Cambridge A Level History 9489 — 2022 May/June Paper 1 · Variant 3

This document has 8 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level HISTORY 9489/13 Paper 1 Document Question May/June 2022 1 hour 15 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer one question from one section only. Section A: European option Section B: American option Section C: International option ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. INFORMATION ● The total mark for this paper is 40. ● The number of marks for each question or part question is shown in brackets [ ]. * 9 4 6 2 1 3 3 2 7 2 * DC (LK/SG) 304162/2 © UCLES 2022

2 9489/13/M/J/22 © UCLES 2022 Answer one question from one section only. Section A: European option The Russian Revolution, 1894–1921 1 Read the sources and then answer both parts of the question. Source A The representatives of all political parties and of all nationalities in Russia are now united with the government, and this war with Germany and Austria has already become a national war for Russia. Even we, members of the parties of the Extreme Left, and passionate anti-militarists and pacifists, now believe in the necessity of this war. It is a war to protect justice and civilisation. There can be no doubt that victory will be on the side of the Allied nations: England, France, Belgium, Serbia, and Russia. The German peril, the curse which has hung over the whole world for so many decades, will be crushed, and crushed so that it never again becomes a danger to the peace of the world. To Russia this war will bring regeneration. To ensure the complete success of Russia in this war against Germany and Austria, the strongest and most firm national unity is necessary. From a letter written by an opponent of the Tsar, published in a British newspaper, September 1914. Source B The Tsar has told me, more than once, that he will never forgive himself for not leading the army at the front during the Japanese war. According to his own words, the duty of the Tsar dictates that the monarch be with his troops in moments of danger, sharing both their joy and sorrow. Now, when there is virtually a catastrophe at the front, His Majesty considers it his sacred duty to be among the troops, to fight against the enemy or perish. Considering such purely mystical feelings, you will not be able to dissuade the Tsar by any reasons from the step he has taken. Intrigues or personal influence played no role in his decision. It was prompted by the Tsar’s consciousness of his duty to the motherland and to the exhausted army. I exerted all efforts, as did the Minister of War, to restrain His Majesty from making his decision final, begged him to postpone it until circumstances are more favourable. I find that the assumption of command by the Tsar is a very risky step which can have grave consequences. It remains only for us to bow before the will of our Tsar and help him. From a speech made to the Council of Ministers by Prime Minister Goremykin, September 1915.

3 9489/13/M/J/22 © UCLES 2022 [Turn over Source C A British cartoon published in September 1915. Source D After hardly three months of war the greater part of our regular, professional officers and trained men had vanished, leaving only skeleton forces which had to be hastily filled with men inadequately instructed who were sent from the reserves of conscripts. From this period onwards the professional character of our forces disappeared and the army became more and more like a sort of badly trained militia. The men sent to replace casualties generally knew nothing except how to march. Many could not even load their rifles and as for their shooting, the less said about it the better. Such people could not really be considered soldiers at all. From an account by General Brusilov, a Tsarist commander during the First World War, published in 1930. Answer both parts of the question with reference to the sources. (a) Read Sources B and C. How far do these sources agree about Nicholas II’s decision to take command of the Russian forces? [15] (b) Read all of the sources. ‘It was likely that Russia would be defeated in the First World War.’ How far do these sources support this view? [25]

4 9489/13/M/J/22 © UCLES 2022 Section B: American option Civil War and Reconstruction, 1861–77 2 Read the sources and then answer both parts of the question. Source A The vast territory occupied by the South, the rugged terrain of much of the country over which much of the war was fought and the badness of American roads gave enormous advantages to the Confederate leader. President Lincoln could not hear about operations at Pensacola or New Orleans for a week or more and so could not easily give orders to repair a disaster or improve a victory. He did much to overcome these great challenges. The Confederates also had a superiority from the start as their leaders and officers were absolutely determined to fight. Their commander had been educated at the West Point military academy, fought through the Mexican War and had run the War Department for four years. He was followed there by another Southerner who left the Department in 1860 in precisely the condition that most suited their secessionist plan. Horace Greeley, ‘The American Conflict’, April 1861. Greeley was a Northern journalist and historian. Source B The visit of President Davis to his army was unexpected and his reception by all soldiers was not enthusiastic. The army showed no disrespect, but neither did it voice the admiration that had accompanied his visit to the army after the battle of Chickamauga. That change of attitude was so noticeable during his grand review of the troops that the President demanded to know the reason for it when he returned to headquarters. At first no one would tell him, so he called a meeting of all the generals. There the President learned of the army’s wish for a change in the President’s choice of commander and showed its strong preference for the able Johnston. There was also criticism about lack of honesty on the President’s part about the army’s poor performance and the large number of deserters. From the Augusta (Georgia) ‘Daily Chronicle and Sentinel’, 7 October 1864. Source C Many attacked and criticised President Davis following the victory of the Confederate Army at Bull Run. There should, the newspapers felt, have been a damaging pursuit of the Union Army. They did not know that after the battle the President had advocated such a course, and also the capture of Washington, to his generals. However, General Beauregard and I, whilst agreeing that it was a good idea, also pointed out that our army lacked sufficient food, equipment and transportation. This should be remedied by the President first. We also warned the President of a possible counterattack by fresh Union forces nearby. The President gave in to our objections. A very heavy rainfall the following day would have made an advance impossible. However, there was much criticism of the President’s caution, even though he had advocated attack. General J E Johnston’s ‘Memoirs’, published in 1874.

5 9489/13/M/J/22 © UCLES 2022 [Turn over Source D In the early stages of the war we had great trouble with the endless variety of different types of weapons. Only 10 per cent of our rifles were the same as the excellent new rifle that was given to all the Union infantry. It was only by 1864 that we managed to get these new rifles to both our infantry and cavalry. If we had been armed with them from the beginning, the war would have been won by us within a year. Even when we captured some of the most modern Union rifles we could never use them for lack of proper cartridges. Our artillery equipment at the beginning was even more inadequate than our rifles. We always lacked the necessary copper and brass as well as the mechanical skills necessary to turn out the right ammunition. Even when we captured Federal guns, we could not supply them with good ammunition. From ‘The Memoirs of a Confederate’ by E P Alexander, 1907. He was responsible for managing the supply of guns and ammunition to the Confederate Army. Answer both parts of the question with reference to the sources. (a) Read Sources B and C. To what extent do these two sources agree about the leadership of President Davis? [15] (b) Read all of the sources. ‘The Confederate Army had little chance of victory.’ How far do the sources support this view? [25]

6 9489/13/M/J/22 © UCLES 2022 Section C: International option China and Japan, 1912–45 3 Read the sources and then answer both parts of the question. Source A Japan’s demand for the possession of Shandong is now going to be granted by the Paris Peace Conference. Her diplomacy has secured a great victory – and ours has led to a great failure. The loss of Shandong means the destruction of the integrity of China’s territory. We students today will demonstrate, asking the Allies to support justice. We hope that all agricultural, industrial and commercial groups will rise and hold citizens’ meetings to strive to secure our sovereignty in foreign affairs and to get rid of the traitors at home. This is the last chance for China in her life and death struggle. Today we swear two solemn oaths with all our fellow countrymen. First, China’s territory may be conquered, but it cannot be given away. Second, the Chinese people may be massacred but they will not surrender. Our country is about to be annihilated. Up, brothers! From the ‘Manifesto of all the students of Beijing’, May 1919. Source B We have had the students’ demonstration over the Shandong question, which eventually reached the proportions of a riot and needed the use of armed force to suppress the disturbances. It is only fair to say that if the students had been able to control the situation, in all probability no serious rioting would have taken place. Once the demonstration was started, it gave the opportunity to all the riff-raff and troublemakers to join in and create trouble. The very fact, however, of the students’ demonstrations shows the trend of events in China; and the inconvenience caused by closing the shops and the striking employees who work for foreigners showed the Chinese the power of ‘passive resistance’ tactics. One may be sure in the future they will use the same means of attaining their ends. From a letter by a British merchant in Shanghai, May 1919. Source C The May the Fourth Movement was directed against a government of national betrayal, a government which conspired with imperialism and sold out the interests of the nation, a government which oppressed the people. Long before the Movement, Dr Sun opposed and overthrew the Ching government. In my opinion he was quite right. The Movement was a revolutionary movement precisely because it opposed a government of national betrayal. The May the Fourth Movement actually took place at the summons of the world revolution, of the Russian Revolution, and at the call of Lenin. It was part of the world proletarian revolution of the time. Although the Communist Party had not yet come into existence, there were already large numbers of intellectuals who approved of the Russian Revolution and understood the basics of Communist ideology. From an essay by Mao Zedong, 1940. He was an assistant librarian at Beijing University during the May the Fourth protests.

7 9489/13/M/J/22 © UCLES 2022 Source D Beijing University was a cultural oasis, where unrest developed among the students. The government, despite the efforts of Dr Sun’s party, was dominated by military men and ruled China with only a pretence of democracy. When students in Beijing demonstrated against the signing of the Versailles Treaty, the whole city of Shanghai was excited by the news. Public organisations sent telegrams to the government. Hundreds of schoolboys and girls went along the main street, begging the shopkeepers to go on strike. Some in sympathy and others out of fear closed their doors. In about an hour’s time all the shops were closed. The shop strike spread like fire. By noon all Shanghai was shut. Thousands of people wandered about the streets and traffic was almost blocked. The police became powerless. The government finally gave in. The students, having won their victory, continued to demonstrate against corruption in the government and old traditions. From the autobiography of Jiang Menglin, 1947. He was a newspaper editor in Shanghai during the May the Fourth protests, and later became a member of the Kuomintang government. Answer both parts of the question with reference to the sources. (a) Read Sources B and D. Compare and contrast these two sources as evidence of the impact of the May the Fourth demonstrations. [15] (b) Read all of the sources. How far do the sources support the view that Chinese nationalism was the main cause of the May the Fourth demonstrations? [25]

8 9489/13/M/J/22 © UCLES 2022 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 11 printed pages. © UCLES 2022 [Turn over Cambridge International AS & A Level HISTORY 9489/13 Paper 1 Document Question 13 May/June 2022 MARK SCHEME Maximum Mark: 40 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 details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2022 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9489/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 2 of 11 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. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: 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. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: 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). GENERIC MARKING PRINCIPLE 6: 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.

9489/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 3 of 11 Part (a) Generic Levels of Response: Marks Level 4 Makes a developed comparison Makes a developed comparison between the two sources. Explains why points of similarity and difference exist through contextual awareness and/or source evaluation. 12–15 Level 3 Compares views and identifies similarities and differences Compares the views expressed in the two sources, identifying differences and similarities and supporting them with source content. 8–11 Level 2 Compares views and identifies similarities or differences Identifies relevant similarities or differences between the two sources and the response may be one-sided with only one aspect explained. OR Compares views and identifies similarities and differences but these are asserted rather than supported from the sources Identifies relevant similarities and differences between the two sources without supporting evidence from the sources. 4–7 Level 1 Describes content of each source Describes or paraphrases the content of the two sources. Very simple comparisons may be made (e.g. one is from a letter and the other is from a speech) but these are not developed. 1–3 Level 0 No creditable content. No engagement with source material. 0

9489/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 4 of 11 Part (b) Generic Levels of Response: Marks Level 5 Evaluates the sources to reach a supported judgement Answers are well focused, demonstrating a clear understanding of the sources and the question. Reaches a supported judgement about the extent to which the sources support the statement and weighs the evidence in order to do this. 21–25 Level 4 Using evaluation of the sources to support and/or challenge the statement Demonstrates a clear understanding of how the source content supports and challenges the statement. Evaluates source material in context, this may be through considering the nature, origin and purpose of the sources in relation to the statement. 16–20 Level 3 Uses the sources to support and challenge the statement Makes valid points from the sources to both challenge and support the statement. 11–15 Level 2 Uses the sources to support or challenge the statement Makes valid points from the sources to either support the statement or to challenge it. 6–10 Level 1 Does not make valid use of the sources Describes the content of the sources with little attempt to link the material to the question. Alternatively, candidates may write an essay about the question with little or no reference to the sources. 1–5 Level 0 No creditable content. No engagement with source material. 0

9489/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 5 of 11 Question Answer Marks 1(a) How far do these sources agree about Nicholas II’s decision to take command of the Russian forces? Indicative content Similarities  Both sources show a mystical or religious overtone to the way Nicholas saw his role as war leader. In Source C, which mentions ‘Holy Russia’ Nicholas looks heavenward while a priest blesses the troops in the background. In Source B the Tsar considers it his ‘sacred duty’ to be with the army. The Tsar’s desire to lead the troops is described as ‘mystical feelings’.  Both show Nicholas’ dedication to Russia. He wants to be their leader in Source B and regrets that he did not lead the troops against the Japanese. Source C shows him boldly stepping out alone to defend ‘Holy Russia.’  There is some evidence of support for his actions in both sources, the troops seem to be starting to follow him in Source C and the Council of Ministers are told to support him in Source B (although with misgivings). Differences  Source B shows his decision to be rather unwise and focuses on his stubbornness rather than his bravery. Source C suggests Nicholas action to lead the troops is brave. He is shown striding out to fight.  The sources disagree about the popularity of Nicholas’ decision to lead the troops. It is clear from Source B that the Council of Ministers would prefer him not to takeover command of the army. However, Source C suggests that people will follow Nicholas, the troops on the left seem to be moving forward with him. The source is also produced by one of Russia’s allies who see his action as noble. Explanation Source B is unusual in that Goremykin is critical of Nicholas (he was fanatically loyal) but it is not surprising that he bows before the will of the Tsar and asks the Ministers to help him. The Council criticised Nicholas’ decision and, as a result, most of them were dismissed. Source B portrays the war as a disaster and contextual knowledge can be used to support those claims. By the autumn of 1915 Russian forces had lost the gains made in 1914 and were forced out of Poland, Lithuania and Latvia. Between May and December 1915 over a million Russian troops were killed and roughly the same number taken captive. This contrasts starkly with the more positive image given in Source C. Source C is produced by one of Russia’s allies in the First World War. Therefore, it is not surprising that this source gives an impression of Nicholas as brave and fearless. Stronger fighting on the Eastern Front would help to distract German forces on the Western Front. Accept any other valid responses. 15

9489/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 6 of 11 Question Answer Marks 1(b) Read all the sources ‘It was likely that Russia would be defeated in the First World War.’ How far do these sources support this view? Indicative content Support  Source B: this source mentions that the war is going very badly (virtually a catastrophe) and that the army is exhausted. The Tsar’s decision to lead is a great risk and the ministers want him to wait until a more favourable time. All this suggests that Russia is doing badly in the war and could well be defeated.  Source D: This source suggests that Russia is not capable of fighting the war. After only three months the professional soldiers have been killed or injured and the army is made up of ill-trained conscripts who can’t load a rifle, let alone shoot. Challenge  Source A: The war is shown as a unifying factor and the writer is confident that Russia will be victorious. Political parties have dropped their opposition and believe the war is justified and necessary. This suggests there will be a united effort to defeat Germany.  Source C: The Tsar is brave and fearless in fighting for his country. His soldiers are willing to follow him. His allies support his brave decision. Evaluation Source A suggests national unity and confidence in victory, but it is early in the war and the writer is not in Russia. A negative view of the probable outcome of the war for the Allies was unlikely to be published. By September 1914, the Russia second army had been all but destroyed at Tannenberg. Source C is a British cartoon and could be seen to support Nicholas. They are likely to support their ally (and relative of the British King) and this might make the source less reliable. Source B has a more realistic view of the war and can be assessed using contextual knowledge. By the end of 1915, over 1.5 million men had been killed or wounded in the Russian forces. Source D is from General Brusilov and shows the extremely poor state of the Russian forces and how they were already in a dreadful position before the end of 1914. Candidates may be aware of Brusilov’s position, and his offensive in 1916, which lends credibility to what he says. However, they could also see his account as justifying himself in the light of Russia’s eventual defeat. Accept any other valid responses. 25

9489/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 7 of 11 Question Answer Marks 2(a) To what extent do these two sources agree about the leadership of President Davis? Indicative content Similarities between the Sources include:  Source B does contain criticism of President Davis, suggesting that he was not popular with the soldiers and that they were ‘not enthusiastic’ about him. While they were not disrespectful towards him, there was no longer ‘admiration’ for him. Source C is also critical in tone, reporting that many ‘attacked and criticised’ the President, and that he was responsible for a failure to pursue a defeated Union army after the battle of Bull Run. There is also the criticism that there was too little food, equipment and transportation to enable the Southern army to defeat the North. Differences include:  Source B is more critical of the President, and for different reasons. There is criticism of his choice of commander for the army and that he should have promoted the ‘able Johnston’. There is also the criticism there over his lack of honesty about the performance of the army overall and the fact that there had been a ‘large number of deserters’. Whereas Source C is more positive towards the President and more inclined to defend him. It suggests that much of the criticism comes from those ignorant of what actually happened. He had in fact advocated the pursuit and it had been a ‘good idea’ of his, just not practicable in the circumstances, and that he was taking the advice of his more experienced generals.  Source B suggests there is no communication between Davies and his troops whereas Source C shows that he was listening to his commanders. Explanation Source B is a contemporary newspaper report published in a Southern newspaper just after the events described in the report. Contextual knowledge would suggest that what is there, is largely accurate. While there was a degree of censorship and self-censorship in the South at the time, there is criticism and balance there which makes it a valid source. Source C is written by one of the Generals involved, about 10 years after the defeat of the South. The fact that he was a key player in the story makes it an important and useful source has to be balanced by the fact that there may be hindsight there, as well as a desire to enhance and defend his own role, and place the possible blame for failure elsewhere. Accept any other valid responses. 15

9489/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 8 of 11 Question Answer Marks 2(b) Read all the sources ‘The Confederate Army had little chance of victory.’ How far do the sources support this view? Indicative content Support:  Source B mentions there are problems. There was a lack of confidence in the army commander at the time; there is mention of the army’s ‘poor performance’ and there was the issue of the deserters.  Source C does begin to lay out the problems which the South faced when trying to take the offensive, as opposed to just defending itself against invasion by the North. There is evidence there of the absence of many of the things needed for a successful victory. Food, equipment and transport were specified. There is also the mention there of a ‘fresh’ Union army, just after it had been defeated elsewhere.  Source D highlights the lack of resources, and above all a good quality rifle. The source also specifies many of the other problems that the South faced as a result of its lack of resources. It mentioned the lack of crucial raw materials for waging war, such as copper and brass, as well as a lack of mechanical skills in the largely rural/cotton growing South. Challenge:  Source A does not support the hypothesis. It goes into a lot of detail of the many advantages held by the South, particularly when it came to its ability to defend itself. The source also mentions the very committed leadership and officer corps, the latter being quite a contrast to the North. There is also a very experienced chief, with much military and administrative experience, in the South.  Source B can be used to challenge hypothesis. There was a victory at Chickamauga this should suggest the possibility of a final victory.  Source C has some elements of challenge as it is suggested that Davies had enough skill to win battles and therefore the war. Evaluation Source A – The source is written by a strong Northern supporter, who may well have been keen to defend his ‘side’ and play down the failings of the political and military leadership of the North in the early part of the war. However contextual knowledge would suggest that much of what he wrote was accurate. Source C – It is worth mentioning again that this Source was written by a defeated Southern general, after the war was over, who may have been trying to blame others and exonerate himself from blame. Source D – Although written well after the war was over, there is no reason to question the validity of the Source, as contextual knowledge reinforces it. Accept any other valid responses. 25

9489/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 9 of 11 Question Answer Marks 3(a) Compare and contrast these two sources as evidence of the impact of the May the Fourth demonstrations. Indicative content Similarities include:  The fact that the protests led to strikes and shop closures, and a large section of the population was influenced by the students to participate.  The extent of the disruption. In Source B, the writer mentions the protesters were able to ‘create trouble’ while Source D includes references to ‘traffic was almost blocked’ and ‘the police became powerless’.  Some success for the demonstrations: in Source B, it is implied that they attained ‘their ends’; in Source D, they ‘won their victory’. Differences between Sources B and D include:  In Source B, the focus is on ‘the inconvenience caused’ to foreigners by the strike, while Source D sees it as a triumph of direct action because the ‘government finally gave in’.  Source B suggests that the riots were constrained by the use of ‘armed force’ to suppress the disturbances.’ Whereas in Source D it suggested that the ‘police became powerless’.  The long-term result in Source B is identified as teaching ‘the Chinese the power of passive resistance’ in challenging British interests and influence in Shanghai. Source D is interested in the way the students’ victory encouraged continued protest ‘against corruption in the government and old traditions.’ Evaluation The differences from the different concerns of the authors. The British community was influential in Shanghai, but anxiously aware that its power was decreasing. This is therefore the focus of the comments in Source B. The writer of D, as a member of the educated elite, is much more concerned with the impact on this group in society, and their success in defying the government. The similarities indicate the widespread impact and significance of the May the Fourth demonstrations, as does the fact each author identifies different long-term effects – increasing Chinese nationalism and support for radical change. Accept any other valid responses. 15

9489/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 10 of 11 Question Answer Marks 3(b) Read all the sources. How far do the sources support the view that Chinese nationalism was the main cause of the May the Fourth demonstrations? Indicative content Support:  Source A supports the view, as it is provoked by the loss of Shandong to Japan at the Paris Peace Conference. It finishes with the claim that ‘our country is about to be annihilated’.  Source B mainly supports the view, as the demonstrations are ‘over the Shandong question’ and there is the reference to the Chinese opposing British control with ‘passive resistance’.  Source D supports, to some extent, as it shows the ‘Versailles Treaty’ as the trigger for the events of May the Fourth. Challenge:  Source A also has an element of challenge in the hostility to the government; a second aim is ‘to get rid of the traitors at home’. However, this is because they are seen as failing to support national interests in the negotiations. There is also more radicalism in the proposal of ‘citizens’ meetings.’  Source B also offers some challenge, as it characterises many of the participants as ‘the riff-raff and troublemakers’, which suggests that the cause was partly a wish to create trouble.  Source C mainly challenges the view. Mao claims the actions were part of ‘world revolution’ inspired by Lenin, as many ‘intellectuals’ had ‘the basics of Communist ideology’. He also interprets the demonstrations as a challenge to ‘a government which oppressed the people’. Some support comes from the identification of the government’s ‘national betrayal’, as it had ‘sold out the interests of the nation’.  Source D challenges the view. Jiang Menglin puts the protests in the context of continuing student dissatisfaction with undemocratic and corrupt military government. Explanation The support in Source A is an indication of the short-term cause of the demonstrations, which was the news from Paris about Shandong. This nationalist fervour would also have been safer to express than a more focused attack on the government. The indications of opposition to the government are shown in the anger with its lack of success. Source B shows the ambivalent view of the British residents. The main aim is to condemn the events, as it challenges their interests. This takes the form of both denouncing the ‘trend of events in China’ as concerted anti-foreign action arising from a hostile nationalism, and at the same time of implying lack of control by the students which led to mob ‘rioting’. 25

9489/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 11 of 11 Question Answer Marks 3(b) Mao, in Source C, identifies his Communist movement with the popular memory of these demonstrations – even though he says ‘the Communist Party had not yet come into existence’. In 1940, at a time of conflict with Japan and the Kuomintang, Mao speaks of the long-term strengths of his ideology and links it to opposition to oppressive governments which should be defied as they fail to protect the national interest. Jiang Menglin is clearly sympathetic to the students, and aims to show the significance of their protest in contributing to the rejection of the former government of China. As well as his identification, as an intellectual, with the students, he shows his support for ‘the efforts of Dr Sun’s party’, which links to his later role in the Kuomintang. The sources show that outrage at Versailles provoked nationalist sentiment, which was the immediate cause of the May the Fourth events. However, this popular nationalism was in opposition to the national government, which Sources A, C and D characterise as not acting in the national interest. These three sources also point to a wish for radical change, on the part of the students, as a longer-term cause; these authors all support this development. Source B, from a British perspective, agrees in mentioning the Shandong issue, but sees the event as an anti-foreign riot rather than as a step to creating a more equal society. Accept any other valid responses.