Cambridge A Level History 9489 — 2023 May/June Paper 1 · Variant 1

This document has 8 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level HISTORY 9489/11 Paper 1 Document Question May/June 2023 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 [ ]. DC (LK/CB) 311588/3 © UCLES 2023 * 2 4 6 7 5 5 6 7 1 5 *

2 9489/11/M/J/23 © UCLES 2023 Answer one question from one section only. Section A: European option France, 1774–1814 1 Read the sources and then answer both parts of the question. Source A Yesterday the people tried to enter the Bastille. The treacherous governor, de Launay, put out a flag of peace. A detachment of guards, with 6 000 armed citizens, penetrated the outer courtyard. However, as soon as some 600 people had crossed the first drawbridge, it was raised and they were fired upon. Cannon fired on the town. Many were killed or wounded. The citizens rallied and attacked, advancing from various directions beneath a ceaseless round of fire. The fighting grew steadily more intense. Eventually cannon fire was directed against the second drawbridge. And so the Bastille fell and de Launay was captured. Blessed liberty, for the first time, has at last been introduced into this place of horrors. The citizens marched to the Hôtel de Ville surrounded by an enormous cheering crowd. The people, anxious for revenge, allowed neither de Launay nor the other officers to reach the place of their trial. They seized them and trampled them underfoot. De Launay was struck by many blows, his head was cut off and hoisted on the end of a pike. This glorious day must amaze our enemies, and finally bring us the triumph of justice and liberty. In the evening, there were celebrations. From an account of the storming of the Bastille, published in a Paris newspaper, July 1789. Source B On 14 July a large detachment with two cannons went to the Bastille to seize ammunition. A flag of truce was sent on before and accepted from within. The governor, Marquis de Launay, contrary to expectations, fired on the people, killing several. The enraged crowd rushed to the gates, determined to force their way through. The governor agreed to let in some of them on condition that they committed no violence. These terms agreed, a detachment of about 40 was admitted. The drawbridge was immediately raised and they were instantly massacred. This breach of honour excited a spirit of revenge in the crowd. The cannons were placed against the gate and soon made the breach which resulted in surrender. De Launay and the principal gunner were seized and carried to the Hôtel de Ville. After a quick trial, they were put to death. De Launay had his head cut off, but with circumstances of barbarity too shocking to relate. Thus, the greatest revolution has been carried out with the loss of very few lives. We may consider France a free country; the king a limited monarch and the nobility reduced to a level with the rest of the nation. From a report by the British Ambassador in Paris, writing to the British Secretary of State for Foreign Affairs, 16 July 1789.

3 9489/11/M/J/23 © UCLES 2023 [Turn over Source C It is not without worry that one sees 200 000 Parisian men in arms, 200 000 men little accustomed to discipline, proud of their liberty, perhaps already altered by bloodshed. May the spirit of moderation and peace always reign! May the people understand that to be and always remain free, there must be order and justice. I do not consider without fright that there still exists quite a dangerous fury against the nobility. It has been suppressed a little, but who knows what will prevent it from being reborn more terrible than ever. From the diary of an elected deputy of the Third Estate in the National Assembly, 16 July 1789. Source D A cartoon titled ‘The Awakening of the Third Estate’, published in France in July 1789. The Bastille is in the background. Answer both parts of the question with reference to the sources. (a) Read Sources A and B. Compare and contrast these two sources as evidence about the events of 14 July 1789. [15] (b) Read all of the sources. ‘The storming of the Bastille had widespread support.’ How far do these sources support this view? [25]

4 9489/11/M/J/23 © UCLES 2023 Section B: American option The Gilded Age and Progressive Era, 1870s to 1920 2 Read the sources and then answer both parts of the question. Source A NO CONCESSIONS NO ARBITRATION NO INTERFERENCE A cartoon about the coal strike, published in an Ohio newspaper, 1902. ‘Arbitration’ is where an independent person makes an official judgement in a dispute. ‘Operators’ are the owners of the coal mines. Source B The present strike was declared by the Mine Workers’ Union on 10 May 1902. Many of our workmen who do not belong to, or are not willing to obey, that organisation are trying to work in our mines. They are content to work. Many more wish to work but are prevented by violence and intimidation towards them and their families. This is often accompanied by destruction of their property and a fear of death or bodily harm. A reign of terror has been created against those who wish to work. The coal companies believe that the wages paid to their men are fair and all that their businesses can afford. To survive, their capital has to have a reasonable return. Profits have been small and several companies have become bankrupt recently. We are prepared to accept arbitration, but the Mine Workers’ Union is not. Statement by the operators of the coal mines, May 1902.

5 9489/11/M/J/23 © UCLES 2023 [Turn over Source C The miners’ leaders have destroyed any opportunity for arbitration and this means there will be no peace in the coal mines. President Roosevelt has attempted to intervene. We accept his right to create a commission to try and end the dispute, but not one which could dictate the terms of a settlement. This is not only illegal but also unconstitutional. This and his other actions, not specified by the Constitution, challenge the very principles upon which this country is based. He argues that this refusal to work by some miners creates a crisis which entitles him to act in a way which no president has done except in time of war. The Constitution guarantees our freedoms, one of which is the right of a man to work. The operators and the miners have the right to negotiate freely without interference from anyone. That is what our forefathers fought for. From a magazine article titled ‘The Operators’ side of the Great Strike’, September 1902. Source D Very much the most important action I took as regards labour had nothing to do with legislation. It was my executive action which was technically illegal and not required by the Constitution. I believe that occasionally great national crises arise which call for immediate and vigorous presidential action. It is the duty of the president to act as he is the steward of the people. He is compelled to assume that he has the legal right to do whatever the real needs of the people demand, unless the Constitution or the laws expressly forbid him to do it. In the 1902 coal strike, which would have led to a national disaster in the coming winter, the big coal operators refused to negotiate or concede. They were determined to break the strike by force if needed. While they agreed to accept my Commission, they took an extreme individualistic view of their property rights, knowing that the miners’ suffering was great. They believed that I had no constitutional power to act in this matter. From President Roosevelt’s autobiography, published in 1913. Answer both parts of the question with reference to the sources. (a) Read Sources C and D. Compare and contrast these two sources as evidence about presidential power. [15] (b) Read all of the sources. ‘The mine operators were responsible for the difficulty in resolving the coal strike of 1902.’ How far do these sources support this view? [25]

6 9489/11/M/J/23 © UCLES 2023 Section C: International option Empire and the emergence of world powers, 1870–1919 3 Read the sources and then answer both parts of the question. Source A Until ten years ago we remained masters of Africa, or the greater part of it, by the simple fact that we were masters of the sea. Then suddenly we found out that this had no foundation in international law. We were confronted with a demand from Germany to be allowed to occupy enormous stretches of territory. It was impossible that Britain should have the right to lock up the whole of Africa and say that nobody should be there except itself. So, we accepted that Germany as well as Britain could develop the vast untrodden fields of Africa, making them into new outlets for colonisation by the excessive population at home, and new fields of industry and trade. We would risk the happy agreement between the two governments if we allowed the many causes of conflict and questions of territory in various parts of the continent to remain undecided. From a speech by Lord Salisbury, the British Prime Minister, to the House of Lords 1890. Source B The Pax Britannica*, always a lie, has recently become an ugly monster of hypocrisy. Along our Indian frontiers, in West Africa, the Sudan, Uganda and Rhodesia fighting has been constant. Although the great imperialist powers have kept their hands off one another, except where the rising empire of the United States has found its opportunity in the falling empire of Spain, the self- restraint has been costly and fragile. The main cause of the vast armaments which are draining the resources of most European countries is their conflicting interests in territorial and commercial expansion. Thirty years ago, there existed one sensitive spot in our relations with France, or Germany, or Russia, now there are a dozen. Diplomatic strains are frequent between powers with African or Chinese interests, and the chiefly commercial nature of the national rivalry makes it more dangerous. From a book by the South African correspondent of a British newspaper during the Boer War, published 1902. *Pax Britannica was international peace supervised by Britain. Source C My friendship for Britain has been proved. I have referred to the speeches in which I have proclaimed my goodwill. But, as actions speak louder than words, let me also refer to my acts. It is commonly believed in Britain that Germany was hostile throughout the Boer War. German public opinion undoubtedly was bitterly hostile. But what of official Germany? When the struggle was at its height, the German government was invited by the governments of France and Russia to join with them in calling upon Britain to end the Boer War. The moment had come, they said, not only to save the Boer Republics, but also to humiliate Britain. What was my reply? I said that, far from joining any European action, Germany would always keep distanced from politics that could bring it into complications with a sea power like Britain. From an interview with Kaiser Wilhelm II, published in a British newspaper, October 1908.

7 9489/11/M/J/23 © UCLES 2023 Source D I discussed with the British ambassador at Berlin the German need for refuelling bases to serve the ends of commerce and open up China to international trade. I complained of the treatment received from the British government, which everywhere opposed German wishes. The ambassador agreed and expressed his astonishment at Britain’s failure to meet Germany halfway. When a rising nation like Germany turned directly to Britain to acquire territory with its consent, it was more than Britain could reasonably ask. Germany could have gone straight ahead or allied itself with other nations. Moreover, he added that, since Britain already owned almost all the world, it could certainly find a place where Germany might establish a base; should Germany not obtain Britain’s approval, it would probably occupy suitable places in any case. This talk was fruitless. Finally, the negotiations with Britain were broken off, without result, in a rather impolite manner. From a conversation in the 1890s, recalled in his memoirs by Kaiser Wilhelm II, published 1922. Answer both parts of the question with reference to the sources. (a) Read Sources A and D. Compare and contrast these two sources as evidence about German ambitions for imperial expansion. [15] (b) Read all of the sources. How far do the sources support the view that imperial expansion caused tensions between the colonial powers? [25]

8 9489/11/M/J/23 © UCLES 2023 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 15 printed pages. © UCLES 2023 [Turn over Cambridge International AS & A Level HISTORY 9489/11 Paper 1 Document question May/June 2023 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 2023 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 2 of 15 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.

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 3 of 15 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

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 4 of 15 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 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

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 5 of 15 Question Answer Marks 1(a) Read Sources A and B. Compare and contrast these two sources as evidence about the events of 14 July 1789. Indicative content Similarities include:  Both sources agree that the Bastille was attacked and fell on 14 July. Source A says the ‘Bastille fell’ and Source B mentions the ‘surrender’.  Both sources agree that the crowd which entered the Bastille by the first drawbridge was attacked. Source A says they were ‘fired upon’ and Source B refers to those who crossed the drawbridge as being instantly massacred’.  Both sources agree that de Launay fired on the people / troops. In Source A, despite a flag of peace people were fired upon and in Source B de Launay fired at the people ‘contrary to expectations’.  Both describe events as violent and motivated by a desire for revenge on de Launay for his actions towards the crowd earlier in the day. Differences include:  De Launay offers peace in Source A by putting ‘out a flag of peace’, in Source B he appears to accept a flag of truce offered by the troops approaching the Bastille.  The fighting seems to be more drawn out in Source A ‘grew steadily more intense’ whereas it is quickly over in Source B ‘soon made the breach’.  The Governor stands trial in Source B which refers to a ‘quick trial’ but is prevented from reaching his trial in Source A when the people ‘allowed neither de Launay nor the other officers to reach the place of their trial.’  The number of citizens admitted to the Bastille is 600 in Source A and ‘about 40’ in Source B. Explanation Source A: is from a Paris newspaper and makes more of the treachery of the Governor and the bravery of the citizens. They are likely to read this account and will be pleased to see their heroism / bravery reported. The newspaper refers to the Bastille as a ‘place of horror’ and it was a much- hated symbol of the ancien regime. Source B: is a slightly calmer account of events which deplores the ‘barbarity’ with which De Launay was handled. It also mentions the reason for the militia approaching the Bastille. Candidates might use their contextual knowledge to explain the increase in popular demonstrations after the dismissal of Necker on 12 July and the search by the demonstrators for weapons. 15

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 6 of 15 Question Answer Marks 1(a) The similarities between the sources could be explained by use of contextual knowledge of what happened when the Bastille was stormed or of the reasons for the anger of the Paris mob by July 1789.. The differences can be accounted for by the provenance. The newspaper had to appeal to its readership, many of whom were involved in demonstrations. The British ambassador, although agreeing with Source A on some events, takes a less jubilant approach. He is of the opinion that the Revolution is now complete and would have been quite keen for the violence to subside. Candidates may be aware that Britain was fearful of a spread of revolutionary ideas from France. Accept any other valid responses.

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 7 of 15 Question Answer Marks 1(b) Read all of the sources. ‘The storming of the Bastille had widespread support.’ How far do these sources support this view? Indicative content Support:  Source A: suggests that there was widespread support. The source emphasises the role of citizens in events. It mentions the ‘enormous cheering crowd’ which accompanied the captured de Launay to the Hotel de Ville and the celebrations which followed. Might also talk about ‘blessed liberty’ and the likelihood of the people welcoming the achievements of the fall of the Bastille.  Source B: is more nuanced but agrees that de Launay broke his promise to the people, that there were large crowds and that the revolution has been accomplished. The British Ambassador seems to generally support what has happened which indicates wider support.  Source C: 200 000 armed Parisians indicative of widespread support.  Source D: can be used as a support from the point of view of the artist. The Third Estate has been shackled but is waking up and taking up arms – the clergy and nobility should be frightened. Challenge:  Source C: although a member of the Third Estate who might be expected to support the fall of the Bastille, the author of this source is nervous about the number of Parisians who now carry arms and are not trained or disciplined. He seems fearful that further violence will take place and this suggests a lack of support.  Source D: the source portrays the clergy and nobility as alarmed by the events that have taken place, therefore not supporting what has happened. The fallen Bastille can be seen in the background and the Third Estate throwing off his shackles and reaching for weapons suggests the likelihood of more violence which could be aimed at the clergy and nobility. Evaluation Source A: is from a Paris newspaper and emphasises the role of the people in the fall of the Bastille and the celebrations which follow. The Bastille and de Launay are seen as representing a by now hated regime. By 14 July, there were widespread demonstrations in Paris, partly fuelled by the resistance of the King to the demands of the Estates General and by bread shortages. The press / pamphleteers were important in spreading revolutionary ideas. Although the source has a clear purpose in presenting events as it does, much of what is contains can be corroborated by other sources / contextual knowledge and candidates might consider that this increases its weight as evidence. 25

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 8 of 15 Question Answer Marks 1(b) Source B: This is written by the British Ambassador and he and colleagues in the British government were watching events in France with some concern. He appears to think the revolution is now over and that France has become a constitutional monarchy. This reflects his own unease over the situation rather than the reality. Candidates may be aware of the attitude of the British towards revolution and their fear that it should not spread. Candidates might consider the more balanced tone of the source to add weight its argument. Source C: The author is worried by the prospect of violence. This was becoming increasingly likely throughout the spring and summer in Paris. As a Deputy to the National Assembly he would be keen to see changes to the government in France made in a calm and legal fashion and may have still been hopeful for a constitutional form of government to be established. The source is balanced and the writer seems torn between support for what has happened (the Parisians are ‘proud of their liberty’) and being fearful for the future. Source D: satirises the reaction of the nobility and the clergy to events. Candidates could use their knowledge of the Estates General to explain the differences in opinion about how France should be governed. There had also been attacks on the property of the nobility during 1788. Accept any other valid responses.

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 9 of 15 Question Answer Marks 2(a) Read Sources C and D. Compare and contrast these two sources as evidence about presidential power. Indicative content Similarities include:  Source C accepts that the President has the right to create a commission which can attempt to resolve the dispute. Source D agrees, saying that the operators accepted he had the right to create a Commission to resolve the dispute  Both sources suggest that the President’s actions were illegal. Source C says that the President’s action was ‘not specified by the Constitution’ while Source D says that his action was ‘not required by the Constitution.’ Differences include:  Source C argues that the President’s actions violate the principles on which the country is based. Source D argues that it is a President’s duty to act when such a crisis occurs.  Source C says the President’s action is unconstitutional while Source D makes it clear that he can act unless the Constitution expressly forbids him to do so.  Source C says that the President has no right to intervene while Source D argues that he has the right. Source C argues that the President has acted illegally, while Source D ‘assumes’ that the President has the legal right to act if the ‘needs of the people’ demand it. Explanation Contextual knowledge of the coal strike in Pennsylvanian anthracite mines in 1902, especially around Roosevelt’s intervention, could be used to explain the similarities between the sources. By the time Source C was written the strike had been going on for several months and had become increasingly violent. Coal prices had risen, many miners had returned to Europe and the coal supplies to cities on the east coast were under threat. There was a precedent for Roosevelt’s involvement in what would normally be regarded as off limits and an issue for the State to resolve. A Federal solution was agreed in a similar strike in 1900 but was not a permanent solution and the leaders of the miners’ union had already asked Roosevelt to call a special session of Congress when the mine operators refused to negotiate. 15

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 10 of 15 Question Answer Marks 2(a) The sources are aimed at very different audiences and this might be used to explain the differences between them. Source C openly sets out to put forward the mine operators’ point of view and is to be expected to be selective therefore in what points it makes. It was published in a magazine towards the end of the crisis in which Roosevelt had played a major, and innovative, part in resolving. However, the operators resented the interference of the President and use the Constitution to strengthen their position. Source D is by Roosevelt, written in his memoirs after he had left office. Naturally he is trying to portray his actions in a good light and was keen to be seen as the champion of the people, particularly as one of the charges against him was that he had increased Presidential powers to an ‘unconstitutional’ extent. Accept any other valid responses.

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 11 of 15 Question Answer Marks 2(b) Read all of the sources. ‘The mine operators were responsible for the difficulty in resolving the Coal Strike of 1902.’ How far do these sources support this view? Indicative content Support:  Source A places the responsibility for difficulties in resolving the strike firmly on the operators. It is not just the actual comment on the bottom of the cartoon, but also the overall message of the cartoon. The operators’ hands are seen to be wielding a large hammer with ‘no concessions’, ‘no arbitration’ and ‘no interference’ written on it. They are not prepared to negotiate and therefore prolong the strike.  Source C: the fact that the operators are defending themselves on theoretical and constitutional grounds might suggest that their economic and moral case is not strong, and they are finding excuses not to cooperate.  Source D places the blame firmly on the operators with their refusal to ‘negotiate or concede and were determined to break the strike by force’. It mentions the miners’ suffering and the owners ‘extreme individualistic view of their property rights.’ Challenge:  Source B does not support the argument at all. This is hardly surprising as it is a statement by the coalfield managers at the outbreak of the strike. It is a little defensive in places as ‘it believes that the wages are fair’ and that ‘profits have been small’ but the overall tone is hostile to the miners and makes them fully responsible for the lack of resolution. The authors maintain that they are prepared to accept arbitration, but the miners were not, which is disingenuous.  Source C makes it clear that it was the miners who destroyed the chance of arbitration, but also places some responsibility on the President for intervening as well. There is scope for cross-referencing with Source B about the refusal to work by ‘some miners’ suggesting that the point made in Source B that some wished to work is a valid one. Evaluation Source A is designed to portray the operators in the worst light possible and the purpose of the source might be considered to reduce its weight as evidence. It shows ‘Uncle Sam’ in the background looking alarmed at what the operators are trying to do to the miners- with the hammer labelled ‘no concession’, ‘no arbitration’ and ‘no interference’ showing the owners’ ambitions in this respect. 25

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 12 of 15 Question Answer Marks 2(b) Source B presents the operators point of view as it was a statement by their employees, the men who managed the coal fields on their behalf. They could hardly say otherwise if they wished to keep their jobs. They try and place the blame firmly on the miners and show them in the worst possible light. There is also an attempt to defend the owners with the reference to some becoming bankrupt. Contextual knowledge of the strike could be used to explain that it had become increasingly violent with attacks on blackleg labour. Source C presents the operators / owners side of the strike. It stresses the fact that the miners’ leaders have refused arbitration and that Theodore Roosevelt is acting above his authority. Knowledge of the Constitution could be used to assess the validity of the mine operators’ argument and consideration of this report’s purpose could be used assess the weight of the source as evidence. Source D suggest that although primarily intended to defend the President’s actions, which he admits were ‘technically’ illegal, the source comes down on the side of the miners. Roosevelt says that the operators refused to negotiate or concede and were determined to use the issue to break the strike by force. Contextual knowledge could be used to evaluate the claims which are made in the source. Candidates may consider the purpose of the source – it was written in 1913 as a justification of Theodore Roosevelt’s actions. This might weaken it as evidence. Accept any other valid responses.

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 13 of 15 Question Answer Marks 3(a) Read Sources A and D. Compare and contrast these two sources as evidence about German ambitions for imperial expansion. Indicative content Similarities include:  Both sources reflect a wish to expand German influence: ‘to acquire territory’ in Source D and ‘occupy enormous stretches of territory’ in Source A.  German commercial interests are specified in both sources with a reference to ‘new fields of industry and trade in Source A and expansion ‘to serve the end of commerce’ in Source D.  In both sources, Germany is seen as ‘a rising nation’ which is starting to demand more access to areas previously influenced by British imperialism, so ‘that Germany as well as Britain’ should be able to colonise and trade.  Both sources show that German ambitions were dependent on British consent Differences include:  The scale of German demands is described differently in each source. In Source A, the British Prime Minister talks of German demands to ‘occupy enormous stretches of territory’ in Africa. In Source D, the German Kaiser refers to far more modest requests for ‘refuelling bases’.  The geographical focus for German ambitions is different. Source A identifies the German motives as focused on Africa as providing ‘new outlets for colonisation by the excessive population at home, and new fields of industry and trade.’ Source D mentions the wish to ‘open up China to international trade’. Explanation The differences between the sources could be explained by considering the motive of each author. Both are motivated to show the reasonableness of their own attitude. Salisbury sounds quite sympathetic to German expansion, though he emphasises the huge extent of German ambitions and is keen to stress British generosity. On the other hand, the Kaiser wants to present Germany’s ambitions as modest and justified, and to emphasise his country’s growing influence as ‘a rising nation’. Therefore, Source D presents Germany’s imperial ambitions on a smaller scale to emphasize how reasonable they are. The similarity between the sources could be explained by reference to contextual knowledge. Both sources accept that Germany has ambitions to build their empire. The Kaiser was determined to assert Germany's rightful place among the world powers and concluded the 1898 ‘unequal treaty’ with China which gave Germany extensive rights around the port of Tsingtao. This functioned as a naval base and trade centre, fulfilling the ambitions outlined in Source D. Although Source A is focused on a different part of the world, it is evident that Germany wanted to expand its influence. For example, after the Berlin Conference of 1884, Germany established colonies in West and East Africa (Namibia, Togoland and Tanzania). Accept any other valid responses. 15

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 14 of 15 Question Answer Marks 3(b) Read all of the sources. How far do the sources support the view that imperial expansion caused tensions between the colonial powers? Indicative content Support  Source B presents ‘conflicting interests in territorial and commercial expansion’ of the great powers as the main cause of the build-up of arms and of numerous diplomatic incidents. While ‘great imperialist powers’ have rarely clashed directly, apart from in the US war with Spain, the tensions are evident between ‘powers with African or Chinese interests’.  Source C suggests how during the Boer War, the Kaiser was certain that ‘German opinion undoubtedly was bitterly hostile’ to Britain. France and Russia also demonstrated hostility arising from the conflict in South Africa in their wish ‘to humiliate Britain’.  Source D shows the Kaiser expressing anger with Britain ‘which everywhere opposed German wishes’ and refused to allow Germany ‘to acquire territory’ to trade with China. This resulted in negotiations between the two European powers being ‘broken off, without result, in a rather impolite manner’. Challenge  Source A describes British willingness to concede rights to Germany in Africa: ‘we accepted that Germany as well as Britain’ should develop colonies. Salisbury is specific about the wish to avoid conflict, as he did not want to ‘risk the happy agreement between the two governments’.  Source C could be argued to offer some challenge, as the Kaiser makes a distinction between public opinion and ‘official Germany’. He claims his personal wish for good relations meant he often showed ‘good-will’ and that he resisted demands to oppose Britain to avoid ‘complications with a sea power’. Evaluation In Source A the British prime minister is trying to present his behaviour in the best possible light and this might be considered as weakening the value of the source. Salisbury claims the British co-operated with Germany over colonies. His speech indicates his wish to avoid conflict with other European powers and this aim could be backed up by contextual knowledge. Salisbury tended to look for diplomatic solutions in colonial issues and worked with Bismarck to reduce Anglo-German tensions in east Africa. However, his ambition was to maintain British influence ‘from the Cape to Cairo’. Source B shows opposition to imperialism on the grounds it created tension. These views arise partly from the context of the Boer War, where a series of defeats humiliated the British army, and caused a popular reaction against aggressive imperialism. Using contextual knowledge to assess what the author argues might seem to strengthen the weight of the source. However, the emotive language of the source, and the writer clearly attempts to persuade readers of the hypocrisy and conflicts associated with competitive imperialism. Candidates might consider that this weakens the source as evidence. 25

9489/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 15 of 15 Question Answer Marks 3(b) In Source C Wilhelm claims to have resisted popular and international demands to humiliate Britain. He is, however, being interviewed by a British newspaper, so clearly wants to present himself as a friend of Britain. This may be considered to limit the weight of this source as evidence of Wilhelm’s real intentions. The interview raised concerns about his judgement and offended many readers. In Source D the Kaiser asserts British hostility to German ambitions in China, in great contrast to how the relationship is presented by the British Prime Minister in Source A. Contextual knowledge can be used to assess the source. Bismarck was motivated to compromise but after his resignation in 1890, the Kaiser pursued a more aggressive policy and tensions. The way in which the Kaiser presents the British ambassador’s view is questionable. Wilhelm is looking back after the First World War and has the agenda of presenting Germany as a victim rather than an aggressive power. Candidates may conclude that this undermines the weight of this source as evidence. Accept any other valid responses.