PAKISTAN INTERNATIONAL SCHOOL JEDDAH ENGLISH SECTION DEPARTMENT OF PAKISTAN STUDIES 2022-23 CANDIDATE NAME: Grade: Y-8 Final-Term Review Pack (History 0448/1) This document consists of past papers of 0448/ 1 Pakistan Studies Chapters taught in Y8. (From year 2015-2022) Scanned with CamScannerCh 3: War Of Independence 1. This question is about the growing influence of the East India Company. Study the sources (Insert) carefully and then answer the questions which follow, SOURCE A There are few figures in history as controversial as Robert Clive. Some people described him as a soldier of initiative, courage and determination. Other people saw him as reckless and unprincipled, a rebel expelled from several schools for bad behaviour. They said his victories at Arcot, Calcutta and Plassey were all the result of lucky gambles that put his men in unnecessary danger. It was also said that Clive used tactics that were sly and against the accepted codes of battle. Clive was also described as cruel, lacking in morality and greedy for personal wealth. Adapted from an article in a British newspaper published in June 1988 (a) According to Source A what were the personal characteristics of Robert Clive? BI 2. Who was Robert Clive? fa) 3. What happened at Cawnpore in 1857? (a) 4. Who was Nana Sahib? [4] 5. Who was Lakshmibai? (4) 6. Why was Robert Clive appointed the first Governor of Bengal? 17] 7. Why did the War of Independence of 1857 not succeed? v7 8. To what extent were economic reforms the main cause of the War of Independence in 1857? Explain your answer. [10] 9. To what extent were the different aims of Indian groups in 1857 the main reason why the War of Independence was short-lived? Explain your answer. {10} 10. Was the work of the Christian missionaries the most important reason why the Indians opposedBritish attempts to westerise them between 1750 and 1850? Explain your answer. [10] 11. Was an absence of leadership the main reason why the War of Independence in 1857 failed? Explain your answer. [10] 12. To what extent were the outcomes of the War of Independence beneficial for india? Explain your answer. [14] 13, To what extent were military factors the main cause of the War of Independence in 1857? Explainyour answer. (a4) 14. Was religion the most important reason for the War of Independence in 1857? Give reasons for your answer. [14] 2 Scanned with CamScanner3. 6 Ch 4: Sir Syed Ahmed Khan: Describe ‘The Loyal Mohammedans of India’. [4] Describe the purpose of the Mohammedan Anglo-Oriental College. (4) Explain why Sir Syed Ahmad Khan tried to improve relations between the Muslim community and the British. 7 Were Sir Syed Ahmad Khan's religious views his most important contribution to the Muslim cause after 1857? Explain your answer. [14] Was the attempt to achieve a better understanding with the British the most important contribution thatSir Syed Ahmad Khan made to the Muslim cause during the nineteenth century? Explain your answer. (24) Was the development of a western education system the greatest achievement of Sir Syed Ahmad Khan?Explain your answer. [14] “The “Two-Nation” Theory was Sir Syed Ahmad Khan's main contribution to the development of the Pakistan Movement during the nineteenth century.’ How far do you agree with this statement? Explain your answer. (a4) Scanned with CamScannerCh 6: Pakistan Movement in Early 20%" Century 1. Study the sources (Insert) carefully and then answer the questions which follow. SOURCE A The Delhi Proposals 1927 Jinnah was keen to have Hindu-Muslim unity and was prepared to reject separate electorates forthis. As a result he made a number of proposals to Congress at a meeting in Delhi in 1927. He wanted more Muslim-majority provinces to balance the number of Hindu- majority ones represented in the central assembly. He proposed that Sindh be separated from the Bombay Presidency and made into a full province. He wanted the protection of Muslim minorities as well as other minorities in Punjab and Bengal. One third of seats in the central legislature were to be set aside for Muslims and he wanted reserved seats rather than separate electorates. Congress favourably received these proposals but withdrew their support later in the year. From Jinnah vs. Gandhi by Roderick Matthews (a) According to Source A, what were Jinnah’s aims in his Delhi Proposals of 1927? BI 2. This question is about the Pakistan Movement between 1909 and 1919. Study the sources (Insert) carefully and then answer the questions which follow SOURCE A The Defence of India Act 1915 The Defence of India Act came into force in 1915 for the duration of the First World War and for six months after it. The Act gave the Governor General special powers to ensure the safety of the people and the defence of the British Empire in India. Public servants were given powers to uphold the law. Violation of the Act was punishable with fines, prison sentences of up to seven years and death for offences considered to be terrorism or plotting against the British Government, From a website on thehistory of india (a) According to Source A, what reasons are suggested for the introduction of the Defence of India Act in 1915? GB) Scanned with CamScanner3, How does Source B help us to understand what happened at Jallianwala Bagh in 1919? (5) SOURCE B ‘An entrance to Jallianwala Bagh, Amritsar photograph of an entrance to Jallianwala Bagh, which is largely unchanged since 1919 Scanned with CamScanner4. What was the Swadeshi Movement? [4] 5. What were the terms of the Indian Councils Act of 1909? [4] 6. Describe what happened at Lucknow in 1916. (4) 7. Who was General Dyer? La 8. Describe the terms of the Rowlatt Act. [4] 9. Why were the Montagu-Chelmsford reforms opposed by Indians in 1919? 7) 10. Explain why the British partitioned Bengal in 1905. v7 11. Why was India not granted self-rule by Britain in 1919 7 22. Explain the importance of the Lucknow Pact of 1916. rial 13. Explain why the Muslim community felt it necessary to form their own political party in 1906? oR Explain why the Muslim League was formed in 1906. 7 14. Explain how the British reacted to Hindu-led protests against the Partition of Bengal between 1906 and 1908. 7 15. Which of the following had the most important effect on the Pakistan Movement between 1909 and 1919? (i) the Morley-Minto reforms, 1909 (i) the reversal of the Partition of Bengal, 1911 (iii) the Lucknow Pact, 1916 Explain your answer with reference to all three of the above. [10] 16. To what extent had India benefited by the early 1920s from supporting Britain in the First World War? Explain your answer. [0] 17. How successful was the Partition of Bengal in 1905? Explain your answer. [14] 18. Was the introduction of the Rowlatt Act in 1919 the sole cause of violence in India during 1919 and 1920? Explain your answer. fa) 19. Was the partition of Bengal the main reason for the formation of the Muslim League in 1906? Give reasons for your answer. [14] 20. Was the Simla Deputation of 1906 the most important reason for the formation of the Muslim League later that same year? Explain your answer. [14] 21. How successful was the 1905 Partition of Bengal? Explain your answer. [14] 22. To what extent was the need for a political party to represent the Muslim community the main reason forthe establishment of the All-India Muslim League in 1906? Explain your answer. [14] 6 Scanned with CamScanneri, 4 Ch 7: Khilafat Movement What was the All India Khilafat Conference? [4] Describe the Hijrat Movement. «4 Why did the Khilafat Movement emerge? 7) Explain why the Khilafat Movement ended in 1924, 71 Was the withdrawal of Gandhi’s support the most important reason for the decline of the Khilafat Movement? Explain your answer. 14} Was the Mopiah uprising in 1921 the main reason for the end of the Khilafat Movement? Explain youranswer. [14] Scanned with CamScannerCh 8: Pakistan Movement from 1927 to 1939 1. This question is about the Pakistan Movement between 1927 and 1937. Study the sources (Insert) carefully and then answer the questions which follow. SOURCE A The Simon Commission 1927 The offer of the hand of friendship from Congress is more valuable than any concession which the British Government is willing to make. This public meeting of the citizens of Bombay firmly declares thatthe commission which has been announced is unacceptable to the people of India as it denies the right of the people of India to participate on equal terms in framing the future constitution of the country. It contains no indian representation. Indians throughout the country should have nothing to do with the commission at any stage or in any form. We are not satisfied with the status of just being petitioners to this commission. From a speech made by Jinnah in Bombay in 1927, inreaction to the appointment of the Simon Commission {a) According to Source A, why was there opposition to the Simon Commission of 1927? [31 2. This question is about Congress Rule in india between 1937 and 1939. Study the sources (Insert) carefully and then answer the questions which follow. SOURCE A The Day of Deliverance wish the Muslims all over India to celebrate Friday 22 December 1939 as a national ‘Day of Deliverance’from Congress rule. Provincial and local Muslim Leagues should hold meetings to offer thanks in their prayers for the end of the unjust Congress regime. These meetings should be peaceful and orderly so as not to upset or offend any other community. It is the Congress High Command who are responsible for the unjust tyranny of these past years. Adapted from a speech by Jinnah to the Muslim community on 2December 1939. {a) According to Source A how did Jinnah want the Muslim community to act on 22 December 1939? BI Scanned with CamScannerWhat was the Simon Report? 14] Who was Rahmat Ali? (4) What was the Communal Award? a] What was Satyagraha? (al What was the ‘Day of Deliverance’? fal Describe what happened at Allahabad in 1930. [4] ‘What does Source B tell us about the negotiations during the Round Table Conferences between 1930and 1932? [5] SOURCE B The Round Table Conferences 1930-1932 From a British political magazine during the period of the Round Table Conferences. John Bull is a charactor used in politcal cartoons as a national symbol to represent Britain in general. Scanned with CamScanner10. How does Source B help us to understand Indian concerns about the Simon Commission of 1927? {5} ‘SOURCE B The Simon Commission 1927 ‘A banner produced at the time of the Simon Commission 11. What can we learn from Source B about Gandhi's ideas on education between 1937 and 1939? [5] SOURCE B Gandhi's educational ideas ‘A photograph of Gandhi at an ashiam 10 Scanned with CamScanner12, Why did Jinnah produce his 14 Points in 1929? a 13, Why was the Second Round Table Conference of 1931 unsuccessful? 7 14, Explain the importance of the Government of India Act of 1935 to the future of the subcontinent. [7] 15. Explain why the All India Muslim Conference rejected the Nehru Report in 1928. vl 16. Why was Dr Allama Muhammad Iqbal asked to chair the Muslim League at Allahabad in 1930? [7] 17. Explain why the Muslim community objected to the rule of the Congress party between 1937 and 1939. 7 18, Explain why there were three Round Table Conferences between 1930 and 1932. fe] 19, Explain how Jinnah transformed the Muslim League between 1937 and 1939. v7 20. Explain why there were three Round Table Conferences between 1930 and 1932. 7 21, Explain why there was opposition to the Government of India Act of 1935. 7 22, Explain why Muhammad Ali Jinnah produced his 14 Points in 1929. rea) 23. Which of the following was the most important in the development of the Pakistan Movement? (i) the Nehru Report, 1928 {i)Jinnab’s 14 Points, 1929 (ii) the Government of india Act, 1935 Explain your answer with reference to all three of the above. {20} 24, How successful were the provincial elections held in India in 1937? Explain your answer. [10] 25, How successful were the 1937 elections? Explain your answer. [10] 26, How successful were the three Round Table Conferences of 1930-1932? Explain your answer. [14] 27. Was the First Round Table Conference of 1930 more successful than the two that followed in 1931 and 1932? Explain your answer. [14] 28, Was the introduction of the Wardha Scheme the main reason why Congress rule (1937-1939) was dislikedby the Muslim community? Give reasons for your answer. (14) at Scanned with CamScannerMARKING SCHEME Scanned with CamScanner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. 3 Scanned with CamScannerGeneric levels of response marking grids Table 1 The table should be used to mark the part (c) question in Section A and part (b) questions in Section B. 'get: Demonstrates knowledge and understanding of the past through historical | Marks cope (A01, AO2) Level 3_| Explanation 5&7 * one explanation [5] ‘+ two explanations or one developed explanation [6] * additional explanation(s) and/or developed explanation(s) [7] ‘Supported by relevant and accurate contextual knowledge Level 2 | Identification/ description 24 Identifies and/or describes using relevant and accurate contextual knowledge (1 mark per identification/ description) Level 1 | General answer 1 Valid general comment lacking specific knowledge Level 0 | No creditable response 0 Scanned with CamScannerTable 2 The Table should be used to mark the part (c) question in Section B. ‘Target: Demonstrates knowledge and understanding of the past through historical explanation and an ability to analyse and evaluate historical events (AO1, AO2) Marks Level 5 Explanation with evaluation! judgement + explanation at the top of Level 4 with an evaluation! judgement supported by relevant and accurate contextual knowledge [13] ‘explanation at the top of Level 4 with a developed evaluation’ judgement ‘supported by relevant and accurate contextual knowledge [14] 1314 Level 4 Explanation of both sides of the issue one explanation of each side of the issue [10] + two explanations or one developed explanation of one-side of the issue and an explanation of the other side of the issue [11] ‘* additional explanation(s) and/or developed expianation(s) from either side of the issue [12] ‘Supported by relevant and accurate contextual knowledge 10-12 Level 3 Explanation of one-side of the issue one explanation [7] ‘two explanations oF one developed explanation [8] '* additional explanation(s) and/or developed explanation(s) [9] ‘Supported by relevant and accurate contextual knowledge 9 Level 2 Identification/ description of the issue Identifies andlor describes the issue using relevant and acourate contextual knowledge (1 mark per identification/ description) Level 1 General answer Valid general comment(s) lacking specific subject knowledge (1 mark per general comment) 1-2 Level 0 No creditable response 15 Scanned with CamScannerCh 3: War Of Independence: 1. According to Source A what were the personal characteristics of Robert Clive? [3] Level 1: Relevant statement(s} identified from the source 1-3) (One mark for each relevant statement identified from the source, two marks for a developed statement from the source) e.g. # A brave/courageous soldier; « A man of initiative, leadership, determined; « Reckless, unprincipled; * Badly behaved; » Gambled/took risks in battle; » Put his men's life in danger; + Devious, sly in battle; « Cruel; « immoral; # Greedy. No evidence submitted or response does not address the question (0) 2. Whowas Robert Clive? [4] Reward each correct statement with 1 mark. 2 marks can be awarded for a developed statement. Candidates might refer to: Became a general in EIC armed forces in India, defeated the French, Plassey 1757 showed qualities as a soldier and leader by defeating Nawab of Bengal. Made Governor of Bengal and enabled British supremacy there, increased power of merchants and established Oudh as a buffer state between Bengal and the Marathas. Introduced a number of reforms ~ dual system government, civil reforms, abolition of private trade system, Society of Trade, military reforms etc. Made Lord Clive, accused ‘plundering India’ but found not guilty. Became addicted to opium and in 1773 committed suicide 3. What happened at Cawnpore in 1857? [4] Reward each correct statement with 1 mark. 2 marks can be awarded for a developed statement. Candidates might refer to: Indian troops, led by Nana Sahib, rose up against the British, trapping their forces who surrendered after 3 weeks. As they left, the British soldiers and 300 women and children were killed the remainder were kept as prisoners and later killed. Later the British carried out acts of revenge. Nana Sahib escaped. 4. Who was Nana Sahib? [4] Reward each correct statement with 1 mark. 2 marks can be awarded for a developed statement. Candidates might refer to the following: [4] * During the War of Independence at Kanpur he led the revolt that killed British officers and other Europeans + He had a personal grievance against the Bi for stopping his pension * A British force surrendered to him and his force, having been given a promise Of safe passage out of the area » Nana Sahib fired on the British on barges killing 300 women and children and the soldiers + He escaped and was never captured, 5. Who was Lakshmibai? [4] * Known as Rani of Jhansi * She led the rebel sepoys * Opposed British after they regained controlof Lucknow in 1857 during War of Independence « Tatya Topse who was an Indian general assisted her * InJune 1858 she dressed as a man and was killed by the British in the battle for Gwalior * The war quickly came to an end after her death. No evidence submitted or response does not address the question 0 16 Scanned with CamScanner6, Why was Robert Level 3: Explains reasons Explains one reason for 5 marks and two (+) reasons to up to a maximum of 7 marks. e4 + Clive commanded the British army to victory at the battle of Plassey in 1757 and established relations with Mir Jafar. * The battle increased Clive’s reputation and his importance to the East India Company (EIC) because he became the foremost commander of British forces in India, + The battle was also a success for the EIC because they now controlled the profitable trade in Bengal. + As a reward for being considered responsible for the EIC amassing immense fortunes, especially in Bengal + Clive's reputation and importance was further enhanced by his success at the battle of Buxar in 1764 which increased British control of eastern india, [5-7] Level 2: Identifies reasons Identifies one reason for 2 marks and two (+) reasons up to’a maximum of 4 marks. ©.g. + He won two battles. + The battle was also a success for the EIC. Ral Level 1; Simple statement(s) A general answer lacking specific knowledge. e.g + Clive commanded the British army. + He was a good leader. 1) No evidence submitted or response does not address the question {0} /e appointed the first Governor of Bengal? [7] 7. Why did the War of Independence of 1857 not succeed? [7] Level 3: Explains reasons 15-7) (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) @g.¢ The Indian population were not united in a common cause. # The Punjab was uninterested in helping the rebellion and actually sent men and supplies to help the British as they did not wont imperial power restored. » This also happened in Kashmir where the ruler sent 2000 troops to help the British as this benefitted his own feudal powers, + The British had modern methods of fighting and the army was well orgenised as well as being supplied by some of the local rulers. Level 2: Identifies reasons [2-4] (One mark for each identification) e.g. « There was no plan + There was a lack of unity « The British had more firepower Level 1: Simple statement ay (One mark for any simple statement) e.g. The uprisings were unsuccessful No evidence submitted or response does not address the question 0) 7 Scanned with CamScanner8 To what extent were economic reforms the main cause of the War of Independence in 1857? Explain your answer. [10] Level Explains and makes judgement/evaluation [20] (As top of Level 4 plus judgement/evaluation) Level 4: Explains WHY economic reforms AND other causes were important leading to the War [6-9] (Two explanations, one economic reforms and one on other causes, are worth six or seven marks. Additional ‘explanations on the same two reasons cannot be awarded more than eight marks. Explanation of all reasonsis worth nine marks) e.g Economic reforms # The British imposed high taxation to exploit India’s wealth. Peasants and small landowners could not afford this, so many fell into poverty. Resentment grew because of the resulting starvation and suffering; * The Sepoys were discontented because they did not get a fair deal. Their salaries were very low in comparison with those of the British soldiers and they had litle chance of promotion. They were also angry over the lack of payment of extra allowances for service in newly conquered territories lke Sindh; * The East India Company banned the export of cotton from india in 1800. This had a negative impact on many Indian communities who relied on making and selling cotton increasing poverty and also opposition towards the British. (Other causes « The replacement of Persian and Sanskrit by English as the official language in the 1830s deeply upset both Muslim and Hindu groups as it was a threat to their culture; * English became the Official language making it more difficult for some of the Muslim community to get higher paying jobs; « All women were forced to abandon purdah, which had been a custom for centuries and was widespread amongst, and strictly observed by Muslim women. This action by the British was unpopular amongst the Muslim community and apposed; « In 1852 the ‘Doctrine of Lapse’ was introduced without consultation. This policy caused great unrest because it meant that the British could take over any local kingdom that did not have a direct male heir; * The British introduced @ new rifle with @ paper cartridge that was coated in both cow and pig fat. The sepoys had to bite the end of the cartridge off before loading. The troops were angered and refused to use these cartridges because the Muslim faith forbade pig fat and the cow was a sacred animal in the Hindu religion. Level 3: Explains WHY economic reforms OR other causes were important leading to the War. [5-7] (One explanation is worth five marks. Additional explanations on the same reason can be awarded up to seven marks) See exemplars in La Lovel 2: Identifies cause(s) leading to the War [3-4] (One identification / description is worth three marks. An answer with an additional identification / description is worth four marks) e.g. # High taxation; * Sepoy salaries were low; # The Doctrine of Lapse was unpopular; + Purdah was abandoned. Level 1: Simple statement(s) 2] e.g. « The British were unpopular amongst Indian groups, No evidence submitted or response does notaddress the question (0) 18 Scanned with CamScanner9. To what extent were the different aims of Indian groups in 1857 the main reason why the War of Independence was short-lived? Explain your answer. [10] Level 5 (10 marks) Explains with evaluation/judgement Explanation at the top of Level 4 with an evaluation/judgement supported by relevant and accurate contextual knowledge Level 4 (7-9 marks) Explanation of both sides of the issue * one explanation of each side of the issue [7] + two explanations or one developed explanation of one side of the issue and an explanation of the other side of the issue ta] + additional explanation(s) and/or developed expianation(s) from either side of the issue 9) Supported by relevant and accurate contextual knowledge Level 3 (4-6 marks) Explanation of one side of the issue + one explanation oy ‘two explanations ar ane developed explanation 5] * additional expianation(s) and/or developed explanation(s) (6) Supported by relevant and accurate contextual knowledge Level 2 (2-3 marks) Identification/description of the issue Identifies and/or describes the issue using relevant and accurate contextual knowledge (1 mark per identification/description} Level 1 (1 mark) General answer Valid general comment lacking specific subject knowledge Level 0 (0 marks) No creditable response Indicative content May agree that the different aims of Indian groups in 1857 was the main reason for the War of Independence being short lived: + different Indian groups found itdifficult to ut aside their differences » there was disunity/absence of a common aim amongst indian groups/the alms of Indian groups were sometimes unclear # some Indian groups wanted to restore their old rulers and customs « some princes were fearful of losing British support Counter-arguments might include: * some Indian groups did not have a battle plan or strategy * some Indian groups had limited leadership and experience in battle « the British army was experienced in battles British troops were well trained and disciplined » British troops had modern weapons + the British army were experienced strategists/administrators/negotiators/ leaders Other relevant responses should also be credited. 10, Was the work of the Christian missionaries the most important reason why the Indians opposed British attempts to westernise them between 1750 and 1850? Explain your answer. [10] LEVEL 1; Simplistic statement (1-2) They converted people. LEVEL 2: Description/identification of reasons B4] Christianity was taught in schools. LEVEL 3: Explains the work of Christian missionaries OR other reasons 5-7] LEVEL 4: Explains the work of Christian missionaries AND other reasons 6-9] Christian missionaries came to india to convert the local population as well as to set up schools. in these. schools the missionaries taught Christianity and expected local religions to be given up which was resented by Muslims, Hindus and Sikhs alike. However, there were other reasons why the Indians opposed the 19 Scanned with CamScannerBritish attempts to westemnise them. The replacement of Persian and Sanskrit by English as the official language in the 1830s deeply upset both the Muslims and Hindus, This had the potential to threaten their languages. A number of social reforms had been imposed by the British without consultation or care for local feeling which caused much unrest. Indians had to send their children to co-educational schools which was hated since it appeared to impose the British system on the Indians without due regard to their religious and cultural feelings. Thomas Macaulay believed that European ideas of education were vastly superior to anything coming out of india and, as ¢ result, the British imposed a system of education that promoted western values on a people who resented this interference. They were also forced to abandon purdha which had been an Indian custom for centuries. in 1795 the killing of baby daughters was declared to be murder, but the British found difficulty in enforcing this as it was again a tradition practised in many parts of India, Suttee, the ritual burning of Indian women on the funeral pyres of their husbands was also banned by the British, first in Bengal and then in the rest of the country. Although the British had been reluctant to get involved in banning this practice, there was litle opposition to the outlawing of it LEVEL 5: As Level 4 — also produces a judgement or evaluation [20] 11. Was an absence of leadership the main reason why the War of Independence in 1857 failed? Explain your answer. [10] Level 5: Explains with evaluation As top of Level 4 ~ also produces a judgement or evaluation. [a0] Level 4: Explains absence of leadership AND other reasons Explains one reason for absence of leadershipAND one other reason for 6 marks. Additional explanation(s) up to 2 maximum of 9 marks. (6-9) Level 3: Explains absence of leadership OR other reasons Explains one reason for absence of leadership OR other reason for 5 marks. Additional explanation(s) for the same line of reasoning up to a maximum of 7 marks. e.g. ‘Absence of leadership ‘= No single leader e.g, Bhadur Shah was not accepted by most Hindus. ‘+ Many people at the time thought Bhadur Shah did not have strong leadership skills and that he was more of a figurehead, ‘= Bhadur Shah and the Rani of Jhansi worked alone, and neither would support the other. Other reasons ‘Lack of unity and common cause amongst the Indian population + The Punjab was uninterested in helping the rebellion, sending men and supplies to help the British. * Some of the Indian princes were more interested in restoring their own powers and this often depended upon the support of the British. ‘+ Muslims were more likely to oppose the British in the war but there was not a sense of unity with Sikhs and Hindus who were less IkKely to support them in thelr cause, ‘ Aseries of uprisings against the British, the Indians were not as coordinated or strong so the British overcame them. ‘The British had modern methods of fighting, + The British army was well disciplined and supplied by some of the local rulers. * The British used diplomatic as well as military mechanisms to limit the extent of the conflict Level 2: Identifies/describes absence of leadership AND/OR other reason(s) Identifies/describes one reasonfor absence of leadership AND/OR other reason for 3 marks. Additional identification/description(s) up to a ‘maximum of 4 marks. e.g. * No one wanted to take charge of the rebels. (4) Level 4: Simple staternent(s) A general answer lacking specific knowledge. e.g. * There were no leaders. [2-2] No evidence submitted or response does not address the question (0) 20 Scanned with CamScanner12, To what extent were the outcomes of the War of Independence beneficial for India? Explain your answer. [18] May agree that the outcomes of the War of Independence were beneficial for India: + the Doctrine of Lapse was abolished » the East India Company came to an end irrigation schemes were begun * Indian farmers benafitted from new farming methods « the railway network was extended counter-arguments might include: the British carried out reprisals + the Mughal Emperor was banished « the Princes lost power » disruption to trade and business Other relevant responses should also be credited 13. To what extent were military factors the main cause of the War of Independence in 1857? Explain your answer. [14] May agree that the main cause of the War of Independence of 1857 was military factors. + the British introduced a new cartridge, which was thought to be coated in grease made from pig and cow fat + the sepoys' religious beliefs were offended as they had to handle the new cartridge which was coated with cow and pig fat + the sepoys started a revolt as they refused to handle the new cartridges + most of the soldiers in the East India Company's army were Indian but virtually all the officers were British which created discontent + the Indian soldiers and particularly the Hindu soldiers were unhappy at being sent to fight abroad in Afghanistan ‘counter-arguments might include: + Christianity was taught to Indian children + English became the language in which education was gi + Indian people had to send their children to co-educational schools, + cultural traditions were abolished/ignored + high taxation was imposed by the British @ the ‘Doctrine of Lapse’ was introduced in 1852 ‘+ the East India Company banned the export of cotton goods from India in 1800 + poverty increased amongst Indian people Other relevant responses should also be credited. 14, Was religion the most important reason for the War of Independence in 1857? answer. [14] reasons for your Level 5: Explains with evaluation (14) (As top of Level 4 plus judgement or evaluation) Level 4: Explains religious AND other reasons [9-13] (Two explanations, one on religious and one on other reasons, are worth 9 marks. Additional explanations awarded up to 13 marks) ee. Religious reasons * Christian missionaries came to India to convert the local population and set up schools. In these schools, the missionaries taught Christianity and expected local religions to be given up which was resented by the Muslim, Hindu and Sikh communities. ‘+ The British introduced 2 new gun that used cartridges coated in grease made from cow and pig fat. The soldiers had to rip open the cartridges with their teeth before loading. This caused great resentment as 21 Scanned with CamScannerit was contrary to religious beliefs for both Muslim and Hindu communities and united them against the British. Other reasons ‘The replacement of Persian and Sanskrit by English as the official language in the 1830s deeply upset both the Muslims and Hindus as they felt that their culture was being threatened, * The British imposed reforms on the indian population such as abandoning purdah / suttee without consultation. This caused much unrest as it appeared that the British were trying to impose their culture on centuries of Indian customs, which was resented, (Purdah / suttee may also be seen as religious reasons) ‘In 1852 the ‘Doctrine of Lapse’ was introduced and caused great unrest because any local kingdom not having a direct male heir had their lands taken over by the British Level 3: Explains the religious OR other reasons [7-10] (One explanation is worth 7 marks. Additional explanations awarded up to 10 marks) See exemplars in 4 Level 2: Identifies / describes reasons [3-6] (One identification / description is worth 3 marks. Extra marks are awarded for additional identification / descriptions up to 6 marks) eg. * Christianity was taught in missionary schools ‘* Missionaries came to covert people to Christianity and give up local religions * English replaced Sanskrit and Persian as the official language in the 1830s + The ‘greased cartridge’ incident += Suttee / purdah was abolished * Indian children educated in co-educational schools * Introduction of the ‘Doctrine of Lapse’ Level 1: Simple statement 1-2) (One simple statement is worth 1 mark, An answer with additional simple statements is worth 2 marks) ee * The resentment of the British 'No evidence submitted or response does not address the question 0) 2 Scanned with CamScannerCh 4: Sir Syed Ahmed Khan: Describe ‘The Loyal Mohammedan of India’. [4] Level 1: One mark for each relevant point, two marks for a developed statement 1-4 eg. » Written by Sir Syed Ahmad Khan; « its aims were to bring about better relations between the British and the Muslim community; » To enable the British to understand and respect Muslim beliefs; * To encourage consultation with the Indian people. No evidence submitted or response does not address the question 0 Describe the purpose of the Mohammedan Anglo-Oriental College. [4] + to replicate the pattern of the English public school/university system to form the basis of a Muslim University *to offer western, Islamic and Indian education and modern scientific developments * to offer the Muslim community an education comparable to that of Hindus because Hindus were advancing/give Muslims the opportunities of/ in society/status and employment to improve their relations with the British + to become a symbol of Muslim unity sto educate future leaders of Pakistan e.g, Liaquat Ali Khan/ Muhammad Ayub Khan Other relevant responses should also be credited Explain why Sir Syed Ahmad Khan tried to improve relations between the Muslim community and the British. [7] Level 3: Explains reasons (i.e. an understanding of impact / long term benefits) (5-7) (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) eg. * Sir Syed Ahmad Khan wanted to improve their social and economic conditions by taking up posts in the civil service and the army. In order to do this, the Muslim community needed to embrace the British- styled education system, which would open the door to these roles. + If the Muslim community did not do these things and foster good relations with the British, then they ‘may see the Hindu community prosper at their expense. * He wrote The Loyal Mohammadens of india to prove to the British that the Muslim community could be trusted after the War of Independence, Level 2: Identifies reason(s) ay (One mark for each identification) eg. * Sir Syed Ahmad Khan wanted to improve the social and economic conditions of the Muslim community * He did not wish other communities to prosper at the expense of the Muslim community + He wrote The Loyal Mohammadens of India Level 1: Simple statement(s) (a) (One mark for any simple statement) eg. + It was beneficial to have good relations No evidence submitted or response does not address the question (0) 23 Scanned with CamScannerWere Sir Syed Ahmad Khan’s religious views his most important contribution to the Muslim cause after 1857? Explain your answer. (14] Level 5: Explains with evaluation faa] {As top of Level 4 plus judgement or evaluation) Level 4: Explains his religious views AND other contributions [9-33] (Two explanations, one on success and one on less success, are worth nine marks. Additional explanations awarded up to 13 marks] e.g. Religious views * He believed relations with the British could be improved by improving the understanding of Christianity by Muslim groups. He tried to overcome this by writing Tabyin-Ui-Kalam, in which he pointed out the similarities between Isiam and Christianity ‘+ He was also aware that the British knew little about Islam. After reading a book in Britain on the life of the Prophet, he wrote his own work correcting the many errors he had read. Education + In 1863 he founded the Scientific Society at Ghazipore. He wanted to make scientific writings available to Muslims by translating them from English into Urdu. + He established a Muslim college, which led to the Muslim ‘Anglo Oriental College in 1876. This became the University of Aligarh, which became important as it educated many future leaders. « Improving the position of the Muslim community in society through encouraging a Western education. Politics + He recognised that the Muslim community could not any election because of the Hindu majority population, so he advocated separate seats and a separate electorate, which was the forerunner of the future demand for a separate homeland. * His books following the War of Independence attempted to restore British understanding about the Muslim community. He showed that there were Muslim supporters of the British government. He gave explanation of the word ‘Nadarath’ and suggested that the British should try to understand Muslim groups better. Language « Sir Syed was concerned that the Hindu community demanded that Hindi should be made the official language in 1867 in place of Urdu. He became opposed to the way that Congress wes working for the interests of Hindus in a way that was detrimental to the Muslim community. This led to the formation of the United Patriotic Alliance. « Sir Syed emphasised this threat to the Muslim community and developed his Two Nation Theory, as a result many Muslim groups called him the “Father of the Pakistan Movernent’ Level 3: Explains his religious views OR other contributions [7-10] {One explanation is worth seven marks. Additional explanations awarded up to 10 marks) See exemplars in La Level 2: Identifies / describes his contributions Bs] (One identification / description is worth three marks. Extra marks are awarded for additional identification / descriptions up to six marks) e.g. « He wrote a number of books + He opened a school and a university * He was interested in science writings * He believed in the Two Nation Theory * He was opposed to the Hindi language taking over from Urdu Level 4: Simple statement{s) [1-2] (One simple statement is worth one mark. An answer with additional simple statements is worth two marks) €.g. * His religious views were important No evidence submitted or response does not address the question 0] 24 Scanned with CamScannerWas the attempt to achieve a better understanding with the British the most important contribution that Sir Syed Ahmad Khan made to the Muslim cause during the nineteenth century? Explain your answer. [14] LEVEL 1: Simplistic statement 12) Sir Syed helped the Muslims. LEVEL 2: Description/identification of reasons Bo] He wrote a number of books and opened a schooland university. LEVEL 3: Explains the attempt to achieve a better understanding OR other contributions {7-10} LEVEL 4: Explains the attempt to achieve a better understanding AND other contributions [9-13] He suggested that the British should try to understand Muslims better. He gave an explanation of the word ‘Nadarath’ in an attempt to remove the misunderstanding of the British about the Muslims. He believed that relations with the British could be improved by improving the understanding of Christianity by Muslims. He tried to overcome this by writing Tabyin-ul-Kalam, in which he pointed out the similarities between Islam and Christianity. He wrote a number of books following the War of Independence in which he tried to show the British that the Muslims were only partly to blame and that there were many who were supporters of the British government. He was also aware that the British knew little about Islam and was offended by a book he read in Britain on the life of the Prophet and, as @ result, he wrote his own work correcting the many errors he had read. However, he contributed many other things. Sir Syed wanted democratic rights in India but believed that this would only disadvantage Muslims since Hindus were in the majority and would win all the elections. He therefore felt that the British should treat the Muslims and Hindus differently since they lived separate and different lives from. one another and so were really Ike separate nations. Sir Syed was the first person to express this point of view and it became known as the Two Nation Theory that gave hope to Muslims of a separate homeland. He attempted to improve the position of Muslims through education. In 1863 he founded the Scientific Society at Ghazipore. He wanted to make scientific writings available to Muslims by translating into Urdu. He established a Muslim college which led to the Muslim-Anglo Oriental College in 1876. This became the University of Aligarh which became important in Pakistani history as providing an education for many of its future leaders. them from Eng LEVEL 5: As Level 4~ also produces a judgement or evaluation faa) 25 Scanned with CamScanner6. Was the development of a western education system the greatest achievement of Sir Syed Ahmad Khan? Explain your answer. [14] LEVEL 1: Simple statement 112] LEVEL 2; Identifies cescribes achievernents He wrote a number of books and opened a school and a university 13-6] LEVEL 3: Explains development of a western education system OR other factors [7-20] LEVEL 4: Explains development of a western education system AND other factors [9-13] Western education system * In 1853, he founded the Scientific Society at Ghazipore this made scientific writings available to Muslims by translating them from English into Urdu * He established a Muslim college, which led to the Muslim-Anglo Oriental College in 1876 and then the University of Aligarh, which is important in Pakistani history as it educated many of its future leaders, + In 1885 he set up the Mohammedan Educational Conference with the aim of raising educational standards amongst all Musiims * He devoted his time to improving the position of Muslims through education. Other factors He suggested that the British should try to understand Muslims better * He gave explanation of the word ‘Nadarath’ in an attempt to remove the misunderstanding of the British about Muslims. * He was also aware that the British knew little about Islam and was offended by a book he read in Britain on the life of the Prophet and, as a result, wrote his own work correcting the many errors he had read. * He believed that relations with the British also could be improved by improving the understanding of Christianity by Muslims. He tried to overcome this by writing Tabyin-ul-Kalam, which pointed out the similarities between Islam and Chi ¥. * He wrote a number of books following the War of Independence showing the British that the Muslims were only partly to blame and that there were Muslims who were supporters of the British government, * He felt that the British should treat the Muslims and Hindus differently since they lived separate and different lives from one another and so were reall like separate nations. + He was the first person to express this point of view and it became known as the Two Nation Theory that gave hope to Muslims of a separate homeland, LEVEL 5: As Level 4 — also produces a judgement orevaluation (24) 7. ‘The “Two-Nation” Theory was Sir Syed Ahmad Khan's main contribution to the development of the Pakistan Movement during the nineteenth century.’ How far do you agree with this statement? Explain your answer. [14] Mark according to the level of response descriptors in Table 2. Indicative content May agree that the "Two-Nation’ Theory was Sir Syed Ahmad Khan’s main contribution to the development of the Pakistan Movement: © Sir Syed Ahmad Khan wanted the British to treat Muslim and Hindu groups separately » he believed that Muslim and Hindu communities were different # he was worried about Hindu groups dominating the Muslim community Counter-arguments might include: + Sir Syed Ahmad Khan wrote pamphlets and books about the future of the Muslim community * he opened a school and 2 university * he founded the scientific society at Ghazipore * he founded the Aligarh Movement * he wanted to enhance the status of the Muslim community Other relevant responses should also be credited, 26 Scanned with CamScannerCh 6: Pakistan Movement in Early 20" Century 1. Study the sources (Insert) carefully and then answer the questions which follow. {a) According to Source A, what were Jinnah’s aims in his Delhi Proposals of 1927? (3] Level 1: One mark for each correct statement identified from the source, allow a second mark for a developed statement from the source [1-3] eg + Hindu-Muslim unity ‘* More Muslim-majority provinces to balance the number of Hindu-majority ones represented in the central assembly + Sindh to be separated from the Bombay Presidency and made a full province * The protection of Muslim minorities as well as for other minorities in Punjab and Bengal + 1/3 of seats in the central legisiature to be set aside for Muslims * To explore the possibility of reserved seats rather than separate electorates No evidence submitted or response does not address the question [0] 2. This question is about the Pakistan Movement between 1909 and 1919. Study the sources (Insert) carefully and then answer the questions which follow. {a) According to Source A, what reasons are suggested for the introduction of the Defence of India Act in 1915? [3] ce * To secure safety of population * To uphold the law * To punish violations of the law * Defence of British Empire in India + To deter plots / conspiracies against British government 3. How does Source B help us to understand what happened at Jallianwala Bagh in 1919? [5] Level 3: Inference(s) supported by detail from the source and/or contextual knowledge 5) (Four marks for one supported valid inference, five marks for two or more supported valid inferences) e.g. « There would have been a panic when Dyer and his troops opened fire on 13 April 1919 « With thousands of people in the park, there would have been a rush to get out, but the narrow entrance shown in the source would hem people in + It would have been a crush, a stampede, and the high walls shown in the source would have added to the panic + Many would have been killed because of the narrow alleyway shown in the source. 1(b) Level 2: Unsupported valid inferences [2-3] (Two marks for one unsupported inference, three marks for two or more unsupported inferences) eg. eit would have been very crowded » Difficult to get out in a hurry + There would have been panic * Chaos Level 1: Identity surface features from the source fet) e.g. + Narrow entrance + High walls No evidence submitted or response does not address the question [0] 27 Scanned with CamScanner4, What was the Swadeshi Movement? [4] * A boycott of British goods by Hindus during / because of the Partition of Bengal, 1905-11 * British cloth was thrown onto bonfires * The Hindu community wore locally produced clothes * There were a series of strikes by Indian workers, e.g. in Calcutta No evidence submitted or response does not address the question 5. What were the terms of the Indian Councils Act of 1909? [4] Reward each correct statement with 1 mark. 2 marks can be awarded for a developed statement. Candidates might refer to: Also known as the Morley-Minto Reforms of 1909. The Imperial Council increased to 60 members by adding more non-official members. The British retained control. The Central Executive Council increased by 60 members and could discuss matters of importance and advise on government policies including the budget. Provincial Councils also increased to 50 members in larger provinces and 30 members in smaller provinces. Muslim representatives to the Councils to be elected by 2 separate Muslim-only electorate. 6. Describe what happened at Lucknow in 1916. [4] Reward each correct statement with 1 mark. 2 marks can be awarded for a developed statement, Candidates might refer to: = Congress agreed to concessions with Muslim League ~ right to separate electorates, 1/3 of seats in Councils * Both wanted more seats in Councils, protection of minorities, provinces to have autonomy, proposals to be binding on British + First time joint agreement, Congress accepted some form of partition needed, Home Rule seemed a possibility and Muslim League realised they needed to work with Congress. 7. Who was General Dyer? [4] eg, © A British commander; + Following demonstrations in Amritsar, in early 1919, he moved troops there to restore order following riots; # On April 13th he ordered the troops to confront a peaceful gathering of thousands of people in the Jallianwala Bagh/public park « The troops opened fire killing many people; « Dyer was later removed from command because of his cruel actions. No evidence submitted or response does not address the question 8. Describe the terms of the Rowlatt Act. [4] ‘people could be tried in private by 3 High Court Judges * there was no right of appeal peopledbuld be ordered where to live *people were stopped from holding meetings * detention without bail * people could be arrested without warrant [1] and kept in prison without trial « it was enacted in 1919 Other relevant responses should also be credited. 28 Scanned with CamScanner‘9. Why were the Montagu-Chelmsford reforms opposed by Indians in 1919? [7] LEVEL 1: Simplistic statement/describes reforms fen) They didn't ike them LEVEL 2; Identifies reasons [2-4] ‘The reforms were limited and kept power in British hands LEVEL 3: Explains reasons [5-7] The reforms kept power in British hands in respect of law and order, finance, justice and administration and the civil service. The indians only received minimal powers and even then the Viceroy {appointed by the British government) could veto any decision made and introduce any law that wes deemed necessary. Congress in particular were bitterly against the proposals since they felt they had supported Britain during the war had lost 000s of men but was being short changed in receiving anything resembling, real power in their government. Although separate electorates had been given to Muslims, other minorities such as Sikhs were not and thus these began to demand access to power. 10. Explain why the British partitioned Bengal in 1905. [7] LEVEL 1: Simplistic statement ta Itwanted to be free. LEVEL 2: Identifies reasons 4) Bengal was too large to govern as one province LEVEL 3: Explains reasons (5-7) Of the 54 million people in Bengal, 42 million were Hindus. It seemed sensible to divide up the province on religious grounds. It was a very large province that created significant administrative difficulties. The British felt that partition of the province would make it easier to administer, especially at the time of a new British government in power. The Hindu community saw it as a policy of ‘Divide and Rule’, an attempt by the British to work against them. 11. Why was India not granted self-rule by Britain in 1919? [7] Level 3: Explains reasons 7) (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) e.g. * Britain was severely weakened after WW1, especially economically. All colonial nations were facing demands from their colonies for independence in one form or another, and Britain viewed India 2s the jewel of the Empire. « Britain's standing as a world power would be weakened if it gave in to indian demands. + Strategically, India was important for the British navy and British influence in the region. ‘Therefore the British were reluctant to give in to Indian demands + There were many thousands of British people living in India who could not be abandoned. The British government did not want to lose these businessmen, missionaries and civil servants. Level 2: Identifies reasons 4] (One mark for each identification) e.g. # The British would not give in to Indian demands Britain did not want to lose trade links with India + Many British people lived there Level 1: Simple statement (1) (One mark for each identification] e.g. + India was too valuable to Britain No evidence submitted or response does not address the question 0 29 Scanned with CamScanner12. 13, Explain the importance of the Lucknow Pact of 1916. [7] + 2 pact was made between the Muslim League and Congress * Muslim League and Congress hoped that self-government was possible the Muslim League saw the benefit of working with Congress * the Muslim League and Congress were working together for the first time * they never co-operated again * Congress accepted the principle of separate electorates for the Muslim community Other relevant responses should also be credited. Explain why the Muslim community felt it necessary to form their own political part yin 1906. or Explain why the Muslim League was formed in 1906. [7] Level 3: Explains reasons 6-7] (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) e.g, * They felt that Muslim rights would not be advanced if they continued to rely on the Indian National Congress (Congress) which was seen as an organisation that promoted views of the Hindu community. « Congress was demanding that India should be treated as a cultural whole and Hindi should be declared the official language. » Congress opposed the Partition of Bengal and the Muslim community realised that Hindus would achieve its reversal, so wanted their own political party to safeguard their interests as, Congress was not doing this, * The growth of Hindu nationalist groups demanding that Muslims be forcibly converted to Hinduism. « The Simla Agreement showed that Muslims were a separate ‘community and needed their own political party. Level 2: Identifies reasons [2-4] (One mark for each identification) e.g, + The Muslim community wanted a political organisation to promote their views + To advance Muslim rights * The growth of Hindu nationalist groups * Increasing violence against the Muslim community # The Simla Agreement Lovel 1: Simple staternent(s) 1) (One mark for any simple statement) e.g, » The Hindu community had a political party No evidence submitted or response does not address the question 0) |. Explain how the British reacted to Hindu-led protests against the Partition of Bengal between 1906 and 1908. [7] Level 3: Explains ways the British dealt with Hindu-led protests (s-7] (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) * Newspapers and public meetings had restrictions placed upon them and editors of newspapers / journalists were prosecuted and imprisoned * The Press Act of 1908 placed further restrictions on newspapers and gave the government greater control over them. * One organiser of Hindu-led demonstrations, Tilak of Poona was sentenced to 6 years imprisonment, Others were deported or left the country of their own accord rather than face imprisonment + Another approach intended to win support of the more moderate Hindus by making reforms. Lord Minto the Viceroy worked with John Morley, the Secretary of State for India, on reforms that became the MorleyMinto reforms in 1909. Level 2: Identifies ways British dealt with Hindu protests [24] {One mark for each identification) e.g. * Demonstrations broken up + Organisers imprisoned / deported * Restrictions on newspapers * Discussion/negotiation (with moderate Hindus) Level 1: Simple statement(s) (a) (One mark for any simple statement) e.g. * Hindu groups felt angry No evidence submitted or response does not address the question 30 Scanned with CamScanner15. Which of the following had the most important effect on the Pakistan Movement between 1909 and 1919? (i) the Morley-Minto reforms, 1909 (ii) the reversal of the Partition of Bengal, 1911 (iil) the Lucknow Pact, 1916 Explain your answer with reference to all three of the above. [10] Level 5: Explains and makes judgement / evaluation [10] {As top of Level 4 plus judgement / evaluation} Level 4: Explains IMPACT of two or more events (6-9) (Two explanations are worth 6 or 7 marks. ‘Additional explanations on the same two events cannot be awarded more than 8 marks. Explanation of all eventsis worth 9 marks) * Morley-Minto Reforms became law in 1909 as the Indian Councils Act. The importance of the Councils, which were enlarged, was to ensure that Indian legislators were given a chance to express their opinions. The British also accepted the right of the Muslim community to have a separate electorate « The Hindu community reacted to the Partition of Bengal with protests. The decision by the British to reverse the partition was seen as a victory by the Hindu community, but as betrayal by the Muslim community who now realised how important it was to ensure the success of the Muslim League for the Muslim community to prosper in India. They felt they could no longer rely on either Congress or the British to protect their interests. # The Lucknow Pact of 1916 was an agreement between the Muslim and Hindu communities, which presented a number of political demands to the British government to show a united front and produce common aims. For the first time, the Hindu community acknowledged that the Muslim community had the right to a separate electorate and the Lucknow Pact was seen as a promise of hope for the future. Level 3: Explains ONE event [s-7] See exemplars in Ld Level 2: Identifies aspects offdescribes events By 8, * Morley Minto Reforms later became the Indian Council Act Level 4: Simple staterent(s) (2-2) Unsupported judgement(s)/assertion(s) e.g, * The Morley-Minto reforms had the biggest impactNo evidence submitted or response does not address the question 10) 31 Scanned with CamScanner16. To what extent had India benefited by the early 1920s from supporting Britain in the First World War? Explain your answer. [10] Level 5 (10 marks) Explains with evaluation/ judgement Explanation at the top of Level 4 with an evaluation/ judgement supported by relevant and accurate contextual knowledge Level 4 (7-9 marks) Explanation of both sides of the issue * one explanation of each side of the issue [7] * two explanations or one developed explanation of one-side of the issue and an explanation of the other side of the issue (3) + additional explanation(s) and/or developed explanation(s) from either sideof the issue (91 Supported by relevant and accurate contextual knowledge Level 3 (4-6 marks) Explanation of one-side of the issue + one explanation [4] * two explanations or onedeveloped explanation [5] « additional explanation(s) and/or developed explanation(s) (6) Supported byrelevant and accurate contextual knowledge Level 2 (2-3 marks) identification/ description of the issue Identifies and/or describes the issue using relevant and accurate contextual knowledge (1 mark per identification/ description) Level 1 (1 mark) General answer Valid general comment lacking specific subject knowledge Level 0 (0 marks) No creditable response Indicative content May agree that India had benefitted by the early 1920s from supporting the British in the First World War because: « in 1917 India was told it would be given a greater say in government * a report in 1918 suggested that India might have self- government «the Government of India Act 1919 announced separate electorates counter-arguments might include: ethe 1919 Act retained most of the power in India in British hands * minority groups were not given separate electorates * the Rowlatt Act of 1919 was very restrictive on Indian peoples, lives Other relevant responses should also be credited 17. How successful was the Partition of Bengal in 1905? Explain your answer. [14] LEVEL 1: Simplistic statement (12) Bengal wanted freedom. LEVEL 2: Describes Partition/Reversal or identifies successes/fallures Bs) Itwas too large and Hindus were in the majority and they didn’t went it LEVEL 3: Explains successes OR failures [7-10] LEVEL 4: Explains successes AND failures [9-13] Successes Cf the 54 million people in Bengal 42 million were Hindus. It seemed sensible to divide up the province on religious grounds and also because it was becoming very large and producing significant administrative problems. By doing this the British felt that the province would be easier to administer especially at the time of anew British government in power. The Muslims believed that partition would bring an end to Hindu oppression and that they would enjoy true recognition in a province in which they were in a majority. Failures The Hindus believed that the partition would come about as part of the British ‘divide and rule’ policy which would weaken Hindu unity and its influence in the new East Bengal The Hindus objection to Partition was so great that it caused the British to reconsider it. The Hindus opposed it by holding ‘meetings and mass rallies which put pressure on the British government. They thought it was deliberate attempt to ‘divide and rule’ on the part of the British. The Hindus were so angry that they attempted to assassinate Lord Minto and started their boycott of British goods under the ‘Swadeshi Movement’. There was also an outbreak of terrorist activities. LEVEL 5: As Level 4~ also produces a judgement or evaluation [14] 32 Scanned with CamScanner18. Was the introduction of the Rowlatt Act in 1919 the sole cause of violence in India during 1919 and 11920? Explain your answer. [14] LEVEL 1: Simplistic statement [2-2] Yes itwas. LEVEL 2: Identifies reasons for violence (3-6 Yes because the Rowlatt Act introduced trial without a juryand detention without bail. Another reason for violence was the Amritsar massacre LEVEL 3: Explains Rowlatt Act reason OR other reasons (7-10) LEVEL 4: Explains Rowlatt Act reason AND other reasons [9-13] The Rowlatt Act This caused uproar in India because it appeared to go against the central principles of British justice: trial by jury and safeguards against illegal imprisonment. The measures were seen as being repressive, especially as people could be made to live ina particular place and were stopped from attending meetings. Strikes and demonstrations took place and the British made matters worse by introducing further measures such as banning anti-British publications. The Amritsar massacre This occurred in 1919 when a large group of Indians were shot dead and injured, including women and children, for holding an illegal meeting. Although General Dyer was reprimanded for ordering the shooting, his standing in the British media was enhanced which offended Indians and resulted in further violence. The Government of India Act This implemented the Montagu-Chelmsford reforms in 1919, retaining ‘most of the power in India with central government, at a time when Indians following their efforts in the First World War had been expecting greater delegation of power. These measures were opposed, in some cases violently, and a deep mistrust of the British government grew. Fundamentalist groups grew during the early 1920s increasing communal violence between Hindus and Muslims. LEVEL 5: As Level 4~ also produces a judgement or evaluation aa] 19. Was the partition of Bengal the main reason for the formation of the Muslim League in 1905? Give reasons for your answer. [14] LEVEL 1: Simple statement (1-2) LEVEL 2: Identifies reasons for partition The partition caused resentment amongst the Hindus B46) LEVEL 3: Explains the partition of Bengal reason OR other reasons [7-10] LEVEL 4: Explains the partition of Bengal reason AND other reasons [9-13] Partition of Bengal * Hindus protested against the partition of Bengal - Muslims saw this as a sign of the influence the Hindus had over the British * The Muslims started to think about their own survival and political representation + Muslims were also increasingly aware that their political rights would not be advanced if they continued to rely on the Indian National Congress * By not organising a Muslim group they would continue to be disorganised and disunited over the partition. Other reasons + The growth of a better understanding between the British and Muslims that was reflected in the SimlaDeclaration in 1905 * In 1905, a new Liberal government had taken office that seemed likely to make changes in political representation, so Muslims felt that they needed their own political party * The Congress was seen as an organisation which would only advance Hindu views as it demanded thatindia should be treated as a cultural and political whole and Hindi should be declares the official language 33 Scanned with CamScanner+ They did not feel they had the same influence as Congress with the British * The growth of extreme Hindu nationalist groups which demanded that Muslims be forcibly converted to Hinduism LEVEL 5: As Level 4 — also produces a judgement or evaluation a) 20. Was the Simla Deputation of 1906 the most important reason for the formation of the Muslim League later that same year? Explain your answer. [14] Level 5: Explains with evaluation (14) {As top of Level 4 plus judgement / evaluation} Level 4: Explains the Simla Deputation reason(s} AND other reason(s) [9-13] (Two explanations, one on the Simla Deputation and one on other reason, are worth nine marks. Additional explanations awarded up to 13 marks) e.g, Simla Deputation * The acceptance of demands from Muslim groups proved that there was a batter understanding between the British andthe Muslim community as a result of the work of leaders like Sir Syed Ahmed Khan; + Many Muslims now recognised that they were a separate community who should be treated differently to Hindu groups. Other reasons * In 1905 a new Liberal government had taken office that seemed likely to make changes in political representation. Thus the Muslim community felt they needed their own political party to protect their own interests; * Congress was demanding that india should be treated as a cultural and political whole ‘and Hindi should be declared the official language and therefore was seen by Muslim groups as an orgenisation which would primarily advance the views of the Hindu community leading Muslim groups to conclude that their own political party was needed; « The growth of Hindu nationalist groups demanding that Muslims be forcibly converted to Hinduism led to a number of prominent Muslim leaders founding the Muslim League as a means of promoting and safeguarding Muslim identity: * When the Hindu community started to protest against the partition of Bengal, Muslim groups saw this asa sign of Hindu influence and became concerned about their own interests — and began to consider their own survival and political representation; The Muslim community became increasingly concerned that their political rights would not be advanced if they continued to rely on the Indian National Congress and that by organising a single Muslim political group they would be organised and united Level 3: Explains the Simla Deputation reason(s} OR other reason(s) (7-10) (One explanation is worth seven marks. Additional explanations awarded up to 10 marks) See exemplarsin L4 Level 2: Identifies / describes reasons for the formation of the Muslim League (3-6) (One identification / description is worth three marks. Extra marks are awarded for additional Identification / descriptions up to six marks) e.g. * The Simla Deputation happened because of the British reaction to the Muslim community; + The partition of Bengal was a problem for the Hindu community; » There was @ growth of Hindu nationalist groups; * The Muslim community could no longer rely on Congress. ¢ The Muslim community recognised they should be treated in a different way from Hindu groups. Level 1: Simple statement(s) fa-2) (One simple statement is worth one mark. An answer with additional simple statements is worth two marks) e.g. ¢ The Simla Deputation was an important, step towards the formation of a political party for Muslim groups. No evidence submitted or response does not address the question 0] 34 Scanned with CamScanner21. How successful was the 1905 Partition of Bengal? Explain your answer. [14] Level 5: Explains with evaluation faa] {As top of Level 4 plus judgement / evaluation) Level 4: Explains the success AND lack of success of Partition in 1905 [9-13] (Two explanations, one on the achievements and one on another reason, are worth nine marks. Additional explanations awarded up to 13 marks] e.g, Success + Bengal was the largest province in incia. 54 million people were Hindu, out of a population of 84 million. The province had become too large and complex for the British to govern; « Two smaller provinces were more efficient for the British to administer; # The Muslim community were pleased. After partition they were fully recognised in East Bengal province where they were the majority; The separation of Bengal along religious lines ended the oppression of Muslims under Hindu rule. Lack of success * Bengali Hindu groups objected. They believed that the partition was a deliberate British policy to ‘divide and rule’, Hindus believed that partition would weaken Hindu unity and influence in East Bengal; ‘+ Many Hindus protested. The Hindu’s demands put pressure on the British government to reverse their decision. * There was also an attempted assassination of Lord Minto. + British goods were boycotted under the ‘Swadeshi Movement’ which ultimately succeeded. Level 3: Explains success OR lack of success of Partition in 1905 (7-10) (One explanation is worth seven marks. Additional explanations awarded up to 10 marks) See exemplars conta Level 2: Identifies/describes success OR lack of success of Partition in 1905, B+) (One identification/description is worth three marks. Extra marks are awarded for additional identification/descriptions up to six marks) e.g. ® Partition did not succeed because it was reversed in 1911 after sustained objections by Hindu groups. Level 4: Simple statement(s) (1-2) eg. * The Muslim community in Bengal wanted Partition, No evidence submitted or response does not address the question 0) 22. To what extent was the need for a political party to represent the Muslim community the main reason for the establishment of the All-India Muslim League in 1906? Explain your answer. [14] ‘May agree that the need for a political party to represent the Muslim community was the main reason for the establishment of the All-India Muslim League in 1906: + Muslim community could not rely on Congress to further their interests e.g. education and economic well-being « to take advantage of the support given by the British Liberal government to the Muslim community + to promote the political rights and identity of the Muslim community ¢ Simla Deputation achieved the promise of separate electorates propelling the Muslim community towards the formation of the All-India Muslim League *the promise of other political reforms created a ‘window of Muslim opportunity’ to establish its own political party counter-arguments might include: *the partition of Bengal was a problem for Congress « there had been a growth in Hindu activism # Hindi-Urdu controversy/'Two-Nation’ Theory Other relevant responses should also be credited. 35 Scanned with CamScannerh 7: KI What was the All India Khilafat Conference? [4] Reward each correct statement with 1 mark. 2 marks can be awarded for a developed statement. Candidates might refer to: Held in Delhi in November 1919, led by Ali brothers who hoped to try and persuade the British to keep their promises about maintaining the Turkish Empire, Maulana Abul Kalam Azad and Gandhi represented Congress. Gandhi hoped to unite Hindus and Muslims in his non-violent campaign against the British. Azad watned the Conference that David Lloyd George intended to punish Turkey for fighting ‘against Britain in the war. The Conference passed a resolution agreeing to send a delegation to Britain, ‘making sure they were aware of the strength of Muslim support for the Khalifa. Describe the Hijrat Movement. [4] (One mark for each relevant point. Additional mark for supporting detail. Indicative content « it was a religious protest against the British government * Islamic leaders told their followers to leave dar-ul- harb and move to an Islamic state « it took place in (August) 1920 during the Khilafat Movernent « It involved 18000-20000 people migrating to Afghanistan + Muslim people sold theirhomes/farms and. packed up their possessions * Muslim emigrants were told that the Afghan government would welcome them but the Afghan government was not welcoming « the migrantswere refused entry and were forcibly sent back by the Afghan government + many migrants died on the return journey Other relevant responses should also be credited Why did the Khilafat Movement emerge? [7] LEVEL 1: Simple statement Because of WW1 re] LEVEL 2: Identifies reasons The Muslims thought Turkey would be split up [2-4] LEVEL 3: Explains reasons (5-7) * Muslims held the Caliphate of Turkey in high regard and were not prepared to see Turkey split up after the war. * They expressed their views to the British government during the war who promised that no harm, would be done to the Caliphate * After the war ended, reports from Europe suggested that the British and French wanted to punish the Turks for their support of the Germans. * As a result, the Khilafat Movernent was founded. 36 Scanned with CamScannerExplain why the Khilafat Movement ended in 1924, [7] Level 3: Explains reason(s} 15-7] (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) e.g. * Gandhi called off his support for The Khilafat Movernent following the Chauri Chaura incident causing Muslim and Hindu groups to stop working together to further the Movement, weakening it; * In 1920 many Muslim people set off on a hijrat to Afghanistan, but the Afghan government did not welcome them as they had expected. The migrants returned home to find their property and jobs occupied which reduced their interest in supporting the Movement as it was more important for them to get their lives back to normal; * The new Turkish leader, Kemal Ataturk exiled the Khalifa, and abolished the institution Of the Caliph in 1924 which ended the Movement. Level 2: Identifies reasons 24) (One mark for each identification) e.g. + Gandhi withdrew his support for the Khilafat Movement; * Kemal Ataturk abolished the Caliph; + The hijrat to Afghanistan weakened its support. Level 1: Simple statement a (One mark for any simple statement) e.g. » The movement created strong anti-British feeling.No evidence submitted or response does not address the question, (0) Was the withdrawal of Gandhi's support the most important reason for the decline of the Khilafat ‘Movement? Explain your answer. [14] Level 5: Explains with evaluation As top of Level 4 ~ also produces a judgement or evaluation. [14] Level 4: Explains the withdrawal of Gandhi's support AND other reasons Explains one reason for thewithdrawal of Ghandi’s support AND one other reason for 9 marks. Additional explanation(s) up to amaximum of 13 marks. [9-13] Level 3: Explains the withdrawal of Gandhi’s support OR other reasons Explains one reason for the withdrawal of Gandhi’s support OR one other reason for 7 marks. Additional explanation(s) for the sameline of reasoning up toa maximum of 10 marks. [7-10] eg. Withdrawal of Gandhi’s support * Gandhi saw an opportunity for self-rule by joining the Movement, the involvement of a Hindu-majority grouping was welcomed by many Muslims. * By joining with a Hindu-majority grouping the objectives of the Movernent were made less clear. Some perceived that Gandhi and some Hindus and used it for their own political reasons. * Chauri Chaura was a village in the United Province where trouble started between the police and a mob. Gandhi decided that the Swaraj Movement was becoming too violent following the Chauri Chaura incident and so withdrew his support. Other reasons * Thousands of Muslims migrated to Afghanistan in a religious protest against the British government The Afghan government was hostile to the migrants and refused to allow all the refugees to settle. ‘+ Many of the refugees who returned to India died on the journey back or found themselves homeless and their jobs occupied which dispirited them. * Some of the leaders including Maulana and Muhammad Ali were imprisoned in 1921 which made the organisation less effective. * The refusal of Britain to accept the demands of the Movernent. * The decision of the Mustafa Kamal Ataturk to form a nationalist government in Turkey ended most of the impetus for the Khalifat movement, which had previously served as a unifying force for Muslims. « Mopla violence divided Muslims. 37 Scanned with CamScannerLevel 2: Identifies/describes the withdrawal of Gandhi's support AND/OR other reasons Identifies/describes the withdrawal of Gandhi's support AND/OR other reason for 3 marks. Additional identification/description(s) up toa maximum of 6 marks. e.. * Chauri Chaura caused the Movement to decline. + Ataturk caused the Movement to deciine. Bs) Level 4: Simple staternent(s) A general answer lacking specific knowledge. e.g. They were always fighting each other. fz) No evidence submitted or response does not address the question fo Was the Moplah uprising in 1921 the main reason for the end of the Khilafat Movement? Explain your answer. [14] Level 5: Explains with evaluation [14] (As top of Level 4 plus judgement or evaluation) Level 4: Explains the Moplah uprising of 1921 AND other reasons [9-13] (Two explanations, one Moplah and one on other reasons, are worth nine marks. Additional explanations awarded up to 13 marks) Uprising + Moplahs were deeply religious Muslims who rose up against their Hindu landlords and the British in South India. Their activities destroyed a police station and Hindu property. This action divided Hindus and Muslims and put in doubt Hindu cooperation in the Khilafat Movement. Other reasons » 18 000 Muslim people migrated to Afghanistan (hijrat) to protect and foster Islam after a promise of homes and land, However the Afghan government did not welcome the hijrats and refused ‘many of them entry. Many of those returning to India died on the journey back or they found themselves homeless and their jobs occupied. This was dispiriting for the Muslim community and support for the Khilafat Movement was lost. * Some of the leaders including Maulana and Muhammad Ali were imprisoned in 1921, which made the organisation less effective. * Gandhi had seen an opportunity for self-rule by joining the Movement and the involvement of the Hindu community was Initially welcomed by many Muslims. However, this made the objectives of the Movement less clear since it was felt that Hindu groups and Gandhi were using it to advance their own interests, not those of the Muslim community. * The Chauri Chaura incident of violence between protesters and the police led Gandhi to withdraw his support from the Khilafat Movement. This left Muslim groups to continue the work of the Movement alone which, combined with the imprisonment of their leaders and the Hijrat, was challenging. + The end of the Movement was also brought about by the decision of the Muslim Mustafa Kamal Ataturk to form a nationalist government in Turkey. Muslim groups now had no cause to follow. Level 3: Explains the Mopiah uprising of 1921 OR other reasons (7-10) (One explanation is worth seven marks. Additional explanations awarded up to 10 marks) See exemplarsin L4 Level 2: Identifies / describes reasons (3-6) (One identification / description is worth three marks. Extra marks are awarded for additional identification / descriptions up to six marks) e.g. « Kamal Ataturk's new government in Turkey abolished it The impact of the Hijrat * Gandhi called off his support + Leaders were put in prison Level 1: Simple statement(s) 1-2) (One simple statement is worth one mark. An answer with additional simple statements is worth two marks) e.g, « The uprising took place in South India No evidence submitted or response does not address the question [0 38 Scanned with CamScannerCh 8: Pakistan Movement from 1927 to 1939 1. This question is about the Pakistan Movement between 1927 and 1937. {a) According to Source A, why was there opposition to the Simon Commission of 1927? [3] Reward each correct statement identified from the source with 1 mark, up to a maximum of 3. * No Indian representation on the Commission * Value friendship with Congress more than British concession * Not on equal terms with British in framing new constitution + Not satisfied with being only petitioners. 2. This question is about Congress Rule in India between 1937 and 1939. (3 Study the sources (Insert) carefully and then answer the questions which follow. {a) According to Source A how did Jinnah want the Muslim community to act on 22 December 1939? Level 4: Relevant statement(s} identified from the source (23) (One mark for each relevant statement identified from the source, two marks for a developed statement from the source] eg. To give thanks; + To celebrate; « To observe a Day of Deliverance nationally; + To hold prayer meetings in local communities; * To hold non-violent, calm meetings; « To be respectful of other communities; » To make Congress High Command the focus of their actions. No evidence submitted or response does not address the question 0 3. What was the Simon Report? [4] Reward each correct statement with 1 mark. 2 marks can be awarded for a developed statement. Candidates might refer to: Sir John Simon had chaired a commission in 1927 to consider further political reforms in India. There was no Indian representation on the commission and this was opposed especially as its membership had been carefully selected to oppose self-government. Congress and ML boycotted it. SCreported in 1930, main points were federal system with more powers to provinces, diarchy ended with provincial government in hands of ministers responsible to elected legislatures, Governors to choose all ministers from parties that had majority support, Provincial Prime Ministers would be free from control by the governor or central government, NWFP to be given a legislative council but no government, no change in central executive and Council of Greater India to be set up representing India ‘and the individual provinces to discuss matters of all-ndia concern, Unacceptable to both Congress and ML 4, Who was Rahmat Ali? [4] Level 1: One mark for each relevant point, two marks for a developed statement Ly eg, * In 1930 he left India to study law at Cambridge. + Attended conferences in London on the position of the Hindu and Muslim communities in India. * Believed in a separate Muslim homeland. In 1933 he produced a pamphlet, ‘Now or Never’, which argued in favour of partition. * Became popular amongst ‘most Muslim groups during the 1930s. + Formed the Pakistan National Movement. + Developed the name of Pakistan No evidence submitted or response does not address the question 0 39 Scanned with CamScannerWhat was the Communal Award? [4] Level 1: Gne mark for each relevant point, two marks for a developed statement 0-4] eg. * 1932 + Announced by Ramsey MacDonald after the Second Round Table Conference * Right of separate electorate recognised for all minorities « Principle of weightage applied * Unpopular with the Muslim community as it reduced their majority in Punjab and Bengal. « The Muslim community accepted it * Congress rejected it « Gandhi protested by fasting + Untouchables were recognised as a ‘mainstream member of Hindu society. No evidence submitted or response does not address the question 0 What was Satyagraha? [4] eg. * Hindu word meaning truth force / holding onto truth; » A form of non-violent resistance; * Gandhi's idea in 1919 and saw it as having a strong spiritual force. » It involved sit-down strikes and hunger strikes, petitions, protest marches and boycotts. « Sometimes resulted in aggression directed at the Muslim community. No evidence submitted or response does not address the question 0 What was the ‘Day of Deliverance’? [4] eg, © On 22 December 1939 [1] Jinnah called on the Muslim community to celebrate the end of Congress rule [1] + Jinnah appealed to all local and provincial district Muslim Leagues [1] to hold public ‘meetings to support this declaration [1] and appeeled for these gatherings to be held calmly and with humility (1]; « Congress objected to this celebration [1] Describe what happened at Allahabad in 1930. [4] + Allama Iqbal chaired a meeting of the Muslim League in Allahabad * in his presidential address [1] he called for all Muslims to work towards achieving a separate homeland [1] + he argued that Islam united Muslims into one nation [1] and there could be no peace unless they were recognised as such [1] * he wanted some areas to be amalgamated into a separate state (Punjab, NWFP and Balochistan) (any one named [1]) Other relevant responses should also be credited. What does Source B tell us about the negoti ions during the Round Table Conferences between 1930 and 1932? 6) LEVEL 1: Identifies surface features from the source Britain is in control of the car ta) LEVEL 2: Unsupported inferences [2-3] The driver looks under pressure to give up control of the car LEVEL 3: Inference(s) supported by detail from the source and/or contextual knowledge [+5] * The driver of the car is John Bull who represents British interests at the negotiations + The caris travelling over bumpy ground which represents the way that negotiations went during these years difficult negotiations. * The Indian in the car who represents their negotiators wants to take control from the British who are reluctant to give up control. + It suggests that the British feared that progress towards change might happen too quickly, hence the reference to the brake on the car. * The source explains why the political leaders in India were reluctant to attend the Round Table Conferences because it shows that the decisions had already been made by the British, in the way that John Bull wants to keep control of the car. 40 Scanned with CamScanner10. How does Source B help us to understand Indian concerns about the Simon Commission of 1927? [5] Level 3: inference(s) supported by detail from the source and/or contextual knowledge (es) (Four marks for ane supported valid inference, five marks for two or more supported valid inferences) e.g + Simon was not welcome in India / Indians felt strongly about his presence in India; we know this because the banner tells him that he was an uninvited guest and should go back to Britain + He was very unpopular, and he and his fellow commission members were not welcome and should go back to Britain + Simon was not welcome because there were no Indian representatives on the committeeLevel 2: Unsupported valid inferences [2-3] (Two marks for one unsupported inference, three marks for two or more unsupported inferences) e.g. + Simon was not welcome in India + Indians felt strongly about his presence in India + He was unpopular Level 1: Identifies surface features from the source Q) eg. + It says that Simon should go back ‘+ He was an uninvited guest No evidence submitted or response does not address the question 0) 11. What can we learn from Source B about Gandhi ideas on education between 1937 and 1939? [5] Level 3 inference(s) supported by detail from the source and/or contextual knowledge [4-5] (Four marks for one supported valid inference, five marks for two or more supported valid inferences) e.g. « It looks as if education was important to Gandhi in the photograph because he is studying quietly / reading a book; « Spinning and handicrafts / were important to Gandhi because there is a spinning wheel in the photograph; * Practical / traditional education was important to Gandhi because he wanted spinning on the curriculum; « It shows that Gandhi supported the ‘Wardha Scheme because there is a spinning wheel in the photograph and the Wardha Scheme ‘emphasised practical handicrafts. Level 2: Unsupported inference(s) [233] (Two marks for one unsupported inference, three marks for two or more unsupported inferences) e.g, + The photograph shows that education was important to Gandhi; » Spinning and handicrafts / practical / traditional education were important to Gandhi; « The photograph shows that Gandhi supported the Wardha Scheme. Level 1: Identify surface features from the source a) (One mark for any identified surface feature) e.g. * The photograph shows Gandhi sitting on thefloor; * Gandhi is reading a book; * There is a spinning wheel in the photograph. No evidence submitted or response does not address the question [0] aL Scanned with CamScanner12. 13. 1a. Why did Jinnah produce his 14 Points in 1929? [7] + asa counter to the Nehru Report ai Jinnah’ s proposed changes to the Nehru Report were rejected ff the Muslim community wanted a separate homeland « Jinnah’s 14 Points aimed to benefit the Muslim community * to unite Muslim groups behind Jinnah’s leadership/philosophy Other relevant responses should also be credited LEVEL 1: Simplistic statement i Jinnah set out his demands/lists 14 Points. LEVEL 2: Identifies reasons [2-4] They wanted a separate homeland, Muslims were different. LEVEL 3: Explains reasons 5-7) The 14 Points set out the demands of any future negotiations with eitherCongress or the British Government. The 14 Points also formed the basis of the Muslims’ demands for a separate homeland. It also convinced them that the Hindus and Muslims were two separate nations. Why was the Second Round Table Conference of 1931 unsuccessful? [7] Level 3: Explains reasons Explains one reason for 5 marks and two (4) reasons up to a maximum of 7 marks. eg. + Gandhi did not accept that the 14 Points of the Quaid-e-Azam should be included in future discussions. * Gandhi did not accept the demands about the rights of minorities. + The Conference was unsuccessful because Gandhi refused to recognise the rights of the Muslim. [5-7] Level 2: identifies reasons Identifies one reason for 2 marks and two (+) reasons up to a maximum of 4 marks. e.g. + The difficulties negotiating with Gandhi. * The ideas that Gandhi expressed were not accepted by all. [2-4] Level 1: simple statement{s) A general answer lacking specific knowledge. e.g. + They did not agree with each other. (a No evidence submitted or response does not address the question 0 Explain the importance of the Government of India Act of 1935 to the future of the subcontinent. [7] LEVEL 1: Simple statement It was used to govern India uy LEVEL 2: Identifies importance More people could vote and there was some provincial autonomy [2-4] LEVEL 3: Explains importance (5-7) * Some provincial autonomy was granted which meant that every provincial government was allowed to devise and carry out their own programmes and be responsible to their own legislature. * This was the first time that this had been allowed and was seen as an important step forward. * Ministers in the provinces could have control over all departments except when governors chose to intervene in cases of public order or to veto a # It provided additional rights for the local population to vote — some S times the previous numbers at 35 million in total * Provisions for a federal government were established for the first time, which meant that princely states could decide to participate politically in affairs concerning the sub-continent. + However, key decisions relating to external relations and defence were retained by the British, and opposed by the Indians, 42 Scanned with CamScanner15. Explain why the All India Muslim Conference rejected the Nehru Report in 1928. [7] LEVEL 1: Simple statement fey) It could not work with it LEVEL 2: Identifies reasons [2-4 Congress ignored the Muslim viewpoint LEVEL 3: Explains reasons [5-7] * The report ignored the views of Musiims. » Congress had gone back on the view of having separate electorates established at Lucknow in 1916. « There was no room for automatic Muslim representation in the parliament which the Muslim League wanted. * Muslims were against Hindi being the official language of india and therefore saw no future in their relationship with Hindus. * The Muslim League foresaw that the Punjab and Bengal was in danger of not having adult suffrage and so wanted seats to be reserved for Muslims on a population basis 16. Why was Dr Allama Muhammad Iqbal asked to chair the Muslim League at Allahabad in 1930? [7] Level 3: Explains reasons 15-7] (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) ee + He was a well-respected, authoritative figure and had the confidence of Muslims and the first important Muslim leader to advocate the partition of India and the creation of a separate Muslim state + He was opposed to British control of India ~as the concept of conquest went against Muslim beliefs. This strengthened his view of the creation of a separate homeland, independent of the British * He persuaded many Muslims that the Muslim League had to build an effective mass political party to challenge the domination of the Congress. He had inspired and spoke for many in the Muslim League + He was suitable / educated and was the best leader as Jinnah was not yet ready to accept the Two Nation Theory * His poetry awakened a sense of nationhood among Muslims and he urged them to be active in making progress, so he was respected Level 2: Identifies reasons 2-4] (One mark for each identification) e.g. * He wanted an independent homeland + He was opposed to British control * He was an inspiration to others, especially through his poetry Level 1: Simple statement a eg. ** He was popular No evidence submitted or response does not address the question fo) 43 Scanned with CamScanner17. Explain why the Muslim community objected to the rule of the Congress party between 1937 and 1939. a7 Level 3: Explains reasons 5-7] (Five marks for one explanation, sic marks for two explanations, seven marks for three explanations) ©.g * The erosion of Muslim identity and culture, Muslims were forbidden to eat beef and received harsh punishments if they slaughtered cows. « Hindi was enforced as the official language and organised attacks were made on mosques. This made the Muslim community feel that their language and religion were being made worthless. * Bande Matram, a nationalistic Hindu song, was adopted. It encouraged Hindus to expel Muslims from ‘Hindustan’. Singing of the song was made compulsory before the start of business every day in the provincial assemblies. + Another scheme, the Widdia Mandar scheme, indirectly zimed to convert all non-Hindus to Hinduism. It was introduced in all schools and colleges. It promoted Hindu myths and heroes, adopting them as national icons. Muslim groups felt it was an attempt to subvert their faith. * The Wardha scheme was a new educational policy that required students to bow before Gandhi's picture each day. Spinning cotton by hand was introduced into the school curriculum. Teaching was in Hindi with no religious education, which meant that Muslim students were at a disadvantage and again they felt this was a covert attempt at conversion by Congress Level 2: Identifies reasons Pa (One mark for ead ication) « The Widdia Mandar scheme was i was adopted * Hindi enforced as the official language. Level 1: Simple statement a (One mark for any simple statement) e.g, + The Muslim community were worried by the measures introduced during Congress rule. No evidence submitted or response does not address the question 0) 18. Explain why there were three Round Table Conferences between 1930 and 1932. [7] Level 3: Explains reason(s) (-7] (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) e.g. * To discuss and to agree the development of the subcontinent. It was realised that without the attendance of Congress little progress on the future of the subcontinent could be achieved and so another meeting was needed; * Congress did not attend the first conference, the Indian representatives attending struggled to reach agreement themselves contributing to its breakdown; + Lord Irwin met Gandhi and made progress so that another Round Table Conference could be held. In this Gandhi took a hard line refusing to recognise the issue of the minorities and also claiming that Congress spoke for the whole of india. Thus this conference made limited headway; # The second conference broke up amidst concerns that the British would impose @ solution if agreement couldn't be reached. It was then agreed that 2 third Conference should be held. Level 2: Identifies reason(s) [2-4 (One mark for each identification) e.g. + Congress did not attend the first one; + Gandhi took a hard line; * There was stalemate in the second; « Britain wanted to impose a settlement. Level 1: Simple statement 1 (One mark for any simple statement) e.g. + As the sides could not agree more than one meeting was, necessary. No evidence submitted or response does not address the question (0) 44 Scanned with CamScanner19. Explain how Jinnah transformed the Muslim League between 1937 and 1939. [7] Level 3: Explains method(s) [7] (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) e.g * Jinnah persuaded the Musiim League that it needed to build up support from the grass roots as in the elections victory had come from local branches of the party established before 1937; « Jinnah persuaded the party to be more egalitarian and began to mobilise the Muslim community and make the League more attractive to so that they would support it / take part in its activities; « Jinnah persuaded the chief ministers of Assam, Bengal and Punjab to join the party and as a result by 1938 membership of the League rapidly increased; « Jinnah repeatedly warned the Muslim community that they must organise themselves to resist Congress’ idea to establish Hindustan in the subcontinent. Level 2: identifies methods) [a (One mark for each identification) e.g. + the Muslim League needed to build up support in local areas; « Jinnah made the League more accessible to all Muslim groups; « Jinnah increased the membership of the party. Level 1: Simple statement (1) (One mark for any simple statement) e.g. * Jinnah made speeches and met people. No evidence submitted or response does not address the question 10) 20. Explain why there were three Round Table Conferences between 1930 and 1932. [7] Mark according to the level of response descriptors in Table 1. Indicative content © to decide the future of the subcontinent « to review the Simon Commission's report # Congress did not attend the first conference + Gandhi and Lord Irwin held talks « there was stalemate in the second conference * Gandhi was stubborn « Gandhi refused to recognise the rights of minority groups ¢ Gandhi refused to accept Jinnah’s 14 Points Other relevant responses should also be credited. 21. Explain why there was opposition to the Government of India Act of 1935. [7] Level 3: Explains reason(s} 5-7] (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) e.g, © As only 25% of the population were eligible to vote because of the property qualification, the Act was considered exclusive/eiitist; « Although ministers in the provinces appeared to have control over alldepartments the real power lay with the Provincial Governors who could chose to intervene in cases of public order or to veto a bill they disliked; + The British retained key decisions in external relations and defence. This was a drawback for Indian groups who wishes to gain more control aver their own affairs. Level 2: Identifies reason(s) 24] (One mark for each identification) e.g. + The Governor General remained in total control + Relatively few of the indian community could vote + The Princes resented their loss of power Level 1: Simple statement a (One mark for any simple statement) e.g. + The Act was opposed on all sides in India No evidence submitted or response does not address the question [0] 45 Scanned with CamScanner22. Explain why Muhammad Al 23. inah produced his 14 Points in 1929. [7] LEVEL 1: Simplistic statement fa) Jinnah set out his demands/lists 14 Points. LEVEL 2: Identifies reasons [2-4] They wanted a separate homeland. Muslims were different. LEVEL 3: Explains reasons [5-7] The 14 Points set out the demands of any future negotiations with eitherCongress or the British Government. The 14 Points also formed the basis of the Muslims’ demands for a separate homeland. It also convinced them that the Hindus and Muslims were two separate nations. Which of the following was the most important in the development of the Pakistan Movement? i) the Nehru Report, 1928 (ii) Jinnah’s 14 Points, 1929 (iii) the Government of india Act, 1935, Explain your answer with reference to all three of the above. [10] Level 5: Explains and makes judgement / evaluation [10] {As top of Level 4 plus judgement / evaluation Level 4: Explains at least two factors, [e-9] (Two explanations are worth 6 or 7 marks. Additional explanations on the same two factors cannot be awarded more than 8 marks, Explanation of the contribution of all three factors is worth 9 marks)e.g, Nehru Report * There were perceived to be anti-Muslim sentiments in it and even though all parties present produced it, the views of Muslims appeared to have been ignored, * The outlook for Hindu-Muslim relations was uncertain since there were no separate electorate proposals and Hindi the official language Jinnah’s 14 Points * Formed the basis of future negotiations with Congress or th British Government. * It also furthered the awareness that Hindus and Muslims should form separate nations and shaped the basis of a desire for a homeland. The Government of India Act * Introduced a federal system of government, which was disappointing for the Muslim League which had expected more concessions from the British. ‘+ Muslims felt their views were ignored and dependent on Congress, so ideas about the Pakistan Movement began to develop. Level 3: Explains one factor 7 (One explanation is worth 5 marks. Additional explanations on the same factor cannot be awarded ‘more than 7 marks) See exemplars on Level 4 Level 2: Identifies / describes one or more factor(s) Bal (One mark for each identification / description) eg. * The Nehru Report was perceived to be anti-Muslim * Hindi was to be the official language + Jinmah’'s 14 Points was in response to the Nehru Report * The Government of India Act was still in place at Partition 46 Scanned with CamScannerLevel 4: Simple statements) (12 (One mark for each simple statement) ¢.g * Jinnahs 14 Points was the most important No evidence submitted or response does not address the question {0} 24, How successful were the provincial elections held in India in 1937? Explain your answer. [10]LEVEL 1: Simple statement The elections were useful for the Indians 2) LEVEL 2: Describes elections/identifies success and/or less success By Congress won most seats and Muslims were disappointed LEVEL 3: Explains the success OR less success ofthe elections i571 LEVEL 4: Explains the success AND less success ofthe elections (6-9) Successful For Hindus/Congres * Congress won majorities in S provinces and largest single party in 4 others + Saw themselves as the sole party representing Indians * Led to formation of cabinets in 8 provinces. For Muslims/Muslim League: * First major election fought and helped to unify the Muslim League * Led to improvements in organisation and planning * Learnt that their support lay in areas where Musiims in rather than in majority + Recognition of an ‘image problem’ as its leaders were seen as not in touch with ordinary Muslims Less successful For Hindus/Congress: * Congress alienated the Muslim League after the elections which led to difficulties in future negotiations + Attitude of Congress and Nehru hardened Muslim views towards a separate nation For Muslims/Muslim League: + Relative poor performance in the elections; out of 489 Muslim seats, the Muslim League won 109, # Inthe Punjab; out of 86 Musiim seats, Muslim League won 1 and others taken by Punjab Unionist Party + Muslims felt betrayed by the British who were seen as too concerned with getting the new provincial governments running rather than being concerned with Muslim rights * Congress used its new powers to further upset Muslims during Congress Rule. LEVEL 5: As Level 4 ~ also produces a judgement or evaluation Luo] 25. How successful were the 1937 elections? Explain your answer. [10] Level : Explains and makes judgement / evaluation [10] {As top of Level 4 plus judgement / evaluation) Level 4: Explains reasons for success AND less success [6-9] (Two explanations, one on success and one on less success, are worth six or seven marks. Additional explanations on the same two reasons cannot be awarded more than eight marks. Explanation of allreasons Is worth nine marks) e.g Success For Muslim community / Muslim League * First major election fought which helped to unify the Muslim League; * Saw that their support laid in areas where the Muslim community was in minority rather than in majority, enabling more informed future planning; + Recognition of a need to ‘make over’ the Muslim League to progress. 47 Scanned with CamScannerFor Hindu community / Congress * Congress gained an overall victory by winning majorities in five provinces and being the largest single party in four others; « This victory confirmed their view that they were the sole party representing Indians; # Led to formation of cabinets in eight provinces which confirmed the victory. Less success For Hindu community / Congress * The Muslim League distanced themselves from Congress following by their treatment by Congress post-election; + This created difficulties for Congress during negotiations for the future over the next ten years; ¢ The attitude of Congress and Nehru strengthened Muslim views in support of a separate nation For Muslim community / Muslim League: + 104/489 Muslim seats were secured by the Muslim League in the elections; « In the Punjab, the Muslim League won 1/86 Muslim seats the remainder being taken by the Punjab Unionist Party, Level 3: Explains Success OR less success (One explanation is worth five marks. Additional explanations on the same reason can be awarded up to seven marks) See exemplars in L& Level 2: Identifies aspects of / describes events (One identification / description is worth three marks. An answer with additional identification / descriptions is worth four marks) e.g. + Congress won most seats in the elections; « It strengthened support for a separate nation, Level 4: Simple statement(s) e.g. * The elections were useful for both communities. No evidence submitted or response does not address the question 26. How successful were the three Round Table Conferences of 1930-1932? Explain your answer. [14] Round Table Conferences were successful only to some extent. The Round Table Conferences were held in London in 1930, 1931 and 1932. But neither Gandhi nor Jinnah attended all of them. The Round Table Conferences were held to consider the ‘Simon Commission Report’ and to suggest reforms to soive the constitutional problem of india. On the whole the Conferences did not achieve ‘much and the constitutional problem was not resolved. The First Round Table Conference (1930) was successful in the sense thet it was agreed that Federal System of government would be adopted for India and responsible representative government would be set up in provinces. This was a great achievement because the Congress had suggested ’Unitary Form’ of government in provinces was a good step forward for self-rule. But Congress did not attend this conference because congress leaders were in jail on account of non-cooperation movement. Secondly, the princely states also agreed to join the federation. Also several committees were formed to discuss different issues. The Second Round Table Conference (1931) was attended by the Congress with high hopes of progress. Mr. Gandhi represented the Congress but he declared that the Congress was the only political party which could speak for all the Indian people. He also declared that there was no minority problem in India, Muslims and other minority leaders did not agree with Mr. Gandhi. Therefore on account of Mr. Gandhi stubborn and unfair attitude the conference could not achieve much but its success was that it was deciared that Orissa, NWFP and Sind (after separation from Bombay) would be given full provincial status. The minorities issue remained unresolved. 48 Scanned with CamScanner (71 [34] [12] [0]The Third Round Table Conference was held in November 1932. It was again not attended by Congress. Mr. Jinnah also did not attend. The Conference proved to be a mere formality. It only finalized the reports and broke up without achieving anything of substance. In the light of above facts, it can be said that although the Round Table Conference did not achieve much on the whole, yet the first conference of 1930 was more successful than the other two. 27. Was the First Round Table Conference of 1930 more successful than the two that followed in 1931 and 119322 Explain your answer. [14] Level 4: Explains success AND less success [9-23] (Two explanations, one on success and one on less success, are worth 9 marks. Additional explanations awarded up to 13 marks) e.g Success 1st + Federal system for India approved as the Princes declared they would join a future federation as long as their rights were recognised. 2nd * Congress attended which was a step forward, although th talks between Gandhi and the Viceroy Lord Irwin, Less success 1st # Congress boycotted the talks and without them representing the majority of Indians, progress could not be made. 2nd * Gandhi was seen as being stubborn, taking 2 hard line in the talks, and refusing to recognise the problems of the minorities. He advanced the argument that he spoke for all Indians with which Jinnah disagreed. 3rd * Congress was absent again as Gandhi and Nehru had been imprisoned due to the renewal of the non-cooperation movement, so Congress boycotted the talks. had been made possible only through Level 3: Explains success OR less success (7-10 (One explanation is worth 7 marks. Additional explanations awarded up to 10 marks) See exemplars in u Level 2: Identifies / describes Round Table Conferences (3-6) (One identification / description is worth 3 marks. Extra marks are awarded for additional identification / descriptions up to 6 marks) e.g. * There were three Round Table Conferences (RTC) held in London * Both Gandhi and Jinnah attended some of the RTC’ but not necessarily at the same time * Congress did not attend the first RTC and began non-cooperation programme * The Muslim community felt the first RTC was @ success » At the first RTC the Princely States declared they would join a future federal system for India + The British agreed at the first RTC that representative government should be introduced at provincial level « Congress attended the second RTC Agreement that the NWFP and Sindh should be ‘made provinces was made at the second RTC + Gandhi was seen as refusing to recognise the problems of the minorities. + Congress boycotted the third RTC + The Princes also boycotted the third RTC « Jinnah went into voluntary exile » Nothing of importance was agreed at the third RTC Level 1: Simple statement(s) 1-2) (One simple statement is worth 1 mark. An answer with additional simple statements is worth 2 marks) eg, © They were all successful + They made little progress No evidence submitted or response does not address the question (0) 49 Scanned with CamScanner28. Was the introduc tha Scheme the main reason why Congress rule (1937-1939) was disliked by the Muslim community? Give reasons for your answer. [14] Level explains with evaluation [14] ‘As top of Level 4 plus judgement or evaluation Level 4: Explains WHY the Wardha Scheme AND other reasons meant Congress rule was disliked by theMuslim community [9-13] e.g, Wardha Scheme * The Wardha Scherne was imposed on the Muslim community. Under this scheme, students learned vocational skills and were taught in Hindi, This was resented by the Muslim community who sawit as an attempt to move them away from Islam. Other reasons * They felt that it threatened Muslim culture and identity. « Hindi was enforced as the official language {as a consequence the Muslim community felt oppressed * There were violent incidents where Muslims and their property were attacked by Hindus leaving the community feeling unsafe + Azan was forbidden and mosques attacked. Muslims felt persecuted * The Bande Matram, a song adopted in the provincial assemblies sung at the beginning of each day was contained challenging content for Muslims. Level 3: Explains WHY the Wardha Scheme OR other reasons meant Congress rule was disliked by the Muslim community [7-10] (One explanation is worth 7 marks, Additional explanations awarded up to 10 marks) See exemplars in u Level 2: Identifies / describes reasons [3-6] (One identification / description is worth 3 marks. Extra marks are awarded for adcitional identification / descriptions up to 6 marks) e.g. « Muslims had to observe the Wardha Scheme * Muslims were made to sing the Bande Matram Level 1: Simple statement(s) t-2] (One simple statement is worth 1 mark. An answer with additional simple statements is worth 2 marks) e.g, © Their complaints were ignored No evidence submitted or response does not address the question 0] 50 Scanned with CamScanner