Exam Overview

This is a Pearson Edexcel GCSE (9-1) History Paper 1 covering crime and punishment in Britain from c1000 to the present, plus a specific study of Whitechapel during 1870-1900. The exam lasts 1 hour 15 minutes and is worth 48 marks total.

The paper is divided into two sections. Section A focuses on Whitechapel and requires you to answer Questions 1 and 2. Section B covers the broader history of crime and punishment, where you'll answer Questions 3 and 4, plus either Question 5 OR Question 6.

Top Tip: Pay close attention to the mark allocations shown in brackets - they tell you how much time to spend on each question and how detailed your answer should be!

When writing your answers, use black ink or ballpoint pen and make sure to fill in your personal details at the top of the page.

Section A: Whitechapel Questions

The first question asks you to describe two features of H Division's work in policing Whitechapel. This is a straightforward 4-mark question requiring specific knowledge about H Division's policing methods.

For each feature, you need to:

• Clearly identify a distinct aspect of H Division's work
• Provide specific details about how they operated
• Show understanding of their role in maintaining law and order in Whitechapel

This question tests your factual knowledge of local policing in Victorian London's East End. The answer space is limited, suggesting brief, focused responses are expected.

Remember: H Division was the Metropolitan Police division responsible for Whitechapel during the late Victorian period. Think about their daily duties, challenges, and methods!

Source Analysis on Workhouses

Question 2 requires you to analyse historical sources about workhouses in Whitechapel. You'll need to evaluate how useful Sources A and B are for researching workhouses, explaining your reasoning using evidence from the sources and your contextual knowledge.

This 8-mark question tests your ability to:

• Assess the content of each source (what information it provides)
• Consider the provenance (origin) of each source
• Apply your contextual knowledge to judge reliability and utility
• Compare what the sources reveal about workhouse conditions

When answering, make sure you address both sources separately before drawing conclusions about their combined usefulness. Focus on what they tell us about the harsh realities of workhouse life in Victorian Whitechapel.

Exam Technique: Always consider who created the sources, when, and for what purpose - this affects how trustworthy they are as historical evidence!

Answer Space

This page contains only answer space for the previous question. Remember to use all available space if needed to fully develop your analysis of the sources.

When evaluating historical sources, structure is important. Consider organizing your answer with clear paragraphs addressing:

• Source A's usefulness and limitations
• Source B's usefulness and limitations
• A brief conclusion about their overall utility for studying workhouses

Using specific references to details from the sources will strengthen your analysis and show the examiner you're engaging directly with the evidence provided.

Source Follow-Up Question

Question 2(b) asks how you would follow up Source A to learn more about workhouses in Whitechapel. This 4-mark question tests your historical enquiry skills.

You need to complete a table with four elements:

1. Select a specific detail from Source A that you'd want to investigate further
2. Formulate a research question related to that detail
3. Identify a type of source that could help answer your question
4. Explain how this source might help answer your question

This question assesses your ability to think like a historian by developing logical research pathways. Choose something meaningful from Source A (perhaps about daily routines or working conditions) that would benefit from further investigation.

Boost Your Answer: Think beyond basic sources! Consider workhouse admission records, medical reports, newspaper investigations, or personal accounts from former inmates.

Crime Comparison Question

Question 3 (4 marks) asks you to explain one similarity between medieval attitudes to poaching and attitudes during c1700-1900. This tests your understanding of continuity across different time periods.

To answer effectively, you need to:

• Identify a specific attitude towards poaching that remained similar
• Explain this attitude during the medieval period with concrete examples
• Show how this attitude continued in the c1700-1900 period with examples
• Explain the reason for this similarity across time periods

Good answers might discuss how poaching was viewed in relation to property rights, class divisions, or subsistence needs. The question requires precision in identifying a genuine similarity rather than surface-level comparisons.

Quick Tip: Remember that poaching laws were often about protecting the privileges of landowners - did this motivation change or stay the same over time?

Changes in Prison Use

Question 4 (12 marks) asks you to explain why prison use changed from c1900 to the present. You must use the provided examples of borstals and open prisons, plus add your own knowledge.

This requires explaining multiple factors driving changes in prison systems. Consider:

• How borstals represented changing attitudes toward young offenders
• The development of open prisons as part of rehabilitation approaches
• Other significant changes like the abolition of hard labour or introduction of probation
• The shifting purposes of imprisonment (punishment vs rehabilitation)

Your answer should include several well-developed paragraphs, each explaining a different reason for change. Link each change to broader social, political and criminal justice developments.

Structure Guide: Start with a brief introduction outlining key changes, then develop 3-4 paragraphs each focused on a different factor driving change, before briefly concluding.

Answer Space

This page provides continuation space for your answer to Question 4 about changes in prison use.

When explaining historical changes, try to include:

• Specific examples of prison reforms and new approaches
• Named individuals who influenced prison development
• Dates of key legislation or policy changes
• Connections to wider social attitudes and beliefs

Remember to develop each point fully with specific historical evidence rather than general statements. Your answer should demonstrate both breadth (covering the whole time period) and depth (detailed examples).

Additional Answer Space

This page provides final space for completing your answer about changes in prison use.

Make sure you've covered all key aspects of prison reform since 1900, including:

• Changes in how different types of offenders were treated
• Developments in prison conditions and regimes
• Shifts between punishment and rehabilitation focus
• Recent trends in prison management

Your conclusion should bring together the various factors you've discussed and perhaps identify which you consider most significant in driving change.

Essay Options

For the final 16-mark question, you must choose EITHER Question 5 OR Question 6.

Question 5 asks whether retribution was the main factor affecting medieval punishment methods. You must use the provided examples (Wergild and the stocks) plus your own knowledge.

Question 6 asks you to compare the impact of transportation versus the Bloody Code on crime during c1600-1900. You must use the examples (Australia and public execution) plus your own knowledge.

Both questions test your ability to:

• Make a sustained judgement about historical significance
• Support arguments with precise historical evidence
• Consider alternative viewpoints or factors
• Structure an analytical essay with clear paragraphs

Choose the question where you feel most confident with the material. The essay should present a balanced argument before reaching a clear conclusion.

Essay Planning: Quickly sketch out 3-4 key points for each side of the argument before you start writing!