Cambridge Assessment International Education

Cambridge International Advanced Subsidiary and Advanced Level

HISTORY 9389/12
Paper 1 May/June 2019
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 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

This document consists of 16 printed pages.

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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.

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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.

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Part(a) Generic Levels of Response: Marks

Level 4: Makes a developed comparison 12–15

Makes a developed comparison between the two sources, recognising points of similarity and difference. Uses knowledge
to evaluate the sources and shows good contextual awareness.

Level 3: Compares views and identifies similarities and differences 8–11

Compares the views expressed in the sources, identifying differences and similarities. Begins to explain and evaluate the
views using the sources and knowledge.

Level 2: Compares views and identifies similarities and/or differences 4–7

Identifies relevant similarities or differences between views/sources and the response may be one-sided with only one
aspect explained. Alternatively, both similarities and differences may be mentioned but both aspects lack development.

Level 1: Describes content of each source 1–3

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.

Level 0: No relevant comment on the sources or the issue 0

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Part(b) Generic Levels of Response: Marks

Level 5: Evaluates the sources to reach a sustained judgement 21–25

Answers are well focused, demonstrating a clear understanding of the sources and the question. Reaches a sustained
judgement about the extent to which the sources support the statement and weighs the evidence in order to do this.

Level 4: Evaluates the sources 16–20

Demonstrates a clear understanding of the sources and the question. Begins to evaluate the material in context,
considering the nature, origin and purpose of the sources in relation to the statement. At the top of this level candidates
may begin to reach a judgement but this is not sustained.

Level 3: Uses the sources to support and challenge the statement 11–15
Makes valid points from the sources to both challenge and support the statement in the question. These comments may be
derived from source content or may be about the provenance/nature of the sources.

Level 2: Uses the sources to support or challenge the statement 6–10

Makes valid points from the sources to either support the statement in the question or to challenge it. These comments
may be derived from source content or may be about the provenance/nature of the sources.

Level 1: Does not make valid use of the sources 1–5

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 without reference to the sources.

Level 0: No relevant comment on the sources or the issue 0

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Question Answer Marks Guidance

1(a) Compare and contrast the views expressed in Sources A and D of the 15
Constitution.

Similarities
• Source A describes the Constitution as ‘remarkable’ and refers to it as
‘this fine Constitution’. Similarly, Source D praises it as ‘a considerable
advance’ and a ‘significant move’ towards achieving one nation and
liberalism.
• Source A focuses on the fact that the principle of nationality underlies
it all and Source D, too, sees it as a significant move towards ‘one
nation’.
• Source A refers to ‘unity in the service of freedom and a unity ‘decided
by the people themselves’ and Source D comments that the
Constitution could lead German ‘out of fragmentation and disunity’.

Differences
• Source A presents everything in a positive light with no criticism, while
Source D contains both positive and negative points.
• Source A goes on to say that there has been ‘universal support’ for it,
while Source D refers to its defects and points out in contrast that it
did ‘not really represent the views of many’. Source D also begins with
‘even if it had to fail’, which recognises that despite the fact that it may
have been a step in the right direction, ultimately it did not work.
• Source A sees the Constitution as bringing ‘peace, honour and
freedom’ alongside meeting the political demands of the nation,
whereas Source D regards it as ‘the first bright light’ which could lead
Germany towards unity but points out that it has defects.

Source A was an article in a German Liberal newspaper. As the

Constitution meets the demands of the Liberals, it is bound to be
enthusiastic about it and report on it positively. Source D was written four
years later and takes a more dispassionate view. Baumgarten was also a
Liberal and he believes it ‘may have set back our cause’, but as both a
journalist and an academic he was being more analytical. The Constitution
had failed by this time and he could look back at it to make an
assessment.

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Question Answer Marks Guidance

1(b) ‘The revolutions of 1848–49 had a positive impact on the cause of 25

German nationalism.’ How far do Sources A to D support this view?

Source A
Support: Source A praises the events of 1848 for producing a ‘remarkable
Constitution’ which has ‘universal support’. Underlying the Constitution is
the principle of nationality according to the source, which suggests that it
has a positive impact on German nationalism ‘which is dearer to many
Germans now’.

This source is clearly from a particular perspective; it was published in a

liberal newspaper before the Constitution was finally abandoned in June.
The Constitution did not receive universal support as the source suggests
and cannot be regarded as a reliable source. It does, however,
demonstrate liberal enthusiasm for the Constitution.

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Question Answer Marks Guidance

1(b) Source B
Challenge: Engels is pessimistic in arguing that the powers that were in
control before the events of 1848 are still in control and that the
revolutionaries ‘have been gunned down and destroyed’, thus implying that
nationalism has suffered a setback.

Support: However, Engels writes about this being the ‘first step’ and that
the aristocracy and bourgeoisie have been frightened by it. He believes
that some concessions will have to be made to the nationalists and that
the ‘masses will see a way forward’. Thus, a positive step had been made
in the right direction.

Engels was a socialist with communist views; as such he would believe

that the masses would see a way forward. The first part of the source is
undoubtedly correct as the revolution did indeed fail and he was also
correct in saying that some concessions would have to be made.

Source C:
Support: He believes that the King of Prussia, by supporting the
Constitution, has given some impetus to the nationalist cause which
Bismarck himself opposes at this time.

Challenge: Bismarck does say that the king has set back the cause of
both Prussia and Germany, ‘possibly for ever’ which can be used to
suggest challenge.

In this instance while Bismarck firmly believed in nationalism where

Prussia was concerned, he had not yet adopted the cause of German
nationalism.

When Bismarck made his speech to the German Diet, he was not a
German nationalist; he believed firmly in promoting the power of Prussia;
and it was only later that he changed his mind. Thus, this speech must be
taken in the context of Bismarck’s views at the time.

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Question Answer Marks Guidance

1(b) Source D
Support: Source D believes that the Constitution had been ‘a
considerable advance’ and could lead Germany away from fragmentation
and disunity and that it was a significant move towards one nation. It writes
of ‘the first bright light into our political dreams’. Thus, it had a positive
impact.

Challenge: The revolutions failed which set back the cause of German
nationalism; there were defects in the Constitution, and it did not represent
majority views. The Liberals who wrote it were criticised as inexperienced
and had therefore set back the nationalist cause.

This source was written by a liberal in 1853 when the Constitution had
failed. He is optimistic though that the revolutions of 1848–49 would be a
move towards one nation and subsequent years showed that concessions
were made to the Liberals and that German unity and nationalism were to
become realities.

On balance the sources suggest that the revolutions had a positive impact
on the cause of nationalism, but this was probably in the long rather than
short term. In the short term there had been clear objections and setbacks
(as shown in Source B and C), but the ‘principle of nationality’ (Source A
and D) had clearly been established, which is evidenced by the fear of its
detractors in Sources B and C.

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Question Answer Marks Guidance

2(a) Compare and contrast the responses of Sources B and C to the 15

publication of Uncle Tom’s Cabin.

Similarities
• Both sources believe the book to be inaccurate. According to the
author of Source B, ‘Uncle Tom’s Cabin’ is described ‘as a most wild
and unreal picture of slavery’. Source C, too, does not regard the book
as ‘a faithful record’.
• Both sources believe that the book will be used for wrong purposes.
Source B believes the book will turn people against slavery, while
Source C believes it will lose support for the abolitionist cause.

Differences
• Source B regards the book as an attack on slavery that provides an
inaccurate picture of slavery to ‘those who are only too willing to think
ill of it’. It will ‘arouse the indignation’ of those who support slavery and
‘excite the fanaticism’ of those who oppose it. In contrast, Source C
believes that the book will lose support for the abolitionist cause
maintaining that if people accept this book to be true, there would be
no need to abolish slavery.
• Source B believes that the book is too negative about slavery, whilst
Source C believes it paints too positive a picture.

Source B is clearly written by an advocate of slavery. The author is

anonymous but is from South Carolina, which is a slave state. The tone of
the source suggests support for slavery and the author comments that
people in the South will be ‘hated and misunderstood’. The book will ‘do
infinite injury’. As the author is pro-slavery, the comments are likely to be
exaggerated, but the source does give an example of how afraid the
supporters of slavery were of the impact of this book. Source C is written
by an abolitionist but sees the author as the enemy of the abolitionist
cause because the book did not go far enough in its portrayal of slavery. It
is published in ‘The Liberator’, an abolitionist newspaper in Boston.

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Question Answer Marks Guidance

2(b) How far do Sources A to D support the assertion that Uncle Tom’s 25
Cabin advanced the abolitionist cause?

Source A
Support – from the author herself to a British politician. HBS argues that
UTC has increased support for abolitionism and improved race relations in
the USA.

These claims are extravagant assertions. HBS will want to impress an

admirer and enhance the reputation and impact her own work. No
supporting evidence.

Source B
Support – because UTC will ‘excite the fanaticism’ of the abolitionists.

Challenge – because the book will do little to further the abolitionist cause
because it will divide the country, making the abolitionist goal harder to
achieve.

From a Southern source, this is fairly accurate in its assessment of the

abolitionists, less so on the slavery cause, which rapidly goes beyond ‘the
indignation’ of the South, as shown by Bloody Kansas. Thus, there is some
reliability, given its origins.

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Question Answer Marks Guidance

2(b) Source C
Challenge – because UTC is seen as a book likely to cause potential
supporters of abolition to turn against the cause. It argues that slavery is
worse than it is portrayed in the book.

This source is interesting in that it is published in an abolitionist newspaper

by a supporter of the cause but does not rate UTC. This shows that there
was a range of opinions on the effectiveness of this book.

Source D
Support – because UTC has sparked other anti-slavery books and gained
support for the abolitionist cause, shifting public opinion against the slave
owner and for the slave.

The group of female emancipationists are likely to exaggerate the impact

of their cause in order to try and raise more money. It is true that many
abolitionist works were published after UTC, but there is no mention of
many pro-slavery sources as well. Thus, the source is partial and
unreliable.

On balance the evidence to suggest that UTC advanced the abolitionist is

weak. Suggestions from A, B and D suggest that people who were already
abolitionist would be strengthened in their views, but B and C indicate that
it unlikely to win new supporters and may even further repel those who had
doubts.

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Question Answer Marks Guidance

3(a) Compare and contrast Sources A and B as evidence of British 15

politicians’ opinions about the League of Nations.

Similarities
• Both suggest that Mussolini’s invasion of Abyssinia will be hard to
stop. Churchill in Source A expresses doubt that Mussolini will be
prevented from occupying Abyssinia, commenting that by next year
‘he may be far into Abyssinia’ and that it has been argued that
Mussolini knows that economic sanctions won’t work, otherwise he
would have stopped his invasion. Source B, too, makes the point that
the League failed to prevent the war between Italy and Abyssinia and
failed to stop it once it had started.
• Both sources agree that sanctions will be imposed upon Italy.
• Both suggest that the British government are determined to revive the
prestige of the League.

Differences
• Source A regards the League as coming to life and ‘has passed from
shadow into substance’ now that it is dealing with Italy, whereas
Source B comments that the League ‘clearly does not work’.
• Source A is very positive about the League of Nations whereas
Source B is much more negative. Source A sees the imposition of
economic sanctions on Italy as being successful in the long term; ‘Italy
will be bleeding at every pore’, whereas Source B does not believe
that they will have any real effect and will do more harm to the people
imposing them than those who are suffering from them. In fact,
according to Source B, Italy will be turned from a friend into an enemy.

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Question Answer Marks Guidance

3(a) • Churchill speaks of 50 nations together planning sanctions against

Italy, whereas the British diplomat focuses on Britain, commenting on
it being obsessed with the League and would regard it as ‘an
irreparable misfortune’ if it were to disappear.

Churchill was speaking in the British Parliament as a backbench MP; he

was clearly happy that the League was prepared to take positive action.
His main concern at this time was preventing appeasement. This speech
was made before the disastrous Hoare-Laval Pact. Source B is a British
diplomat and Conservative giving his view in December 1935 when it was
clear that economic sanctions excluded oil, and when Hoare and Laval
came up with their pact, showing that they were prepared to make
concessions to Mussolini.

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Question Answer Marks Guidance

3(b) How far do Sources A to D support the view that economic sanctions 25
against Italy never had a chance of succeeding?

Source A
Challenge: Source A believes that the sanctions will make Italy suffer. The
source rejects the arguments of those who believe that the sanctions will
have little effect on Mussolini.

Churchill was clearly pleased that the League was taking positive action at
long last as a politician who was vehemently opposed to appeasement.

Source B
Support: Source B claims that the sanctions will not work. The author
wants the sanctions to stop because he believes that they will not have
any effect.

From another Conservative politician it shows the range of views within the
party and country at the time. It also shows the concern for Britain’s own
economic interests which underpinned much of the policy of appeasement.

Source C
Challenge: The British Ambassador is arguing that the sanctions have
had a negative impact on Italy with Italy finding it difficult to finance
supplies from abroad or maintain exports. It details some of the suffering
that is taking place in Italy, especially around Naples.

Support: Countries that have applied sanctions are also shown to have
suffered economic loss and this contributes to the reluctance to extend the
sanctions.

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Question Answer Marks Guidance

3(b) Naples is a port in the south of Italy in an underdeveloped area. The British
Ambassador is likely to be in a position to know the effects of the sanctions
there. He may be motivated to show optimism about the effects of the
sanctions.

Source D
Support: Litvinov suggests that ‘by economic sanctions alone it would be
impossible to drive the Italian army out of Ethiopia’ and suggests that
conflict was always inevitable. He does however suggest that a more
prolonged application of sanctions may have been more successful, which
offers some challenge.

A Soviet view of the actions of the League. The Soviet Union hoped that
the League would deter the dictators, especially in the context of the
beginning of the Spanish Civil War.

On balance, the sources suggest that sanctions did have a chance of

succeeding, but they would have to be widely supported and prolonged
(Sources A, C and D). However, there are suggestions from B, C and D
that, given the extent of the existing support and the unwillingness of other
nations to incur costs, there were severe challenges facing any sanctions
regime.

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