, with a judgement on how far retribution was the main factor.
Explanation
Level-based, 16 marks (AO2 10, AO1 6). Level 1 (1–4): simple answer, judgement missing or asserted. Level 2 (5–8): limited analysis, judgement asserted or insecure; maximum 7 if only the stimulus points are used. Level 3 (9–12): some analysis mainly directed at the question, judgement with some justification but criteria implicit or not validly applied; maximum 11 if only the stimulus points are used. Level 4 (13–16): analytical, coherent, sustained explanation, wide-ranging precise knowledge, criteria for the judgement justified and applied to reach an overall judgement; requires information beyond the stimulus points (Wergild, the stocks).
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Question #4
‘In the years c1600–c1900, the use of transportation had a greater impact on crime than the impact of the Bloody Code did.’ How far do you agree? Explain your answer. You may use the following in your answer: • Australia • public execution You must also use information of your own.
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Correct answer: Indicative content: Transportation (to America from 1718, then Australia from 1788, ended 1868) removed offenders from Britain, was a deterrent and an alternative to execution, but crime did not clearly fall and fear of it was limited; it also helped relieve overcrowded gaols. The Bloody Code (over 200 capital offences by 1800) aimed to deter through public execution, but many were pardoned, juries were reluctant to convict, and crime did not decline; its use was reduced in the 1820s–30s. Own knowledge is needed, with a judgement on which had greater impact on crime.
Explanation
Level-based, 16 marks (AO2 10, AO1 6). Level 1 (1–4): simple answer, judgement missing or asserted. Level 2 (5–8): limited analysis, judgement asserted or insecure; maximum 7 if only the stimulus points are used. Level 3 (9–12): some analysis mainly directed at the question, judgement with some justification but criteria implicit or not validly applied; maximum 11 if only the stimulus points are used. Level 4 (13–16): analytical, coherent, sustained explanation of significance/consequence, wide-ranging precise knowledge, criteria for the judgement justified and applied to reach an overall judgement; requires information beyond the stimulus points (Australia, public execution).
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Question #5
Describe two features of the underground hospital at Arras.
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Correct answer: Any two valid features, each with supporting detail. E.g. (1) Existing caves and tunnels were extended; the hospital was created in preparation for casualties expected after the attack on the German lines in 1917. (2) It was well equipped, with water, electricity, capacity for 700 patients, operating theatres and a mortuary. (3) It was close to the front line at Arras in 1917, so the wounded could be treated quickly, giving them a better chance of survival.
Explanation
1 mark for each valid feature identified, up to two features. The second mark for each feature is for supporting information. Accept other appropriate features and supporting information. Maximum 4 marks.
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Question #6
Explain why attitudes towards surgery changed in the period c1800–present. You may use the following in your answer: • anaesthetics • high-tech surgery You must also use information of your own.
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Correct answer: Levelled response (12 marks: 6 for explaining causation/change, 6 for knowledge). Indicative content: Anaesthetics (ether, chloroform from 1840s) reduced pain and made surgery more acceptable, though early attitudes were mixed because of risks and religious objections. Other reasons include antiseptics and asepsis (Lister's carbolic acid, aseptic surgery) which cut infection and deaths. Blood transfusions and the discovery of blood groups made operations safer. War and the work of surgeons such as Gillies on plastic surgery, and the use of X-rays, changed views. High-tech surgery (keyhole surgery, robotics, lasers, transplants, the NHS) made surgery more precise, less invasive and more trusted. Other points include better training and the role of science and technology.
Explanation
Level 1 (1–3): simple or generalised answer with limited knowledge. Level 2 (4–6): an explanation with limited analysis and some accurate information, but the line of reasoning is not sustained. Maximum 5 marks if the answer stays within the stimulus points. Level 3 (7–9): explanation with some analysis, mainly directed at why attitudes changed, with a generally sustained line of reasoning and good knowledge. Maximum 8 marks if the answer stays within the stimulus points. Level 4 (10–12): analytical explanation directed consistently at the question, with a coherent, logically structured line of reasoning and precisely selected, wide-ranging knowledge. Level 4 is not available unless the answer goes beyond the stimulus points (anaesthetics, high-tech surgery). Award 0 for no rewardable material.
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Question #7
‘In the years c1250–c1500, the physician was the most important person providing care and treatment.’ How far do you agree? Explain your answer. You may use the following in your answer: • medical training • herbal remedies You must also use information of your own.
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Correct answer: Levelled response (16 marks: 10 for analysis and judgement, 6 for knowledge). A good answer weighs the physician against other care providers, then reaches a justified judgement. For the physician: university-trained, held high status, used the theory of the four humours, urine charts and astrology, and served the wealthy. Against: most people relied on others. Apothecaries and herbal remedies were used by ordinary people. Barber-surgeons and surgeons did operations, bloodletting and tooth pulling. Women and family members gave care, as did wise women and midwives. Monasteries and hospitals cared for the sick, and the Church and prayer were also used. Physicians were costly and few, so for most people they were not the most important.
Explanation
Level 1 (1–4): simple or generalised answer, limited knowledge, judgement missing or asserted. Level 2 (5–8): limited analysis, some accurate knowledge, judgement given but its justification is asserted or insecure. Maximum 7 marks if the answer stays within the stimulus points (medical training, herbal remedies). Level 3 (9–12): some analysis mainly directed at the question, good knowledge, judgement with some justification but some criteria left implicit or not validly applied. Maximum 11 marks if the answer stays within the stimulus points. Level 4 (13–16): analytical explanation directed consistently at the question, precisely selected and wide-ranging knowledge, and criteria for the judgement justified and applied in reaching an overall judgement. Level 4 is not available unless the answer goes beyond the stimulus points.
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Question #8
‘In the years c1800–present, the work of Pasteur was the most significant development in understanding the causes of illness.’ How far do you agree? Explain your answer. You may use the following in your answer: • Germ Theory • DNA You must also use information of your own.
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Correct answer: Levelled response (16 marks: 10 for analysis and judgement, 6 for knowledge). A good answer weighs Pasteur's work against other developments and reaches a justified judgement. For Pasteur: Germ Theory (1861) showed that microbes cause disease and disproved spontaneous generation. This led to Koch's identification of specific bacteria and to vaccines. Other developments to weigh: Koch's work on bacteria such as anthrax, TB and cholera; the discovery of DNA (Crick and Watson, 1953) and the understanding of genetic causes; and lifestyle causes such as the link between smoking and lung cancer. Further points include the Human Genome Project and X-ray technology. Compare how significant each was for changing understanding.
Explanation
Level 1 (1–4): simple or generalised answer, limited knowledge, judgement missing or asserted. Level 2 (5–8): limited analysis, some accurate knowledge, judgement given but its justification is asserted or insecure. Maximum 7 marks if the answer stays within the stimulus points (Germ Theory, DNA). Level 3 (9–12): some analysis mainly directed at the question, good knowledge, judgement with some justification but some criteria left implicit or not validly applied. Maximum 11 marks if the answer stays within the stimulus points. Level 4 (13–16): analytical explanation directed consistently at the question, precisely selected and wide-ranging knowledge, and criteria for the judgement justified and applied in reaching an overall judgement. Level 4 is not available unless the answer goes beyond the stimulus points.
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Question #9
Describe two features of the dressing stations where injured soldiers might be taken to receive treatment.
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Correct answer: Any two valid features, each with supporting detail, e.g. (1) Dressing stations were a short distance behind the trenches, often in abandoned buildings or tents. (2) Staff treated minor injuries so soldiers could return to fighting quickly; severe cases were passed further down the evacuation chain to better facilities. (3) Staffed by medical officers, male medical orderlies and stretcher bearers; after 1915 some also had nurses.
Explanation
Award 1 mark for each valid feature identified (maximum two features) and a second mark for each feature for supporting information. Total 4 marks. Other appropriate features and supporting information are accepted.
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Question #10
Explain why there were changes in the prevention of illness in the years c1700–c1900. You may use the following in your answer: • Edward Jenner • Public Health Act 1875 You must also use information of your own.
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Correct answer: Open-ended explanation question (12 marks). Indicative content: Edward Jenner developed the smallpox vaccination (1796) after observing cowpox and milkmaids, a breakthrough in prevention, leading to government support (Vaccination Act 1840 free vaccination, 1853 compulsory). Public Health Act 1875 forced local authorities to provide clean water, sewers, drainage, and to appoint medical officers of health, prompted by cholera epidemics, Chadwick's 1842 report, Snow's findings, and the Great Stink 1858. Own knowledge: Pasteur's germ theory (1861) and Koch's work identified microbes, leading to vaccines (anthrax, rabies, diphtheria); role of government, changing attitudes (from laissez-faire to intervention), the extended vote giving working men more political weight, war/science/technology, individuals like Chadwick, Snow, Bazalgette, and the Public Health Act 1848.
Explanation
Level-marked, 12 marks (6 for analysis, 6 for knowledge). Level 1 (1–3): simple or generalised answer, limited knowledge. Level 2 (4–6): some explanation with limited analysis, unsustained links to why change happened; maximum 5 if only the stimulus points are used. Level 3 (7–9): some analysis mainly directed at causation, a generally sustained line of reasoning, good knowledge; maximum 8 if only the stimulus points are used. Level 4 (10–12): consistently analytical, coherent, logically structured explanation of causes of change with precisely selected, wide-ranging knowledge. Level 4 is not available if the answer stays within the stimulus points, so own information is needed.
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