2024 Cambridge IAS-Level History (9489) Practice Paper with Answers

### Analysis of Similarities:
* **Violation of International Agreements**: Both sources recognize that Japan has breached its international commitments. Source A admits that Japan's military action is a "technical violation of the League Covenant," while Source B explicitly states it violates the Covenant, the Kellogg-Briand Pact, and the Nine-Power Treaty.
* **Significance of the Outcome**: Both authors agree that the League's response is a crucial test that will shape the future of international diplomacy and collective peace, though they foresee different catastrophic outcomes.

### Analysis of Differences:
* **The Nature of Japan's Actions**: Source A downplays the severity of Japan's invasion, framing it as a reaction to "immense provocation" from "Chinese disorder and banditry." Conversely, Source B characterizes it as a "premeditated, unprovoked invasion."
* **The Recommended League Strategy**: Source A argues that the League should act purely as a mediator and explicitly warns against "coercion" or "economic sanctions." Source B demands the opposite, arguing that the League "must act decisively" through "demanding the immediate withdrawal of Japanese troops" and applying "economic and diplomatic sanctions."
* **The Risks of the League's Policy**: Source A fears that a harsh response will cause Japan to leave the League, undermining regional stability. Source B fears that a soft, mediator-only approach will prove "collective security is dead" and encourage aggression worldwide.

### Contextual Evaluation (Provenance and Reliability):
* **Source A** reflects the official British diplomatic mindset of early 1932, which prioritized avoiding conflict with Japan, preserving British economic interests in the Far East, and avoiding commitments to collective military or economic action. The ambassador's confidential perspective explains his desire to avoid provocative sanctions.
* **Source B** reflects the desperate position of the Chinese government, which lacked the military power to expel Japan on its own. Wellington Koo uses the public platform of the League Assembly to appeal to international law and collective security principles to force reluctant Western powers to intervene on China's behalf.

**Level 1 (1–3 marks)**: Identifies general points from the sources but lacks a clear comparison, or merely paraphrases the sources without focusing on the specific question of the League's response.

**Level 2 (4–7 marks)**: Identifies either similarities OR differences between the two sources regarding the League's response.
* *e.g., pointing out that both agree the League Covenant was violated, or that they disagree on the use of sanctions.*

**Level 3 (8–11 marks)**: Identifies both similarities AND differences in the views expressed in the sources.
* *e.g., comparing the disagreement on mediation vs. coercion/sanctions, alongside the agreement that the Covenant was breached and the future of international stability is at stake.*

**Level 4 (12–15 marks)**: Evaluates the sources using contextual knowledge and/or details of their provenance to explain why they hold these differing views.
* *e.g., explaining that Britain (Source A) was eager to avoid being dragged into an expensive, risky conflict in East Asia during the Great Depression, while China (Source B) was weak and desperately needed the League to enforce collective security to preserve its territorial integrity.*

An effective response must analyze and evaluate all four sources, grouping them to show both sides of the debate before reaching a nuanced conclusion.

**Sources supporting the view that Bismarck had a pre-determined master plan:**
* **Source A** can be seen as supporting the view. In his famous 'Blood and Iron' speech of 1862, Bismarck outlines a clear intent to use military force ('iron and blood') to solve the 'great questions of the time' and alter Prussia's 'unfavorable' borders. This suggests he had an active, aggressive policy in mind from the very start of his ministry to expand Prussian power, which ultimately led to German unification.
* **Source C** strongly supports the view. The Crown Prince claims that Bismarck admitted to having a 'grand plan' conceived in 1862, with the war against France acting as the 'final piece.' The editing of the Ems Telegram is presented as a deliberate, planned provocation to complete this process.

**Sources challenging the view:**
* **Source B** directly challenges the claim of a pre-planned timeline. In this private letter from 1869, Bismarck warns against bringing about crises 'artificially' and refers to German unity as an 'unripe fruit' that cannot be forced. This shows he was cautious, recognized the dangers of acting prematurely, and lacked a rigid schedule for unification.
* **Source D** also challenges the view, arguing that Bismarck did not possess a 'map of the future' or a 'rigid plan' in 1862. Instead, Treitschke characterizes Bismarck as an 'incomparable opportunist' whose primary initial concern was domestic survival (defending the monarchy against parliament) and who excelled at reacting flexibly to events as they arose.

**Source Evaluation and Synthesis:**
* **Source A Evaluation:** While the language of 'iron and blood' suggests a master plan, candidates should contextualize this speech. In September 1862, Bismarck was facing a severe constitutional crisis over army reforms and was trying to bully or persuade a hostile liberal parliament. His focus was on securing military funding and asserting Prussian power, not necessarily on a defined plan for a unified Germany. Thus, its utility as evidence of a pre-existing blueprint is limited by its immediate political purpose.
* **Source B Evaluation:** As a private diplomatic communication to an envoy, this source is highly reliable for showing Bismarck's genuine thinking in 1869. It demonstrates that far from forcing a war, Bismarck was highly aware of the risks and preferred to let events develop naturally. This strongly undermines the 'master plan' thesis and supports the opportunist interpretation.
* **Source C Evaluation:** Written during the tense atmosphere of July 1870, this diary entry seems to offer firsthand confirmation of Bismarck's intentions. However, it must be treated with caution. The Crown Prince was a political opponent of Bismarck who often suspected him of Machiavellian schemes. Furthermore, Bismarck himself in later years (particularly in his own memoirs) sought to cultivate the myth that he had planned everything from the start to enhance his legacy. The claim of a 'grand plan conceived in 1862' may be a retrospective projection by both men.
* **Source D Evaluation:** Treitschke was a nationalist historian who deeply admired Bismarck. Writing in 1896, his perspective is retrospective and colored by the success of unification. However, his assessment that Bismarck was a brilliant opportunist rather than a rigid planner is highly valued by modern historians, as it acknowledges the complex domestic and international constraints Bismarck faced in 1862.

**Conclusion:**
While Sources A and C suggest a calculated, long-term plan involving military force, closer evaluation of their context and purpose weakens their reliability as evidence of a premeditated blueprint. Instead, Sources B and D offer a more convincing portrayal of Bismarck as a pragmatist. The sources overall suggest that while Bismarck had a consistent goal of expanding Prussian power, he did not possess a rigid master plan for German unification from 1862, but rather excelled at exploiting diplomatic opportunities.

**Assessment Objectives:**
* **AO1:** Demonstrate knowledge and understanding of the historical context.
* **AO2:** Analyze and evaluate source material in its historical context to explain its reliability, utility, and perspective.
* **AO3:** Synthesize evidence to construct a balanced argument and reach a reasoned conclusion.

**Mark Bands:**

* **Level 5 (21–25 marks):**
* The answer shows a clear understanding of the historiographical debate surrounding Bismarck's role in German unification (planner vs. opportunist).
* Evaluates at least three of the sources using detailed, accurate historical context to assess their reliability, purpose, and limitations.
* Consistently groups sources to show support and challenge.
* Reaches a sustained, balanced, and persuasive conclusion based on the evaluated evidence.

* **Level 4 (16–20 marks):**
* Addresses both sides of the argument, clearly identifying which sources support and which challenge the claim.
* Attempts to evaluate the sources for reliability or utility, pointing out potential bias, context, or audience, but the evaluation may not be fully integrated into a sustained argument.
* Shows good contextual knowledge of the period (1862–1871).

* **Level 3 (11–15 marks):**
* Identifies which sources support the view (A and C) and which challenge it (B and D).
* Explains the content of the sources clearly in relation to the question.
* Mainly relies on face-value interpretation of the sources with limited or superficial evaluation.

* **Level 2 (6–10 marks):**
* The response is largely descriptive, summarizing the sources one by one.
* Does not effectively group the sources or address both sides of the debate.
* Limited historical context or understanding of the question.

* **Level 1 (1–5 marks):**
* Writes generally about German unification or Bismarck without direct reference to the sources provided.
* Contains significant factual errors or misunderstandings.

The Frankfurt Parliament failed to unify Germany for several key reasons: 1. Lack of real military power: The Parliament had no army of its own and relied on the armed forces of individual German states, primarily Prussia, which remained loyal to their respective monarchs rather than the liberal assembly. 2. Internal divisions: The delegates, mostly middle-class intellectuals, were deeply divided over crucial issues. This included the territorial scope of the proposed nation (the Grossdeutschland vs. Kleindeutschland debate) and the form of government (a constitutional monarchy vs. a republic). These lengthy debates delayed action while the old regimes recovered. 3. Rejection of the crown: When the Parliament finally agreed on a Kleindeutschland constitution and offered the imperial crown to King Frederick William IV of Prussia in April 1849, he rejected it, calling it a "crown from the gutter" because it came from an elected assembly rather than his fellow princes. 4. Resurgence of conservative forces: By late 1848, the initial revolutionary momentum had slowed, and the rulers of Austria and Prussia reasserted their control, deploying troops to crush revolutionary movements and dismantle the assembly.

Level 4 (8–10 marks): Explains multiple factors (such as the lack of military power, internal divisions, the rejection of the crown by Frederick William IV, and the resurgence of Austria/Prussia) and explains how these factors combined to cause the failure of the Parliament. Level 3 (5–7 marks): Explains one or two factors clearly, or provides a broader list with limited explanation. Level 2 (3–4 marks): Identifies relevant factors but provides descriptive detail rather than analytical explanation. Level 1 (1–2 marks): Offers general or superficial assertions about German unification with little or no explanation.

The Dred Scott decision increased sectional tensions for several reasons: 1. Denial of citizenship: Chief Justice Roger Taney ruled that African Americans, whether slave or free, were not citizens of the United States and therefore had no right to sue in federal courts. This deeply outraged Northern abolitionists and free blacks. 2. Nullification of the Missouri Compromise: The Court declared that Congress had no constitutional power to ban slavery in any federal territory, making the Missouri Compromise of 1820 unconstitutional. This opened up all US territories to the potential expansion of slavery, directly threatening the core platform of the Republican Party, which was committed to free soil. 3. Fueling the 'Slave Power' conspiracy: Many Northerners saw the ruling, combined with the actions of Democratic President James Buchanan, as evidence of a southern conspiracy ('Slave Power') to nationalize slavery and dominate federal institutions. 4. Division of the Democratic Party: The ruling split Northern and Southern Democrats. Northern Democrats, led by Stephen Douglas, advocated for 'popular sovereignty' (allowing territorial settlers to vote on slavery), but the Dred Scott ruling declared that even territorial legislatures could not ban slavery, making popular sovereignty legally untenable and driving a wedge into the party.

Level 4 (8–10 marks): Explains multiple factors (such as the denial of black citizenship, the invalidation of the Missouri Compromise, the strengthening of 'Slave Power' conspiracy theories, and the political split within the Democratic Party) to show how the decision escalated sectional tension. Level 3 (5–7 marks): Explains one or two factors in detail, or outlines several factors with limited analytical depth. Level 2 (3–4 marks): Identifies key aspects of the Dred Scott decision but describes the ruling rather than explaining why it caused tension. Level 1 (1–2 marks): Offers brief, superficial, or inaccurate assertions about the case.

To answer this question, candidates should evaluate the relative importance of Napoleon's military prestige versus the internal weaknesses of the French government under the Directory (1795–1799). Arguments supporting the view that his rise was due to his military reputation: Napoleon's brilliant military campaigns in Italy (1796–97) and Egypt (1798) established him as France's most successful and dynamic general. He was adept at self-promotion and propaganda (e.g., through the Couriers of the Army of Italy), which cultivated an image of him as a heroic, patriotic savior. His reputation for maintaining order was demonstrated earlier by his suppression of the royalist uprising in 1795 ('whiff of grapeshot'). Conspirators within the government, notably Sieyès, specifically sought a 'sword' (a popular military figure) to provide the muscle and public legitimacy for a coup to revise the constitution. Napoleon was chosen precisely because of his unique public stature. Arguments supporting the view that his rise was due to the instability of the Directory: The Directory suffered from severe constitutional weaknesses, leading to an annual election cycle that caused constant political instability. The regime lacked public support and routinely ignored democratic results to maintain power, notably in the Coups of Fructidor (1797) and Floréal (1798), which deeply undermined its political legitimacy. Severe economic problems persisted, including rampant inflation, high taxation, and corruption, which alienated both the bourgeoisie and the lower classes. The resurgence of the royalist threat and the military setbacks of 1799 during the War of the Second Coalition created widespread fear and a desire for strong, stable government. Conclusion: Candidates should conclude by showing how these factors interacted. The failures of the Directory created a deep-seated crisis of political legitimacy and a desire for stability, which provided the necessary opportunity for a change in government. However, it was Napoleon’s extraordinary military reputation that made him the only figure capable of uniting various factions and executing the Coup of Brumaire. Thus, while the Directory’s failures created the vacancy, Napoleon's military reputation ensured he was the one to fill it.

Levels of response mark scheme for 20-mark essay questions: Level 5 (16–20 marks): Answers will be consistently analytical, presenting a clear, balanced, and focused argument. Excellent depth of historical knowledge used to support evaluations. Reaches a sustained, logical conclusion based on the evidence presented. Level 4 (11–15 marks): Answers will be mostly analytical, showing a clear understanding of the question. Explains both sides of the argument with good historical knowledge, though some areas may lack depth or balance. A reasonable conclusion is reached. Level 3 (6–10 marks): Answers will show some understanding, but may be descriptive rather than analytical. Some relevant knowledge is deployed, but arguments may be one-sided, undeveloped, or lack focus on the specific question. Level 2 (3–5 marks): Answers show limited understanding of the topic, often relying on narrative or sweeping assertions with little supporting evidence. Level 1 (1–2 marks): Little or no understanding of the topic; disjointed or highly inaccurate assertions.

To answer this question, candidates should analyze the motivations behind the Radical Republicans' policies during the Reconstruction era (1865–1877). Arguments supporting the view that they wanted to punish the South: The Reconstruction Acts of 1867 divided the South into five military districts under Union generals, which southerners perceived as harsh, punitive military occupation. The Radicals insisted on the temporary disenfranchisement of thousands of former Confederate officials and military officers. They forced Southern states to ratify the Fourteenth Amendment as a condition for readmission to the Union, overriding local state sovereignty. Rhetoric from prominent Radicals, such as Thaddeus Stevens and Charles Sumner, often treated the South as 'conquered provinces' that had forfeited their constitutional rights. Arguments that they were driven by other motivations: Ideological Commitment to Civil Rights: The Radicals were genuinely committed to protecting the newly emancipated slaves. They championed the Civil Rights Act of 1866, the Freedmen’s Bureau, and the 14th and 15th Amendments, which guaranteed citizenship and voting rights to Black men. Preventing a Return to the Antebellum Status Quo: Radical actions were a direct response to the passage of Southern 'Black Codes' and the election of former Confederate leaders (such as Alexander Stephens) to Congress under President Johnson’s lenient Reconstruction plan. Their measures aimed to prevent the re-establishment of white supremacy and de facto slavery. Political Self-Interest: The Republican Party needed to secure its political dominance. If southern states readmitted quickly without civil rights reforms, the Democratic Party would regain national power, threatening Republican economic policies (tariffs, railroads, national banks). Conclusion: Candidates should conclude that while Radical Reconstruction policies felt highly punitive to white Southerners, the primary drivers were ideological and practical rather than merely vengeful. The Radicals sought to transform southern society to protect the union and secure the civil rights of freedmen, reacting to southern intransigence rather than acting out of simple malice.

Levels of response mark scheme for 20-mark essay questions: Level 5 (16–20 marks): Answers will be consistently analytical, presenting a clear, balanced, and focused argument. Excellent depth of historical knowledge used to support evaluations. Reaches a sustained, logical conclusion based on the evidence presented. Level 4 (11–15 marks): Answers will be mostly analytical, showing a clear understanding of the question. Explains both sides of the argument with good historical knowledge, though some areas may lack depth or balance. A reasonable conclusion is reached. Level 3 (6–10 marks): Answers will show some understanding, but may be descriptive rather than analytical. Some relevant knowledge is deployed, but arguments may be one-sided, undeveloped, or lack focus on the specific question. Level 2 (3–5 marks): Answers show limited understanding of the topic, often relying on narrative or sweeping assertions with little supporting evidence. Level 1 (1–2 marks): Little or no understanding of the topic; disjointed or highly inaccurate assertions.