Cambridge International AS & A Level: History 9489/22 February/March 2022

Cambridge International AS & A Level
HISTORY 9489/22
Paper 2 Outline Study February/March 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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Teachers.
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Cambridge International is publishing the mark schemes for the February/March 2022 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
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This document consists of 19 printed pages.
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9489/22 Cambridge International AS & A Level – Mark Scheme February/March 2022
PUBLISHED
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 19

PUBLISHED
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
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

PUBLISHED
Question Answer Marks
1(a) Explain why Necker resigned in 1781. 10
Indicative content
• Necker’s publication of the first ever public balance sheet of the French
monarchy’s finances (Le Compte Rendu au Roi) provoked controversy at
court and undermined his position in government.
• Conservatives at the court, such as the Comte de Vergennes (Foreign
Minister), were appalled at the publication. They believed that the king’s
subjects had neither the need nor the right to know the state of the
kingdom’s finances. Such public airing of government issues was fine for
a country such as Britain, but it was not the French way.
• Critics of Necker claimed that revenue (annual surplus of 12m livres,
based on 264m livres revenue set against 252m livres expenses) was
over-estimated and expenses such as the cost of war in America were
omitted. Necker was deliberately misleading the king and the country.
• It was claimed that the aim was not to provide a true account of the
kingdom’s accounts but to bolster Necker’s own position against his rivals
at court, who questioned how long loans alone could sustain finances.
His request, following publication, to be admitted to the king’s innermost
council, despite being Swiss and a Protestant, seemed to show he was
interested only in his advancement. On the advice of Maurepas and de
Vergennes, who both threatened to resign if their advice was ignored,
Louis XVI refused Necker’s request. Necker resigned
Accept any other valid responses.

PUBLISHED
1(b) How firmly did Napoleon establish his control over France as First 20
Consul, 1799–1804?
Indicative content
Arguments to show he had established firm control could take the following
form. Napoleon’s authority was established from the outset by the constitution
of 1799, and as First Consul he overshadowed the other two Consuls. They
were granted the right, only, to express an opinion (voix consultative), whilst
Napoleon’s decision, in all matters, was final. In December 1800 he narrowly
escaped assassination. This showed the potential fragility of the regime.
Therefore, in 1802 Napoleon was offered the Consulship for life with the right
to nominate his successor. His power was established further by his ability to
appoint ministers and lesser officials. The Tribunate and Legislature were
representative bodies, but they were controlled by Napoleon. In 1802, for
example, the Tribunate was reduced from 100 to 50 members after criticising
the Civil Code. The Legislature never rejected government bills after 1802.
With regard to the Civil Code, Napoleon drew up its agenda and regularly
attended sessions that approved it, making his views clear throughout.
However, the extent of this control can be questioned. That an attempt was
made on his life in and the year 1804 saw a series of royalist plots and
counter-plots (The Duc d’ Enghieu, a member of the Bourbon family, allegedly
sought to supplant Napoleon by murdering him and his family, and taking over
the government) suggests that not all were willing to accept Napoleon’s
authority. Moreover, his appeal to the Corsican law of the vendetta to justify
the abduction and execution of d’Enghieu seems to suggest desperation
rather than authoritative control. The sense of insecurity can be seen, also, in
the use of censorship. In January 1800, the number of political journals in
Paris were reduced from 73 to 13. The production of new ones was forbidden
and by the end of 1800 only nine remained. Their editors had to rely on
military bulletins or articled published in ‘Le Moniteur’, the official government
journal.
Candidates might offer a definition of ‘firmly’ and use this to organise their
response. This is perfectly acceptable.

PUBLISHED
2(a) Explain why Chartism emerged in 1838. 10
Indicative content
• The Industrial Revolution had resulted in profound changes to working

and living conditions for the lower classes. To get improvements in these
conditions the lower classes needed to have Parliament take up their
cause. They had to influence the political process.
• The Great Reform Act of 1832 seemed to offer hope to the lower classes
as it showed what a well organised campaign (demonstrations, meetings,
pamphlets, and newspapers), with the support of large numbers, could
achieve. However, the reformed Parliament acted no differently to
previous Parliaments and so the concerns of the lower classes were
ignored.
• Trade Unionism did not offer a solution because the government, be it
Whig or Tory, saw unions as threat to the social order, and acted harshly,
e.g. the Tolpuddle Martyrs (1834). Also, membership of unions was low,
the Grand National Consolidated Trade Union (GNCTU) only had 16000
members and during a decline in trade (as in 1836) membership of
unions fell.
• The Municipal Corporations Act (1835) further excluded the lower classes
from the political process. The votes for town councils was extended to all
ratepayers, but to pay rates you needed to own property and few
members of the lower classes did so.
• The Anti-Poor Law campaign (1837–38) was formed to reform the New
Poor Law Amendment Act (1834). This law showed how much control
Parliament had over the daily lives of working people and how little
control they had over their own lives. A vote on the repeal of the New
Poor Law was defeated 309 votes to 17 votes. Thus, seeking to influence
Parliament would not work, change would only come once working
people entered Parliament.

PUBLISHED
2(b) ‘Industrialisation did not benefit the lower classes.’ How valid is this 20
view?
Indicative content
The working conditions of the lower classes were often unhealthy and
dangerous. Whilst there had been several attempts to improve working
conditions these had been limited to textile factories and the mines and had
focused on women and children. The restriction on working hours and places
of work of these groups meant that wages were impacted. This, in turn, put
greater pressure on adult male workers to work longer shifts. There had been
no coordinated planning of urban settlements, which grew around the
factories and mines produced by industrialisation. This meant that housing,
often, was poorly designed and constructed, leading to over-crowded living
conditions. This facilitated the spread of infectious diseases. The poor
sanitary conditions, which were a feature of these industrial centres, were a
breeding ground for such diseases. Attempts at public health reform, such as
in 1848, were limited in effectiveness as the legislation was permissive rather
than mandatory – authorities were given powers which they ‘may’ adopt, but
which they did not ‘need’ to. Attempts at reforming the political system by the
lower classes to address these issues were rejected and opposed by all
governments.
However, the view can be challenged. The weekly wage provided by

industrialisation was a definite improvement on the erratic income in
agriculture. Factory work was regular. There is a case to be made for seeing a
rise in real wages in this period. The substantial population increase would
indicate that the standard of living was improving. Whilst legislation to improve
working conditions had been limited, it had established the principle that
government did have a role in regulating industrial working conditions. Also, it
was established that some form of education should be accessed by children
of the lower classes.

PUBLISHED
3(a) Explain why King Frederick William IV of Prussia refused the imperial 10
crown in 1849.
Indicative content
• The king felt that Prussia’s unique identity would be weakened in a wider
German context.
• He disliked the title ‘Emperor of the German People.’ It suggested, in his
view, that he owed his position to the people and not to God. He had a
mystical idea of kingship and believed in the divine right of kings.
• Frederick William IV felt if he accepted the crown then he would have to
uphold and defend the ideals of the 1848 revolutionaries. This was
something he opposed.
• He was concerned over how Austria and Russia might react to a united
Germany dominated by Prussia. In 1848, when there had been calls for a
revolution in Russia to free Poland by liberals in the German states.
Russia had made a partial mobilisation of troops on its western border. If
the Prussian king accepted a crown proffered by the Frankfurt Parliament
it would likely provoke a war with Austria, one which he felt Prussia could
not win.

PUBLISHED
3(b) To what extent was the development of German nationalism in the 20

period 1815–50 caused by economic factors?
Indicative content
Arguments to support the primacy of economic factors could take the

following form. The early nineteenth century saw the growing pace of
industrialisation in the German states. In 1815, for example, Prussia was
granted control of industrial land on the river Rhine. Therefore, it was able to
exploit the region in terms of its raw materials for industrialisation. As part of
this industrialisation railways developed and improved communication
between German states, allowing for the growth of inter-state trade. This
caused the idea to develop that a unified German state would increase wealth
and trade even further. The growth of customs unions fostered the notion that
a single German state without numerous tariffs would increase prosperity.
This was something middle-class businessmen were keen to support as it
maximised profits by increasing the available market for goods. By 1836, 25
of the 39 German states had joined the Zollverein, originally created by
Prussia. Therefore, if the majority of German states were willing to accept
Prussian influence in economic affairs why not in a political union? The wealth
industrialisation and the Zollverein helped to create also provided the means
to establish a well-equipped and efficient army, especially in Prussia. It was
military strength based on economic strength which further made the idea of
German unity attractive.
The view can be challenged. After 1815, the German states absorbed the
lessons learnt from the Napoleonic Wars. There was a realisation that being
small and politically divided made the German states vulnerable to stronger
powers, and that they needed one another for a common defence. The
German princes had stirred up nationalistic feelings amongst the population to
help raise armies to fight the French. This, allied to the defeat of Napoleon,
created a sense of a common German identity. Cultural factors, also, played a
role. After 1815, there was a reaction against French ideas of culture. For
example, the idea grew of a national spirit, the ‘volk’. Academic studies
showed that, whilst the states had different dialects, these variations came
from the same source. Therefore, there was a common German language.
The folk tales of the Brothers Grimm, in particular, were presented as
specifically German in origin. In 1841, the words to what became the German
national anthem were written and were seen as a plea to leaders in the
German states to give priority to Germany as a whole – Germany above
everything. Liberal thinkers promoted the idea of a national parliament to
produce laws and run a united Germany. The 1848–9 revolutions in Germany
saw liberals push for the creation of this united Germany. Although the
revolutions failed, they did bring the idea of a unified Germany to the fore.

PUBLISHED
4(a) Explain why the Dred Scott case caused controversy. 10
Indicative content
• Dred Scott was a slave who had been taken to the free state of Illinois by
his owner and the free Wisconsin territory. During his time in the free
states Dred Scott had got married and when his owner died he tried to
purchase his freedom but this was refused.
• The case was decided in March 1857 by the Supreme Court – they ruled
that residing in a free territory did not guarantee Scott his freedom and
that he was still a slave. They also declared that the Missouri
Compromise was unconstitutional and that slaves could not be citizens of
the United States.
• The decision widened sectional divisions in the United States and was
widely seen as a wakeup call to many Northerners who believed that
slavery would slowly ‘wither away’. There were specific concerns about
the way that the slavery question would be handled in new territories if
this was the decision made about Northern states. The case is seen as
bringing the country one step closer to Civil War.

PUBLISHED
4(b) ‘The main cause of increasing sectional tensions in the years 1850–56 20
was the Kansas–Nebraska Act.’ How far do you agree?
Indicative content
Kansas and sectional division
• In 1854 the Kansas-Nebraska Act was proposed to open up the territory

for building the Transcontinental Railroad. However, there was concern
because the territory was North of the 36, 30 line and so slavery was
forbidden in the territory under the Missouri Compromise. To resolve this
Stephen Douglas proposed Popular Sovereignty in the state to allow
settlers to decide whether it should be slave or free.
• Following the decision that Popular Sovereignty would be used the state
was flooded by pro-slavery settlers and abolitionists wanting to vote in
elections and decide how the state should be run. Two rival state capitals
were set up; one that was pro-slavery in Lecompton and the abolitionists
in Topeka.
• The tensions led to open warfare in the territory between pro and anti-
slavery settlers; one example was the Battle of Osawatomie in 1856
where John Brown fought. The term Bleeding Kansas was used to
describe the conflict.
Other possible causes of sectional division
• The application of the Fugitive Salve Act which was included in the
Compromise of 1850 caused sectional tensions to increase. Many
Northerners felt that being made to capture and return fugitive slaves was
against their constitutional rights. On the other hand, Southern public
opinion felt it was part of the commitment of the Compromise to not
destroying slavery completely. The continuing discussions over the
Fugitive Slave Act meant that tensions were constantly being brought to
the fore.
• The foundation of the Republican Party in 1854 encouraged renewed
sectional tensions. It was a political party which was clearly aimed at just
the Northern section and was designed to fight for their views. This
caused outrage amongst many Southerners even those who had
previously seen as moderate. It showed that the political system was
becoming increasingly split.

PUBLISHED
5(a) Explain why the railroad network grew quickly in the late nineteenth 10
century.
Indicative content
In 1865 there were 35 000 miles of track, by 1890 166 000 miles, nearly a
fivefold increase. The reasons for this rapid growth include:
• The growth of private investment, by investors rich and poor, especially

via joint-stock companies. Business tycoons such as Cornelius Vanderbilt
played a major role in the expansion – he laid out the entire network of
railroads in New York after shifting his attention from his maritime
business to railroads.
• There were also public subsidies, mainly in terms of land grants: some
130m acres by 1870. Four out of five transcontinental railroads were built
with the assistance of the federal government.
• Expanding markets in a continental economy created a need to move
goods, especially foodstuffs, as quickly as possible. In 1872 Aaron
Montgomery Ward started the first mail order catalogue business which
used railroads to transport goods all across the country. Most expansion
was in the Midwest and the northeast.

PUBLISHED
5(b) ‘Women’s suffrage was the most important achievement of the 20

Progressive Movement.’ How far do you agree?
Indicative content
Possible discussion of female emancipation:
The passing of the 19th amendment which gave women the right to vote was
clearly a success for the suffrage campaign which had been active since
1848. The fact that women had the right to vote by 1920 was a major success
and not necessarily one that could have been predicted even earlier in the
decade when Wilson was reluctant to take on the cause nationally.
Candidates might discuss how much of a success it really was in terms of
changing the lives of women in a social and economic sense.
Other areas of discussion for success/limitations of the Progressive

movement:
• During the Progressive Era there were three other amendments to the
Constitution which arguably were significant achievements for the
Progressive agenda. The 16th amendment authorised direct income tax
and was the first amendment in more than forty years. It was a victory for
those progressives who spent years trying to break up monopolies and
corruption in business across the United States. The 17th amendment
established direct elections to the Senate which underlined Progressive
commitment to direct democracy. The 18th was arguably the most
significant as it imposed prohibition on the country. This was the result of
a long fight for temperance that many progressives had been involved in.
• Candidates may also discuss the successes for Progressive ideas that
were seen in states such as Wisconsin and California under Progressive
governors.

PUBLISHED
6(a) Explain why oversupply became a problem in the US economy in the 10

1920s.
Indicative content
By the mid to late 1920s it was becoming clear that there was a problem of
overproduction in several sectors of the American economy:
• Farming – farmers had not shared in the economic prosperity of the

1920s. Many continued to produce food at a rate which had been needed
during the First World War but with European markets recovering this
level of production was no longer needed and this resulted in falling
prices. The lives of farmers in many states were ones of constant debt
and struggles which meant that they could not share in the consumer
spending of the 1920s.
• Mass consumer production – by the late 1920s demand for consumer
goods was beginning to slow. Many houses had already purchased the
totemic goods of the boom (i.e. a car, a refrigerator, a vacuum cleaner)
and so did not need to buy them again. Although production kept
employment high many goods were not being sold and so stockpiling
started to become a problem.
• Florida real estate bubble – oversupply was also a problem in
construction with vast estates being built in Florida and prices going
through the roof. By 1925 this bubble began to collapse as investors
looked elsewhere and tried to sell for a profit. Some see this as a
valuable predictor of what was to come later to the whole economy.

PUBLISHED
6(b) To what extent did opposition to the New Deal come from the 20
conservative right?
Indicative Content:
Possible discussion of opposition from the right:
• The most organised and most public right-wing opposition to the New
Deal was the American Liberty League, set up in 1934. It combined
conservative Democrats and some leading industrialists and some
popular support for private enterprise, which these groups felt was being
eroded by the New Deal. Once FDR was re-elected in 1936, the
American Liberty League lost support and soon disbanded.
• However, in Congress at least, conservative Democrats started to work
across the aisle with some Republicans. In December 1937, they
published a Conservative Manifesto praising private enterprise. The right-
wing opposition in the Senate blocked an anti-lynching bill approved by
the House, to FDR’s embarrassment.
• FDR pushed through Congress the Fair Labour Standards Act, which
introduced a minimum wage, against conservative opposition. Relations
between FDR and Southern Democrats deteriorated. The right-wing
opposition in the Senate blocked further New Deal reforms.
Possible discussion of opposition from the left:
• The leading left-wing opponents – Father Coughlin, Francis Townsend

and Huey Long – are better remembered than the American Liberty
League and the ‘Old Right’ Conservative Coalition of the later 1930s.
• Coughlin established a National Union for Social Justice in 1934 and a
third party to contest the 1936 presidential elections. Francis Townsend
gained national publicity for his proposal to introduce Social Security for
the old. Long set up his Share Our Wealth movement in 1934, arguing for
progressive taxation and great redistribution of wealth.
• As well as personalities such as Coughlin, Townsend and Long,
institutions such as labour unions should also be included. There was
more labour unrest in the 1930s than is often remembered. This left-wing
pressure, even though uncoordinated, was at its height during the First
New Deal. There would seem to be a close connection between that left-
wing pressure and the more radical Second New Deal of 1935–36, which
did include Social Security reform and the Wagner Act.
• Only Townsend remained to influence New Deal legislation in FDR’s
second term, helping to persuade Congress to extend Social Security to
include dependents of retired workers. Long had been assassinated in
1935 and Coughlin became more concerned with opposing communism.
Thus, there is a clear contrast between opposition to the New Deal in the two
presidential terms. Some candidates will include Supreme Court opposition to
many New Deal reforms, but the Supreme Court is a judicial not a political
institution and so cannot be seen as either left wing or right wing.

PUBLISHED
7(a) Explain why people in Britain supported overseas expansion in the late 10
nineteenth century.
Indicative content
There were a variety of reasons, economic, social, religious and nationalistic,

that might be identified. These include:
• Industrialists and traders were interested in new resources and

expanding markets.
• Belief in spreading European ‘civilisation’.
• To spread the Christian religion.
• To maintain leading position in the world.
• Rise of newspapers that supported overseas ventures/national pride –
jingoism.
7(b) ‘The United States went to war with Spain in 1898 in support of the 20
independence movement in Cuba.’ How far do you agree with this
statement?
Indicative content
Whilst there had been a civil war in Cuba for several years with some support
for the independence movement from the US there were also a lot of ulterior
motives.
Agree
Civil war began in 1895 and Spain adopted extreme measures to try and
crush the rebellion. McKinley described the tactics used as ‘not civil war but
extermination’. Public sympathy was raised by the ‘yellow press’ which
condemned Spain and agitated public opinion with dramatic reporting of
Spanish atrocities. This led to growing public pressure for intervention to help
the Cubans gain their independence in line with the founding principles of the
US.
Disagree
There were other considerations in the US decision to go to war. It supported

the underlying principles of the Monroe Doctrine. US government did not want
war and tried to reach a negotiated settlement between the two sides. But
when, despite repeated promises, Spain failed to make any progress towards
reform, US patience ran out. Some US industrialists saw a growing role for
US business in the Caribbean now that the occupation of territory in the West
had been completed (closing of the Frontier). The trigger was the sinking of
the US battleship Maine in Havana harbour which the US government blamed
on the Spanish authorities and used as a ‘casus bellum’ though the cause of
the incident has never been conclusively demonstrated.

PUBLISHED
8(a) Explain why Poland, as a successor state, faced political and economic 10
problems in the 1920s.
Indicative content
Poland had not existed as an independent state for over 120 years and its
territory had been divided between 3 empires, Russia Germany and Austria:
• No tradition of democratic government and few people with relevant

experience.
• Range of nationalities; over one third of population was not Polish
• Disputes over borders (Polish Russian War).
• Lack of coherent economic and transport structure.
• Silesian coalfield dispute with Germany not solved until 1923.
• Political chaos led to military coup in 1926 by General Pilsudski.
• Problem of Danzig.
8(b) ‘During the 1920s the work of the League’s agencies was more 20
successful than its peacekeeping work.’ How far do you agree?
Indicative content
There were successes and failures in both areas and a strong response will
consider the balance of successes and failures between the different parts of
the organisation.
Agencies
Half a million PoW’s were returned home. Provided food and shelter for
Turkish refugees (1922). It approved a Slavery Convention (1926) and freed
over 200 000 slaves. Worked on improving the treatment of malaria and
leprosy. BUT ILO plan for 48-hour week failed to get approval.
Peacekeeping
The League settled Aaland islands dispute and Silesian coalfields dispute.
Ended Greco-Bulgarian War. Economic experts were sent to Austria in 1923
when the government went bankrupt. BUT failed to end Polish invasion of
Lithuania in 1921. Was ignored by Mussolini when it ordered him to withdraw
from Corfu. Failed to make any progress towards disarmament, though
planning did continue for an international conference in the 1930s.
Any reasoned judgement on relative success should be rewarded

appropriately.

PUBLISHED
9(a) Explain why the World Disarmament Conference ended in failure. 10
Indicative content
There were several non-negotiable ‘positions’ that could simply not be

reconciled.
• From the start in 1932 Germany demanded other countries should disarm
to the same level that it had been limited to by the Treaty of Versailles.
• French fears of Germany meant they refused disarmament without further
security guarantees.
• Britain and the USA were unwilling to provide further security promises.
• There was no agreement on which were offensive and defensive
weapons.
• When talks resumed in 1933 Hitler had come to power and withdrew
Germany from the Conference.
• Japan attacked Manchuria in September 1931 followed by withdrawal
from the League which seriously weakened willingness of theirs to
disarm.
9(b) To what extent was the outbreak of war in 1939 a result of Hitler’s long- 20
term plans?
This is a relatively straightforward question with an obvious approach based

on the alternatives of intentionalist vs functionalist (structuralist) theories. So:
Agree
Hitler set out clear intentions in his writings (Mein Kampf) to expand
eastwards (Lebensraum) and to overthrow the limiting conditions of the
Versailles settlement. His first step was to withdraw from the League of
Nations, which was an integral part of the Versailles settlement and this was
followed by a series of calculated steps to re-arm Germany, recover lost
territory, achieve Anschluss with Austria and then expand eastwards by taking
over the Sudetenland, the rest of Czechoslovakia and finally western Poland,
thus beginning the Second World War.
Disagree
Though Hitler may have outlined some general ideas he was basically an
opportunist who took risks that could be withdrawn if necessary. For example,
if French troops had resisted the re-militarisation of the Rhineland his troops
would have been withdrawn. Likewise, the Nazi Soviet Pact was simply
exploiting Stalin’s mistrust of the western allies, it was not a planned or long-
term objective. The real failure was the adoption of appeasement by the
western allies which allowed Hitler to build up his position to the point where
the only way to resist further actions was to go to war against him, something
that Hitler did not believe would happen despite warnings from his leading
generals.

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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 19

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

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Question Answer Marks

1(a) Explain why Necker resigned in 1781. 10

Accept any other valid responses.

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Question Answer Marks

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Question Answer Marks

2(a) Explain why Chartism emerged in 1838. 10

• The Industrial Revolution had resulted in profound changes to working

Accept any other valid responses.

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Question Answer Marks

However, the view can be challenged. The weekly wage provided by

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Question Answer Marks

Accept any other valid responses.

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Question Answer Marks

3(b) To what extent was the development of German nationalism in the 20

Arguments to support the primacy of economic factors could take the

Accept any other valid responses.

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Question Answer Marks

4(a) Explain why the Dred Scott case caused controversy. 10

Accept any other valid responses.

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Question Answer Marks

Kansas and sectional division

• In 1854 the Kansas-Nebraska Act was proposed to open up the territory