Cambridge International AS & A Level: History 9489/23 October/November 2022

Cambridge International AS & A Level
HISTORY 9489/23
Paper 2 Outline Study October/November 2022
MARK SCHEME
Maximum Mark: 60
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
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considered the acceptability of alternative answers.
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Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
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9489/23 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© UCLES 2022 Page 2 of 24

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Part (a) Generic Levels of Response: Marks
Level 4 Connects factors to reach a reasoned conclusion 9–10

• Answers are well focused and explain a range of factors supported by
relevant information.
• Answers demonstrate a clear understanding of the connections
between causes.
• Answers reach a supported conclusion.
Level 3 Explains factor(s) 6–8

• Answers demonstrate good knowledge and understanding of the
demands of the question.
• Answers include explained factor(s) supported by relevant information.
Level 2 Describes factor(s) 3–5

• Answers show some knowledge and understanding of the demands of
the question. (They address causation).
• Answers are may be entirely descriptive in approach with description of
factor(s).
Level 1 Describes the topic/issue 1–2

• Answers contain some relevant material about the topic but are
descriptive in nature, making no reference to causation.
Level 0 No creditable content. 0

PUBLISHED 2022
Part (b) Generic Levels of Response: Marks
Level 5 Responses which develop a sustained judgement 17–20

• Answers are well focused and closely argued. (Answers show a
maintained and complete understanding of the question).
• Answers are supported by precisely selected evidence.
• Answers lead to a relevant conclusion/judgement which is developed
and supported.
Level 4 Responses which develop a balanced argument 13–16

• Answers show explicit understanding of the demands of the question.
• Answers develop a balanced argument supported by a good range of
appropriately selected evidence.
• Answers may begin to form a judgement in response to the question.
(At this level the judgement may be partial or not fully supported).
Level 3 Responses which begin to develop assessment 9–12

• Answers show a developed understanding of the demands of the
question.
• Answers provide some assessment, supported by relevant and
appropriately selected evidence. However, these answers are likely to
lack depth of evidence and/or balance.
Level 2 Responses which show some understanding of the question 5–8

• Answers show some understanding of the focus of the question.
• They are either entirely descriptive with few explicit links to the question
or they may contain some explicit comment with relevant but limited
support.
Level 1 Descriptive or partial responses 1–4

• Answers contain descriptive material about the topic which is only
loosely linked to the focus of the question. Alternatively, there may be
some explicit comment on the question which lacks support.
• Answers may be fragmentary and disjointed.
Level 0 No creditable content. 0

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Question Answer Marks
1(a) Explain why Napoleon’s coup of 1799 against the Directory was 10
successful.
Indicative content
• Napoleon was a successful general who had considerable appeal

amongst the army and the people of France. Therefore, the coup
seemed to offer a viable alternative
• Napoleon displayed excellent political skill. The timing of his return to
France meant that the news of the less than glorious outcome of his
Egyptian expedition did not precede his arrival. Thus, his reputation was
not tarnished and his appeal to the French people remained
• There was a lot of disillusionment with the Directory. For example, its
manipulation of the voting system in 1797 and 1799 seemed to show its
concern was maintaining power rather than governing France
• His brother, Lucien, just prior to the coup was elected President of the
Five Hundred and was able to persuade them to accept the coup
• The coup was well prepared. In the weeks before the coup the
conspirators bought the allegiance of the deputies. A large number of
the Ancients seemed to have had advance warning of the coup and
agreed to support it. No difficulties were raised about moving the
Councils to St. Cloud, which enabled the coup to take place
Accept any other valid responses.

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1(b) How far do you agree that the failure of the Estates General was 20
caused by Louis XVI?
Indicative content
Louis XVI failed to give a clear lead to the Estates General. For example,
the cahiers, a list of grievances sent to the Estates General to inform its
discussions, had had no input from the royal government. This meant that,
at times, the solutions they suggested were contradictory. Louis XVI’s
approach created disillusionment with the king, and, thereby, the whole
procedure of the Estates General. The voting bias of the Estates General,
which discriminated against the Third Estate, was not dealt with by Louis
XVI. This created an impasse, as the Third Estate began to discuss
separately the organisation of the legislature. The failure to reconcile the
three Estates by the king led to the creation of the National Assembly. Louis
XVI sought to restore the order of the Estates General by ordering the hall
where the National Assembly met to be closed and guarded by royal troops.
This reinforced the changes to the Estates General as the new National
Assembly swore not to disband until they had settled the constitution of
France (the Tennis Court Oath).
This argument can be challenged. The last calling of the Estates General
had been in 1614. This meant that there was no clear notion of how the
newly convened Estates General should proceed. This lack of clarity was
seen in the issue of voting – by Estate or by head? The cahiers seemed to
promise a way to deal with the issues facing the kingdom. Undoubtedly, this
raised expectations which the Estates General could never meet. The
problem faced by France in 1789 required a complete overhaul of the
Ancien Régime. Therefore, it is questionable just how effective such a
seemingly disregarded institution of the Ancien Régime could be in restoring
the system.

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2(a) Explain why the Industrial Revolution led to the development of the 10
middle classes.
Indicative content
• Employment opportunities led to an expansion in numbers and wealth,

as the Industrial Revolution created the growing need for industrialists,
investors, bankers, merchants, lawyers, engineers, and factory
managers
• Greater wealth meant the middle classes had better food and living
conditions. This led to fewer deaths and longer living. This meant the
population of the middle classes grew
• Increased wealth meant that they could afford greater educational
opportunities for their children – private education and attendance at
university. This further cemented their place in the professions,
business, and politics
• The Industrial Revolution enhanced the status of the middle classes.
Thus, Sir Robert Peel the son of a factory owner was a dominant figure
in national politics for over twenty years
• Increasing wealth led to pressure for political representation and the
result was The Great Reform Act of 1832 which gave much more
political influence to the Middle Class

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2(b) How far were governments opposed to the demands for change that 20
were caused by industrialisation?
Indicative content
A consequence of growing industrialisation was that workers began to

combine in an attempt to protect their interests. The Combination Acts of
1799 and 1800 made such combinations (unions) illegal and forbade
collective bargaining. Although repealed in 1824, governments still took a
firm stance against worker seeking to improve their conditions. In 1825,
following the outbreak of a series of strikes, a Combination Act was
introduced which imposed limits on workers’ right to strike. In March 1834,
the Tolpuddle Martyrs were transported for making an illegal oath when
joining a trade union. This was prompted by the government’s alarm at the
creation of the Grand National Consolidated Trade Union (GNCTU). The
government was determined to prevent the growth of trade unionism. It was
seen as a hindrance to the operation of free trade and could lead to
demands for political change by the lower classes. The demands of the
Chartists were opposed in Parliament, with heavy votes against the two
petitions presented in 1839 and 1842. In 1848, Parliament simply refused to
receive a third Chartist petition. Also, troops and the newly developing police
forces were employed to intimidate the Chartists.
However, the extent of opposition can be questioned. Governments were

more willing to accede to demands for change from the middle classes.
Thus, some political influence was granted to the middle classes through the
Reform Act of 1832 and the Municipal Corporations Act of 1835. It was felt
that this would detach the middle classes from the lower classes, and they
would not combine to present a more potent threat to the existing system.
The repeal of the Corn Laws in 1846 was a further reform which helped to
attach the middle classes to the existing order, as it reflected their
preferences and priorities. Governments were willing to act, albeit in a
limited way, on the working conditions of the lower classes, influenced by
Humanitarian and Utilitarian ideas. This led to Factory Acts in 1819, 1833,
and 1844, and the Mines Act of 1842. There was, also, a gradual
recognition that health issues needed to be addressed, as in the Public
Health Act of 1848.

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3(a) Explain why Austria was opposed to the development of German 10

nationalism.
Indicative content
• Nationalistic ideas which had accompanied Napoleon into Germany

were seen as an existential threat to the Austrian monarchy and its
empire. Thus, the Vienna settlement of 1815 restored Germany to a
series of independent and sovereign states
• The Austrian Chancellor, Metternich, had played an important role in
Napoleon’s defeat. He was a strong ideological conservative who was
determined that Austria should dominate the German states and
repress nationalist ideas
• The development of German nationalism might lead to the creation of a
unified German state, which would be stronger and more of a threat to
Austria than a collection of independent states
• German nationalism might lead to the end of the Austrian Empire –
German subjects of the Austrian Empire might seek to break away
• German nationalism could act as an inspiration to other national groups
– Hungarians, Italians, Czechs, Croats, and Serbs – and lead to their
demands for independence

PUBLISHED 2022
3(b) To what extent did liberals in the Prussian Landtag present a challenge 20
to Bismarck in the period 1862–66?
Indicative content
When Bismarck was made Minister President of Prussia in 1862, liberals in

the Landtag saw this as a direct challenge to them. He was regarded as a
conservative reactionary who was likely to overturn the Landtag and was
opposed to their aims. Therefore, liberal antagonism towards Bismarck was
present from the start. This challenge was significant as liberals presented a
formidable grouping in the Landtag. By 1862 they controlled 65% of the
seats, whilst the king’s supporters had only 11 deputies. In 1863 this liberal
control rose to 70% of seats. There had been a constitutional crisis since
1860 over the approval of the army budget because liberals feared the
budget and the accompanying army reforms would be used, as in 1848–49,
against the Prussian people and not any external threat. Bismarck was
made Minister President to end this crisis. He did this by saying
parliamentary support for the bill was unnecessary and collected taxes and
disbursed funds without any recourse to parliamentary authorisation. In May
1863, seeking to undo Bismarck’s policy towards the Polish rebellion against
Russia, a motion was passed in the Landtag which demanded, effectively,
the dismissal of Bismarck. Whilst the war of 1864 against Denmark had the
potential to end conflict with liberals in the Landtag, through its support of
German nationalism, it did present Bismarck with the challenge of avoiding
placing himself at the mercy of a national-liberal movement. There was
undoubted bitterness in Bismarck’s relations with liberals. In June 1865 he
challenged a leading liberal politician, Virchow, to a duel.
The extent of the challenge can be questioned. Bismarck was able to collect
taxes and reform the army as if the liberal challenge in the Landtag did not
exist. Over four years and two wars Bismarck directed Prussian affairs
without constitutionally approved budgets. He had judged, correctly, that his
opponents would not present the ultimate challenge – an appeal to force.
This was because they had no military force. The victories of 1864 and 1866
appealed to the nationalistic element amongst liberals. In September 1866
an Indemnity Bill, introduced by Bismarck to draw a line under the long-
running constitutional conflict, was passed with only seven votes against.
There were other challenges which faced Bismarck. He had to threaten
resignation in 1863 in order to prevent the king, William I, from meeting the
German princes at Frankfurt, following an overture from the Austrian
emperor who was seeking to assert Austrian influence by increasing the
power of the German Confederation. Had the king gone, Bismarck would
have had to resign and a second Olmütz would have occurred. Bismarck,
also, could present challenges to himself. His first major speech as Minister
President, ‘blood and iron’ (originally ‘iron and blood’) was regarded as
misjudged and threatening and led to the royal family questioning
Bismarck’s fitness to act as Minister President. Under the terms of the
constitution of Prussia the Minister President was responsible to the
monarch not the Landtag. Therefore, it could be argued that the royal
relationship was more significant for Bismarck.

PUBLISHED 2022
4(a) Explain why Kansas became a focus of sectional divisions in the mid- 10
1850s.
Indicative content
What became known as ‘bleeding Kansas’ was a series of ongoing

skirmishes (that some described as a mini-Civil War) that occurred in the
Kansas territories after the passing of the Kansas-Nebraska Act in 1854.
• The Kansas-Nebraska Act allowed people living in the territory to

decide for themselves on the issue of slavery – through what was
known as popular sovereignty. This law overturned the Missouri
Compromise under which Kansas was a ‘free’ state and so some
slavers hoped that they would be able to overturn that tradition
• Kansas becoming a slave state would have had a political impact as it
would have tied the votes in the Senate between slave and free states.
This issue was becoming increasingly important in the middle of the
1850s and so Kansas was seen almost as deciding the fate of
legislation
• Violence quickly became an issue in the territory as settlers from both
sides rushed there to establish communities which supported or
opposed slavery. As a result, two state capitals and two state
legislatures were established. One which supported slavery in
Lecompton and one which argued for a free state in Kansas City
• On 21 May 1856, 800 pro-slavery fighters attacked the settlement of
Lawrence where the free-soil governor lived. People fled as they burned
homes and businesses. But the violence was not one-sided – in
October 1856 John Brown and his men attacked slave owning families
in Pottawatomie Creek. Attacks like these brought the issue to national
attention

PUBLISHED 2022
4(b) ‘The Lincoln–Douglas debates were the main reason for Lincoln’s 20
victory in the 1860 presidential election’.
How far do you agree?
Indicative content
Possible discussions around the Lincoln Douglas debates:
The Lincoln–Douglas debates took place from August 21st to October 15th
across the state of Illinois. Lincoln and Douglas were both candidates for
election to the Senate seat which was to be decided that autumn. Lincoln
had challenged Douglas to a ‘war of ideas’ and Douglas was happy to
oblige. They held seven debates in the period which caught the attention of
the public across the nation.
• During the debates Douglas strongly advocated the policy of popular

sovereignty but Lincoln reminded him that this went against the recent
Dred Scott judgement that had stated that slavery continued in free
territories. In what became known as the Freeport Doctrine Douglas
replied that no law could overcome the opinion of citizens on slavery.
This was seen as a betrayal by many Southern Democrats
• Lincoln constantly returned to the idea that ‘A House Divided Could Not
Stand’ and argued that black Americans should be entitled to rights
under the Constitution. Although Lincoln did not win the Senate seat (it
was decided by a state electoral college) the debates set him up as the
focus of abolitionist thinking and action within the Northern United
States. By the time of the 1860 election the Republicans desperately
needed to win Illinois and other states in the region so Lincoln emerged
as the man who would symbolise the hard-working, self-made man of
the frontier in these states
Possible discussion of other factors in Lincoln’s electoral victory:
• Anti-slavery – The growth in abolitionist feeling in the Northern states

was clearly important to the political situation of the late 1850s. Many
had been radicalised by the horrors of Bleeding Kansas earlier in the
decade and supported extreme abolitionist positions. After John
Brown’s raid on Harper’s Ferry there were those in the North that
celebrated him as a martyr although many also condemned his actions.
Although abolitionists didn’t always agree with Lincoln most voted for
him
• Splits within the Democrat party – the Democrats met Charleston in
April 1860 to choose their candidate for the election in tumultuous
mood. Northern Democrats wanted to nominate Stephen Douglas
because they felt he had the best chance of beating Republicans in the
North. Douglas though was an enemy of many Southern Democrats
because of his championing of popular sovereignty in new territories.
Southern Democrats left the convention and later nominated the then
vice-president John C. Breckenridge. This split would prove fatal to
Democratic electoral hopes

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4(b) • Smaller parties – Another group of again politicians wanted slavery to

not be the central issue of the election and so formed the Constitutional
Unionist Party and nominated John Bell as their candidates. This further
split the vote in some areas and helped hand victory to Lincoln

PUBLISHED 2022
5(a) Explain why some leading businessmen of the late nineteenth century 10
were known as robber barons.
Indicative content
Well known industrialists of the era who were called robber barons included
Andrew Carnegie [steel], Jay Gould [railroads], J P Morgan [finance], J D
Rockefeller [oil] and Cornelius Vanderbilt [railroads], though there were
others. They were commonly known as robber barons because:
• There was a belief that they had gained their great wealth and power by
using methods which were illegal or immoral, e.g. bribery, share
dealings and manipulation, and were unjust
• The belief that these men and their methods were a major cause of the
growing inequalities of the Gilded Age, as they exploited the efforts of
the workers i.e. they were akin to the feudal overlords of the past in the
way that they treated and controlled ordinary workers
• The power of the image of robber barons was used by those keen to
criticise the very wealthy few, e.g. by liberal journalists and progressive
reformers

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5(b) How successful were attempts to limit the power of party bosses in 20
this period?
Indicative content
By 1890 virtually every sizable city had a political boss or was in the process
of developing one. The most notorious political boss of the age was Boss
Tweed of New York's Tammany Hall. For twelve years, Tweed ruled New
York. He gave generously to the poor and authorised the handouts of
Christmas turkeys and winter coal to prospective supporters. In the process
he fleeced the public out of millions of taxpayers’ money, which went into
the coffers of Tweed and his associates. They were difficult to deal with as
they retained the support of the poor people who vastly outnumbered the
rest.
Possible discussion around limiting the power of Party Bosses:
• Party bosses were not completely unaccountable as was seen with

Tweed above who went to jail for his actions and the foundation of a
professional civil service in the late 19th century went some way to
improving corruption in some cities. One example of progressive reform
was the rise of the city manager system, in which paid, professional
engineers ran the day-to-day affairs of city governments under
guidelines established by elected city councils
• Progressives repeatedly warned that illegal voting was corrupting the
political system. It especially identified big-city bosses, working with
saloon keepers and precinct workers, as the culprits in stuffing the
ballot box. The solution to purifying the vote included prohibition, voter
registration requirements and literacy tests
• Progressive journalists and politicians often started their careers by
campaigning against party bosses and this did go some way to limiting
their power. In the North, Progressives argued that the average citizen
should have more control over his government. The Oregon System of
‘Initiative, Referendum, and Recall’ was exported to many states
Possible discussion around lack of success:
• It was difficult to unpick the system – To the urban poor the boss ran a
kind of welfare state. For example, he helped the unemployed find jobs
and he provided free coal and baskets of food to tide a widow over an
emergency. Bosses often began as saloonkeepers, because the saloon
was a natural meeting place in poorer neighbourhoods in the days
before Prohibition. To maintain power, a boss had to keep his
constituents happy. Most political bosses appealed to the newest, most
desperate part of the growing population, the immigrants. Individuals
who were leaders in local neighbourhoods were sometimes rewarded
city jobs in return for the loyalty of their constituents

PUBLISHED 2022
5(b) • It is clear that the model of machine politics survived in many cities into
the twentieth century, despite efforts, local and national, to limit the
negative aspects of the spoils system, i.e. ‘jobs – and contracts – for the
boys’. Specifically, Tammany Hall remained a power in the life of New
York City way beyond the years of Boss tweed’s dominance. This
shows that it was difficult for reformers to make any real change

PUBLISHED 2022
6(a) Explain why Roosevelt faced legal challenges to the New Deal. 10
Indicative content
Legal challenges to the New Deal often came through right wing opposition
who believed that the New Deal pushed beyond the limits of the Constitution
and what the state should (or could) do. In challenging the New Deal, the
Supreme Court could start its own grievances but had to choose from the
cases put before it.
• The key cases include Schechter Poultry Corporation vs. United States
[1935], in which a unanimous Supreme Court made a judgement which
undermined the National Industrial Recovery Act of 1933, a crucial New
Deal reform, and US vs. Butler [1936], which negated the Agricultural
Adjustment Act.
• These judgements were made by a Supreme Court which contained a
group of ‘Four Horsemen’ [of the Apocalypse], all conservative, which a
swing judge would often support to ensure a majority in a court of nine
judges. The three liberal judges were known as the Three Musketeers.
During the Second New Deal opposition from legal challenges was
much less effective.

PUBLISHED 2022
6(b) ‘Unemployment was the most significant consequence of the Great 20

Depression.’ To what extent to you agree?
Indicative Content
Possible discussion of unemployment as the most significant consequence

of the Great Depression:
• As the effects of the Depression cascaded across the US economy,

millions of people lost their jobs. By 1930 there were 4.3 million
unemployed; by 1931, 8 million; and in 1932 the number had risen to
12 million. By early 1933, almost 13 million were out of work and the
unemployment rate stood at an astonishing 25 percent. Those who
managed to retain their jobs often took pay cuts of a third or more
Possible discussion of the other significant consequences of the

Depression:
• During the Depression, a third of the nation's banks failed. By 1933,

4000 banks had failed.11 As a result, depositors lost $140 billion. The
stock market lost 90% of its value between 1929 and 1932. It didn't
recover for 25 years. People lost all confidence in Wall Street markets.
Businesses, banks, and individual investors were wiped out. Even
people who hadn't invested lost money. Their banks invested the
money from their savings accounts
• Homelessness – In 1932 alone, 273 000 families were evicted from
their homes; many of these people went on to live in shanty towns that
became known as ‘Hoovervilles’. One of the biggest of these was in
Central Park in New York. By the winter of 1932 it was estimated that
1.2 million Americans were homeless
• Health – Peoples’ health suffered as a result of poverty and illnesses
such as rickets and skin diseases became more common. The suicide
rate increased considerably rising to 18.9 per 100 000 people in 1929
• Unrest – Demonstrations by the poor demanding increased relief often
resulted in fights with the police. In places like Harlem, the ‘sit-down
strike’ became part of the strategy during these relief demonstrations. A
Pittsburgh priest named Father James R. Cox attracted 60 000 people
to a protest rally; 12 000 of these followers later joined Cox in
Washington to protest in front of President Herbert Hoover. When 5000
war veterans demonstrated in Washington in the spring of 1932, Hoover
sent none other than General Douglas MacArthur and Major Dwight
Eisenhower to break up the rally

PUBLISHED 2022
7(a) Explain why economic pressures led to changes in US foreign policy 10

in the late nineteenth century.
Indicative content
‘Economic pressures’ covers the general growth of the economy and the
pressures it created and might include:
• Rapid expansion of the economy during the Gilded Age – search for
new markets.
• Closing of the frontier. With no further internal territorial expansion
possible the opportunity for developing internal trade and resources
were reduced.
• The Panics of 1893 and 1896.
• Involvement in Cuba was largely a response to US economic interests.
• Acquisition of remnants of the Spanish Empire in Central America and
The Pacific provided opportunities for economic expansion into new
fields.

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7(b) To what extent had Japan been transformed into a world power by 20
1905?
Indicative content
This offers the possibility of alternative interpretations of the international

achievements of Japan in the late nineteenth and early twentieth centuries
from which a balanced judgement should be possible. Answers may identify
a significant difference between potential and acceptance.
In support of the argument:
It might be suggested that as a result of the Meiji Restoration the country

had undergone a rapid industrial and military transformation that brought its
economy and armed forces up to the standard of the Western powers. This
was demonstrated in its gains from the First Sino-Japanese War (Treaty of
Shimonoseki) which also confirmed Japan as a more significant regional
power than China. In 1902 it signed its first major international treaty with a
western power – the Anglo-Japanese Treaty and it was also successful in
the Russo-Japanese War culminating in an international conference and the
Treaty of Portsmouth in which it made significant gains. The way they were
treated by western powers convinced the military elite in Japan that rather
than seeking economic advantage they should develop a more imperialistic
policy.
Against the argument:
The three western powers (Britain, France and Russia) were unhappy with
some of the provisions of the Treaty of Shimonoseki and staged the ‘triple
intervention’ in which they forced Japan to return the Liaodong peninsula to
China. Their treatment did not even rate Japan as a regional power. The
Treaty with Britain was a purely regional arrangement to help the British
deal with the threat of other powers, especially Russia, to their Asian empire
– it did not really constitute recognition of Japan as an equal power. Finally,
the defeat of Russia was seen largely as a sign of Russian weakness and
disorganisation rather than a success that placed Japan on equal terms with
the western powers.
Note: the question is about Japan in 1905 – comparison with Japan in 1918
is NOT a valid response.

PUBLISHED 2022
8(a) Explain why the United States was involved in European affairs in the 10
1920s.
Indicative content
Following the failure to ratify the Treaty of Versailles it seemed that the US
had returned to a strict isolationist policy under its Republican presidents of
the 1920s. The core argument of successful answers is likely to be based
around economic issues and self-interest.
• Washington Conference – 1921–22 US sought to place limitations on

European naval development in order to reduce risk of future naval race
and threat of war.
• The collapses of the German economy, as a result of the hyper-inflation
in 1923, threatened the whole economy of Europe and trade with the
US.
• The French occupation of the Ruhr because of no payment of
reparations threatened the international security of Europe.
• In a joint US/British initiative, banker Charles Dawes chaired an
international committee that drew up the Dawes Plan for US loans to
fund German Repayments. This satisfied the French who got their
payments and encouraged international growth which benefitted the US
economy.
• Kellogg-Briand Pact this idea was developed by US Secretary of State
Frank Kellogg partly as a response to the huge popularity of the
‘outlawry of war’ movement in the US. Sought to avoid war in Europe.
• Young Plan was meant to complete what had been started by the
Dawes Plan in settling a reduced figure for reparations payments and a
phased plan for their continuing payment.

PUBLISHED 2022
8(b) To what extent was German dissatisfaction with the Treaty of 20

Versailles resolved by international negotiations in the 1920s?
Indicative content
The question provides an opportunity to consider the basis of German

dissatisfaction and the extent to which this was eased by the international
agreements made in the decade following the war.
Dissatisfaction stemmed from four basic issues: the war guilt clause,
demilitarisation, loss of territory and reparations. Germany also faced
international isolation.
Negotiations which addressed some of these might include:

• Genoa Conference and Rapallo; the conference was organised by
Britain to try and resolve issues between France and Germany
particularly over reparations but collapsed without achieving anything
though it did result in Germany and Russia signing the Rapallo Pact
which ended Germany’s post war isolation.
• Dawes Plan was a result of the German hyperinflation and Franco
Belgian occupation of the Ruhr. It provided loans to Germany so that
they could make reparations payments, reform their currency and re-
build the economy, but it did not resolve the underlying problems.
• Locarno Pact improved relations with France and led to German
admission to the League of Nations in 1926 so ended international
isolation.
• Kellogg-Briand Pact was a general renunciation of war and theoretically
committed its signatories to eventual disarmament which might have
resolved the issue of German disarmament but in fact this never
happened so no solution.
• Young Plan was designed to complete the reform initiated by Dawes by
reducing the reparations sum and arranging a manageable repayments
system, but it never got off the ground because of the Wall Street Crash
and start of the Great Depression.
• So overall some progress but many issues remained unresolved and
played a major part in the rise of Nazism.

PUBLISHED 2022
9(a) Explain why German remilitarisation of the Rhineland was not resisted 10
by Britain and France.
Indicative content
Hitler’s forces were limited and a strong response could have stopped this
as the French had clearly superior forces at this stage.
• Remilitarisation would require full mobilisation of the French army and

France was not psychologically prepared for that.
• France suffered a severe economic crisis in 1935–36 and was not in a
position to respond.
• In Britain, many did not see it as a problem; ‘...just Germany walking
into its own backyard’.
• There were no protests against the move in Britain and several ‘peace
rallies’ demanding the issue be resolved without military force.
• Britain had only just begun its rearmament programme and was in no
position to act.
• Britain could not, in any case, act without France.

PUBLISHED 2022
9(b) ‘The main reason for the eventual failure of the League was its 20
members’ unwillingness to take decisive action against Japanese
aggression’. How far do you agree with this claim?
Indicative content
This essay provides an opportunity to compare the specific effects of the

failure in the Manchurian Crisis and later Sino-Japanese War, with the
importance of the long-term weaknesses of the League and to reach a
reasoned assessment of relative importance.
The Manchurian Crisis:
The Japanese used the Mukden railway incident as an excuse to seize

Manchuria and set up their own puppet government there. The League
responded by sending a commission to look into Japan’s actions and in
March 1933 ordered Japan to leave the area. The Japanese ignored them.
This showed that the League was unable to act against a determined
aggressor when that was one of the Great Powers. This encouraged Hitler
to leave the League in late 1933 on the pretext of the failure of the World
Disarmament Conference and begin his own aggressive re-armament and
expansion. Japan’s success encouraged Italy to follow suit with the invasion
of Abyssinia in 1935 when the League again failed and Italy left the League
in 1937. By the late 1930s no one was taking much notice of the League
and when the Japanese invaded China in 1937 there was little response.
Other factors:
On the other hand, the progressive failure of the League could simply be
attributed to its own systemic weaknesses which were simply highlighted by
the Japanese aggression. These include lack of support from the USA, lack
of any armed forces, the voting system that required consensus for any
decisions to be made and the fact the even when decisions were made e.g.
for economic sanctions, member states were prepared to ignore them if they
were not in their own national interest.

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© UCLES 2022 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2022 Page 2 of 24

Part (a) Generic Levels of Response: Marks

Level 4 Connects factors to reach a reasoned conclusion 9–10

Level 3 Explains factor(s) 6–8

Level 2 Describes factor(s) 3–5

Level 1 Describes the topic/issue 1–2

Level 0 No creditable content. 0

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Part (b) Generic Levels of Response: Marks

Level 5 Responses which develop a sustained judgement 17–20

Level 4 Responses which develop a balanced argument 13–16

Level 3 Responses which begin to develop assessment 9–12

Level 2 Responses which show some understanding of the question 5–8

Level 1 Descriptive or partial responses 1–4

Level 0 No creditable content. 0

© UCLES 2022 Page 4 of 24

Question Answer Marks

• Napoleon was a successful general who had considerable appeal

Accept any other valid responses.

© UCLES 2022 Page 5 of 24

Question Answer Marks

Accept any other valid responses.

© UCLES 2022 Page 6 of 24

Question Answer Marks

• Employment opportunities led to an expansion in numbers and wealth,

Accept any other valid responses.

© UCLES 2022 Page 7 of 24

Question Answer Marks

A consequence of growing industrialisation was that workers began to

However, the extent of opposition can be questioned. Governments were

Accept any other valid responses.

© UCLES 2022 Page 8 of 24

Question Answer Marks

3(a) Explain why Austria was opposed to the development of German 10

• Nationalistic ideas which had accompanied Napoleon into Germany

Accept any other valid responses.

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Question Answer Marks

When Bismarck was made Minister President of Prussia in 1862, liberals in

Accept any other valid responses.

© UCLES 2022 Page 10 of 24

Question Answer Marks

What became known as ‘bleeding Kansas’ was a series of ongoing

• The Kansas-Nebraska Act allowed people living in the territory to

Accept any other valid responses.

© UCLES 2022 Page 11 of 24

Question Answer Marks