Study all the sources.

Mark scheme

Marking points from the official mark scheme (May/June 2023). The mark or mark type is shown in brackets.

1. [7-10] Level 3 Uses sources to support and reject the statement.
2. [4-6] Level 2 Uses sources to support or reject the statement.
3. [1-3] Level 1 No valid source use.
4. [0] Level 0 No evidence submitted or response does not address the question.
5. [Bonus] Award up to 2 bonus marks for evaluation of sources (no more than 1 per source).
6. [Bonus] Source use must be referenced to a source by letter, by provenance or by direct quote. There must be examples from source content. There must be an explanation of how this supports/does not support the statement.
7. [1] Sources supporting beneficial impact: A, B, C, D, E, F.
8. [1] Sources rejecting beneficial impact: A, B, C, E, G, H.
9. [1] Source A mentions some improvements in sanitation, hospitals, schools, increased lifespans and literacy, and infrastructure like railroads and dams (though these mostly benefited Europeans). It also notes fighting against slavery.
10. [1] Source B lists benefits such as Western medicine, formal education promoting literacy, road systems, railroads, water and electricity, establishing boundaries for independence, and combating slavery.
11. [1] Source C, an advertisement, depicts imperialism as 'The White Man's Burden', bringing 'the virtues of cleanliness' and 'civilization', suggesting a beneficial, if self-serving, view.
12. [1] Source D shows a village school established by German missionaries, implying the spread of education and civilizing influence.
13. [1] Source E, a report from a Chief Magistrate, calls for more schools to train Africans to be 'civilised and industrious', indicating a perceived benefit of education for community integration.
14. [1] Source F, from the Berlin Conference, states European powers committed to 'preservation of the native tribes', 'improvement of the conditions', 'suppressing slavery', and protecting 'religious, scientific or charitable institutions', implying beneficial intentions.
15. [1] Source A also argues that imperialism led to Africans losing land and independence, disrupted culture, economic dependence, famine due to cash crops, forced migration, and artificial boundaries causing problems.
16. [1] Source B acknowledges that colonial governments took the best land, used Africans as cheap labour, separated families, and introduced cash crops that led to famine.
17. [1] Source C, while showing a positive European view, implies racial superiority and the imposition of European values, which can be seen as harmful.
18. [1] Source E's mention of training for 'civilised and industrious community' can be interpreted as training for subservience within the colonial structure, rather than genuine benefit.
19. [1] Source G vividly details brutal atrocities, murders, famine, forced labour, and high taxes in the Congo Free State, clearly demonstrating a harmful impact.
20. [1] Source H, a cartoon, depicts King Leopold II crushing an African man with 'rubber coils', symbolizing severe exploitation and suffering, a clear negative impact of imperialism.