History Past Paper 2016 To 2023 Marking Scheme

Cambridge International Examinations
Cambridge Ordinary Level
PAKISTAN STUDIES 2059/01

Paper 1 History and Culture of Pakistan May/June 2016
MARK SCHEME
Maximum Mark: 75
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.
® IGCSE is the registered trademark of Cambridge International Examinations.
This document consists of 11 printed pages.
© UCLES 2016 [Turn over

Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 2059 01
Section A
1 (a) According to Source A, what problems were caused by Cyclone Bhola in 1970? [3]
Reward each correct statement identified from source with 1 mark, up to a maximum of 3.
It destroyed villages and crops. Nearly 1 million people died. 85% of the area was destroyed.
3 months later 75% of population were receiving food from aid workers. There were ill
feelings towards West Pakistan over the amount of aid
(b) What does Source B tell us about the outcome of the conflict between East
Pakistan and West Pakistan?
LEVEL 1: Identify surface features from the source [1]
It shows a peace treaty.
LEVEL 2: Unsupported inferences [2–3]
It suggests that the ending of the conflict was an important event.
LEVEL 3: Inference(s) supported by detail from the source and/or contextual

knowledge [4–5]
It suggests that the ending of the conflict was an important event because there
are military men of high rank witnessing the signing of a peace treaty. The
source shows that the Indian army had become involved in the conflict. The end
of the conflict led to the formation of Bangladesh. The source suggests that this
news was important so would be broadcast around the subcontinent and
probably the world.
(c) Why did the victory of the Awami League in the 1970 elections in Pakistan cause a
constitutional crisis?
LEVEL 1: Simplistic answer [1]
It was a popular party.
LEVEL 2: Identifies reasons [2–4]
The politicians of West Pakistan were worried about the consequences of East
Pakistan running the National Assembly.
LEVEL 3: Explains reasons [5–7]
President Yahya Khan was not willing to allow the Awami League to take over
the National Assembly by forming a government. The Awami League had won a
landslide victory in East Pakistan and the National Assembly and was in a
position to form a government on its own. The future Prime Minister and the
entire cabinet could be formed from the Awami League. Even though Zulfikar Ali
Bhutto and the Pakistan People’s Party had won an overwhelming victory in
West Pakistan, it was likely it would have no role in the future government.
© Cambridge International Examinations 2016

The Awami League had won the election on a programme limiting the power of
central government over the provinces. The different areas of the country
wanted to have control over their foreign exchange earned from trade which
would subsequently reduce the funds to the central government in West
Pakistan.
(d) How successful have relations between Pakistan and Bangladesh been from 1971 to
1999? Explain your answer.
LEVEL 1: Simplistic statement [1–2]
They were good.
LEVEL 2: Identifies/describes the relationship between Pakistan and Bangladesh [3–4]
The two countries started trading again.
LEVEL 3: Explains successes OR failures [5–7]
LEVEL 4: Explains successes AND failures [6–9]
Successes:
In 1974 the Prime Minister Sheikh Mujib was invited to meeting of the
Organisation of Islamic Countries in Lahore. Pakistan agreed to officially
recognise Bangladesh. The countries agreed to view each other as Muslim
friends and to resolve their differences. In 1975/6 there was an exchange of
ambassadors and an agreement was reached to cooperate on trade, tourism
and the media. In 1986 trade between the two countries reached a value of $40
million. In 1985 and 1988 Pakistan was the first country to provide aid to
Bangladesh due to severe weather.
Failures:
Pakistan withdrew from Commonwealth and SEATO. Some non-Bengalis
reported facing persecution and deprivation in Bangladesh. In 1974 Zulfiqar Ali
Bhutto visited Bangladesh to discuss the redistribution of shared assets but
nothing was agreed. There was disagreement over the role of non-Bengalis in
Bangladesh.
LEVEL 5: As Level 4 – also produces a judgement or evaluation [10]

Section B
2 (a) 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.
(b) Explain the appeal of India to the East India Company during the early seventeenth
century.
LEVEL 1: Simplistic statement [1]
They were interested in India.
For trade. To extend their sphere of influence in the East.
Traders reported evidence of immense wealth in the subcontinent. This led to

the East India Company establishing a trading base there since they saw a
profitable future. It also wanted to establish its influence in the subcontinent and
to oust the Dutch and Portuguese. The East India Company also wanted to
establish a strategic port in the subcontinent that would protect its trading
interests there.
(c) Did Shah Waliullah contribute more to the spread of Islam than anyone else in the sub-
continent before 1850? Explain your answer.
Shah Waliullah was a great scholar.
LEVEL 2: Description/identification of contributions [3–6]
Shah Waliullah taught at the Madrassa in Delhi, spent some time in Medina and
helped to found the Jihad Movement. Haji Shariatullah established the Faraizi
Movement.
LEVEL 3: Explains the contribution of Shah Waliullah OR contribution of others [7–10]
LEVEL 4: Explains the contribution of Shah Waliullah AND contribution of others [9–13]
Shah Waliullah
He felt that the Muslims faced many problems because of their level of
knowledge about Islam and the Holy Quran. He encouraged them to
concentrate on Quranic teachings and helped them by translating the Holy

Quran into Persian which was the main language of the Muslims at that time.
His books were designed to spread the principles of Islam amongst Muslims.
Syed Ahmad
Spread Islam through the Jihad Movement, which was to become an armed
struggle to liberate the Punjab and the North West Frontier. It grew largely
because Muslims were banned from prayer and found it difficult to practise their
religion.
Haji Shariatullah
Spread Islam through the Faraizi Movement which encouraged Muslims to
perform their faraiz (religious obligations). This restored the pride in the
community. A huge group of followers grew called ‘Faraizis’.

3 (a) What were the terms of the Indian Councils Act of 1909? [4]
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 a separate Muslim-only electorate.
(b) Explain why the British partitioned Bengal in 1905.
It wanted to be free.
Bengal was too large to govern as one province.
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.
(c) Was the introduction of the Rowlatt Act in 1919 the sole cause of violence in India
during 1919 and 1920? Explain your answer.
Yes it was.
LEVEL 2: Identifies reasons for violence [3–6]
Yes because the Rowlatt Act introduced trial without a jury and 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 in a 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.

4 (a) What was the ‘One Unit’ Scheme? [4]
Iskander Mirza (Acting Governor-General) introduced it in 1955 to unify all of West Pakistan.
He claimed it would bring about greater efficiency and enable more rapid development. West
Pakistan politicians and administrators feared their influence may be challengedif they did
not do this, especially as there were 10 million more people in East Pakistan. By unifying
West Pakistan and making West Pakistan and East Pakistan official with equal
representation in the Assembly, the One Unit Scheme prevented East Pakistan from gaining
a majority in the Assembly. This was very unpopular in East Pakistan.
(b) Explain why Ayub Khan introduced Martial Law in 1958.
To stabilise Pakistan.
To stabilise Pakistan as there had been so many Prime Ministers between 1956
and 1958.
There were a number of Prime Ministers between 1956 and 1958 and it
reached a stage when General Ayub Khan felt the army should take control to
restore stability. East Pakistan’s politicians wanted more say in the running of
the central government which increased tension. Iskander Mirza had lost the
support of many of the leading politicians and was alarmed at a plan by
Suharwardy to unite the political leadership of Bengal and Punjab against him.
Therefore he turned to Ayub Khan and the military for help.
(c) How successful was Pakistan in solving the problems of Partition during 1947 and
Quaid-e-Azam became the Governor-General in 1947.
LEVEL 2: Identifies solutions or describes the problems [3–6]
Refugees were helped.
LEVEL 3: Explains successes OR explains failures in terms of solutions [7–10]
LEVEL 4: Explains successes AND failures in terms of solutions [9–13]
Successes:
The Quaid-e-Azam Relief Fund was created to help refugees. Quaid-e-Azam
toured the provinces encouraging and motivating the people. He appealed to
the people to help the refugees. He declared himself ‘Protector-General’ of

religious minorities. The State Bank of Pakistan was set up. Karachi was made
capital of Pakistan. The Civil Services were re-organised. Pakistan joined the
United Nations and attempted to draw their attention to Kashmir issue.
Failures:
The Kashmir and other Princely States issues were not resolved. The Canal
Water Dispute was not resolved until 1959. Millions were made homeless or
died as a result of partition.

5 (a) Describe Zulfikar Ali Bhutto’s health reforms of 1972. [4]
Zulfikar Ali Bhutto introduced a health scheme in 1972 in which Rural Health Centres and
Basic Health Units in urban areas were to provide widespread healthcare. It expected to set
up 1 Rural Health Centre for every 60 000 people and 1 Basic Health Unit for every 20 000
people. Training colleges for doctors and nurses were expected to admit students on merit
and on qualification (after first year) they could be placed anywhere by the government. The
sale of branded medicines was banned in an attempt to reduce the cost of these and could
be purchased without prescription. However, the reforms were expensive and there was a
shortage of doctors and nurses. International drug companies closed down their operations
in Pakistan due to a lack of profits from unbranded medicines.
(b) Why did Zia-ul-Haq find it difficult to rule Pakistan during the late 1980s?
Law and order broke down
There was an increase in violence and drug trading.
Zia-ul-Haq found difficulty in managing the breakdown of law and order.

Violence grew throughout the country with killings commonplace in cities such
as Karachi. Drug trafficking grew and there was an increase in levels of
corruption in society. The provinces became more difficult to administer. Sindh
had regular outbreaks of violence and there was a movement to break away
from Pakistan. The NWFP was also becoming more critical of the government.
The explosion at the arms dump at Camp Ojhri in 1988 led to Prime Minister
Junejo setting up an inquiry. Zia-ul-Haq could not tolerate this, so dismissed him
and dissolved the National Assembly. This led to a political crisis for Zia-ul-Haq.

(c) Was the Co-operative Societies scandal the most important reason why Nawaz Sharif
fell from office in 1993? Explain your answer.
There were many reasons.
LEVEL 2: Identifies/describes the reasons for his downfall [3–6]
The government mismanaged the economy and was accused of corruption.
LEVEL 3: Explains the Co-operative Societies Scandal OR other reasons [7–10]
LEVEL 4: Explains the Co-operative Societies Scandal AND other reasons [9–13]
Cooperative Societies scandal

Mismanagement of the Societies led to loss of savings by millions of people.
Many of the Societies had granted huge loans to the Ittefaq Group this
damaged Nawaz Sharif’s reputation.
Kalashnikov culture
There was easy availability of guns. There was crime, terrorism, kidnappings
and murder. There were issues associated with refugees from the Soviet-
Afghan war. Drug addiction increased.
Economic measures
Nawaz Sharif increased investment to provide jobs but few loans were repaid.
US aid ceased at the end of the Soviet-Afghan war.
BCCI scandal
The collapse of BCCI bank in 1991 due to concerns about the bank’s lending
practices. Investors lost huge sums of money.
Shariat Bill
There was some opposition to the increased role of religion in government.
Relations with President

Nawaz Sharif disagreed with the President over the appointment of a new army
chief of staff and Eighth Amendment.


Paper 1 History and Culture of Pakistan October/November 2016
MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
® IGCSE is the registered trademark of Cambridge International Examinations.

Cambridge O Level – October/November 2016 2059 01
Section A
1 (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.
(b) What does Source B tell us about the negotiations during the Round Table
Conferences between 1930 and 1932?
LEVEL 1: Identifies surface features from the source [1]
Britain is in control of the car
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
[4–5]
• The driver of the car is John Bull who represents British interests at the
negotiations.
• The car is 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.
(c) Explain the importance of the Government of India Act of 1935 to the future of the sub-
continent.
LEVEL 1: Simple statement [1]
It was used to govern India
LEVEL 2: Identifies importance [2–4]
More people could vote and there was some provincial autonomy
LEVEL 3: Explains importance [5–7]
© UCLES 2016
• 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 bill
• It provided additional rights for the local population to vote – some 5
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.
(d) How successful were the provincial elections held in India in 1937? Explain your
answer.
LEVEL 1: Simple statement [1–2]
The elections were useful for the Indians
LEVEL 2: Describes elections/identifies success and/or less success [3–4]
Congress won most seats and Muslims were disappointed
LEVEL 3: Explains the success OR less success of the elections [5–7]
LEVEL 4: Explains the success AND less success of the elections [6–9]
Successful
For Hindus/Congress:
• Congress won majorities in 5 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 Muslims in minority 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.
© UCLES 2016
For Muslims/Muslim League:

• Relative poor performance in the elections; out of 489 Muslim seats, the
Muslim League won 109.
• In the Punjab; out of 86 Muslim 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.
© UCLES 2016
Section B
2 (a) Who was Nana Sahib? [4]
statement. Candidates might refer to the following:
• 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 British 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.
(b) Why was Britain so successful in expanding its control of the sub-continent between
1750 and 1850?
They were stronger
They captured rich lands and had an experienced army
• The battles of Plassey and Buxar gave the British the riches of Bengal
and favourable trading rights with the local nawabs
• This provided massive new resources, which the British could use to
consolidate control
• The British also introduced governor-generals into the provinces who
administered them on British lines and provided yet more control.
• The British army using its vast local resources and modern weapons
and military skill were taking control of even more land.
(c) Was the development of a western education system the greatest achievement of Sir
Syed Ahmad Khan? Explain your answer.
LEVEL 2: Identifies/describes achievements [3–6]
He wrote a number of books and opened a school and a university
LEVEL 3: Explains development of a western education system OR other factors [7–10]
LEVEL 4: Explains development of a western education system AND other factors [9–13]
© UCLES 2016
Western education system

• In 1863, 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 1886 he set up the Mohammedan Educational Conference with the
aim of raising educational standards amongst all Muslims.
• 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 Christianity.
• 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 really 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.
© UCLES 2016
3 (a) Describe what happened at Lucknow in 1916. [4]
• 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.
(b) Why did the Khilafat Movement emerge?
Because of WW1
The Muslims thought Turkey would be split up
• 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 Movement was founded.
(c) Was the partition of Bengal the main reason for the formation of the Muslim League in
1906? Give reasons for your answer.
LEVEL 2: Identifies reasons for partition [3–6]
The partition caused resentment amongst the Hindus
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
© UCLES 2016
• 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 Simla Declaration 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 that India should be treated as a cultural
and political whole and Hindi should be declared the official language
• 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.
© UCLES 2016
4 (a) What was the 3 June Plan? [4]
• Mountbatten sent in 1947 to work out a plan for the British to leave India
• Two states to be set up India and Pakistan
• Government of India Act 1935 to be constitution of both countries
• Each state to have Dominion status, an Executive responsible to Constituent
Assembly
• Muslim majority provinces to vote on whether to stay with India or join Pakistan
• Punjab and Bengal divided
• Muslims accepted the plan, meant 7 weeks to partition as announced by
Mountbatten.
(b) Explain why the All India Muslim Conference rejected the Nehru Report in 1928.
It could not work with it
Congress ignored the Muslim viewpoint
• The report ignored the views of Muslims.

• 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.
(c) Did Allama Iqbal contribute more to the Pakistan Movement than Rahmat Ali? Explain
your answer.
They both went to university
LEVEL 2: Describes the relationship/identifies successes or failures [3–6]
• Allama Iqbal was a poet, knighted by the British.

• Rahmat Ali named Pakistan
LEVEL 3: Explains Allama Iqbal’s OR Rahmat Ali’s contributions to the Pakistan

Movement [7–10]
© UCLES 2016
LEVEL 4: Explains Allama Iqbal’s AND Rahmat Ali’s contributions to the Pakistan
Movement [9–13]
Allama Iqbal
• He was the first Muslim leader to advocate the partition of India and the
creation of a separate Muslim state.
• After his Allahabad address in 1930 when he put forward this view,
many Muslims seriously considered separatism during the 1930s.
• He was opposed to British control of India – conquest of others was
wrong and went against the Muslim faith, this strengthened his view 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.
• Jinnah took up many of his ideas and went on to lead the Muslim
League as a highly effective political party.
• Iqbal’s poetry awakened a sense of nationhood among Muslims and he
urged them to be active in making progress along a distinctive Islamic
path and not capitalist in nature.
• Many Muslims adopted this vision as a view of the future.
Rahmat Ali
• In 1933 he and some fellow students produced a pamphlet called ‘Now
or Never’ in which he argued in favour of partition and gave the name
Pakistan to this new Muslim state that would be formed.
• This became popular amongst most Muslims during the 1930s.
• He wanted a separate independent state.
• He criticised plans to abandon Muslim communities in such places as
Delhi as well as accepting a divided Bengal.
• Jinnah refused to meet him.
• Ali’s vision of the future was adopted in the longer term.
© UCLES 2016
5 (a) Describe General Pervez Musharraf’s rise to power in 1999. [4]
• Nawaz Sharif tried to blame the Kashmir retreat on Pervez Musharraf but this was
not accepted.
• Nawaz Sharif tried unsuccessfully to replace him as the chief of army when he was
visiting Sri Lanka.
• Nawaz Sharif would not give permission for his plane to land in Pakistan.
• Pervez Musharraf’s army staff overthrew Nawaz Sharif, allowing his plane to land.
• He then put Pakistan under military rule.
• It was a bloodless coup which allowed life to go on as normal.
(b) Why was there a constitutional crisis between 1954 and 1955?
Pakistan had been only recently established.
• Jinnah had died and there were major problems in running the new
country.
• Politicians were inexperienced.
• Jinnah had died in 1948 and Khan Liaquat Ali Khan was assassinated in
1951.
• The country was struggling to establish itself without these two figures.
• The problems of running a new country were very difficult to overcome
and joint assets had not been shared.
• There was a lack of stability which led to many different governments
being formed during these years.
• In 1953 Nazimuddin’s government was dismissed and replaced with
Bogra who lacked experience.
• An example was in the passing of the amendment to Government of
India Act in 1954 while Ghulam Muhammad was abroad to limit his
powers causing a crisis. When he returned he dissolved the Assembly
and declared a state of emergency stating that Bogra had lost the
confidence of the people.
• This was challenged in court but Ghulam Muhammad prevailed.
• The One Unit Policy was also unpopular, causing unrest.
© UCLES 2016
(c) How successful was Pakistan’s relationship with the UK and the Commonwealth in the
years 1947 to 1999? Explain your answer.
LEVEL 2: Identifies/describes successes [3–6]
Both countries have been members of CENTO and SEATO as well as the UN
LEVEL 3: Explains the successes OR less success [7–10]
LEVEL 4: Explains the successes AND less success [9–13]
Success
• British personnel remained in Pakistan post 1947
• Britain helped to broker a peace deal in 1965
• Margaret Thatcher visited in 1981
• £46m aid for Afghan refugees in Pakistan, an important trading partner
• Commonwealth member until 1971, aid given to Pakistan by other
Commonwealth countries
• Britain supported Pakistan’s support of Afghanistan during conflict with
Russia and gave £30m aid in support of Afghan refugees in Pakistan
• By 1986, there was some £376m worth of trade between Pakistan and
the UK Pakistan re-joined the Commonwealth in 1989.
Less success
• Britain refused to interfere in Kashmir problem
• Pakistan criticism over Suez crisis
• Britain abstained at United Nations over Bangladesh issues
• Pakistan withdrew from the Commonwealth in 1971
• Pakistan was suspended from the Commonwealth in 1999 due to the
military coup.
© UCLES 2016

MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.
® IGCSE is a registered trademark.

2059/01 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED
Question Answer Marks
1(a) According to Source A, what difficulties did the Indian cotton industry 3
face during the nineteenth century?
e.g. 1–3
• Indian production of cotton goods was discouraged – in favour of British
industry.
• Only allowed to grow raw cotton to supply British looms.
• Skilled workers had to work in East India Company (EIC) factories.
• EIC controlled Indian weaving production.
• Very high tariffs prevented Indian silk and cotton from entering Britain.
• No duty on British goods reaching India.
Note: Allow a second mark for a developed statement from the source.
No evidence submitted or response does not address the question 0
1(b) How does Source B help us to understand Indian concerns about the 5
building of railways in India during the nineteenth century?
Level 3: Valid inference(s) supported by detail from the source and/or 4–5
contextual knowledge
e.g.
• It looks dangerous / unsafe to travel by rail due to the risk of derailment or
accident, which might cause injury and death.
• Since railways were not built safely at first, accidents like these were
frequent in India.
• Accidents like the one shown in the source made some people fear that
railways were dangerous.
• Some people also worried that the British were trying to change their way
of life.
Level 2: Unsupported valid inference(s) 2–3
e.g.
• People thought it was unsafe / dangerous.
• People did not have confidence in travelling by train.
Level 1: Identifies surface feature(s) from the source 1
e.g.
• A train has been derailed.
© UCLES 2017 Page 2 of 15

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1(c) Why did the British build railways in India during the nineteenth century? 7
Level 3: Explains reasons

Explains one reason for 5 marks and two (+) reasons up to a maximum of 7
marks.
e.g.
• Railways transported raw materials easily/cheaply to the ports for export/
manufactured goods to be sold throughout India, increasing British profits.
• Railways carried troops swiftly around India (helping the British to
maintain law and order and extend power).
Note: not for First War of Independence.
• British could travel the country and spread their ideas / culture, gaining
support / to govern effectively.
• In times of famine food could be transported quickly to affected areas.
• To win support of Indians who found them useful for travel as families
were able to travel to visit relatives in other parts of India.
Level 2: Identifies reason(s) 2–4

Identifies one reason for 2 marks and two (+) reasons up to a maximum of 4
marks.
e.g.
• Trains transported raw materials.
• Trains carried troops.
• To modernise India.
• Railways were a symbol of power / demonstrated dominance.
• To spread ideas / culture.
• To gain support / govern effectively.
• To westernise / make India more like Britain.
Level 1: Simple statement(s) 1

A general answer lacking specific knowledge.
e.g.
• The British needed railways.

PUBLISHED
1(d) Was an absence of leadership the main reason why the War of 10
Independence in 1857 failed? Explain your answer.
Level 5: Explains with evaluation 10

As top of Level 4 – also produces a judgement or evaluation.
Level 4: Explains absence of leadership AND other reasons 6–9

Explains one reason for absence of leadership AND one other reason for
6 marks. Additional explanation(s) up to a maximum of 9 marks.
Level 3: Explains absence of leadership OR other reasons 5–7

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 likely to support
them in their cause.
• A series 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 3–4

reason(s)
Identifies/describes one reason for 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.
Level 1: Simple statement(s) 1–2

e.g.
• There were no leaders.

PUBLISHED
2(a) Who were zamindars? 4
e.g. 1–4
• Landlords/tax collectors.
• Wealthy and influential, some had private armies.
• After death of Aurangzeb they were increasingly unwilling to accept rule of
any new emperor or to make payments to government in Delhi.
• Beard tax imposed which annoyed Muslims.
• Muslims were oppressed by zamindars from the 1800’s onwards,
especially in East Bengal.
Note: Allow a second mark for a developed statement.
2(b) Why was Robert Clive appointed the first Governor of Bengal? 7
Level 3: Explains reasons 5–7

Explains one reason for 5 marks and two (+) reasons to up to a maximum of
7 marks.
e.g.
• 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.
Level 2: Identifies reasons 2–4

Identifies one reason for 2 marks and two (+) reasons up to a maximum of
4 marks.
e.g.
• He won two battles.
• The battle was also a success for the EIC.

e.g.
• Clive commanded the British army.
• He was a good leader.

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2(c) Was the in-fighting between Aurangzeb’s successors the most important 14
reason for the break-up of the Mughal Empire? Explain your answer.

Level 4: Explains the in-fighting AND other reasons 9–13

Explains one reason for in-fighting AND one other reason for 9 marks.
Additional explanation(s) up to a maximum of 13 marks.
Level 3: Explains the in-fighting OR other reasons 7–10

Explains one reason for in-fighting OR one other reason for 7 marks.
Additional explanation(s) for the same line of reasoning up to a maximum of
10 marks.
e.g.
In-fighting
• The absence of a definite line of succession led to in-fighting, instability
and the downfall of the Mughal Empire.
• Led to inefficiencies and a lack of interest in the running of the Mughal
Empire.
Other reasons
• As the Mughal Empire started to decline it became at risk from invasion.
• After Aurangzeb’s death, Mughal emperors were renowned for living an
extravagant lifestyle and spending money without considering the effect
on the economy of the Empire.
• The Afghans under the leadership of Ahmad Shah Abdali defeated the
Marathas at Paniplat. The Afghans had been in control of much of the
Empire for some time but were unable to make the most of their victory
and returned to Kabul. However they did invade the Empire a number of
times during the 18th Century.
• The Persians under Nadir Shah captured much of the Empire’s wealth
and returned home with gold, jewels and the Peacock throne from Delhi.
• Aurangzeb often showed intolerance to non-Muslims. He introduced a tax
on non-Muslims called the Jizya. During Aurangzeb’s reign, some Hindu
temples were destroyed and some limits were placed on Hindu practices.
Taxation was high as because of the costs of military campaigns such as
the Deccan Wars and building luxurious palaces. Because of these he
became an unpopular ruler.
• Maratha guerrilla fighters defeated a Mughal army in 1737 and took
control of Delhi and eastwards towards Bengal. By 1760 they were the
most powerful group in India and the Mughals were unable to limit their
expansion.
• The British expansion into the subcontinent was rapid, overwhelming the
Mughal forces and equipment.

PUBLISHED
2(c) Level 2: Identifies/describes the in-fighting AND/OR other reasons 3–6

Identifies/describes one reason for in-fighting AND/OR other reason for
3 marks. Additional identification/description(s) up to a maximum of 6 marks.
e.g.
• Self-interest and disunity.
• Risk of invasion.

e.g.
• They were always fighting each other.
3(a) How did the name ‘Pakistan’ originate? 4
e.g. 1–4
• Chaudhry Rehmat Ali devised the name.
• Stated in pamphlet ‘Now or Never’ in 1933.
• By end of the year most Muslims within India knew the name and its
importance.
• Punjab, Afghania (NWFP), Kashmir, Sindh and Balochistan.
• Muslim League thought his ideas were impractical and ignored by Jinnah.

PUBLISHED
3(b) Why was the Second Round Table Conference of 1931 unsuccessful? 7

Explains one reason for 5 marks and two (+) reasons up to a maximum of
7 marks.
e.g.
• 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.

4 marks.
e.g.
• The difficulties negotiating with Gandhi.
• The ideas that Gandhi expressed were not accepted by all.

e.g.
• They did not agree with each other.
3(c) Was the withdrawal of Gandhi’s support the most important reason for 14
the decline of the Khilafat Movement? Explain your answer.

Level 4: Explains the withdrawal of Gandhi’s support AND other 9–13

reasons
Explains one reason for the withdrawal of Ghandi’s support AND one other
reason for 9 marks. Additional explanation(s) up to a maximum of 13 marks.

PUBLISHED
3(c) Level 3: Explains the withdrawal of Gandhi’s support OR other reasons 7–10
Explains one reason for the withdrawal of Gandhi’s support OR one other
reason for 7 marks. Additional explanation(s) for the same line of reasoning up
to a maximum of 10 marks.
e.g.
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 Movement
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 Movement.
• 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.
Level 2: Identifies/describes the withdrawal of Gandhi’s support 3–6

AND/OR other reasons
Identifies/describes the withdrawal of Gandhi’s support AND/OR other reason
for 3 marks. Additional identification/description(s) up to a maximum of 6
marks.
e.g.
• Chauri Chaura caused the Movement to decline.
• Ataturk caused the Movement to decline.

e.g.

PUBLISHED
4(a) What were the Basic Democracies? 4
e.g. 1–4
• In 1959 local committees were named Basic Democrats (BD).
• 80 000 BD’s.
• No political parties to take place in the elections held December 1959 to
January 1960.
• Newly elected BD’s able to vote in referendum on Ayub Khan remaining
President, 95% voted yes.
4(b) Explain why Zulfikar Ali Bhutto’s rule ended in 1977. 7

Explains one reason for 5 marks and two (+) reasons up to a maximum of
7 marks.
e.g.
• The focal point of political power lay with the party leadership and with
Bhutto in particular, so when things went wrong he was blamed.
• The changes in education were criticised as they led to overcrowding in
existing schools whilst new ones were built/the building of new schools/
the recruitment of new teachers could not be achieved quickly/was very
expensive.
• Many families resented the educational reforms because it meant a loss
of earnings for them.
• Opponents alleged that Bhutto and his party manipulated the election in
March 1977, which led to protests that were put down by the police.
• Martial law was imposed in Karachi, Lahore and Hyderabad and strikes by
bus and truck drivers in Karachi (Operation Wheel Jam), caused further
problems for Bhutto.
• During Bhutto’s time in office the economy declined which contributed to
unrest and reduced support for his government.

4 marks.
e.g.
• His education reforms were criticised.
• A military coup by Zia-ul-Haq ended Bhutto’s time in office.

e.g.
• He was powerful.

PUBLISHED
4(c) Which of the following contributed the most to Pakistan’s domestic 14

policies between 1948 and 1958?
(i) Khwaja Nazimuddin

(ii) Malik Ghulam Muhammad
(iii) Iskander Mirza
Explain your answer with reference to all three of the above.

Level 4: Explains two or more contributions 9–13

Explains one contribution made by Nazimuddin/Muhammad/Mirza AND
another individual for 9 marks. Additional explanation(s) of the contributions
made by the same individuals up to a maximum of 12 marks. Explains one or
more contribution(s) of ALL three individuals for 13 marks.

PUBLISHED
4(c) Level 3: Explains one of the above individuals’ contributions 7–10

Explains one contribution made by Nazimuddin/Muhammad/Mirza for 7 marks.
Additional explanation(s) of contributions made by the same individual up to a
maximum of 10 marks.
e.g.
Khwaja Nazimuddin
• 1948 made 2nd Governor General, appointed Liaquat Ali Khan Prime
Minister.
• Made Objectives Resolution in 1949. It focussed on the principles of Islam
and human rights. Designed to deflect criticism from religious leaders who
wanted the new state to be more Islamic.
• Drafted a constitution, which attracted much criticism as it was seen by
many as being insufficiently Islamic.
• Kept the economy going and produced surplus budgets for the new state.
Malik Ghulam Muhammad

• As 3rd Governor General responsible for the Six Year Plan for agriculture,
power, industry and transport. It was important to the economic
development of Pakistan.
• Severe problems hampered development such as food shortages and
drought. Rioting followed and the government found it challenging to
overcome these issues, leading to many personnel changes. Little
constitutional development could take place because of these challenges.
• He resigned in 1955 due to ill health.
Iskander Mirza
• Became acting Governor General in 1955.
• Introduced the One Unit policy in 1955, which he claimed would bring
about greater efficiency and development in West Pakistan. The policy
meant that East Pakistan could not gain a majority in the Assembly.
• Introduced the new Constitution in 1956, under which he was able to
become President.
• He suspended the Constitution in 1958 and declared Martial Law.
• His rule became unpopular and lost the support of many leading politicians.
• He declared Martial Law but was forced to resign by Ayub Khan in 1958.
Level 2: Identifies contributions/describes their work 3–6

Identifies/describes one contribution made by Nazimuddin/Muhammad/Mirza
for 3 marks. Additional identification/description(s) of contributions made by the
same individual up to a maximum of 6 marks.
e.g.
• Khwaja Nazimuddin was Governor General in 1948.
• Malik Ghulam Muhammad introduced the One Unit policy.
• Iskander Mirza was responsible for the 1956 Constitution.

e.g.

PUBLISHED
5(a) What was SEATO? 4
e.g. 1–4
• 1955 South East Asia Treaty Organisation.
• Also included USA and Britain.
• Sometimes called Manila Pact in Pakistan.
• Joined in 1955. Withdrew in 1972.
• Aimed to resist Communist expansion.
• Pakistan surprised other Muslim countries by being so closely allied with
USA.
5(b) Why did being a nuclear power create difficulties for Pakistan in the 7
1980s and 1990s?

Explains one reason for 5 marks and two (+) reasons up to a maximum of 7
marks.
e.g.
• US diplomats expressed concern that Pakistan may have nuclear
weapons, and would not give aid to Pakistan, stating Pakistan was in
contravention of the 1985 Pressler Amendment. The USA had promised
$4 million in an economic package to help Pakistan to refurbish their
military forces.
• The reduction in aid seriously affected Pakistan. In particular, the delivery
of 28 F-16 fighter jets in which weakened Pakistan’s relationship with
USA.
• The Pakistan government expressed concerns about the status of India
as a nuclear power.

Identifies one reason for 2 marks and two (+) reasons up to a maximum of 4
marks.
e.g.
• USA would not give financial aid to Pakistan.

e.g.
• Pakistan had nuclear weapons.

PUBLISHED
5(c) To what extent was the relationship between Pakistan and its neighbour 14
Afghanistan successful from 1947 to 1999?

Level 4: Explains successful AND less successful aspects of the 9–13

relationship
Explains one successful AND one less successful aspect of the relationship
for 9 marks. Additional explanation(s) up to a maximum of 13 marks.
Level 3: Explains successful OR less successful aspects of the 7–10

relationship
Explains one successful OR one less successful aspect of the relationship for
7 marks. Additional explanation(s) for the same line of reasoning up to a
maximum of 10 marks.
e.g.
Successful
• During Zahir Shah’s time in office relations between Afghanistan and
Pakistan were friendly and during the 1965 War remained neutral despite
pressure from other powers.
• There were good relations when an Islamic foreign policy was introduced,
leading to visits between both countries by Bhutto and later Zia-ul-Haq
and Daud in 1970’s.
• There was humane treatment in Pakistan of Afghan refugees following
outbreak of Afghan–Russian War.
Less successful
• Afghanistan had territorial claims to part of the North West Frontier
Province (NWFP) following establishment of Pakistan in 1947.
• Afghanistan voted against Pakistan joining UN in 1947.
• Afghanistan did not always adhere to a trade agreement with Pakistan;
• Diplomatic relations between the two countries were withdrawn in 1955
but later renewed.
• During the Afghan–Russian War, planes entered Pakistani airspace and
some of the Pakistani frontier areas were bombed.
• After the war, law and order was hard to restore in Afghanistan; problems
spread into the border region relating to drugs, armed robberies,
kidnappings and gun battles between rival gangs.
• There was an increase in Islamic militancy following support given to the
Taliban in Afghanistan.
Level 2: Identifies/describes successful AND/OR less successful 3–6

aspects of the relationship
Identifies/describes one successful OR one less successful aspect of the
relationship for 3 marks. Additional identification/description(s) up to a
maximum of 6 marks.
e.g.
• Pakistan instigated talks with Afghanistan in Karachi in 1947.
• Diplomatic relations started in 1948.

PUBLISHED
5(c) Level 1: Simple statement(s) 1–2

e.g.
• Relationships have been good

Cambridge Assessment International Education

Paper 1 The History and Culture of Pakistan October/November 2017
MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

2059/01 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2017
1(a) According to Source A, what were Jinnah’s aims in his Delhi Proposals of 3
1927?
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
e.g.
• 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 legislature to be set aside for Muslims
• To explore the possibility of reserved seats rather than separate electorates
1(b) How does Source B help us to understand Indian concerns about the Simon 5
Commission of 1927?
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.
• 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
committee
Level 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 1
e.g.
• It says that Simon should go back
• He was an uninvited guest

PUBLISHED 2017
1(c) Why was Dr Allama Muhammad Iqbal asked to chair the Muslim League at 7
Allahabad in 1930?

(Five marks for one explanation, six marks for two explanations, seven marks for
three explanations)
e.g.
• 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

(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 1
e.g.
• He was popular

PUBLISHED 2017
1(d) Which of the following was the most important in the development of the 10
Pakistan Movement?
(i) the Nehru Report, 1928
(ii) Jinnah’s 14 Points, 1929
(iii) the Government of India Act, 193
Level 5: Explains and makes judgement / evaluation 10
As top of Level 4 plus judgement / evaluation
Level 4: Explains at least two factors 6–9

(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 5–7

(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) 3–4

(One mark for each identification / description)
e.g.
• The Nehru Report was perceived to be anti-Muslim
• Hindi was to be the official language
• Jinnah’s 14 Points was in response to the Nehru Report
• The Government of India Act was still in place at Partition

PUBLISHED 2017

(One mark for each simple statement)
e.g.
• Jinnah’s 14 Points was the most important

PUBLISHED 2017
2(a) Who were the Thuggee? 4
Level 1: One mark for each relevant point, two marks for a developed
statement 1–4
e.g.
• They were armed robbers, involved in ritual murder, who terrified people
• Present in central and upper India
• Claimed they were serving a goddess, Kali
• East India Company (EIC) used force to destroy them in 1830 and stamped
out the practice
• Indians / Hindus and Muslims
• Meaning concealment; a secret society
2(b) Why did the East India Company become involved in the Indian 7
subcontinent during the seventeenth century?
Level 3: Explains reasons (i.e. an understanding of impact / long term

benefits) 5–7
three explanations)
e.g.
• Reports of immense wealth in the subcontinent led to the East India
Company (EIC) establishing a trading base as they saw a profitable future
• Availability of raw materials, silk, cotton, coal
• The British wanted to establish their influence in the subcontinent and to oust
the Dutch and Portuguese
• The EIC also wanted to establish a strategic port in the subcontinent that
would protect its trading interests in the East

e.g.
• To trade
• Extend influence in the East

(One mark for a simple statement)
e.g.
• They wanted to spend their time there

PUBLISHED 2017
2(c) Did Haji Shariatullah contribute more to the spread of Islam than anyone 14
else in the subcontinent before 1850? Explain your answer.
Level 4: Explains the contribution of Haji Shariatullah AND others 9–13

(Two explanations, one on the contribution of Haji Shariatullah and one on
another are worth 9 marks. Additional explanations awarded up to 13 marks)
e.g.
• Haji Shariatullah established the Faraizi Movement, which insisted that
Muslims should perform their faraiz (religious obligations). The impact on
Muslims was significant as Faraizi restored pride and alarmed the Hindu
landlords who were unhappy with Muslim practices. Centred on Bengal.
• Shah Waliullah felt that many Muslims faced problems because of their
ignorance of Islam and the Quran. He encouraged them to concentrate on
Quranic teachings translated the Quran into Persian, the main language of
the Muslims at that time, so that they could read it. His books aimed to spread
the principles of Islam amongst Muslims and provide inspiration to lead a
pure life.
• Syed Ahmad Barelvi founded the Jihad Movement, which later became an
armed struggle to liberate the Punjab and the NWFP from Sikh rule. His work
was a uniting force for Muslims to achieve a life based on Islam.
Level 3: Explains the contribution of Haji Shariatullah OR others 7–10

(One explanation is worth 7 marks. Extra marks are awarded for additional
explanations to 10 marks)
Level 2: Identifies / describes Haji Shariatullah AND / OR others 3–6

(One contribution identified / described is worth 3 marks. Extra marks are
awarded for additional contributions identified / described up to 6 marks)
e.g.
• Haji Shariatullah established the Faraizi Movement
• Shah Waliullah taught at the Madrassa in Delhi, spent some time in Medina
and wrote a number of books
• Syed Ahmad Barelvi was a follower of Shah Abdul Aziz and founded the
Jihad Movement
Level 1: Simple statement 1–2

(One simple statement is worth 1 mark. A Level 1 answer with two or more
simple statements is worth 2 marks)
e.g.
• He was a scholar

PUBLISHED 2017
3(a) Who was Warren Hastings? 4
statement 1–4
e.g.
• 1782, first Governor General / Viceroy of India
• British / English statesman
• Introduced a number of reforms in administration, revenue, finance,
commerce and the judiciary
• Developed policies relating to Oudh and Rohilla
• Involved in several wars including the Anglo-Maratha and the Anglo-Mysore
• A patron of the arts
3(b) Why were the Marathas defeated after the decline of the Mughal Empire? 7

three explanations)
e.g.
• The Marathas controlled vast lands that had been part of the Mughal Empire,
but they found it difficult to control and administer. This led to problems in
fighting off threats from other armies confirming that the empire was now too
big for them to protect or defend.
• Maratha families began to show more loyalty to local rulers rather than the
Maratha leaders in the capital city of Pune. As a result, cracks began to show
in Maratha unity and control. Their grip on the empire was weakened.
• The invading Afghans defeated the Maratha army at Panipat in 1761,
thousands of soldiers and important administrators were killed, ending
Maratha control.

e.g.
• They found difficulty in controlling such a vast Empire
• They were defeated by the invading Afghans

e.g.
• Loyalty to the Marathas declined

PUBLISHED 2017
3(c) How far was Indian resistance to British expansion in the subcontinent 14
successful before 1850?
Level 4: Explains early Indian AND later / eventual British success 9–13
(Two explanations, one on Indian and one on British success, are worth 9 marks.
Additional explanations awarded up to 13 marks)
e.g.
Indian success
• Tipu the Sultan of Mysore held off British attempts to overthrow him towards
the end of the eighteenth century, matching British weapons with rockets,
cannons and muskets.
• Titu Mir raised an army of 15 000 against the British. He built a bamboo fort at
Narkelbaria in 1831 and defeated the British forces sent to destroy it.
• The British were unwilling / unable to annex the Punjab in the lifetime of
Ranjit Singh (the leader of the Sikhs who occupied the Punjab). He halted
British expansion through treaties and agreements with them.
British success
• Conquests of the British against weaker opposition who were disunited with
different religions and cultures and were unable to work together.
• The strength of the British army was eventually overwhelming.
Level 3: Explains Indian OR British success 7–10

(One explanation is worth 7 marks. Additional explanations awarded up to 10
marks)
Level 2: Identifies / describes Indian AND / OR British success 3–6

e.g.
• Event(s) in Bengal, the Punjab, NWFP, Sindh
• Success(es) such as Titu Mir had a big army, the British had cannons

e.g.
• Tipu was successful

PUBLISHED 2017
4(a) What happened on Direct Action Day? 4
statement 1–4
e.g.
• Muslim League called for this to take place on 16th August 1946 as an
attempt to stop the British giving in to Congress
• Jinnah asked for peaceful protest to show Muslim solidarity and the strength
of feeling against the British and Congress
• Serious rioting with thousands of deaths, especially in Calcutta.
4(b) Explain why the Gandhi-Jinnah Talks of 1944 did not reach an agreement. 7

three explanations)
e.g.
• Timetable: Gandhi wanted to achieve independence first then partition
discussions could follow whereas Jinnah wanted to settle the issue of
partition first. He knew that his bargaining position would be weaker if he went
along with Gandhi’s plan.
• Audience/support: Gandhi insisted that he spoke for all Indians and could not
accept the position of Muslims as being a separate nation and so wanted
independence for all Indians as a united nation. Jinnah was opposed to this.
• Tensions: Jinnah was at odds with Gandhi and declared that he only spoke
for Hindus, so would accept the idea of partition. He believed that Gandhi did
not accept the two-nation idea of partition.
• Role of government: Gandhi also wanted the central government to have
control of key areas such as defence and foreign policy, whereas Jinnah
wanted these issues to be dealt with locally by the provinces.

e.g.
• timetable
• audience/support
• tensions
• role of government
• Gandhi wanted independence
• Jinnah wanted partition

e.g.
• They did not get on with each other

PUBLISHED 2017
4(c) How effective has Pakistan been as a member of world organisations 14

between 1947 and 1999? Explain your answer.
As top of Level 4 with judgement / evaluation
Level 4: Explains effective AND less effective 9–13

(Two explanations, one on an effective and one on a less effective membership
worth 9 marks. Additional explanations awarded up to 13 marks)
Effective:
• It has supported the Palestinian cause
• Contributed to a number of UN peacekeeping forces throughout the world.
Pakistan became influential by raising the Kashmir question on several
occasions and also became the spokesperson for many Asian states who had
not gained independence during the 1950s.
• Its membership of CENTO was treated enthusiastically because many fellow
members were Muslim countries.
• OIC provided interest free loans and grants and membership reinforced the
image of Pakistan as one of the world’s leading Muslim nations.
• As a member of the Commonwealth Pakistan supported Britain with a
workforce (depleted by World War 2), this brought the benefit of remittances.
Less effective:
• The Kashmir question is on-going.
• Membership of SEATO did not secure aid for Pakistan, support in its
difficulties with India or during the East Pakistan break away. As a result,
Pakistan left in 1972.
• CENTO dissolved in 1979 after failing to develop a permanent structure.
• Pakistan left the Commonwealth in 1971 when Britain recognised
Bangladesh.
Level 3: Explains effectiveness OR other factors 7–10

marks)
Level 2: Identifies / describes world organisations / Pakistan’s membership

3–6
(One organisation / membership identified / described is worth 3 marks. Extra
marks are awarded for additional organisations / memberships identified /
described up to 6 marks)
e.g.
• Joined the United Nations in 1947
• Joined SEATO in 1954
• Joined CENTO in 1955
• Left the Commonwealth in 1971
• Re-joined the Commonwealth in 1989

PUBLISHED 2017

e.g.
• Pakistan was an effective member

PUBLISHED 2017
5(a) What happened at Pucca Qila? 4
statement 1–4
e.g.
• May 1990, in Hyderabad, supporters of Muhajir Quami Movement (MQM)
killed by police
• Including women and children who held copies of the Quran over their heads
as they faced the police
• The violence led to the President (Ghulam Ishaq Khan) dismissing the
government in August 1990
5(b) Explain why the subcontinent was faced with a refugee problem in 1947. 7

three explanations)
e.g.
• In 1947, violence between Hindus and Muslims increased dramatically. Many
Muslims in India feared being killed crossing into Pakistan to seek shelter,
often with few or no possessions.
• Partition left people of different religions in the country they felt would not
support their freedoms.
• The Boundary Award increased the problems between Pakistan and India.
Many Muslims were forced across the border making it difficult for the new
Pakistan government to manage such a large number of refugees.
• Pakistan was a new country and lack of resources meant it struggled to cope.
• Hindus and Sikhs, perhaps fearful of reprisals and with a genuine desire to
live in a Hindu nation, also contributed to the refugee problem by crossing
from Pakistan to India.

e.g.
• There was a lot of violence between religious groups in India
• Partition
Level 1: Simple stateme 1

e.g.
• Refugees wanted to live in Pakistan

PUBLISHED 2017
5(c) To what extent was the relationship between Pakistan and USSR successful 14
from 1947 to 1999? Explain your answer.
As top of Level 4 with judgement / evaluation
Level 4: Explains successful AND less successful aspects of the

relationship 9–13
(Two explanations, one on successful and one on less successful aspects of the
relationship are worth 9 marks. Additional explanations awarded up to 13 marks)
e.g.
Successful:
• In 1961, Pakistan accepted Soviet assistance in oil and mineral exploration
and as a result relations between the two countries were enhanced and
cooperation between them developed.
• Ayub Khan’s visit to USSR in 1965 improved the understanding and
relationship between the two nations.
• Close relations between Pakistan and the USSR aided the mediation of
peace between India and Pakistan by the Soviet Prime Minister Alexi Kosygin
at the Tashkent Conference in 1966.
Less successful:
• From 1947 onwards, the USSR increasingly began to support India over
Kashmir which led to tensions between the two countries.
• Pakistan involvement in USA-Chinese diplomatic ties in 1971 led to greater
pro-Indian support by the USSR.
• Pakistan support for Afghanistan in its war with the USSR in 1979 slowed the
growth of economic and cultural ties with the USSR affecting Pakistan’s
economy.
Level 3: Explains successful OR less successful aspects of the

relationship 7–10
marks)

PUBLISHED 2017
5(c) Level 2: Identifies / describes successful AND / OR less successful aspects

of the relationship 3–6
e.g.
Successful:
• Soviet oil exploration in Pakistan in 1961
• £11 million loan to Pakistan in 1963
• Ayub Khan visits USSR in 1965
• Soviets hold Peace Conference between Pakistan and India 1966
• Soviet arms supplied to Pakistan from 1968
• Bhutto visits USSR in 1972
• USSR support for building a steel mill
Less successful:
• Liaquat Khan visits USA rather than USSR in 1949
• Pakistan joins USA-sponsored military pacts in 1954 and 1955
• Pakistan refuses USSR aid in 1956
• USA spy plane scandal 1960 – plane took off from Pakistan
• Pakistan support for Afghanistan in war with USSR in 1979
• Growth of economic and cultural ties slow due to Afghanistan effect
• USSR unhappy with Pakistan’s nuclear programme

e.g.
• The relationship was not effective


Paper 1 The History and Culture of Pakistan May/June 2018
MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE®, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

PUBLISHED
Generic Marking Principles
These generic 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.
Marks awarded are always whole marks (not half marks, or other fractions).
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 the 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.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(use of the full mark range, however, may be limited according to the quality of the candidate
responses seen).
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.

PUBLISHED
1(a) According to Source A, what were the effects of the High Court 3
judgement regarding Zulfiqar Ali Bhutto on the people of Pakistan?
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
e.g.
• People were stunned
• There were arrests
• Some people died in clashes
• There was strong opposition
• There were strikes
• There were peaceful protests
• There were demonstrations

PUBLISHED
1(b) How does Source B help us to understand the way Zia-ul-Haq governed 5
Pakistan?
Level 3: Inference(s) supported by detail from the source and/or

contextual knowledge 4–5
e.g.
• Zia-ul-Haq is firmly in charge of Pakistan. This can be seen by him
wearing a military uniform.
• He is a figure of power / authority / determination / vision / decisiveness /
commitment. This can be seen by him raising his arm / pointing his finger.
• He wants to display his power. This can be seen by the decorative
surroundings which emphasise the power and majesty of the office of the
President.
• He wants his message to be heard / he believes what he is saying is very
important / communication is very important. This can be seen by the
many microphones in front of him.
• He used martial law to demonstrate control, which was enhanced by the
passing of the Eighth Amendment in 1985.

e.g.
• Zia-ul-Haq looks a powerful leader
• He looks like a soldier
• He gave formal / organised / ceremonial speeches
• He is pointing the way forward
• He looks decisive / firm
Level 1: Identifies surface features from the source 1
e.g.
• It shows Zia-ul-Haq making a speech
• He is wearing a uniform
• There are microphones

PUBLISHED
1(c) Why did Zia-ul-Haq introduce his Islamisation reforms? 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.
• To produce a strong and stable government managed by people
committed to Islamic values.
• He wanted to provide a counter to Zulfiqar Ali Bhutto’s socialist
government which he saw as liberal / westernised.
• He made the Islamic laws strict in order to produce a strong government
by imposing a strict legal code.
• He wanted to implement laws which punished people for showing
disrespect towards the Prophet and ensured that Islamic education was
implemented in schools to raise Islamic awareness.
• He wanted to distribute some wealth to the poor and needy by introducing
Islamic taxes following Islamic principles.

e.g.
• To strengthen the government
• To raise Islamic awareness
• To punish people showing disrespect towards the Prophet
• To redistribute wealth to the poor

(One mark for any simple statement)
e.g.
• Zia-ul-Haq felt that it was necessary after coming to power

PUBLISHED
1(d) How successful was Zia-ul-Haq’s foreign policy between 1978 and 1988? 10
Explain your answer.

(As top of Level 4 plus judgement / evaluation)
Level 4: Explains success AND less success 6–9

(Two explanations, one on success and one on less success, are worth 6 or 7
marks. Additional explanations on the same two factors cannot be awarded
more than 8 marks. Explanation of all success and less success is worth 9
marks)
e.g.
Success
• Pakistan’s relationship with China was strengthened in 1978 with the
opening of the Karakoram Highway between the two countries, opening
up huge areas of both countries to trade and tourism.
• Pakistan received support from the West to assist Afghan fighters in their
conflict with Russia in 1979. The USA gave Pakistan $3.2 billion over six
years to help cope with the influx of refugees from Afghanistan (the
Afghan Miracle).
• Negotiations between Pakistan and Bangladesh on tourism, culture and
trade, brought an extra $40 billion a year into Pakistan by 1986.
Less success
• Pakistan became a target of Russia as a result of supplying Afghans with
arms. Border villages were bombed and a series of explosions happened
across the country.
• Threats to law and order as a consequence of the Afghan Miracle.
Level 3: Explains success OR less success 5–7

(One explanation is worth 5 marks. Additional explanations on the same factor
awarded up to 7 marks)
See exemplars in L4
Level 2: Identifies / describes aspects of foreign policy 3–4

(One identification / description is worth 3 marks. An answer with additional
identification / descriptions is worth 4 marks)
e.g.
• Gained financial support from the USA
• Good relations with China
• Became a Russian target

(One simple statement is worth 1 mark. An answer with additional simple
statements is worth 2 marks)
e.g.
• Zia-ul-Haq’s policy was very successful

PUBLISHED
2(a) Who was Titu Mir? 4
statement 1–4
e.g.
• Syed Mir Nisar was a Bengali
• He reinforced traditional Muslim values
• He was determined to free Bengal from British rule
• He organised a stand against zamindars
• He set up his own rule near Calcutta with a small army
• He built a bamboo fort at Narkelbaria in 1831 and defeated the British
troops sent to destroy it
• He was killed in battle in 1831.

PUBLISHED
2(b) Explain why Sir Syed Ahmad Khan tried to improve relations between 7
the Muslim community and the British.
Level 3: Explains reasons (i.e. an understanding of impact / long term

benefits) 5–7
e.g.
• 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.

e.g.
• 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

e.g.
• It was beneficial to have good relations

PUBLISHED
2(c) Was religion the most important reason for the War of Independence in 14
1857? Give reasons for your answer.

(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)
e.g.
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 a 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 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

marks)
See exemplars in L4

PUBLISHED
2(c) 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)
e.g.
• 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’

e.g.
• The resentment of the British

PUBLISHED
3(a) What was the Swadeshi Movement? 4
statement 1–4
e.g.
• 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

PUBLISHED
3(b) Explain why the Muslim community felt it necessary to form their own 7
political party in 1906.

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.

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

e.g.
• The Hindu community had a political party

PUBLISHED
3(c) Was the First Round Table Conference of 1930 more successful than the 14
two that followed in 1931 and 1932?
Level 5: Explains with evaluation

As top of Level 4 plus judgement or evaluation 14
Level 4: Explains success AND less success 9–13

(Two explanations, one on success and one on less success, are worth 9
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 this had been
made possible only through 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 a 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.
Level 3: Explains success OR less success 7–10

marks)
See exemplars in L4

PUBLISHED
3(c) Level 2: Identifies / describes Round Table Conferences 3–6

e.g.
• There were three Round Table Conferences (RTC) held in London
• Both Gandhi and Jinnah attended some of the RTC’s 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 a 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

e.g.
• They were all successful
• They made little progress

PUBLISHED
4(a) What was the Radcliffe Award? 4
statement 1–4
e.g.
• Sir Cyril Radcliffe chaired the Radcliffe Award and gave his name to it
• It established the new borders of India and Pakistan in 1947, particularly
in Bengal and the Punjab
• He had four assistants, two nominated by the Muslim League and two by
Congress
• The results were announced on 16 August 1947
4(b) Explain why Pakistan has given continued support to the Palestinian 7
cause.

e.g.
• Pakistan is a member of the Organisation of Islamic Cooperation (OIC)
which aims to promote harmony and co-operation between Muslim
nations and supports the agreement that the Palestinian issue is a matter
for all Islamic countries. Thus Pakistan supported the Palestinian cause.
• The incident of the Al-Aqsa Mosque was discussed at the first meeting of
the OIC and support was immediately offered to the Palestinians. At the
summit in Lahore in 1974, more specific support was given.

e.g.
• Pakistan is a member of the OIC
• The people of Pakistan identify themselves with the Palestinians

e.g.
• It was important to Pakistan

PUBLISHED
4(c) Were the Gandhi–Jinnah talks the most important factor during the 14
1940s that led to the partition of the subcontinent in 1947? Give reasons
for your answer.

As top of Level 4 plus judgement or evaluation
Level 4: Explains the Gandhi–Jinnah talks AND other factors 9–13

(Two explanations, one on the talks and one on another factor, are worth
9 marks. Additional explanations awarded up to 13 marks)
e.g.
Gandhi–Jinnah talks
• It was an important meeting as Gandhi had been forced to negotiate with
the Muslim League on an equal footing for the first time regarding the
future of India.
• Gandhi wanted to achieve independence first – partition discussions
could follow later – whereas Jinnah wanted to settle the issue of partition
first and before the British left. He knew that his bargaining position would
be much weaker if he went along with Gandhi’s plan.
Other factors
• The Lahore Resolution, 1940 drafted by the 25-man All-India Muslim
League asked for greater Muslim autonomy within India; this was seen as
a demand for a separate Muslim state. From then on, the aims of the
Muslim League were clear: an independent nation state.
• The results of the 1945–46 elections demonstrated that Congress had
control of the non-Muslim votes but that the League had gained control of
the Muslim vote. The Muslim League was now an equal player to
Congress so the demand for Partition could no longer be ignored by
Congress or the British government.
• In March 1946, members of the British Cabinet Mission arrived in India to
work out a plan for achieving independence for India as a federation
which the Muslim League accepted but Congress refused to accept the
province groupings and stated that they would not be bound by any
British plan. The British government decided to form an interim
government headed by Nehru joined by members of the Muslim League.
• As the Muslim League were concerned that the British would leave India
without organising a settlement and that Congress would be left to
organise a new country, they organised a Direct Action Day in the
summer of 1946 with the aim of stopping the British government giving in
to Congress. The disruption worried the British, so gradually they shifted
their position on Partition.
Level 3: Explains the Gandhi–Jinnah talks OR other factors 7–10

marks)
See exemplars in L4

PUBLISHED
4(c) Level 2: Identifies / describes negotiations 3–6

e.g.
• Gandhi and Jinnah held talks about the future of India but could not agree
• The Lahore Resolution 1940
• The Cripps Mission led to the Quit India Movement
• The Simla Conference 1945
• The emergence of the Muslim league as an equal player to Congress
following the 1945-46 elections
• The British Cabinet Commission and the federal plan for an independent
India
• Congress rejects the plan
• Direct Action Day in 1946 organised by the Muslim League
• 3 June Plan of 1947 following unrest in the Punjab

e.g.
• There were lots of negotiations that were held during these years
5(a) What was CENTO? 4
statement 1–4
e.g.
• Originally the Baghdad Pact formed in 1955 with Turkey and Iraq. Later
that year Pakistan, Iran and Britain joined to establish an anti-Communist
alliance against the Soviet Union
• All except Britain were Muslim countries
• Pact renamed CENTO (Central Treaty Organisation) after Iraq left in
1959
• Never developed a permanent structure or system for raising troops for
mutual defence and was dissolved in 1979
• USA supported the organisation but did not become a member

PUBLISHED
5(b) Explain why there was a constitutional crisis in 1958. 7

e.g.
• There were a number of Prime Ministers between 1956 and 1958 and it
reached a stage where Ayub Khan felt the army should take control until
stability had been restored.
• Previous governments endured a number of problems that hampered
development such as food shortages and a drought, which led to
demonstrations of discontent. As successive governments found difficulty
in dealing with these matters, there were many personnel changes to try
to find a solution. As a result, little constitutional development could take
place.
• Iskander Mirza lost the support of many of the leading politicians and was
alarmed at a plan by Prime Minister Suhrawardy to unite the political
leadership of Bengal and Punjab against him.

e.g.
• There were many Prime Ministers between 1956 and 1958 / the
government was unstable
• Drought and food shortages presented a challenge to development
• Iskander Mirza lost support

e.g.
• The politicians could not agree

PUBLISHED
5(c) Were the challenges facing Benazir Bhutto in Sindh the main reason 14
why she left office in 1990? Explain your answer.

Level 4: Explains challenges in Sindh AND other reasons 9–13

(Two explanations, one on the challenges in Sindh and one on another
reason are worth 9 marks. Additional explanations awarded up to 13 marks)
e.g.
Sindh
• Well educated muhajirs opposed the special rights for Sindhis introduced
by Benazir Bhutto and increasingly supported the Muhajir Quami
Movement (MQM).
• Sindh was an area of growing opposition to the Pakistan People’s Party
(PPP) and growing support for the MQM.
• Benazir Bhutto tried in vain to gain the support of the MQM to form a
coalition government by promising to protect the interests of all the
people of Sindh.
Other challenges
• Her government was damaged by an unsuccessful no-confidence motion
tabled by opposition parties including Islami Jamhuri Ittehad (IJI) led by
Nawaz Sharif.
• President Ghulam Ishaq Khan refused to appoint the judges and military
personnel she wished, making it difficult for her to govern Pakistan
effectively.
• Promised economic development programmes and social and health
reforms did not produce the effects hoped for. The government lost
support as unemployment, inflation and population grew rapidly making
progress difficult.
• Accusations from political opponents regarding mismanagement leading
to the arrest and jailing of her husband Asif Ali Zardari. Further rumours
weakened the government enabling President Ghulam Ishaq Khan to use
the Eighth Amendment to dismiss the government in 1990.
Level 3: Explains challenges in Sindh OR other challenges 7–10

marks)
See exemplars in L4
Level 2: Identifies / describes challenge(s) 3–6

e.g.
• Support for the MQM was growing in Sindh
• growing opposition to the PPP in Sindh
• Benazir Bhutto did not win MQM support for a coalition government
• It was difficult for Benazir Bhutto to deliver economic reforms

PUBLISHED

e.g.
• There were many difficult challenges for Benazir Bhutto


MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

PUBLISHED 2018
These general marking principles must be applied by all examiners when marking candidate answers.
referring to your Team Leader as appropriate
Rules must be applied consistently e.g. in situations where candidates have not followed
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

PUBLISHED 2018
1(a) According to Source A, what reasons are suggested for the 3

introduction of the Defence of India Act in 1915?
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
e.g.
• 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
1(b) How does Source B help us to understand what happened at 5

Jallianwala Bagh in 1919?
Level 3: Inference(s) supported by detail from the source and/or

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

e.g.
• It would have been very crowded
• Difficult to get out in a hurry
• There would have been panic
• Chaos
Level 1: Identify surface features from the source 1
e.g.
• Narrow entrance
• High walls

PUBLISHED 2018
1(c) Why was India not granted self-rule by Britain in 1919? 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 as 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.

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

e.g.
• India was too valuable to Britain

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1(d) Which of the following had the most important effect on the Pakistan 10
Movement between 1909 and 1919?
(i) the Morley-Minto reforms, 1909

(ii) the reversal of the partition of Bengal, 1911
(iii) the Lucknow Pact, 1916
Explain your answer with reference to all three above.

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
events is 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 5–7
See exemplars in L4
Level 2: Identifies aspects of/describes events 3–4
e.g.
• Morley-Minto Reforms later became the Indian Council Act

Unsupported judgement(s)/assertion(s)
e.g.
• The Morley-Minto reforms had the biggest impact

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2(a) Who was Lakshmibai? 4
statement 1–4
e.g.
• Known as Rani of Jhansi
• She led the rebel sepoys
• Opposed British after they regained control of Lucknow in 1857 during
War of Independence
• Tatya Topee who was an Indian general assisted her
• In June 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.
2(b) Why did Syed Ahmad Barelvi call for Jihad to overthrow Sikh rule in 7
the early nineteenth century?

e.g.
• To restore the Muslim faith and, by doing so, achieve religious and
spiritual freedom for the Muslim community
• With Punjab under Sikh rule, Punjabi Muslims found it difficult to
practise their religion
• Syed Ahmad Barelvi believed that there was a need to end the
difficulties facing Islamic society and having identified Sikh rule as the
dominant force in the Punjab targeted them at first.

e.g.
• Punjabi Muslims found Sikh rule oppressive
• He wanted to restore the Muslim faith
• He wanted to end the difficulties facing Islamic society
• He wanted to liberate the Punjab and NWFP from Sikh rule.

e.g.
• Punjab was under Sikh rule

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2(c) Was British expansion in India the most important reason for the 14
decline of the Mughal Empire? Explain your answer.

(As top Level 4 plus judgement or evaluation)
Level 4: Explains WHY British expansion AND other reasons led to the
decline of the Mughal Empire 9–13
e.g.
• British expansion into the subcontinent was rapid. They were
experienced in warfare and had many weapons and other resources, so
they were difficult to defeat.
•
Other reasons
• The Emperors were suspected of spending money with little thought to
the effect it had on the economy of the Empire. This led to inefficiencies
in the running of the Empire
• The absence of a definite line of succession led to a significant amount
of in-fighting amongst his successors, which also led to instability
• Aurangzeb introduced a tax on non-Muslims, called the Jizya. He
destroyed Hindu temples and tried to ban Hindu practices. As a result
he faced insurgencies throughout his reign
• Taxation was high as Aurangzeb had to pay for the cost of military
campaigns such as the Deccan Wars. He also spent highly on luxurious
palaces. Because of this he became an unpopular ruler and enabling
opposition to his rule and the Empire to grow.
• The expense of fighting the Deccan Wars meant there was little money
for the upkeep of the Empire
• The military lacked investment, which meant they were reliant on
outdated weaponry and were easily overpowered
• Financial inefficiencies meant that money that could have been used to
support the Empire, had been wasted
• The size of the Empire meant that it was very difficult to defend from
multiple invasions; the Empire’s armies became exhausted in trying to
repel them.
• The Marathas were skilful Hindu guerrilla fighters who defeated a
Mughal army in 1737 and took control of Delhi and eastwards towards
Bengal. By 1760, they were the most powerful people in India and the
Mughals could do nothing to stop it.
Level 3: Explains WHY British expansion OR other reasons led to the

decline of the Mughal Empire 7–10
(One explanation is worth 7 marks. Additional explanations awarded up to
10 marks)
See exemplars in L4

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(One identification / description is worth 3 marks. Extra marks are awarded
for additional identification / descriptions up to 6 marks)
e.g.
• Aurangzeb introduced Jizya
• The size of the Empire

e.g.
• The Mughal Empire was weak
3(a) What was the Communal Award? 4
statement 1–4
e.g.
• 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.

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3(b) Explain how the British reacted to Hindu-led protests against the 7
Partition of Bengal between 1906 and 1908.
Level 3: Explains ways the British dealt with Hindu-led protests 5–7
• 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 Morley-
Minto reforms in 1909.
Level 2: Identifies ways British dealt with Hindu protests 2–4

e.g.
• Demonstrations broken up
• Organisers imprisoned / deported
• Restrictions on newspapers
• Discussion/negotiation (with moderate Hindus)

e.g.
• Hindu groups felt angry

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3(c) Was the introduction of the Wardha Scheme the main reason why 14
Congress rule (1937–1939) was disliked by Muslim community? Give
reasons for your answer.

Level 4: Explains WHY the Wardha Scheme AND other reasons meant
Congress rule was disliked by the Muslim community 9–13
e.g.
Wardha Scheme
• The Wardha Scheme 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 saw it 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
• Azaan 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
10 marks)
See exemplars in L4
Level 2: Identifies / describes reasons 3–6

e.g.
• Muslims had to observe the Wardha Scheme
• Muslims were made to sing the Bande Matram

e.g.
• Their complaints were ignored

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4(a) Describe the refugee crisis of 1947. 4
statement 1–4
e.g.
• Summer (1947) saw rioting and violence between Muslim and non-
Muslim communities across India
• After the Boundary Award, millions of people found themselves in the
‘wrong’ country and vulnerable to attacks
• Migration then took place with Muslims moving into Pakistan and non-
Muslims moving into India
• Over 10 million people were involved in this migration
• Communal violence lead to many deaths
• Up to 1 million people may have been killed as a result of the migration
or attacks
• 20 million people were made homeless
• Karachi received 2 million refugees.

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4(b) Why did educational reform become such an important issue between 7
1947 and 1999?

e.g.
• A large proportion of the population was illiterate and many children did
not go to school at all. Improving literacy through education will
ultimately be of benefit to the economy / nation, e.g. higher GDP, higher
growth, less unemployment, reduced poverty
• One challenge was the amount of government investment. Successive
governments prioritised defence over education. Therefore there was
less money available for spending on education.
• Spending on education takes years to prove effective. Many saw
Pakistan’s problems as being immediate and in need of solution then
rather than in years’ time.

e.g.
• Many children did not go to school
• There were high levels of illiteracy
• Some people argued more money should be spent on schools

e.g.
• Education is beneficial for people

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4(c) In which of the following did Zulfikar Ali Bhutto have most success? 14
(i) reform and control of the armed forces
(ii) constitutional reform
(iii) education and health reforms

As top Level 4 plus judgement or evaluation.
Level 4: Explains IMPACT of two or more reforms 9–13

(Two explanations are worth 9 marks. Additional explanations awarded up
to 13 marks)
• Bhutto was concerned about the army and decided that he should
assert his control. He made the army and air-force chiefs resign. This
made his position more secure.
• A new constitution in 1973 established a Senate giving the opportunity
for professionals, academics and specialists to work together. It also
safeguarded the interests of minority provinces, which now had an
equal status in the Senate. It marked the return to a form of
parliamentary democracy, the basis upon which Pakistan has been
governed to the end of the twentieth century, apart from when it was
suspended due to martial law. One of the main weaknesses of the new
constitution was that the focal point of political power lay with the party
leadership and Bhutto in particular. When things went wrong he was
blamed, which made him vulnerable
• His education reforms, introduced free primary education. New schools
were planned and all private sector schools were nationalised. The aim
was to increase the literacy rate and raise academic standards. The
changes in education led to overcrowding in existing schools whilst new
ones could be built. The reforms had limitations since the building of
new schools and the recruitment of new teachers could not be achieved
quickly and was also very expensive.
• His health reforms attempted to improve infant mortality and age
expectancy rates by introducing Rural Health Centres and Basic Health
Units. Pharmaceutical companies were banned from charging for a
particular medical brand name and so medicines became cheaper.
However, this did see the profits of chemists fall drastically and many
international drug companies closed down their operations in Pakistan,
meaning that Pakistan lost income.
Level 3: Explains one reform 7–10

10 marks)
See exemplars on L4

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4(c) Level 2: Identifies / describes reforms/their successes

e.g.
• Bhutto introduced free primary education

e.g.
• The armed forces reforms were the most important
5(a) What was the Eighth Amendment? 4
statement 1–4
e.g.
• 1985
• Introduced by Zia, after lifting of martial law
• It confirmed all previous acts of the martial law period with no right of
appeal
• President could appoint Prime Minister, Governors of Provinces and
other officials
• President could dismiss Prime Minister and National Assembly
• Firmly established Presidential rule.

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5(b) Explain why Urdu was chosen as the national language of Pakistan in 7
1947.

e.g.
• Historic importance as it was the language associated with the
Pakistani Movement throughout its struggle with the British and the
Hindu community
• Closely linked to Islamic writings therefore it united the Muslim
community
• After Independence it was felt that the language was the uniting force
behind the nation so the government committed to using it at all levels
in society.

e.g.
• Understood by most Pakistanis
• Had a historic significance
• Brought people together
• A link language

e.g.
• It is popular

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5(c) How successful was Pakistan in its relationship with China between 14
1947 and 1999? Give reasons for your answer.

Level 4: Explains impact of success AND lack of success in

relationship 9–13
(Two explanations are worth 9 marks. Additional explanations awarded up
to 13 marks)
e.g.
Success
• Support for China joining the UN in 1952 following China’s support of
Pakistan’s Kashmir policy showed the two countries were willing to work
together
• Boundary issues settled in the 1963 agreement showed the two
countries were looking to the future rather than the past
• Trade developed in 1960s – a $60 million long term interest free loan
regarding import of machinery
• China permitted Pakistan International Airlines to use any Chinese
airport in 1963 increasing movement and trade between the countries
• Increased numbers of visitors from China – journalists, engineers,
scientists etc.
• China gave Pakistan full support during the 1965 war with India,
including military aid which indicated strong relationships (money,
weapons)
• In 1978, Karakoram Highway provided the first road link and opened 2
countries up to trade and tourism
• In 1986, a nuclear power treaty was signed, indicating the wish of the
two countries to be allies and work together.
Less Success
• In 1958/9 Pakistan was developing closer relations with USA and voted
against China’s admission to UN and condemned China’s military
involvement in Tibet
• During the 1971 war, China could offer less support to Pakistan due to
pressure from the USSR on China
• There were differences of opinion over Kashmir
• China cooled relations due to concerns that dissent/instability might be
caused amongst Muslims living in China.
Level 3: Explains success OR lack of success in relationship 7–10

10 marks)
See exemplars on L4

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5(c) Level 2: Identifies / describes the relationship 3–6

e.g.
• A narrative account relating to trade
• Wars with India
• Attitudes of USA
• Attitude of USSR

e.g.
• Good / bad most of the time
• Uneven / up and down

j

Paper 1 The history and culture of Pakistan May/June 2019
MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

PUBLISHED
responses seen).

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1(a) According to Source A, why did many people die at Fort William in 3
1756?
Level 1: One mark for each relevant statement identified from the
source, two marks for a developed statement from the source 1–3
e.g.
• Several were already wounded
• Conditions in the cell were dirty, would have infected soldiers’
wounds
• Lack of fresh air / suffocation
• Lack of water / dehydration
• Trampled to death trying to reach water / fresh air
• Crushed to death in overcrowded cell
• Guards showed no interest in prisoners’ welfare
1(b) What can we learn from Source B about famine in the subcontinent 5
during British control?
Level 3: Inference(s) supported by detail from the source and / or

e.g.
• Food was being given to a man who looks very weak suggesting that
the famine has been going on for a long time.
• The problem of hunger was widespread because many people of
different ages, men, women and children, were affected and were
waiting for relief.
• Famine must have been a serious problem because relief has been
organised.
• People are looking underfed / malnourished and are waiting for the
distribution of food which is being given out to these people in the
source.
• The man in the bowler hat is an official observing / involved in or
supervising the process, which shows that the British were involved with
the distribution of relief.

e.g.
• People looked miserable / very weak
• It appears a calm / organised operation
• The famine is causing great suffering / misery / ill health

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1(b) Level 1: Identifies surface features from the source 1
e.g.
• There are thin people
• A man is being given food
1(c) Explain why Robert Clive was successful in the Battle of Plassey in 7
1757.

e.g.
• Clive persuaded one of the Nawab’s key men, Mir Jafar, to side with the
British. Jafar’s defection weakened the Nawab’s army, which Clive was
able to use to his advantage.
• Clive ordered his men to cover their cannon when it rained. So, the dry
cannons of Clive’s army outfired the Nawab’s cannons.
• Clive was an experienced soldier as he had fought the French in
southern India. He was used to the tactics of warfare, this helped to
defeat the Nawab.

e.g.
• Mir Jafar defected.
• Clive kept his cannons dry
• Clive was an experienced soldier

e.g.
• Clive was a leader

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1(d) Was the India Act of 1784 the main reason why the British were able to 10
expand beyond Bengal between 1784 and 1850? Explain your answer.

Level 4: Explains WHY the India Act AND other factors were important
in the British expanding beyond Bengal between 1784 and 1850 6–9
(Two explanations, one on the India Act and one on other factors, are worth
six or seven marks. Additional explanations on the same two factors cannot
be awarded more than eight marks. Explanation of all factors is worth nine
marks)
e.g.
India Act of 1784
• This made the position of Governor General a royal appointment. Lord
Cornwallis was appointed to this position in 1786.
• A Board of Control replaced the East India Company’s Board of
Directors, changing it from a trading concern to a sovereign body in
which the Crown had direct control of Bengal.
• A police system was developed to help in the administering of justice
and maintaining law and order.
Other reasons
• Lord Cornwallis introduced the Permanent Settlement in 1793 making
zamindars of Bengal landowners, subject to their payment of a fixed
sum to the British. In 1793 this amounted to some 10% of the total sum
collected by the zamindars. The Permanent Settlement secured the
financial interest of the East India Company and helped Bengal to
become the wealthiest province in India, allowing the British to extend
their control.
• Local rulers were persuaded to sign subsidiary alliances by Lord
Wellesley who became Governor General in 1798. The local ruler
continued to run their affairs while British soldiers offered protection. In
return for this protection the ruler paid towards the cost of the soldiers
and accepted a British resident adviser. This consolidated Britain’s
power in India at little cost and extended British control.
• The annexation of land. Hyderabad and Oudh accepted British
protection with a subsidiary alliance. Mysore, Oudh, Delhi and the
Marathas came under British control by the early nineteenth century,
followed shortly afterwards by Sindh and the Punjab.
Level 3: Explains ONE event 5–7

(One explanation is worth five marks. Additional explanations on the same
factor can be awarded up to seven marks)
See exemplars in L4

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1(d) Level 2: Identifies aspects of / describes events 3–4

(One identification / description is worth three marks. An answer with
additional identification / descriptions is worth four marks)
e.g.
• Pitt introduced the India Act
• The British had more weapons

(One simple statement is worth one mark. An answer with additional simple
statements is worth two marks)
e.g.
• It was an Act of Parliament

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2(a) Who was Ahmad Shah Durrani? 4
statement 1–4
e.g.
• Known also as Ahmad Shah Abdali, an Afghan leader, a military genius
who had excellent tactical skills.
• He beat the Marathas at the battle of Panipat in 1761, which ended the
ambitions of the Marathas.
• Durrani was unable to make the most of his victory; as his followers
mutinied he gave up his idea of an Indian empire and returned to
Kabul.
2(b) Explain why the British wanted to trade in India from 1600. 7

e.g.
• Reports of immense wealth in the subcontinent led to the British
establishing a trading base there as they saw a profitable future.
• The British wanted to establish their influence in the subcontinent and
to oust the Dutch and Portuguese.
• The British also wanted to establish a strategic port in the subcontinent
that would protect its trading interests there and in the Far East.

e.g.
• Because of the wealth in the subcontinent
• Because other European countries were there
• The British wanted a strategic port / base there

e.g.
• The British wanted to trade there

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2(c) Did Syed Ahmad Barelvi contribute more to the spread of Islam than 14
anyone else in the subcontinent before 1840? Explain your answer.

Level 4: Explains the contribution of Syed Ahmad Barelvi AND others

9–13
(Two explanations, one on success and one on less success, are worth
nine marks. Additional explanations awarded up to 13 marks)
e.g.
Syed Ahmad Barelvi
• Spread Islam through the Jihad Movement, which became an armed
struggle to liberate the Punjab and the NWF from non-Muslim
oppression and was the first example of a movement to restore Muslim
power.
• As at this time the Muslim community were not allowed freedom of
worship, the mujahideen fought campaigns to achieve religious and
spiritual freedoms.
• His work was a uniting force for Muslim groups and an inspiration.
Haji Shariatullah
• Spread Islam through the Faraizi Movement, which removed Hindu
practices from worship and called on Muslim groups to perform their
proper observation of Islamic duties (faraiz).
• Aimed to restore the pride of the Muslim community. A huge group of
followers grew called ‘Faraizis’.
• The movement alarmed the Hindu landlords of East Bengal, as the
Faraizis in Bengal united against the treatment they had received.
Shah Waliullah
• Believed the Muslims faced problems because of their incomplete
knowledge of Islam and the Holy Quran. To reverse the decline in
Muslim power he taught that there needed to be spiritual and moral
regeneration based upon the principles of Islam.
• He encouraged the Muslim community to concentrate on Quranic
teachings and translated the Holy Quran into Persian, which was the
main language of Muslim groups at that time.
• He wrote many books, which were designed to spread the principles of
Islam amongst the Muslim community in order to unite them. He aimed
to provide the inspiration for Muslims to lead a pure life.
Level 3: Explains the contribution of Syed Ahmad Barelvi OR others

7–10
(One explanation is worth seven marks. Additional explanations awarded
up to 10 marks)
See exemplars in L4

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2(c) Level 2: Identifies / describes the contribution of Syed Ahmad Barelvi

AND / OR others 3–6
(One identification / description is worth three marks. Extra marks are
awarded for additional identification / descriptions up to six marks)
e.g.
• Syed Ahmad Barelvi founded the Jihad Movement
• Haji Shariatullah established the Faraizi Movement
• Shah Waliullah’s writings in Persian made Islamic teaching available to
non-Arabic speakers

e.g.
• Syed Ahmad Barelvi had soldiers
• Shah Waliullah wrote books

PUBLISHED
3(a) Who was Lord Wellesley? 4
statement 1–4
e.g.
• Governor General of India in 1798.
• Wellesley persuaded local princes / rulers to sign subsidiary alliances.
• Local rulers were also forbidden to make any other alliances.
• In 1799 Wellesley invaded Mysore killing Tipu Sultan and gaining control
of his lands.
• Wellesley also defeated the Nawabs of Oudh and took control of their
territory.
3(b) Why did the War of Independence of 1857 not succeed? 7

e.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 want 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
organised as well as being supplied by some of the local rulers.

e.g.
• There was no plan
• There was a lack of unity
• The British had more firepower

e.g.
• The uprisings were unsuccessful

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3(c) Were Sir Syed Ahmad Khan’s religious views his most important 14
contribution to the Muslim cause after 1857? Explain your answer.

Level 4: Explains his religious views AND other contributions 9–13

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-ul-Kalam, in which he pointed out the
similarities between Islam 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 win 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 was 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 Movement’.

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3(c) Level 3: Explains his religious views OR other contributions 7–10

up to 10 marks)
See exemplars in L4
Level 2: Identifies / describes his contributions 3–6

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

e.g.
• His religious views were important

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4(a) Who was Rahmat Ali? 4
statement 1–4
e.g.
• 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.
4(b) Explain why the Muslim community objected to the rule of the 7
Congress party between 1937 and 1939.

e.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 aimed 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.

PUBLISHED

• The Widdia Mandar scheme was introduced

• The Bande Matram was adopted
• Hindi enforced as the official language.

e.g.
• The Muslim community were worried by the measures introduced
during Congress rule.

PUBLISHED
4(c) Was the Moplah uprising in 1921 the main reason for the end of the 14
Khilafat Movement? Explain your answer.

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
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 Moplah uprising of 1921 OR other reasons 7–10

up to 10 marks)
See exemplars in L4

PUBLISHED

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

e.g.
• The uprising took place in South India

PUBLISHED
5(a) Describe the Zakat Ordinance. 4
statement 1–4
e.g.
• In 1980, Zia-ul-Haq imposed a 2.5% wealth tax on savings over a
certain amount.
• Money raised was given to Zakat committees in villages and towns for
the poor.
• Some Muslim groups protested against this since their view of Islamic
law was that giving should be voluntary.
• In 1984, these groups held demonstrations in Islamabad forcing Zia-ul-
Haq to accept their objections and exempt them from paying the tax.
5(b) Explain why there were many governments between 1951 and 1958. 7

e.g.
• Jinnah died in 1948 and Liaquat Ali Khan was assassinated in 1951
without these experienced figures it was more difficult to establish a
stable government.
• The problems of running a new country were very difficult to overcome,
especially as some of the joint assets were withheld after partition.
• Relations with India were strained with no agreement on Kashmir.
• Food shortages followed a drought 1951-53. This, combined with an
economic slump, led to rioting which forced changes in the cabinet.
• Resistance to the One Unit Policy from East Pakistan contributed to a
loss of support for Iskander Mirza’s government.

e.g.
• Jinnah died in 1948
• Governments that followed after Jinnah were inexperienced

e.g.
• It was a challenge to build a new country.

PUBLISHED
5(c) Were the economic reforms of Ayub Khan the most important of his 14
domestic policies in the ‘Decade of Progress’ between 1958 and 1969?

(As top of Level 4 plus a judgement or evaluation)
Level 4: Explains the economic reforms AND other reforms 9–13

(Two explanations, one on the challenges in Sindh and one on another
reason, are worth nine marks. Additional explanations awarded up to 13
marks)
e.g.
Economic
• The land of smaller farmers was redistributed to farmers with medium
sized farms and agriculture was revitalised to such an extent that crop
outputs were at record levels.
• In 1962, an oil refinery was established in Karachi and a Mineral
Development Corporation was set up for the exploration of mineral
deposits which contributed significantly to the economy.
• An Export Bonus Scheme was set up offering incentives to
industrialists who increased exports.
• The national economic annual growth rate was 7% and the economy
grew three times faster than that of other South Asian countries.
• However, the new wealth was concentrated in the hands of a few and
did not bring widespread benefits.
Other
• The government set about improving housing for refugees. A massive
new housing development provided new homes for refugees in
Karachi, which had a beneficial effect on the lives of these people.
• Family Planning Programme used the media to persuade people to
limit family size to slow population growth rates.
• In 1959, Basic Democracies were introduced. This was a four tier
structure of government, allowing elections at various levels. The
success of these councils was such that martial law was lifted.
• People were prevented from hoarding goods and selling them on at
inflated prices. Profiteers had their goods confiscated and many were
arrested. As a result, this action brought prices of many goods down
and that benefitted people.
• The price of milk and other goods were fixed to stop profiteering which
helped families to manage their weekly budget better.

PUBLISHED
5(c) Level 3: Explains the economic reforms OR other reforms 7–10

up to 10 marks)
See exemplars on L4
Level 2: Identifies / describes aspects of his reforms 3–6

e.g.
• An oil refinery was established in Karachi
• A Mineral Development Corporation was set up
• Family Planning Programme was set up
• Basic Democracies were introduced
• Profiteers and hoarders were prosecuted

e.g.
• Reforms that affected the economy were very important


MARK SCHEME
Maximum Mark: 75
Published
Teachers.
components.

PUBLISHED 2019
responses seen).

PUBLISHED 2019
1(a) According to Source A how did Jinnah want the Muslim community to 3
act on December 22 1939?
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.
• 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.

PUBLISHED 2019
1(b) What can we learn from Source B about Gandhi’s ideas on education 5
between 1937 and 1939?
Level 3 Inference(s) supported by detail from the source and/or

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) 2–3

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.

(One mark for any identified surface feature)
e.g.
• The photograph shows Gandhi sitting on the floor;
• Gandhi is reading a book;
• There is a spinning wheel in the photograph.

PUBLISHED 2019
1(c) Explain how Jinnah transformed the Muslim League between 1937 and 7
1939.
Level 3: Explains method(s) 5–7

e.g.
• Jinnah persuaded the Muslim 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 method(s) 2–4

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.

e.g.
• Jinnah made speeches and met people.

PUBLISHED 2019
1(d) How successful were the 1937 elections? Explain your answer. 10

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 all reasons 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.
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 5–7

reason can be awarded up to seven marks)
See exemplars in L4
Level 2: Identifies aspects of / describes events 3–4

(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.

PUBLISHED 2019
1(d) Level 1: Simple statement(s) 1–2
e.g.
• The elections were useful for both communities.
2(a) Describe ‘The Loyal Mohammedans of India’. 4
statement 1–4
e.g.
• 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.

PUBLISHED 2019
2(b) Explain why the Mughal Empire declined following the death of 7
Aurangzeb.

e.g.
• Aurangzeb’s successors left the administration to their ministers
meaning there was no direct, firm leadership of the empire;
• The lack of a law of succession meant there was sometimes a struggle
for succession, costly in human lives and other resources. Fighting
battles was expensive and weakened the empire’s military, which they
depended on for defence;
• Succession often depended upon the ability of the candidates to gain
support, such rulers may have been popular but they did not
necessarily have the skills to run a large empire;
• The successors become extravagant – large sums of money, which
could have been spent on defence or government were lost;
• The size of the Empire made it hard to defend and the army was
already overstretched as a result of internal conflicts. Several invasions
weakened it further so eventually the British were able to take control.

e.g.
• Aurangzeb’s successors were extravagant;
• There was no law of succession;
• The army was overstretched;
• The Empire was large.

e.g.
• Aurangzeb’s successors found it difficult to maintain control.

PUBLISHED 2019
2(c) Did educational reforms have a greater effect on the Indian people 14
than any other changes introduced by the British between 1773 and

Level 4: Explains the impact of education reforms AND other factors

on the lives of Indians 9–13
e.g.
Education reforms
• Macauley introduced the teaching of western values using the English
language in schools across the country believing that this would help
the British to govern India more effectively;
• The Indian people were made to enrol their children in co-educational
schools which was disliked as it appeared to impose the British system
without due regard to Indian religious and cultural feelings;
• Christian missionaries came to India to convert the local population as
well as set up schools. In these schools the missionaries taught
Christianity and expected local religions to be given up which was not
liked by the Muslim, Hindu and Sikh communities.
Other factors
• Although a common language was intended to unite India the
replacement of Persian and Sanskrit by English as the official language
in the 1830s affronted both Muslim and Hindu communities;
• Women were forced to abandon purdah, which had been an Indian
custom for centuries. Purdah observance was strictly adhered to and
widespread on the subcontinent – consequently this action by the
British was widely resented and opposed;
• In 1852 the ‘Doctrine of Lapse’ was introduced without any consultation.
It caused unrest because the lands of any local kingdom not having a
direct male heir were taken over by the British;
• The introduction of the railway in India transformed the country. For
example it allowed easier transportation of food in time of famine.
However the railways were often regarded as a symbol of western
culture and of giving the British another means of extending their power.
Level 3: Explains the education reforms OR other factors 7–10

up to 10 marks)
See exemplars in L4

PUBLISHED 2019
2(c) Level 2: Identifies / describes factor(s) 3–6

e.g.
• English was taught in schools;
• Purdah was banned;
• The Doctrine of Lapse was introduced;
• Railways were built;
• Christian missionaries came to India.
e.g.
• All groups of Indian people were affected by the reforms.
3(a) What was Satyagraha? 4
statement 1–4
e.g.
• 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.

PUBLISHED 2019
3(b) Explain why there were three Round Table Conferences between 1930 7
and 1932.

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 a solution if agreement couldn’t be reached. It was then agreed
that a third Conference should be held.

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.

e.g.
• As the sides could not agree more than one meeting was necessary.

PUBLISHED 2019
3(c) Was the Simla Deputation of 1906 the most important reason for the 14
formation of the Muslim League later that same year? Explain your
answer.

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 better understanding between the British and the 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 organisation 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 as a 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
up to 10 marks)
See exemplars in L4

PUBLISHED 2019
3(c) Level 2: Identifies / describes reasons for the formation of the Muslim
League 3–6
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 a 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.

e.g.
• The Simla Deputation was an important step towards the formation of a
political party for Muslim groups.
4(a) What was the Cabinet Mission Plan? 4
statement 1–4
e.g.
• 1946 Pethick-Lawrence, Cripps and Alexander were sent to India to find
a settlement acceptable to all on the constitutional future;
• The plan found little common ground between Congress and the
Muslim League;
• The plan proposed a system for India with three tiers: the provinces,
provincial groupings and the centre;
• An All-India Commission to be formed;
• The plan proposed an interim government whilst British withdrawal was
organised;
• The proposal was rejected and modifications made which Congress
rejected.

PUBLISHED 2019
4(b) Why was the Cripps Mission of 1942 unsuccessful? 7

e.g.
• It was rejected by the Congress Party because they wanted immediate
and full control over central government;
• The Muslim League rejected the plan because it contained no reference
to the establishment of an independent Pakistan;
• The British were negotiating from a weak position, which the Congress
Party recognised, demanding that Britain left the subcontinent
immediately.

e.g.
• Congress rejected it;
• The Muslim League opposed it;
• Britain was concentrating on the Second World War;
• There was widespread resistance to the plan.

e.g.
• A compromise could not be reached.

PUBLISHED 2019
4(c) Were Jinnah’s 14 Points the most important development in the 14

Pakistan Movement between 1929 and 1940? Explain your answer.

Level 4: Explains Jinnah’s 14 Points AND other development(s) 9–13

(Two explanations, one 14 Points and one on other developments, are
worth nine marks. Additional explanations awarded up to 13 marks)
14 Points
• Set out the demands of any future negotiations with either Congress or
the British Government. It was apparent that any Hindu-Muslim
cooperation had now come to an end;
• Formed the basis of demands for a separate homeland. It also
convinced the movement that Hindu and Muslim communities should
form separate nations. Muslim groups were united in support of these
demands, which became their ultimate goal.
Other developments
• Allama Iqbal further developed the concept of two separate nations in
1930 with the Allahabad Address in which he became the first Muslim
leader to suggest partition in keeping with the Two-Nation Theory; his
views became an inspiration to Muslims;
• Rahmat Ali also developed the Pakistan Movement in 1933 with his
‘Now or Never’ pamphlet in which he stated that the Muslim community
should have their own homeland called Pakistan;
• The Government of India Act of 1935 introduced a federal system of
government, but the Muslim League had expected more concessions
from the British. However it was important to the development of the
Pakistan Movement as it was in place at partition and became the
instrument by which Pakistan was first governed;
• The Pakistan Resolution (Lahore Resolution) in 1940 set out the path
towards independence in the 1940s, the Muslim League became the
driving force of this process by committing to the establishment of an
independent Muslim state.
Level 3: Explains Jinnah’s 14 Points OR other development(s) 7–10

up to 10 marks)
See exemplars in L4
Level 2: Identifies / describes development(s) in the Pakistan

Movement 3–6
e.g.
• The 14 Points were the basis of demands for a separate homeland;
• Allama Iqbal spoke at the Allahabad Conference;
• Rehmat Ali wrote his ‘Now or Never’ pamphlet;
• The Pakistan Resolution was addressed by Jinnah.

PUBLISHED 2019

e.g.
• The 14 points were important because they set out the Muslim
community’s demands.
5(a) What is the Karakoram Highway? 4
statement 1–4
• Built between 1966 and 1978 / took 12 years to build;
• The first major road built between China and Pakistan;
• Largely financed by Chinese money and built by Chinese engineers;
• Lots of construction workers lost their lives in its building due to the
dangerous terrain;
• It follows the old Silk Road;

PUBLISHED 2019
5(b) Why did Pakistan apply for membership of the United Nations in 1947? 7

e.g.
• Pakistan wanted to become a spokesperson of many Asian States and
movements especially Muslim nations;
• To obtain assistance to solve the Canal Water Dispute. Subsequently
the President of the World Bank recommended that the UN should
provide financial and technical support to resolve the Canal Water
Dispute.
• Pakistan felt that membership of the United Nations (UN) might help
their differences with India as it would draw the international
community’s attention to the issues;

e.g.
• To support other Muslim nations.
• To solve the Canal Water Dispute;
• To raise awareness of differences with India;

e.g.
• Pakistan would get benefits out of joining / it was good for Pakistan to
join.

PUBLISHED 2019
5(c) To what extent did Pakistan achieve a new constitution between 1949 14
and 1973? Explain your answer.

(As top of Level 4 plus a judgement or evaluation)
Level 4: Explains ability AND inability to achieve a new constitution

9–13
(Two explanations, one on the achievements and one on another reason,
e.g.
Able to achieve
• The first attempt to set up a constitution was the Objectives Resolution
in 1949, which set out a plan to enshrine Islamic principles in an
eventual constitution;
• In 1952 a revised Basic Principles Committee made steps towards an
Islamic constitution, stating that the Head of State should be Muslim
and appoint a committee of Islamic specialists ensuring all legislation
conformed to Islamic law;
• In 1956 the constitution emerged with the declaration that Pakistan was
to be an Islamic Republic and that Urdu and Bengali would be the
official languages, a conciliatory move towards the people of East
Pakistan;
• In 1959 Basic Democracies were introduced by Ayub Khan which was a
4 tier structure of government, allowing elections at various levels. The
success of these councils was such that martial law was lifted in 1962
after a new constitution was introduced;
• The 1973 Constitution revived the power of the National Assembly and
as a result political parties became more important.
Unable to achieve
• The Objectives Resolution of 1949 was criticised by East Pakistan as
Urdu, not Bengali was to be the official language despite its larger
population. The death of Liaquat Ali Khan meant that constitutional
change had to wait until a new leader could be found and had time to
settle in;
• The Basic Principles Committee’s report was criticised because the
official language issue was not settled and East Pakistan was
determined to oppose the selection of Urdu. Political change meant that
further discussions on a new constitution were put on hold until 1956;
• The constitution promised a parliamentary system of government but
the President held the power to intervene or even suspend the
Assembly;
• The 1962 constitution increased the powers of the ruling elite as the
major landlords dominated the elections to the Basic Democracies.
Level 3: Explains ability OR inability to achieve a new constitution

7–10
up to 10 marks)
See exemplars in L4

PUBLISHED 2019
5(c) Level 2: Identifies / describes achievement of a new constitution 3–6

e.g.
• There were three constitutions in 1956, 1962 and 1973;
• Head of State to be a Muslim;
• Urdu became the national language;
• Basic Democracies were introduced.
e.g.
• It was challenging to establish a constitution during this time.

Cambridge O Level

MARK SCHEME
Maximum Mark: 75
Published
Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.
This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.
Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.
Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

PUBLISHED
responses seen).

PUBLISHED
1(a) According to Source A what were the personal characteristics of 3

Robert Clive?
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 [1], leadership [1], determined [1];
• Reckless [1], unprincipled [1];
• Badly behaved;
• Gambled/took risks in battle;
• Put his men's life in danger;
• Devious [1], sly in battle [1];
• Cruel;
• Immoral;
• Greedy.

PUBLISHED
1(b) What can we learn from Source B about the treatment of Indian 5
hostages during the Mysore Wars?
Level 3 Inference(s) supported by detail from the source and/or

e.g.
• This looks like a ceremony with well-dressed people who are stood in
their places welcoming the hostages, indicating respect to them and
deference and care of them;
• The painting shows Lord Cornwallis who is shaking/holding the hand of
one of the hostages he is greeting;
• This looks like a formal/public event of great importance or significance;
• The painting shows Lord Cornwallis receiving Tipu Sultan’s sons as
hostages to ensure that Tipu Sultan pays according to the terms of the
Treaty;
• This painting is intended to portray Cornwallis as gentle/humane/
benevolent by the way he is treating the hostages so it could be used
as propaganda. We do not know if all hostages were treated with such
respect, nor whether this scene shows exactly what took place.
Presumably the young princes would have been frightened.
Level 2: Unsupported inference(s) 2–3

e.g.
• The hostages were being treated with dignity/respect;
• It was an important event;
• A ceremony was taking place;
• It was a public event.

(One mark for any identified surface feature)
e.g.
• People are shaking hands;
• There are soldiers in uniform;
• There are elephants.

PUBLISHED
1(c) Explain why the East India Company was interested in the 7
subcontinent in the years before 1750.

e.g.
• The British wanted to establish their influence in the subcontinent and to
oust the Dutch and Portuguese;
• The British wanted to establish a strategic port in the subcontinent that
would protect its trading interests there and in the Far East;
• Reports of immense wealth in the subcontinent meant the British
wanted to establish a trading base there as they saw a profitable future.

e.g.
• Because of the raw materials they could develop wealth from;
• Because other European countries were there;
• The British already had some trading interests in the region.

e.g.
• The British wanted to trade there.

PUBLISHED
1(d) To what extent were economic reforms the main cause of the War of 10
Independence in 1857? Explain your answer.
Level 5: Explains and makes judgement/evaluation 10

(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 reasons is
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 little chance of promotion. They were also angry
over the lack of payment of extra allowances for service in newly
conquered territories like 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 opposed;
• 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 a new rifle with a 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.

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1(d) Level 3: Explains WHY economic reforms OR other causes were

important leading to the War. 5–7

reason can be awarded up to seven marks)
See exemplars in L4
Level 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.
e.g.
• The British were unpopular amongst Indian groups.

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2(a) Who was Mir Qasim? 4
statement. 1–4
e.g.
• Nawab of Bengal [1] in 1760 [1], succeeding Mir Jafar [1];
• With the support of EIC, he confiscated lands and wealth of people in
Bengal to give to the British;
• Eventually he tried to stop British influence in Bengal;
• 1764 Mir Qasim fought Clive at Buxar [1], but was defeated [1].
2(b) Explain why Britain was able to expand into the subcontinent between 7
1750 and 1850.

e.g.
• The building of railways meant that soldiers could be transported more
easily around the country to establish control. Trade also benefitted
from good communications;
• The battles of Plassey and Buxar gave the British Bengal and
favourable trading rights with the local nawabs. This provided new
resources, which the British used to consolidate control;
• The British also introduced Governor-Generals into the provinces who
administered their province on British lines, providing more control. This
enabled further expansion.

e.g.
• Railway construction allowed expansion;
• The battles of Plassey and Buxar extended British influence.

e.g.
• The British had control.

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2(c) Were the policies of Aurangzeb the main reason for the decline of the 14
Mughal Empire? Explain your answer.

Level 4: Explains WHY the polices of Aurangzeb AND other reasons

led to the decline of the Mughal Empire 9–13
(Two explanations, one Aurangzeb’s policies and one on other reasons, are
worth nine marks. Additional explanations awarded up to 13 marks)
e.g.
Aurangzeb
• Aurangzeb introduced a tax on non-Muslims called the Jizya. He
destroyed Hindu temples and tried to ban Hindu practices reducing his
popularity and causing some insurgencies during his reign;
• Higher taxation was needed to pay for the cost of military campaigns
such as the Deccan Wars increasing Aurangzeb’s unpopularity, which
enabled opposition to his rule and the Mughal Empire to grow.
Other reasons
• After his death Mughal Emperors were renowned for living an
extravagant lifestyle and spending money without regard to the effect
on the economy of the Empire;
• The absence of a definite line of succession led to in-fighting amongst
his successors which contributed to instability and the downfall of the
Empire;
• The Marathas were skilful Hindu fighters who defeated a Mughal army
in 1737. The Marathas took control of Delhi and the land eastwards
towards Bengal. By 1760 the Mughals could do nothing to stop them;
• The Mughal forces and their equipment struggled to respond to the
rapid expansion of the British into the sub-continent.
Level 3: Explains WHY the polices of Aurangzeb OR other reasons led

to the decline of the Mughal Empire 7–10
(One explanation is worth seven marks. Additional explanations awarded up
to 10 marks)
See exemplars on L4
Level 2: Identifies/describes reason(s) 3–6

(One identification/description is worth three marks. Extra marks are
awarded for additional identification/descriptions up to six marks)
e.g.
• Aurangzeb introduced the Jizya tax;
• The lack of a definite line of succession caused problems.

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e.g.
• He was a strict ruler.
3(a) Who was General Dyer? 4
statement. 1–4
e.g.
• A British commander;
• Following demonstrations in Amritsar [1], in early 1919 [1], he moved
troops there to restore order following riots [1];
• On April 13th [1] he ordered the troops to confront a peaceful gathering
of thousands of people [1] in the Jallianwala Bagh/public park [1]
• 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. 0

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3(b) Explain why the Khilafat Movement ended in 1924. 7

e.g.
• Gandhi called off his support for The Khilafat Movement 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.

e.g.
• Gandhi withdrew his support for the Khilafat Movement;
• Kemal Ataturk abolished the Caliph;
• The hijrat to Afghanistan weakened its support.

e.g.
• The movement created strong anti-British feeling.
No evidence submitted or response does not address the question. 0

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3(c) How successful was the 1905 Partition of Bengal? Explain your 14
answer.

Level 4: Explains the success AND lack of success of Partition in 1905

9–13
e.g.
Success
• Bengal was the largest province in India. 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

to 10 marks)
See exemplars on L4
Level 2: Identifies/describes success OR lack of success of Partition in

1905. 3–6
e.g.
• Partition did not succeed because it was reversed in 1911 after
sustained objections by Hindu groups.
e.g.
• The Muslim community in Bengal wanted Partition.

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4(a) What was the ‘Day of Deliverance’? 4
statement 1–4
e.g.
• 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 appealed for
these gatherings to be held calmly and with humility [1];
• Congress objected to this celebration [1].
4(b) Explain why there was opposition to the Government of India Act of 7
1935.
e.g.
• As only 25% of the population were eligible to vote because of the
property qualification, the Act was considered exclusive/elitist;
• Although ministers in the provinces appeared to have control over all
departments 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 wished to gain more control
over their own affairs.

e.g.
• The Governor General remained in total control
• Relatively few of the Indian community could vote
• The Princes resented their loss of power

e.g.
• The Act was opposed on all sides in India.

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4(c) Assess the significance of the contributions of Allama Iqbal and 14

Rahmat Ali to the Pakistan Movement. Explain your answer.

(As top Level 4 plus a judgement or evaluation)
Level 4: Explains Allama Iqbal AND Rahmat Ali’s contributions to the

Pakistan Movement 9–13
Allama Iqbal
• His poetry awakened a sense of nationhood among the Muslim
community urging them to be active in making progress along a
distinctive Islamic path and not capitalist in nature. This approach was
popular with many Muslim people who adopted this vision;
• He was opposed to the British control of India – believing the conquest
of others was wrong. He was the first Muslim politician to advocate the
creation of a separate Muslim state; after his Allahabad address in
1930, many Muslim people seriously considered separatism for the first
time;
• He persuaded many that the Muslim League had to build an effective
mass political party to challenge the domination of the Congress.
• Jinnah adopted many of his ideas, later leading the Muslim League.
Rahmat Ali
• In 1933, Rahmat Ali and other students produced a very popular
pamphlet called ‘Now or Never’. The pamphlet argued that the
subcontinent should be partitioned to provide a Muslim homeland and
was an important step forward;
• He also founded the Pakistan National Movement and campaigned for
the idea of Pakistan, the name given to this separate homeland by
Rahmat Ali and his followers;
• By 1940 the Muslim League supported Rahmat Ali’s view that a
separate Muslim homeland was needed;
• Rahmat Ali was unpopular as he criticised other Muslim leaders
including Jinnah over what he saw as the abandonment of Muslim
communities in places such as Delhi as well as accepting a divided
Bengal under the terms of partition in 1947.
Level 3: Explains Allama Iqbal OR Rahmat Ali’s contributions to the

Pakistan Movement 7–10
to 10 marks)
See exemplars in L4

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4(c) Level 2: Identifies/describes contributions 3–6

e.g.
• Allama Iqbal was the ‘architect of Pakistan’;
• Rahmat Ali provided the name of the new homeland ‘Pakistan’.
e.g.
• Allama Iqbal was a poet;
• Rahmat Ali was a lawyer.
5(a) Who was Fatima Jinnah? 4
statement 1–4
e.g.
• The sister of Muhammad Ali Jinnah [1], a dentist [1] who gave up her
career to support him especially after the death of his wife [1];
• In 1965 [1], aged 71 [1] she stood in the presidential election (against
Ayub Khan) [1];
• She was very popular [1] and so is known as Khatoon-i-Pakistan (First
Lady of Pakistan) [1], and Madar-i-Millat (Mother of the Nation) [1].

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5(b) Explain why Benazir Bhutto’s government ended in 1996. 7

e.g.
• The opposition (PML) undermined her government with some success
by organising strikes, marches and critical speeches, which reducing
the government’s efficiency. The PPP responded by arresting senior
PML leaders which increased opposition to the government;
• Benazir Bhutto was criticised for not improving the social services or
bringing in measures for women. The PPP had campaigned on in their
‘Agenda for Change’ in the 1993 elections. Not fulfilling their election
promises made the government less popular;
• Her government was unable to overcome multiple economic problems
despite the sale of nationalised industry. This contributed to the
government losing credibility;
• The government lacked unity as there were well publicised family
disputes over control of the PPP.

e.g.
• The government’s economic policies failed.

e.g.
• She could not govern effectively.

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5(c) Was the collapse of the Bank of Credit and Commerce International 14
(BCCI) the main reason for the government ending in 1993? Explain
your answer.

(As top Level 4 plus a judgement or evaluation)
Level 4: Explains WHY the BCCI collapse AND other reasons were the
main reason for the government ending in 1993. 9–13
e.g.
BCCI
• The collapse of BCCI bank in 1991 led to investors losing huge sums of
money harming Pakistan’s finances. This caused the government to
lose a lot of political support.
Other
• US had provided support during the Soviet-Afghan war, which was
reduced when the war ended causing economic problems;
• US aid was restricted when the USA tried to pressurise Pakistan into
ending the nuclear programme causing further economic problems;
• Support for Afghan warlords had led to guns becoming freely available
increasing crime, kidnappings and murder. There were also drug
problems associated with refugees from the Soviet-Afghan war flooding
into towns and cities. Both increased pressure on the government;
• The government lost support over the ‘Cooperative Societies scandal’.
In Punjab alone 700 000 people lost their savings when the state
cooperative society went bankrupt.;
• The Shariat Bill was unpopular with groups in the alliance who wanted
Islam to play an even greater role in government and others in
opposition who wanted it decreased.
Level 3: Explains WHY the BCCI collapse OR other reasons were

responsible for ending the government in 1993. 7–10
to 10 marks)
See exemplars in L4
Level 2: Identifies/describes reason 3–6

e.g.
• There were many economic and social problems;
• The government’s relations with the President deteriorated.

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e.g.
• The government was unpopular.

Cambridge O Level

MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some

PUBLISHED 2020
responses seen).

PUBLISHED 2020
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.
Target: Demonstrates knowledge and understanding of the past through historical

Marks
explanation (AO1, 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 2–4

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

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Table 2
The table should be used to mark the part (c) questions in Section B.

Marks
explanation and an ability to analyse and evaluate historical events (AO1, AO2)
Level 5 Explanation with evaluation/judgement 13–14

• 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]
Level 4 Explanation of both sides of the issue 10–12

• 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 explanation(s) from either side
of the issue [12]
Level 3 Explanation of one side of the issue 7–9

Level 2 Identification/description of the issue 3–6

Identifies and/or describes the issue using relevant and accurate contextual
knowledge (1 mark per identification/ description)
Level 1 General answer 1–2

Valid general comment(s) lacking specific subject knowledge (1 mark per
general comment)

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Section A
1(a) According to Source A, why was Queen Victoria made Empress of 3

India?
Target: AO4
• to ‘link the monarchy more closely with India’

• to ‘underline Britain’s position as a world power’
• she ‘saw India as a jewel in the crown of her empire’
• she saw India as ‘a place full of vibrant colours, gems, fruits and spices’
(at least one item to be identified)
• ‘Queen Victoria viewed India as a land to be governed by British order
and justice’
• to protect ‘the Indian people against war, rebellion, famine and illiteracy’
(at least one item to be identified)
One mark for each relevant statement correctly identified from the source.
Note: candidates may paraphrase but content must be derived from the bullet
point statements above.
1(b) What can we learn from Source B about Tipu Sultan, ruler of Mysore? 5
Target: AO1, AO4
Level 3 (4–5 marks) Supported valid inference(s)

• one valid inference supported by a surface feature from source B [4]
• additional valid inference(s) supported by surface feature(s) from
source B or one valid inference supported by a surface feature from
source B and contextual knowledge [5]
Level 2 (2–3 marks) Unsupported valid inference(s)

• one unsupported valid inference [2]
• additional unsupported valid inference(s) [3]
Level 1 (1 mark) Identifies a surface feature

Any correct surface feature taken from source B [1]
Level 0 (0 marks) No creditable response
Note: an unsupported valid inference can only be credited if it can be inferred

directly from the source.
Note: a response that does not refer to source B cannot be credited.
Indicative content
Surface feature
• Tipu Sultan is well dressed/groomed/he has a moustache
• his face shows no expression of fear
• he has a sword
• he is fighting a tiger

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1(b) • there is blood

• it is taking place outdoors/in the countryside
• he is opening the tiger’s mouth
• they are standing up to each other
Valid inference
• Tipu Sultan looks brave/courageous
• he looks like a warrior/ready for war
• he looks strong/powerful
• its looks like he was important
• he looks confident
• he looks wealthy
• he looks a proud man
Contextual knowledge
• Tipu Sultan was known as the ‘Tiger/Sultan/Lion of Mysore’
• there were legends about Tipu Sultan killing a tiger with his bare hands
• he had a reputation of being able to dominate/control tigers
• regarded as a fearless warrior/enemy
• he may have kept tigers as pets
• his palace was decorated with tiger accessories and skins were used as
soft furnishings
Other relevant responses should also be credited.
1(c) Explain the impact of railways on the lives of Indian people in the 7
nineteenth century.
Target: AO1, AO2
Mark according to the level of response descriptors in Table 1.
Indicative content
• railways transformed India
• railways extended trade in India
• food could be transported around India
• troops could be transported around India
• people could travel by train
• better communication between cities
• railways made travel easier
• more people could travel
• goods could be carried
• trains were noisy and smoky/accidents happened/people lost farmland
• railways consolidated British control in India

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1(d) To what extent were the different aims of Indian groups in 1857 the main 10
reason why the War of Independence was short-lived? Explain your
answer.
Target: AO1, AO2
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

of the issue [9]
Level 3 (4–6 marks) Explanation of one side of the issue

Level 2 (2–3 marks) Identification/description of the issue

knowledge (1 mark per identification/description)
Level 1 (1 mark) General answer

Valid general comment lacking specific subject knowledge
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 it difficult to put aside their differences
• there was disunity/absence of a common aim amongst Indian groups/the
aims 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

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2(a) Describe the Jizya tax. 4
Target: AO1
One mark for each relevant point. Additional mark for supporting detail.
Indicative content
• introduced in 1679 [1] by the Mughals [1]
• a tax on non-Muslims
• an alternative to joining the Muslim army
• used as a tax for protection or defence
• Akbar abolished the tax
• Aurangzeb re-introduced the tax
• people protested against the tax
• Aurangzeb ignored the protests and persevered with the tax
2(b) Explain why Shah Waliullah was an important figure for the Muslim 7
community during the eighteenth century.
Target: AO1, AO2
Indicative content
• Shah Waliullah wanted to stop the declining position of Muslims
• he encouraged spiritual and moral regeneration
• he translated the Holy Quran into Persian/wrote 51 books
• he tried to build bridges between different Muslim sects
• he organised opposition to the Marathas
• he emphasised the importance of Jihad against a common army
• he was a unifying figure /influenced Islamic revival
2(c) ‘The “Two-Nation” Theory was Sir Syed Ahmad Khan’s main 14
contribution to the development of the Pakistan Movement during the
nineteenth century.’ How far do you agree with this statement? Explain
your answer.
Target: AO1, AO2
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

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2(c) • he was worried about Hindu groups dominating the Muslim community

• Sir Syed Ahmad Khan wrote pamphlets and books about the future of the
Muslim community
• he opened a school and a university
• he founded the scientific society at Ghazipore
• he founded the Aligarh Movement
• he wanted to enhance the status of the Muslim community
3(a) Describe the Hijrat Movement. 4
Target: AO1
Indicative content
• it was a religious protest [1] against the British government [1]
• Islamic leaders told their followers to leave dar-ul-harb [1] and move to an
Islamic state [1]
• it took place in (August) 1920 [1] during the Khilafat Movement [1]
• it involved 18000–20000 people [1] migrating to Afghanistan
• Muslim people sold their homes/farms and packed up their possessions
• Muslim emigrants were told that the Afghan government would welcome
them [1] but the Afghan government was not welcoming [1]
• the migrants were refused entry [1] and were forcibly sent back by the
Afghan government [1]
• many migrants died on the return journey

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3(b) Explain why there were three Round Table Conferences between 1930 7
and 1932.
Target: AO1, AO2
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
3(c) To what extent was Direct Action Day more significant in the creation of 14
Pakistan than other key events of the 1940s? Explain your answer.
Target: AO1, AO2
Indicative content
May agree that Direct Action Day was more significant in the creation of
Pakistan than other key events of the 1940s:
• it was organised by the Muslim League in 1946
• the Muslim League was concerned about the British leaving India leaving
Congress in charge
• it aimed to show solidarity of the Muslim community and indicate Muslim
strength to the British and Congress
• there were large-scale riots and nearly 4000 people killed
• the British became worried about the possibility of a civil war
• it led to a gradual change of mind over partition

• the Lahore Resolution 1940
• the Cripps Mission 1942 promised independence for India after WW2
• the Quit India Resolution 1942
• the Gandhi-Jinnah talks in 1944
• Congress and the Muslim League did not reach an agreement at the
Simla Conference in 1945
• the elections of 1946 gave huge gains to the Muslim League
• the Cabinet Mission Plan in 1946 resulted in an interim government
• the 3 June Plan of 1947 announcing the partition of the subcontinent and
transfer of power

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4(a) Describe the OIC. 4
Target: AO1
Indicative content
• named the Organisation of Islamic Countries
• the first summit was held in Morocco [1] and OIC formed in 1969 [1]
• 24 Muslim nations attended [1] including Pakistan [1]
• name of any one of the other 23 member countries [1]
• the Organisation of Islamic Conference charter adopted [1] in 1972 [1]
• the Conference was held in Lahore [1] in 1974 [1]
• attended by Yasser Arafat [1] with 35 leaders of other Islamic states [1]
• emphasising Pakistan’s importance in the Islamic world [1]
• the name and emblem were changed to Organisation of Islamic
Cooperation [1] in 2011 [1]
4(b) Explain why Ayub Khan came to power in 1958. 7
Target: AO1, AO2
Indicative content
• there were many prime ministers between 1956–1958
• there was a famine/floods
• East Pakistan’s politicians wanted more participation in government
• the country needed greater stability at that time
• Iskander Mirza had lost the support of many of the leading politicians

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4(c) ‘Pakistan has had good relations with the United Kingdom and the 14
Commonwealth since 1947.’ How far do you agree with this statement?
Target: AO1, AO2
Indicative content
May agree that Pakistan has had good relations with the United Kingdom
(UK) and the Commonwealth since 1947:
• Post-partition Britain facilitated Pakistan to function independently
• UK backed Pakistan in the Afghanistan-Russia conflict
• UK gave £30 million aid to help Afghan refugees in Pakistan
• the British Prime Minister was the first Western leader to visit in 1981
• there have been good trade links between Pakistan and the UK
• UK gave £16 million to help refugees in Balochistan and the NWFP
• Pakistan was a Commonwealth member until 1971
• political and economic support received from the Commonwealth
• the ‘Colombo Plan’ was established in 1950 to provide aid
• Pakistan re-joined the Commonwealth in 1989
Counter arguments might include:

• The Commonwealth did not always give political support
• The Commonwealth did not support the policy of military rule
• Pakistan questioned British involvement in the Suez conflict
• Lack of UK support in the 1965 conflict
• UK recognition of Bangladesh in 1971
• Pakistan left the Commonwealth in protest

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5(a) Describe the Security of Tenure scheme. 4
Target: AO1
Indicative content
• Zulfikar Ali Bhutto introduced this scheme
• he wanted tenant farmers to have security of tenure
• he gave tenant farmers the first right of purchase of the land they worked
• landowners could not sell the land to a third party [1] who might then evict
the tenant farmers [1]
• tenant farmers were encouraged to make improvements on their land [1]
as they knew they would not be evicted [1]
• many landowners circumvented the scheme [1] to evict their tenant
farmers [1]
• landowners had too much power and influence to make the scheme work
5(b) Explain why it became more challenging for Zia-ul-Haq to govern 7

Pakistan effectively during the late 1980s.
Target: AO1, AO2
Indicative content
• the provinces became more difficult to administer
• there was increasing violence in Sindh
• NWFP became critical of the government
• there was a surge in arms smuggling
• it became harder to maintain law and order
• the drug trade grew
• greater challenge from Muhammad Khan Junejo
• pressure from the MRD
• opposition from Benazir Bhutto
• an explosion at a weapons dump at Ojhri Camp

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5(c) To what extent did Benazir Bhutto’s privatisation policy contribute to the 14
government being replaced in 1996? Explain your answer.
Target: AO1, AO2
Indicative content
May agree that the privatisation policy was the main contributory factor:
• Benazir Bhutto wanted to extend the privatisation of industries
• planned privatisations included banks, power and telecommunications
• she was criticised for doing this by wealthy industrialists and politicians
from all sides
• government officials made it harder to privatise nationalised industries

• Benazir Bhutto did not introduce the PPP’s social policies
• multiple economic problems including unemployment and inflation
• strikes and protests were organised by the opposition in 1994
• GDP and manufacturing growth rates slowed
• the strict economic policies imposed on Pakistan by the International
Monetary Fund (IMF) in return for a loan
• the rupee was devalued
• the USA’s financial and military embargo began to affect the economy
• the government was inefficient
• a lack of unity within the government

Cambridge O Level

MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

PUBLISHED
responses seen).

PUBLISHED
Table 1
The table should be used to mark the part (c) question in Section A and part (b) questions in Section
B.
Target: Demonstrates knowledge and understanding of the past through historical Marks

Level 2 Identification/ description 2–4

Identifies and/or describes using relevant and accurate contextual


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Table 2
The Table should be used to mark the part (c) question in Section B.
Level 5 Explanation with evaluation/ judgement 13–14

• explanation at the top of Level 4 with an evaluation/ judgement supported
• explanation at the top of Level 4 with a developed evaluation/ judgement

• two explanations or one developed explanation of one-side of the issue
• additional explanation(s) and/or developed explanation(s) from either
side of the issue [12]
Level 3 Explanation of one-side of the issue 7–9

Level 2 Identification/ description of the issue 3–6


general comment)

PUBLISHED
Section A
1(a) According to Source A, what were the reasons for India supporting 3
Britain in the First World War?
Target: AO4
• ‘in defence of an Empire’

• to fight ‘a common enemy’
• ‘India has always been loyal’
• India’s ‘future development in terms of prosperity’
• India’s recognition of ‘our rights as citizens’
Note: candidates may paraphrase but content must be derived from

the bullet point statements above.
1(b) What can we learn from Source B about the British presence in India at 5
this time?
Target: AO1, AO4



Note: an unsupported valid inference can only be credited if it can be

inferred directly from the source.
Note: In Levels 1–3 a response that does not refer to source B cannot be
credited.
Note: Only credit responses in Levels 2 and 3 that are relevant to the way
the British ruled in India.

PUBLISHED
1(b) Indicative content
Surface feature
• there is a ceremony/coronation taking place
• there are many soldiers there
• there are some buildings
• the soldiers are standing to attention/on parade
• the soldiers are organised into rows
• the soldiers have guns
• A crowd of people (civilians) are watching the ceremony
Valid inference
• it looks like an important occasion/ceremony
• it looks like a formal/organised event
• it looks like Indian soldiers are showing loyalty to the monarchy
• it shows the British presence in India was powerful
• Indian people wanted to be part of the occasion
• the King and Queen are the new Emperor and Empress of India
• the British had a large army in India
• there were a large number of Indians in the British army in India
• it was the first imperial coronation to take place on Indian soil
1(c) Explain the importance of the Lucknow Pact of 1916. 7
Target: AO1, AO2

Indicative content
• a 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

PUBLISHED
1(d) To what extent had India benefitted by the early 1920s from supporting 10
the British in the First World War? Explain your answer.
Target: AO1, AO2
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 3 (4–6 marks) Explanation of one-side of the issue

Level 2 (2–3 marks) Identification/ description of the issue


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:

• the 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

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Section B
2(a) Describe the achievements of Ranjit Singh. 4
Target: AO1
Indicative content
• Ranjit Singh annexed Punjab [1], Kashmir [1] and most of Afghanistan
[1]
• he was a founder of Sikh rule in the Punjab
• he signed a treaty with Britain in 1809 [1] in Sindh [1]
• his expansion into Afghanistan worried Britain
2(b) Explain why Muhammad Ali Jinnah chose Urdu as the national 7
language of Pakistan.
Target: AO1, AO2

Indicative content
• Urdu was widely spoken and understood

• He viewed it as a unifying force
• it was associated with the Pakistan Movement
• it has a rich literary heritage
• it has important links to Islam

PUBLISHED
2(c) The work of Shah Waliullah was the main factor contributing to the 14
spread of Islam between 1700 and 1850.’ How far do you agree with
this statement? Explain your answer.
Target: AO1, AO2

Indicative content
May agree that the work of Shah Waliullah was the main factor
contributing to the spread of Islam in the subcontinent between 1700 and
1850 because:
• Shah Waliullah wanted to stop the decline of Islam
• he promoted Islam through this writings and education
• he translated the Quran into Persian
• he tried to unite different Muslim sects

• the founding of the Jihad Movement by Syed Ahmad Barelvi to help
unite Muslims
• he also created an army (the Mujahideen - fighters for the faith)
• the establishment of the Faraizi Movement by Haji Shariatullah
• he wanted all Muslims to give up non-Muslim practices
3(a) Describe what happened at Allahabad in 1930. 4
Target: AO1
Indicative content
• 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])

PUBLISHED
3(b) Explain why the Muslim League was formed in 1906. 7
Target: AO1, AO2

Indicative content
• to unite the Muslim community

• Hindu groups had their own party
• Hindu groups wanted their own language
• there was a view that Hindu groups would dominate the Muslim
community
• the Muslim community were successful in the Simla Deputation
• the growth of some Hindu groups concerned the Muslim community
3(c) To what extent were the outcomes of the War of Independence 14

beneficial for India? Explain your answer.
Target: AO1, AO2

Indicative content
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 benefitted from new farming methods
• the railway network was extended

• the British carried out reprisals
• the Mughal Emperor was banished
• the Princes lost power
• disruption to trade and business

PUBLISHED
4(a) Describe the terms of the Simla Agreement. 4
Target: AO1
Indicative content
• an agreement signed in July 1972 [1] between Bhutto [1] and Gandhi [1]
• India agreed to return imprisoned soldiers [1]
• Both countries promised to discuss the Kashmir issue [1]
• and not with organisations such as the United Nations [1]
4(b) Explain why Congress and the Muslim League opposed the Cripps 7
Mission of 1942.
Target: AO1, AO2

Indicative content
• the Muslim League wanted reference to the establishment of Pakistan

• Congress wanted immediate control over India
• Congress was unsure that the British would deliver the proposals in the
plan
• Congress wanted to exploit Britain’s weak position at this time

PUBLISHED
4(c) ‘Ayub Khan’s agricultural policies were the most effective of the 14
domestic reforms that took place between 1958 and 1969.’ How far do
you agree with this statement? Explain your answer.
Target: AO1, AO2

May agree that agricultural policies were the most effective of Ayub Khan’s
domestic policies:
• land was redistributed
• tenant farmers were introduced
• farmers were given loans
• farming productivity increased
• irrigation schemes were introduced
• farming mechanisation was introduced

• an oil refinery was built in Karachi
• a Mineral Development Corporation was set up
• an export bonus scheme was started
• economic growth increased
• the price of milk was fixed
• new houses were built
• new schools and a new curriculum were introduced
• refugees were found new homes
• a family planning programme was established
• medical facilities were improved
• a new capital was built at Islamabad
• a Basic Democracy Scheme was implemented

PUBLISHED
5(a) Describe the main events of Muhammad Khan Junejo’s political 4

career.
Target: AO1
Indicative content
• Zia-ul-Haq [1] chose him as Prime Minister [1] in 1985 [1]

• Muhammad Khan Junejo worked to develop the new Muslim League
party
• he called an all-Party Conference [1] in 1988 [1] to discuss the Afghan
situation [1]
• he announced an inquiry into an explosion at the army weapons dump/
Ojhri Camp [1] in 1988 [1] promising justice [1]
• he was dismissed from office [1] by Zia-ul-Haq [1] on 29 May 1988 [1]
5(b) Explain why there were changes of government between 1951 and 7
1958.
Target: AO1, AO2

Indicative content
• Muhammad Ali Jinnah and Liaquat Ali Khan had died

• the remaining politicians were inexperienced
• In 1953 there was a severe drought causing food shortages
• there was some discontent amongst the people who were suffering
hardship leading to riots
• East Pakistan had faced severe floods causing food shortages in 1955

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5(c) ‘Pakistan has had good relations with the United States of America 14
since 1947.’ How far do you agree with this statement? Explain your
answer.
Target: AO1, AO2

Indicative content
May agree that Pakistan has had good relations with the United States of
America since 1947:
• Pakistan signed the Mutual Defence Assistance Agreement in 1954
• Pakistan joined SEATO in 1955
• Ayub Khan allowed USA to build air bases in Pakistan
• USA gave aid packages of $1.6 billion spread over five years in 1981
and $4.2 billion in 1986
• President Clinton restored sales of aircraft to Pakistan in 1993
• First Lady of the USA visited Pakistan in 1996
• Benazir Bhutto visited USA in 1996
• USA reimbursed Pakistan for the F-16 payments and provided military
equipment worth $388 million in 1996

• USA provided military equipment to India during its war with China in
1962
• Pakistan turned away from USA to China for friendship in 1962
• USA placed an arms embargo on India and Pakistan in 1965
• USA aid was suspended in 1977 and 1979 during Zia-ul-Haq’s rule
• at the end of the Afghan conflict USA would not declare Pakistan
nuclear free and blocked aid
• In 1992 the USA placed economic sanctions on Pakistan
• USA objected to Pakistan’s nuclear tests in 1998

Cambridge O Level

MARK SCHEME
Maximum Mark: 75
Published
Teachers.
components.

PUBLISHED 2021
responses seen).

PUBLISHED 2021
Table 1
Section B.

Marks

Level 2 Identification/description 2–4

Identifies and/or describes using relevant and accurate contextual knowledge
(1 mark per identification/description)


PUBLISHED 2021
Table 2

Marks
Level 5 Explanation with evaluation/judgement 13–14

• explanation at the top of Level 4 with an evaluation/judgement supported
• explanation at the top of Level 4 with a developed evaluation/judgement
Supported by relevant and accurate contextual knowledge [14]

of the issue [12]

Level 2 Identification/description of the issue 3–6


general comment)

PUBLISHED 2021
Section A
1(a) According to Source A, which policies do some historians claim 3

contributed to the increasing instability of the Mughal Empire by the
time of Aurangzeb’s death?
Target: AO4
• Aurangzeb introduced ‘restrictions on personal behaviour’ [1]

• he banned ‘outdoor singing’ [1], ‘dancing’ [1]
• he ‘made a declaration on the length of beards’ [1]
• he ‘increased taxes’ [1] ‘to pay for many expensive wars’ [1]
• he ‘used large amounts of money’ [1] ‘to pay for luxurious buildings’ [1]

1(b) What can we learn from Source B about Mughal rule in India? 5
Target: AO1, AO4

• additional valid inference(s) supported by surface feature(s) from source B
or one valid inference supported by a surface feature from source B and
contextual knowledge [5]



credited.
Note: Only credit responses in Levels 2 and 3 that are relevant to the period
of Mughal rule in India.
Indicative content
Surface feature
• there are soldiers and elephants in the painting
• there are some people being carried by the elephants
• there are soldiers on horseback

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• the soldiers are wearing armour

• the soldiers have weapons
• some people are bowing
• some people are begging
• the procession is passing a large building/mosque
Valid inference
• the Mughals had a strong army
• the Emperor is being protected
• the Mughals openly displayed their power/control/status
• many people were in awe of the Emperor/loyal to him
• Mughal rule was closely linked with Islam
• the Mughal army was large and loyal to the Emperor
• there were attempts to attack the Mughal Empire from people from
within and outside it
1(c) Explain why the Hindu community objected to the Jizya tax. 7
Target: AO1, AO2

Indicative content
• the charge was levied on able-bodied non-Muslim adult men

• only non-Muslim men who chose to join the Mughal army were
exempted from the charge
• it created an incentive amongst non-Muslims to convert to Islam to
avoid the charge
• the jizya charge was sometimes more than the zakat charge paid by
Muslim men
• some of the charge was used for the Deccan Wars
• some of the charge was used to support Islamic religious activities
• some of the charge was used for funding the royal court
1(d) ‘The Marathan rebellions were the main reason for the decline of the 10
Mughal Empire after the death of Aurangzeb.’ How far do you agree
with this statement? Explain your answer.
Target: AO1, AO2
Level 5 (10 marks) Explains with evaluation/judgement


PUBLISHED 2021


Level 2 (2–3 marks) Identification/description of the issue


Indicative content
May agree that the Marathan rebellions were the main reason for the
decline of the Mughal Empire after the death of Aurangzeb:
• the Marathans were guerrilla fighters
• they defeated a Mughal army in 1737
• they occupied Delhi in 1760
counterarguments may include:

• the Empire was very large (making it difficult to manage)
• the Persian and Afghan armies invaded
• there was no line of succession
• the British had a powerful army
2(a) Describe what happened at the battle of Buxar. 4
Target: AO1
Indicative content
• in 1764 [1] British forces/Hector Munro [1] fought the Indian army at
Buxar/Baksar [1]
• the Nawab of Bengal/Mir Qasim [1] Shah Alam II [1] Nawab of Oudh [1]
were on the Indian side
• there were (1000) British casualties [1] and (6000) Indian casualties [1]
• the battle confirmed British authority over Bengal

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• the war was ended by the Treaty of Allahabad [1] in 1768 [1]
• the East India Company took control of Bengal/Bihar/Oudh/Orissa (1)
• Robert Clive was reappointed as Governor of Bengal
2(b) Explain why Sir Syed Ahmad Khan wanted to improve relations 7
between the Muslim community and the British after the War of
Independence.
Target: AO1, AO2

Indicative content
• Sir Syed Ahmad Khan foresaw the potential power of the Hindu
community in India
• he believed that the Muslim community was not responsible for the War
• he wanted to prevent any future suffering of the Muslim community
• he wanted to improve the social and economic conditions of the Muslim
community/the Muslim community to prosper
• he wanted the Muslim community to have improved educational
opportunities
2(c) ‘The imprisonment of its leaders was the main reason for the Khilafat 14
Movement ending.’ How far do you agree with this statement? Explain
your answer.
Target: AO1, AO2

Indicative content
May agree that the imprisonment of its leaders was the main reason for the
Khilafat Movement ending:
• Mohammed Ali and Shaukat Ali-Maulana Azad were the leaders
• the Ali brothers and other leaders were imprisoned in 1921
• the Khilafat Movement lost direction as a result of their imprisonment

• Muslim groups migrated to Afghanistan in 1920
• the Moplah uprising took place in 1921
• Gandhi withdrew his support in 1922
• Kemal Ataturk abolished the Caliph in 1924
• the strength of the British response to events
• Muhammad Ali Jinnah did not actively support the Movement

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3(a) Describe the events that took place at Jallianwalla Bagh in 1919. 4
Target: AO1
Indicative content
• a peaceful demonstration [1] was being held by Indian people [1]

• Jallianwalla Bagh/the park [1] was reached by a narrow entrance with
high walls [1]
• British troops fired on a crowd [1] of (20000) Indian people [1]
• General Dyer commanded the British troops
• many (400) people were killed [1] and many (1200) people wounded [1]
• the crowd panicked [1] and tried to escape out of the park [1] through
the narrow entrances [1] leading to a crush [1]
3(b) Explain why the Congress Party opposed the Morley-Minto reforms of 7
1909.
Target: AO1, AO2

Indicative content
• the British would not give more political responsibility to India
• Congress opposed the principle of separate electorates
• self-rule was not given or promised
• Congress raised objection to Muslim representation in the Councils
3(c) ‘By 1948 Pakistan had solved the challenges created by Partition.’ 14
How far do you agree with this statement? Explain your answer.
Target: AO1, AO2

Indicative content
May agree that by 1948 Pakistan had solved the challenges created by
Partition:
• refugees were accommodated
• Quaid-e-Azam toured the provinces to promote unity
• in July 1948, the new State Bank of Pakistan was set up
• in 1948 the new Pakistan Civil Service was founded
• Canal Water dispute was partially solved in 1948
Counterarguments may include:

• the Princely States of Hyderabad and Junagadh took longer to choose
between India and Pakistan
• the Kashmir issue remained
• British officers were still running the armed forces

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• East and West Pakistan remained physically distanced

• the Canal Water dispute was ongoing
4(a) Describe the Quit India Resolution. 4
Target: AO1
Indicative content
• the decision by Congress [1] that Gandhi should lead a non-violent

mass movement [1] demanding the immediate withdrawal of the British
from India [1] was passed as the Quit India Resolution in 1942 [1]
• Gandhi argued if Britain left India, Japan would no longer be a threat
• that night Gandhi and other Congress members were arrested [1] and
Congress was banned [1]
• there were riots [1] and a loss of British control in some areas, [1] after
violent crackdowns on rioters by the British restored power [1]
• the Muslim League opposed the campaign [1] but sheltered activists [1]
and gave financial support [1]
• it gave momentum to independence
4(b) Explain why martial law was implemented in 1958. 7
Target: AO1, AO2

Indicative content
• There were multiple Prime Ministers from 1956 to 1958 which had
caused uncertainty
• the country lost confidence in its leaders
• many of the politicians at the time were inexperienced
• the army wanted to stabilise the country
• to manage the aftermath of the floods and famine in East Pakistan

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4(c) To what extent has Pakistan been an effective member of world 14

organisations since 1947? Explain your answer.
Target: AO1, AO2

Indicative content
May agree that Pakistan has been an effective member of world
organisations since 1947:
• joined the United Nations (UN) in 1947 becoming a large contributor of
troops to the UN peacekeeping forces
• joined SEATO in 1954 showing solidarity with a USA sponsored defence
agreement for Southeast Asia against the USSR
• joined CENTO in 1955 becoming a key member looking towards allying
with western democracies against the USSR in the Middle East
• joined the OIC in 1969 to show solidarity and co-operation with other
member states from Muslim countries
• re-joined the Commonwealth community in 1989
Counterarguments may include:

• left the Commonwealth in 1971 when British recognised Bangladesh
• left SEATO in 1972 as it was not providing Pakistan with adequate
support
• left CENTO in 1979 because Pakistan felt that CENTO was no longer
meeting its security requirements
• the Kashmir issue
5(a) Describe the ‘cricket diplomacy’ of 1987. 4
Target: AO1
Indicative content
• Zia-ul-Haq [1] attended a test match between Pakistan and India [1] in
Jaipur, [1] where he met with Rajiv Gandhi [1]
• to discuss Indian army exercises in the Rajasthan desert, [1] which
were of concern to Pakistan [1]
• the meeting helped to lessen frictions between Pakistan and India at the
time [1]

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5(b) Explain why Zulfikar Ali Bhutto reformed education between 1971 and 7
1977.
Target: AO1, AO2

Indicative content
• to increase literacy levels in Pakistan

• to increase the numbers of children in school (approximately half of all
children attended school in 1970)
• to provide education for all, including women
• to redress historic underinvestment in education and on schools
• to raise aspirations through education
• to create a ‘Pakistani’ culture and identity
• to develop a common school curriculum that was ‘fit for purpose’
5(c) To what extent was the Islamisation programme the most significant 14
domestic policy introduced by the government of Zia-ul-Haq between
1977 and 1988? Explain your answer.
Target: AO1, AO2

Indicative content
May agree that the Islamisation policy was the most significant domestic
policy introduced by the government of Zia-ul-Haq between 1977 and 1988:
• Zia introduced Islamic laws to commit people to Islamic values
• the introduction of Hudood, Zina, and Zakat Ordinances was intended
to embed Islamic principles in the everyday running of Pakistan
• this policy would enable Zia-ul-Haq to win support from religious groups
such as Jamaat-i-Islami
• the Islamisation programme would help to establish a strong and stable
government

• Zia-ul-Haq passed the Eighth Amendment which gave him greater
power
• private sector investment in denationalised industries was encouraged
• economic policies increased GDP and the economic growth rate
• changes to the governance of the civil service
• he increased the visibility of women in society by increasing their
representation in the National Assembly in 1985

Cambridge O Level

MARK SCHEME
Maximum Mark: 75
Published
Teachers.

PUBLISHED
 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.
 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
 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
responses seen).

PUBLISHED
Table 1
B.

Marks
 one explanation [5]

 two explanations or one developed explanation [6]
 additional explanation(s) and/or developed explanation(s) [7]

knowledge (1 mark per identification/description)

PUBLISHED
Table 2

Marks
 explanation at the top of Level 4 with an evaluation/ judgement

 explanation at the top of Level 4 with a developed evaluation/
judgement supported by relevant and accurate contextual knowledge
[14]
 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 explanation(s) from
either side of the issue [12]


general comment)

PUBLISHED
1(a) According to Source A, what examples of ‘enormous progress’ (line 1) 3

had the Muslim League made?
Target: AO4
 it had ‘become a strong institution’

 it would be ‘capable of having a long-term influence’
 ‘the League was a great success’
 the British ‘were taking the Muslim League seriously’ [1] ‘and thought of
them as a major power’ [1]
 ‘Muslim India was now politically ‘conscious and awake’’
 ‘the Muslim League would be a permanent feature of Indian politics’

1(b) What can we learn from Source B about the tensions that existed 5
over the future of the subcontinent?
Target: AO1, AO4

 one valid inference supported by a surface feature from source B [4]
 additional valid inference(s) supported by surface feature(s) from

 one unsupported valid inference [2]
 additional unsupported valid inference(s) [3]


Note: In Levels 1–3 a response that does not use source B cannot be
credited.

PUBLISHED
Surface feature
 two elephants are clashing/facing/charging/fighting each other
 the elephant on the left is labelled Hindu India
 the elephant on the right is labelled Muslim India
 the lion/monkey/man is labelled Attlee
 there is a lion/monkey/man in between the two elephants/in the middle
 the lion/monkey/man is wearing bandages
 the lion/monkey/man is saying ‘no more of that I’m leaving’/I’m leaving
Valid inference
 it was between two powerful sides/two sides who were
determined/wanted different things
 it damaged Britain
 both sides were attacking Britain
 it shows the British are failing/lost control/struggling for control
 it shows the Muslims and Hindus rejected British rule
 it shows the British were under pressure
 it shows there was tension between the Muslims and Hindus
 neither side/community look prepared to ‘give in’/concede ground
 tensions between the three figures were longstanding
 it shows that Britain had a role as negotiator
 efforts by the British to intervene have been unsuccessful and damaging
to Britain
 the Cabinet Mission Plan, 1946
 threat of civil war after Direct Action Day in August 1946
 formation of an interim government in September 1946 (led by Nehru)
 the 3 June Plan, 1947
 ‘Hindu India’ wanted a united India and ‘Muslim India’ wanted an
independent state of Pakistan
 Britain wanted to leave India, but would only do so once Mountbatten’s plan
had been implemented
1(c) Explain why the Cripps Mission had limited success in 1942. 7
Target: AO1, AO2

Indicative content
 Congress rejected it
 the Muslim League opposed it
 Britain was concentrating on the War
 this combined rejection demonstrated the weakness of the proposals
made

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1(d) ‘Disagreement over the future role of central government in the 10

subcontinent was the main reason for the breakdown of the Gandhi–
Jinnah talks in 1944.’ How far do you agree with this statement? Explain
your answer.
Target: AO1, AO2


 two explanations or one developed explanation of one side of the issue
 additional explanation(s) and/or developed explanation(s) from either side
of the issue [9]




PUBLISHED
1(d) Indicative content
May agree that the disagreement over the future role of central government in
the subcontinent was the main reason for the breakdown of the Gandhi–
Jinnah talks in 1944:
 Gandhi wanted central government to have control over defence and
foreign policy
 Jinnah thought such matters should be in the hands of local government
and/or provinces

 Gandhi felt that partition should not be discussed until after the British
left India. Jinnah wanted partition before the British left as Congress
were unlikely to agree to it once the British had gone.
 Gandhi considered himself to be speaking for all of India. Jinnah
reminded him that, as a Hindu, Gandhi was only the spokesman of
Congress.
 Gandhi and Jinnah disagreed over the ‘Two-Nation’ Theory which had
become official Muslim League policy.
2(a) Describe what happened at the battle of Balakot. 4
Target: AO1
Indicative content
 it took place in 1831

 Syed Ahmad Barelvi was killed [1] along with Shah Ismail, his commander
[1]
 Syed Ahmad had hoped to liberate Kashmir and Hazara
 Balakot was thought to be safe [1] as it was protected on three sides by
mountains [1]
 Syed Ahmad was betrayed by local leaders [1] who told the Sikhs a way
through the mountains to Balakot [1]
 the Sikhs led by Ranjit Singh [1] launched a surprise attack [1] who
outnumbered Syed Ahmad’s forces [1]
 600 of Syed Ahmad’s forces were killed

PUBLISHED
2(b) Explain why Haji Shariatullah was an important figure in the revival 7
of Islam during the eighteenth century.
Target: AO1, AO2

Indicative content
 he founded the Faraizi Movement

 he felt that the Muslim community were treated badly by Hindu groups
 he felt that the Muslim community were demoralised
2(c) To what extent were military factors the main cause of the War of 14
Independence in 1857? Explain your answer.
Target: AO1, AO2

Indicative content
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

 Christianity was taught to Indian children
 English became the language in which education was given
 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

PUBLISHED
3(a) Describe the purpose of the Mohammedan Anglo-Oriental College. 4
Target: AO1
Indicative content
 to replicate the pattern of the English public school/university system

 to form the basis of a Muslim university
 to offer western [1], Islamic [1] and Indian education [1] and modern
scientific developments [1]
 to offer the Muslim community an education [1] comparable to that of
Hindus [1] because Hindus were advancing/give Muslims the
opportunities of/ in society/status [1] and employment [1] to improve their
relations with the British [1]
 to become a symbol of Muslim unity
 to educate future leaders of Pakistan [1] e.g. Liaquat Ali Khan/
Muhammad Ayub Khan [1]
3(b) Explain why Muhammad Ali Jinnah produced his 14 Points in 1929. 7
Target: AO1, AO2

Indicative content
 as a counter to the Nehru Report

 Jinnah’s proposed changes to the Nehru Report were rejected
 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

PUBLISHED
3(c) To what extent was the need for a political party to represent the Muslim 14
community the main reason for the establishment of the All-India Muslim
League in 1906? Explain your answer.
Target: AO1, AO2

Indicative content
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

 the partition of Bengal was a problem for Congress
 there had been a growth in Hindu activism
 Hindi-Urdu controversy/‘Two-Nation’ Theory
4(a) Describe the terms of the Rowlatt Act. 4
Target: AO1
Indicative content
 people could be tried in private [1] by 3 High Court Judges [1]

 there was no right of appeal
 people could 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
[1]
 it was enacted in 1919

PUBLISHED
4(b) Explain why Pakistan becoming a nuclear power was significant. 7
Target: AO1, AO2

Indicative content
 a response to India developing nuclear weapons

 recognition of the military threat posed by India
 political will to modernise Pakistan, encourage industrial development and
develop nuclear energy
 to project Pakistan on the world stage
 it enhanced national pride
 it affected Pakistan’s relationship with the USA with a subsequent impact
on the economy
 it encouraged co-operation between Pakistan and India in the 1990s over
the nuclear threat
 some people feared it may make the region/world less stable
4(c) Assess the effectiveness of the domestic policies introduced by Zulfikar 14

Ali Bhutto between 1971 and 1977. Explain your answer.
Target: AO1, AO2

May agree that Zulfikar Ali Bhutto’s domestic policies between 1971 and1977
were effective:
 the new constitution in 1973 safeguarded minority interests
 health policy aimed to improve infant mortality and life expectancy rates
 education policy introduced free primary education for all children
 profits from nationalised companies were used to improve public services
such as hospitals and schools
 industrial reform led to inflation falling from 25% (1972) to 6% (1976)
 introduction of security of tenure for agricultural tenants and a ceiling on
land ownership

 the new constitution placed all political power with Zulfikar Ali Bhutto
 the reform of the armed forces was opposed
 health policy inadvertently led to chemists’ profits falling
 education reforms led to overcrowding in schools
 many of these policies would take decades to become fully effective
 the newly nationalised industries became overly bureaucratic
 landowners were often able to circumvent the land reforms

PUBLISHED
5(a) Describe the provisions of the 1956 Constitution. 4
Target: AO1
Indicative content
 it gave the title Islamic Republic of Pakistan

 the President had to be 40 [1], could choose the Prime Minister [1], declare
a state of emergency [1] and select the judges in the Supreme Court [1]
 it appointed a President [1] who had to be a Muslim [1], from the National
Assembly [1], over 40 [1], had emergency powers [1] and could dissolve
the National Assembly [1]
 there was a cabinet (advisory only) [1] and a National and Provincial
Assembly [1 each]
5(b) Explain the circumstances that brought General Pervez Musharraf 7

into power in 1999.
Target: AO1, AO2

Indicative content
 the government was severely weakened by economic, social and political

problems
 Nawaz Sharif lost the support of the army because of his treatment of
Jehangir Karamat
 the government lost the support of the army because of events in Kashmir
 on General Pervez Musharraf’s return from a visit to Sri Lanka he
announced that the army was taking control of the government of Pakistan.

PUBLISHED
5(c) ‘Pakistan has built good relations with Bangladesh since 1971.’ How 14
far do you agree with this statement? Explain your answer.
Target: AO1, AO2

Indicative content
May agree that Pakistan has built good relations with Bangladesh since 1971:
 Pakistan officially recognised Bangladesh in 1974
 Zulfikar Ali Bhutto visited Bangladesh in 1974
 cooperation on trade, tourism and the media were negotiated
 the two countries exchanged ambassadors
 trade between the two countries increased in the 1980s
 Pakistan provided humanitarian aid to Bangladesh on several occasions in
response to natural disasters
 strong ties exist between the two countries as fellow Muslim nations

 relations were strained in 1971, but improved over time
 resettlement issues in 1971 over the return of people in each country
 there was a problem of reallocating assets
 continuing resettlement issues of the non-Bengali population in
Bangladesh
 Pakistan withdrew from the Commonwealth in 1972 in protest at British
recognition of Bangladesh

Cambridge O Level

MARK SCHEME
Maximum Mark: 75
Published
Teachers.
components.

PUBLISHED 2022
responses seen).

PUBLISHED 2022

Table 1
B.




PUBLISHED 2022
Table 2
The Table should be used to mark the part (c) question in Section B.





general comment)

PUBLISHED 2022
Section A
1(a) This question is about Muhammad Ayub Khan’s rule, 1958–69. 3
According to Source A, what did Fatima Jinnah wish for the people of
Pakistan?
Target: AO4
• to ‘free 110 million people in Pakistan from this atmosphere’ [1] of

‘uncertainty, intimidation and discontent’ [1]
• people would hear ‘the message of freedom, democracy and social
justice’
• people would benefit from ‘the work started by her brother, the late
Muhammad Ali Jinnah, the founder of Pakistan’
• that people are not ‘afraid’
• that people ‘be willing to work hard and contribute so that all of Pakistan
can thrive’
• that ‘everyone can become prosperous’
• that ‘future generations can live freely in a society [1] which values them
and their efforts’ [1]
Note: candidates may paraphrase but content must be derived from the
bullet point statements above.
1(b) What can we learn from Source B about the relations between Pakistan 5
and the USA in the early 1960s?
Target: AO1, AO4

• one valid inference supported by a surface feature from Source B [4]
Source B or one valid inference supported by a surface feature from
Source B and contextual knowledge [5]


Any correct surface feature taken from Source B [1]

Note: In Levels 1–3 a response that does not use Source B cannot be
credited.

PUBLISHED 2022
Surface feature
• President Muhammad Ayub Khan is in the centre of the photograph
• President Muhammad Ayub Khan is looking at the man standing on his
right-hand side
• they are in the White House
• they are smiling/happy/casual
• there are two different flags
• they are all wearing suits and ties
• the man on the left has his right hand in his jacket pocket
Valid inference
• relations are good/positive/friendly
• they (Pakistan and USA) want to work together/they are
supportive/cooperative
• relations are relaxed
• relations are formal/business-like
• relations appear to be on an equal footing
• the President (Kennedy) and the Vice-President (Johnson) of the USA
are on either side of President Muhammad Ayub Khan
• they are standing in the Oval Office, the President’s personal office, at
the heart of American government
• President Muhammad Ayub Khan was considered the ‘architect’ of
good relations between the USA and Pakistan
• he hoped to persuade the USA to increase military/economic
assistance to Pakistan
• he also hoped to gain support from the USA on Kashmir
• this meeting was followed up by a visit of the First Lady of the
USA/Jacqueline Kennedy to Pakistan in 1962
1(c) Explain why General Muhammad Ayub Khan came to power in 1958. 7
Target: AO1, AO2

Indicative content
• by 1958 General Muhammad Ayub Khan thought it necessary to take

over the country to settle Pakistan
• there were many Prime Ministers between 1956 and 1958 causing
instability/uncertainty
• there were food shortages and flooding in 1955 in East Pakistan
• East Pakistan wanted more involvement in central government

PUBLISHED 2022
1(d) To what extent were the years 1958 to 1968 ‘A Decade of 10

Development’? Explain your answer.
Target: AO1, AO2

Explanation at the top of Level 4 with an evaluation/ judgement supported
by relevant and accurate contextual knowledge





PUBLISHED 2022
1(d) Indicative content
may agree that the years 1958 to 1968 were ‘A Decade of Development’
as:
• there was a new constitution in 1962
• an oil refinery was established in Karachi
• a Mineral Development Corporation was set up
• an export bonus scheme was set up
• an economic union developing trade and commerce with Iran and
Turkey formed in 1964
• factory owners were required to provide accommodation for workers at
a reasonable rent
• a new school curriculum was introduced promoting literacy
• there was a housing programme for refugees
• university courses now lasted three years
• the Family Planning Programme was set up
• medical/nursing schools set up to increase the number of trained staff
• new capital city built
• crop outputs were at record levels
• increased mechanisation of farms/the Green Revolution
• dams built to help irrigation
• farmers accessed irrigation loans
• economic growth and productivity increased
• employment increased and unemployment decreased

• smaller farms, farmers found their land was redistributed
• increased agricultural productivity was limited to large landowners
• the new wealth did not spread to everyone
• the number of people living in severe poverty increased
• university students opposed the government’s education reforms
• the Family Planning Programme was not particularly successful
• banking and insurance companies were controlled by a small proportion
of the population
• it was perceived by some that West Pakistan benefitted more than East
Pakistan
• food prices increased
• there was an increasing dependence on foreign aid
• the benefits of development did not always reach the people which led
to discontent

PUBLISHED 2022
Section B
2(a) Describe the military actions of Nana Sahib in 1857. 4
Target: AO1
Indicative content
• during War of Independence [1] at Kanpur [1] he led the revolt that
killed British officers [1] and Europeans [1]
• a British force surrendered to him and his force, [1] having been given a
promise of a safe passage out of the area [1]
• Nana Sahib fired on the British [1] who were on barges [1] and killed
300 women and children [1] as well as all the soldiers [1]
• survivors were kept as prisoners who were killed [1] when British
reinforcements arrived [1]
• he was never captured [1]
2(b) Explain how Britain extended its control across the subcontinent 7
between 1756 and 1856.
Target: AO1, AO2

Indicative content
• by having a strong army

• the British army took Bengal in the battles of Plassey and Buxar
• they took control of vast resources especially in Bengal
• they had a well-developed administrative system e.g. Governor-
Generals from 1782 onwards
• they built railways
• troops, administrators and goods were transported around the country
• they passed laws: The Regulating Act 1773, The India Act 1784, etc.
• the Doctrine of Lapse 1852
• land annexed in: Sindh, North-West Frontier, Punjab, Mysore

PUBLISHED 2022
2(c) ‘Introducing a new approach to education was the main contribution of 14

Sir Syed Ahmad Khan to improving the lives of Muslim people during
the nineteenth century.’ How far do you agree with this statement?
Target: AO1, AO2

Indicative content
may agree that a new approach to education was the main contribution of
Sir Syed Ahmad Khan to improving the lives of Muslim people during the
nineteenth century:
• Sir Syed Ahmad Khan sought views about education from influential
Muslims
• he set up the Mohammedan Educational Conference
• he opened a school which became a college and then a university
which taught a mix of Muslim and western content
• it used western educational ideas including new subjects such as
science
• it promoted self-esteem and confidence within Muslims and a pathway
to achieving employment and leadership
• he founded the Scientific Society at Ghazipur

• he believed in the ‘Two-Nation’ Theory
• he was opposed to Hindi replacing Urdu as the official language
• he improved Muslim understanding of Christianity
• he promoted more positive relationships by working with the Muslim
community and the British
• he promoted a greater understanding between the British and Muslim
communities of each other
• he wrote several influential texts
• he gave explanation of the word ‘Nadarath’
• he formed the United Patriotic Alliance

PUBLISHED 2022
3(a) Describe the impact of Lord Curzon on India. 4
Target: AO1
Indicative content
• he became Viceroy of India [1] in 1898 [1]

• in 1905 [1] he decided to partition Bengal [1]
• it was partitioned into West Bengal and East Bengal
• protests took place in Bengal because of his decision
• the Muslim community supported his decision
• Hindu groups boycotted British goods because of his decision
• long-term, partition was reversed in 1911
• long-term, it weakened the position of Muslims [1] and strengthened the
position of Hindus [1]
3(b) Explain why the Simon Commission of 1927 was unpopular. 7
Target: AO1, AO2

Indicative content
• Sir John Simon/Conservative government felt the pace of reform should

be slow
• the committee had a non-Indian/all-British perspective
• Indian groups felt the composition of the committee was an insult
• views of Indian nationalists were not represented/considered
• it was seen by Indian groups as a stalling tactic by Britain to put off self-
government
• the Labour party favoured a more sympathetic approach to Indian
nationalism

PUBLISHED 2022
3(c) To what extent were the Morley-Minto reforms the most important 14
political development in India between 1909 and 1919? Explain your
answer.
Target: AO1, AO2

Indicative content
may agree that the Morley-Minto reforms were the most important political
development in India between 1909 and 1919:
• the Morley-Minto Reforms became the Indian Councils Act 1909
• the reforms increased the number of Indians sitting on the Councils
• Indian members of the Councils could now have their views/opinions
heard and formally recorded
• separate electorates were granted
• the Indian Councils were only advisory bodies

• the partition of Bengal in 1911 was reversed following Hindu protests
• in 1913 the Muslim League called for Indian self-government
• Indian groups/people were frustrated that political reform was slow after
the First World War ended
• the Lucknow Pact of 1916 saw Congress and the Muslim League
working together
• the Montagu-Chelmsford reforms/the Government of India Act 1919
gave few concessions to the Indian people
• the Rowlatt Act 1919 and its impact including Jallianwala Bagh

PUBLISHED 2022
4(a) Describe the terms of the Nehru Report. 4
Target: AO1
Indicative content
It called for:
• the constitutional guarantee of fundamental rights [1] including freedom
of conscience and liberty [1]
• central government was to be responsible for peace and order
• immediate Dominion status for India [1] whilst remaining a member of
the Commonwealth [1] accepting the British monarch as Head of State
[1]
• India to become a federation with a 2-chamber parliament
• no separate electorates
• the protection of minorities [1] through a system of reserving seats in
central parliament [1]
• the vote for all men and women
• men and women should have equal rights as citizens
• no state religion
• Hindi to be made the official language of India
• Sindh should be separated from Bombay [1] provided it proves to be
financially self-sufficient [1]
• reforms should be introduced in North-West Frontier Province
4(b) Explain why people joined the Khilafat Movement. 7
Target: AO1, AO2

Indicative content
• people wanted to protect the Caliphate/Ottoman Empire/holy places

• it provided a vehicle for different groups of people to protest against the
British
• the Muslim community resented fighting fellow Muslims in the First
World War
• Gandhi saw it as an opportunity to unite Muslim and Hindu communities
against the British
• to protest against the policy of British repression in 1921

PUBLISHED 2022
4(c) To what extent did the Round Table Conferences (1930–1932) provide 14
a solution to the government of India? Explain your answer.
Target: AO1, AO2

may agree that the Round Table Conferences (1930–1932) provided a

solution to the government of India at that time as:
• a federal system for India was agreed
• a representative government would be introduced at provincial
government
• the North-West Frontier Province and Sindh were to be made provinces
with their own governors
• the Princely States declared they would join a future federation of India
if their rights were recognised

• Congress boycotted the talks in the First Round Table Conference
• little progress was made
• Gandhi refused to recognise the problems of minorities
• Gandhi believed that he represented all Indians at the talks
• the British coalition government showed little interest in reaching an
agreement

PUBLISHED 2022
5(a) Describe the Canal Water Dispute. 4
Target: AO1
Indicative content
• after partition, the Indian government promised not to interfere with the
supply of water to Pakistan [1], but India and Pakistan were soon in
dispute especially over the waters from the Bari-Doab canal [1]
• in April 1948 [1] India shut off waters flowing into Pakistan [1] from
Ferozepur headworks [1], threatening millions of acres of agricultural
land in the Punjab/Pakistan [1] as the irrigation system depended on 6
rivers and 30 canals [1]
• the Pakistan government called for the matter to be settled by the
International Court of Justice [1]
• in May 1948 [1], a temporary agreement was reached [1] when India
agreed to allow water from east Punjab to flow into west Punjab [1], but
only if Pakistan agreed to try to find alternative water supplies [1]
• the dispute was resolved in 1959 [1] when the Indus Water Treaty was
signed [1]
5(b) Explain why Benazir Bhutto’s government was dismissed in 1990. 7
Target: AO1, AO2

Indicative content
• the MQM left the coalition

• there was opposition to the ruling party in Sindh
• there was growing unemployment, riots and strikes
• a no confidence motion was introduced
• lost the confidence of President Ghulam Ishaq Khan
• there were some allegations from political opponents that the
government encouraged corruption

PUBLISHED 2022
5(c) ‘Pakistan has had good relations with the USSR (Russia) since 1947.’ 14
Target: AO1, AO2

Indicative content
may agree that Pakistan has had good relations with the USSR (Russia)
since 1947:
• Pakistan hosted the oil exploration in Pakistan conducted by USSR
• Pakistan negotiated £11m in economic assistance from the USSR in
1963
• Pakistan’s leaders visited the USSR on several occasions
• in 1963 the USSR took a more neutral stance on the Kashmir issue
• the USSR hosted a Peace Conference in 1965 between Pakistan and
India
• Pakistan-Soviet links flourished when the USA closed their airbase at
Peshawar in 1968
• Pakistan attracted support from the USSR to build a steel mill in 1972
• Zia-ul-Haq attended President Andropov’s funeral in 1984

• the USSR supported India in 1955 on the Kashmir issue
• Pakistan received aid from the USA instead of the USSR in 1956
• Pakistan stated they had no knowledge of the USA ‘spy plane’ flights
• Pakistan involvement in USA-Chinese diplomacy led to Soviet support
for India
• relations with the USSR became hostile following the Soviet invasion of
Afghanistan in 1979
• the USSR disapproved of Pakistan’s nuclear programme

Cambridge O Level

MARK SCHEME
Maximum Mark: 75
Published
Teachers.

PUBLISHED
 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.
 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
 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
responses seen).

PUBLISHED
Table 1
Section B.

Identifies and/or describes using relevant and accurate contextual knowledge (1

mark per identification/description)

PUBLISHED
Table 2
 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

 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 explanation(s) from either side of
the issue [12]
Level 3 Explanation of one-side of the issue 7–9



Valid general comment(s) lacking specific subject knowledge (1 mark per general
comment)

PUBLISHED
1(a) According to Source A, Mir Jafar was unpopular as Nawab of Bengal. 3

Identify three ways he was unpopular.
Target: AO4
 Mir Jafar allowed the British 'to take important lands around Calcutta’
 he made 'regular payments of huge sums of money to the British’
 ‘Mir Jafar's actions allowed the British to strengthen their trading position‘
 he ‘almost brought about Bengal's economic collapse‘
 Mir Jafar 'was accused of betraying his country and his people’
 'Mir Jafar made an agreement with the British'
 'his relationship with the British’
1(b) What can we learn from Source B about the death of Tipu Sultan? 5
Target: AO1, AO4

 one valid inference supported by a surface feature from source B [4]
 additional valid inference(s) supported by surface feature(s) from source
B or one valid inference supported by a surface feature from source B
and contextual knowledge [5]

 one unsupported valid inference [2]
 additional unsupported valid inference(s) [3]


credited.

PUBLISHED
Surface feature
 Tipu Sultan is resting on the knee of a soldier
 he is surrounded by soldiers
 the soldiers are carrying weapons/rifles with bayonets and swords
 a soldier is carrying a torch
 they are by a stone building/wall
 there are different uniforms
 there is a second body in the picture
 someone, not a soldier, is present clasping his hands
 one of the soldiers is holding Tipu Sultan's hand
 the soldiers looked shocked/surprised
Valid inference
 it was a sad incident
 it was a serious/significant incident
 Tipu Sultan/his body was respected
 it was an unexpected event
 it was a brutal death
 it was a brave/soldier’s death
 the death occurred in Fort Seringapatam
 Tipu Sultan died on 4 May 1799
 Tipu Sultan was a revered leader, known as a freedom fighter/Tiger of
Mysore
 with Tipu's death, Mysore came under British control
1(c) Explain how Titu Mir protected the interests of Muslim farmers in the 7
subcontinent in the early nineteenth century.
Target: AO1, AO2
Indicative content
 Titu Mir advocated jihad against ‘non-Islamic actions’

 Titu Mir raised awareness of the sufferings of Muslim farmers in West
Bengal during 1830s
 Titu Mir gave Muslim farmers a cause the fight back at the sufferings they
encountered
 Titu Mir organised a rebellion against zamindars
 Titu Mir advised Muslim farmers to not pay the tax on beards
 Titu Mir set up his own fort/commune near Calcutta with a small army

PUBLISHED
1(d) To what extent were Indian rulers able to limit British expansion across 10
the subcontinent between 1760 and 1840? Explain your answer.
Target: AO1, AO2


 two explanations or one developed explanation of one-side of the issue
 additional explanation(s) and/or developed explanation(s) from either



Indicative content
May agree that several rulers were able to limit British expansion:
 Haidar Ali was undefeated against the British army (defeated the British
Bombay army in 1767, broke the siege of Bangalore in 1768, captured
Arcot in 1780)
 Haidar Ali signed a treaty with the British to end the war in 1769
 Tipu Sultan defeated a British army at Kollidam in 1782
 in 1784 Tipu Sultan made peace with the British and became the Sultan
of Mysore
 Tipu Sultan invaded Travancore in 1789 which was a British ally
 Ranjit Singh signed agreements with the British in 1806 and 1838
 Titu Mir recruited 500 local militiamen to harass the zamindars and the
British forces supporting them
 Titu Mir built a fort at Narkelbaria to protect himself and his forces against
British reprisals

PUBLISHED
1(d) Counter-arguments might include:

 Tipu Sultan was defeated by the British at Seringapatam in 1799
 resistance to the British from the Marathas disappeared after 1818
 Titu Mir was killed in battle in 1831 when his forces were attacked
 Titu Mir's fort was destroyed by British cannons
 the British had a strong and well-trained army
 the British had a good administrative system
 the British conquests had seized vast resources, especially in Bengal,
battle of Buxar etc.
 the death of Ranjit Singh marked the end of effective resistance

PUBLISHED
2(a) Describe the aims of the All-India Muslim League. 4
Target: AO1
Indicative content
 to protect the political rights and interests of Muslims in India

 to advance the political rights and interests of Muslims in India [1] to
counter the growing influence of Congress [1]
 to represent Muslim needs and aspirations to the government of India
 to prevent the rise of hostility in Muslims towards other communities in
India
 to promote feelings of loyalty to the British government
 to remove any misunderstandings among Muslims as to the intentions of
any government measure
2(b) Explain why most people considered the three Round Table 7
Conferences to be a failure.
Target: AO1, AO2
Indicative content
1st
 Congress boycotted the talks
 there was deadlock on a federal system
 the Minorities Subcommittee could not reach a conclusion
2nd
 Gandhi took a hard line in the talks
 Gandhi did not recognise the problems of the minorities
 Gandhi said he spoke for all Indians which Jinnah disagreed with
3rd
 Congress boycotted the talks
 the princes and Jinnah boycotted the talks

PUBLISHED
2(c) ‘Bengal was partitioned in 1905 because it was too large.’ How far do 14
you agree with this statement? Explain your answer.
Target: AO1, AO2
Indicative content
May agree that Bengal was partitioned in 1905 because it was too large:
 85 million people lived in West and East Bengal and Assam
 Britain felt that the province would be easier to administer
 the British wanted a separate government for East Bengal and Assam

 the British wanted to divide up the province on religious grounds
 the Muslim community believed partition would bring an end to Hindu
oppression
 The Hindu community believed partition was part of the British ‘divide and
rule’ policy
 Britain felt it would be easier to manage the growth of Hindu nationalism
 there was a sense of deprivation in eastern Bengal in the Muslim
community

PUBLISHED
3(a) Describe the Delhi Proposals of 1927. 4
Target: AO1
Indicative content
 the Proposals were the work of Jinnah

 Sindh should be separated from Bombay [1] and should be an
independent province [1]
 reforms introduced in the North-West Frontier Province and Balochistan
should be the same as in any other province of India
 willing to accept joint electorates at the expense of separate electorates
 reservation of seats according to the population for different communities
in the Punjab and Bengal
 Muslims should be given one-third representation in the Central
Legislature
3(b) Explain why Allama Iqbal was described as the ‘Architect of Pakistan’. 7
Target: AO1, AO2
Indicative content
 Allama Iqbal was the first Muslim leader to advocate for the creation of a
separate Muslim state
 as a result of his Allahabad address in 1930 when he put forward this
view, many Muslims seriously considered separatism during the 1930s
 he was also opposed to the British control of India
 he believed the Muslim League had to build an effective political party to
challenge the domination of the Congress Party
 his poetry awakened a sense of nationhood among Muslims
 he recognised the talent in Jinnah as the natural leader of the Muslim
community in their demands for a separate homeland

PUBLISHED
3(c) ‘The outcomes of the 1937 elections brought more benefits for the 14
Muslim League than for the Congress Party.’ How far do you agree with
this statement? Explain your answer.
Target: AO1, AO2
Indicative content
May agree that the outcomes of the 1937 elections in the subcontinent
benefited the Muslim League more than the Congress Party:
 it was the first major election fought which helped to unify the Muslim
League
 it demonstrated to the Muslim League that improvements in its
organisation and planning were needed
 the Muslim League discovered that their support lay in areas where
Muslims were a minority rather than a majority
 the Muslim League recognised that their image needed to be improved in
order to attract more Muslims
 the Muslim League learned the lessons of the 1937 election by the time
of the 1945 election where they were more successful

 the Congress Party gained an overall victory by winning majorities in five
provinces
 the Congress Party was the largest single party in four other provinces
 this victory confirmed their view as being the sole party representing
Indian people
 led to formation of cabinets in eight provinces which confirmed this victory
 Congress could now freely impose their own schemes (Wardha etc) in
the provinces

PUBLISHED
4(a) Describe the U-2 incident. 4
Target: AO1
Indicative content
 it happened in 1960 [1] at the height of the Cold War [1]

 it was a spy flight [1] over USSR [1]
 this particular U-2 plane was flown from the US base [1] at Peshawar/in
Pakistan [1]
 the pilot Gary Powers [1] was shot down [1] and imprisoned [1]
 the USSR was angry with Pakistan, threatening military action [1] and the
relationship between the two countries deteriorated [1]
 the USA could no longer use the airbase unless destination of the aircraft
was known
4(b) Explain why Zia-ul-Haq introduced a programme of Islamisation. 7
Target: AO1, AO2
Indicative content
 Zia-ul-Haq wanted a strong and stable government with Islamic values

 he wanted to punish people for showing disrespect towards the Holy
Prophet (pbuh)
 he wanted an Islamic education to raise Islamic awareness amongst
students
 he also wanted to distribute some wealth to the poor through tax
 he felt that previously little attention had been paid to Islamic laws

PUBLISHED
4(c) To what extent was the referral of the Kashmir issue to the United 14
Nations important for the new state of Pakistan? Explain your answer.
Target: AO1, AO2
Indicative content
May agree that the referral of the Kashmir issue to the United Nations was
important for the new state of Pakistan:
 Pakistan joined the United Nations to draw their attention to Kashmir
 the UN ordered a plebiscite to be held for all Kashmiris in 1948
 a ceasefire was arranged in 1949 and a ceasefire line was agreed (now
called the Line of Control (LoC))
 the ceasefire line (Line of Control (LoC)) has been supervised by the UN
since 1949
Counter-argument might include:

 the Kashmir issue remained unresolved despite its referral
 the plebiscite was never enforced
 there have been further conflicts between Pakistan and India over the
Kashmir issue
 there have been disputes over the ceasefire line (Line of Control (LoC))
Other important issues:

 Quaid-i-Azam Relief Fund created to help refugees
 in July 1948 the new State Bank of Pakistan was set up
 the new Pakistan Civil Service took control of the assets due to them
 the Canal Water Dispute was temporarily agreed in 1948, and resolved in
1959

PUBLISHED
5(a) Describe the main features of the 1973 Constitution. 4
Target: AO1
Indicative content
 it was introduced by Zulfikar Ali Bhutto

 there were to be two houses, the Senate [1] and Assembly [1]
 the Assembly to be elected for five years
 members of the Senate to be elected from each of the four provinces
 Pakistan to be a federal republic [1] with a parliamentary system of
government [1]
 the Prime Minister to be head of government
 Pakistan to be an Islamic Republic with Islam as the state religion
 the Prime Minister and President to be Muslim
 fundamental human rights to be recognised [1], with the Supreme and
High Courts to enforce these [1]
 the President became largely a figurehead [1] whose orders had to be
signed by the Prime Minister [1]
 the Upper House (Senate) to be elected [1] and must not be dissolved [1]
 emergency powers are available for the government
 Urdu was re-confirmed as the national language
5(b) Explain why Pakistan decided to support the Palestinian cause. 7
Target: AO1, AO2
Indicative content
 as part of the Ummah (worldwide Muslim community), Pakistan wanted to

demonstrate solidarity with Palestinians
 Pakistan felt that it was their religious obligation to help the oppressed
people around the world
 Pakistan promotes harmony and co-operation between Muslim nations
 support was offered as a result of the Israeli attack on the Al-Aqsa
Mosque in Jerusalem in 1969
 Pakistan condemned Israeli occupation of Palestinian lands
 Pakistan, as chair of the Lahore Organisation of the Islamic Conference
(OIC) summit in 1974, reinforced Muslim support for the cause following
the Arab-Israeli War in 1973
 Pakistan's involvement in the cause to demonstrate their influential
position and status within the Islamic world

PUBLISHED
5(c) To what extent was the ‘Co-operative Societies scandal’ the main 14
reason for the dismissal of Nawaz Sharif’s government in 1993? Explain
your answer.
Target: AO1, AO2
Indicative content
May agree that the 'Cooperative Societies scandal' was the main reason:
 the Cooperative Societies scandal broke in 1991
 there was alleged mismanagement of the Cooperative Societies
 the role of government in the scandal was questioned by some
 two million Pakistanis lost their savings; in Punjab 700 000 people lost all
their savings

 the BCCI collapsed in 1991
 investors lost huge sums of money under the BCCI scheme
 some people questioned the role of the government in the BCCI collapse
 the USA ended economic support when the Soviet-Afghan war ended
 US aid ended during the dispute over Pakistan’s nuclear programme
 there were problems associated with refugees from the Soviet-Afghan
war

Cambridge O Level

MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

PUBLISHED 2023
responses seen).

PUBLISHED 2023
Display
Stamp in RMA3 How these annotations are used on 2059/01
name
the tick stamp has two uses:

• to indicate that the examiner has seen a blank page
Tick including the cover page of a separate answer book
• to indicate each valid point made in the response to part
(a) questions
^ Omission. Indicates the need for development to gain a mark
Cross incorrect point
development of a point for use in:

DEV • Section A Q1(c) and (d) – levels 3 and 4
• Section B Q2–5 (b) and (c) – levels 3 and 4
Highlighter highlight a particular word, phrase or sentence
irrelevant content, a significant amount of material that does

IRRL
not answer the question
• use the correct level stamp for the level of the valid
L1 L2 L3 L4 response
L5 • use the same stamp for further valid responses within the
level
NAQ not answered the question
REP repeated point
the seen stamp has two uses:

• indicates that the point has been noted, but no credit has
SEEN been given
• to indicate that the examiner has seen a blank page
including the cover page of a separate answer book
indicates evaluation/judgement present in a candidate

response in:
EVAL
• Section A Q1 (d) – level 5
• Section B Q2–5 (c) – level 5

PUBLISHED 2023
Table 1
Section B.

Marks
Explanation
Level 3 • two explanations or one developed explanation [6] 5–7
Identification/description
Level 2 Identifies and/or describes using relevant and accurate contextual knowledge 2–4
(1 mark per identification/ description)
General answer
Level 1 1

PUBLISHED 2023
Table 2
The Table should be used to mark the part (c) questions in Section B.

Marks
Explanation with evaluation/ judgement

Level 5 by relevant and accurate contextual knowledge [13] 13–14
Explanation of both sides of the issue

Level 4 and an explanation of the other side of the issue [11] 10–12
of the issue [12]
Explanation of one side of the issue

Level 3 • two explanations or one developed explanation [8] 7–9
Identification/ description of the issue

Level 2 Identifies and/or describes the issue using relevant and accurate contextual 3–6
General answer
Level 1 Valid general comment(s) lacking specific subject knowledge (1 mark per 1–2
general comment)

PUBLISHED 2023
1(a) According to Source A, the Treaty of Sèvres had consequences for the 3
Ottoman Empire. Identify three of these consequences.
Target: AO4
• ‘to punish the Ottoman countries’

• land from Ottoman Empire was divided between the Allies
• ‘creating hardship and refugee issues throughout the region'
• ‘restrictions limiting the size and scope of the Turkish military forces were
also imposed’
• these terms ‘provoked feelings of resentment’
• 'fuelled Turkish nationalism for decades'
1(b) What can we learn from Source B about Indian nationalism in 1921? 5
Target AO1, AO4

• additional valid inference(s) supported by surface feature(s) from source
B or one valid inference supported by a surface feature from source B
and contextual knowledge [5]



credited.

PUBLISHED 2023
Surface feature
• it advertises a public meeting
• the public meeting was organised by the Non-Cooperation Movement
• there was to be a bonfire of foreign clothes
• the poster states the venue (Maidan), date and time of the meeting
• Swadeshi clothes are requested to be worn
• the Karachi Khilafat Conference resolutions are mentioned
• Ali Brothers and others to be congratulated
Valid inference
• nationalism was well organised/co-ordinated
• the public meeting was a political/nationalistic event
• nationalism was well funded
• nationalism was very popular/increasing in popularity
• the Ali brothers were the Muslim leaders of the Khilafat Movement
• Swadeshi refers to a Hindu movement/similar to 1905–1911
• the Non-Cooperation Movement was organised by Hindus/Gandhi
• Indian people were becoming less prepared to accept British rule
1(c) Explain the impact of the Khilafat Movement on the Muslim community 7
in the years after 1924.
Target: AO1, AO2
Indicative content
• Indian people were no longer prepared to accept British rule

• the Khilafat Movement made the Muslim community realise they had
political power
• the Muslim community began to realise they no longer had to rely on the
Hindu community to advance their cause
• the Muslim community learned the importance of leadership and political
organisation
• it was seen as an important step towards an independent state
• socially this started to create a schism between the Muslim and Hindu
communities

PUBLISHED 2023
1(d) To what extent was the breakdown of Muslim–Hindu collaboration the 10

main reason for the Khilafat Movement ending? Explain your answer.
Target: AO1, AO2

Explanation at the top of Level 4 with an evaluation/ judgement supported by




Indicative content
May agree that the breakdown of Muslim–Hindu collaboration was the main
reason for the Khilafat Movement ending:
• the Muslim community lost a large amount of support from the Hindu
community
• Gandhi called off Hindu participation in the Khilafat Movement
• the Moplah violence against Hindus divided Muslim and Hindu
communities

• the Muslim community was demoralised
• the Ali brothers and other leaders were imprisoned in 1921
• there were 30 000 political prisoners by 1921
• Muslim groups unsuccessfully migrated to Afghanistan in 1920
• Kemal Ataturk abolished the Caliph in 1924

PUBLISHED 2023
2(a) Describe the ‘Hindi–Urdu Controversy’. 4
Target: AO1
Indicative content
• it took place in 1867

• Hindus demanded Hindi be the official language [1] not Urdu [1]
• Sir Syed Ahmad Khan and members of the Muslim community saw this
as an attack on their rights [1] as it had a special meaning to them [1]
• Hindu members of Sir Syed’s Scientific Society [1] wanted their journal
published in Hindi [1]
• there was a growing belief that interests of Hindus clashed with those of
Muslims
• this led to Sir Syed’s Two Nation Theory
2(b) Explain the impact of Aurangzeb’s domestic policies on the stability of 7

the Mughal Empire.
Target: AO1, AO2
Indicative content
• Aurangzeb introduced a tax called Jizya on non-Muslims alongside

existing taxes on Muslims
• taxation was kept high
• the fighting of the Deccan Wars was expensive
• the military lacked investment
• some measures ensured that people lived their lives according to Islamic
traditions

PUBLISHED 2023
2(c) ‘The main reason the War of Independence ended was because it was 14
not supported by all Indian rulers.’ How far do you agree with this
statement? Explain your answer.
Target: AO1, AO2
Indicative content
May agree that the main reason the War of Independence ended was
because it was not supported by all Indian rulers:
• some princes were fearful of losing British support
• some rulers supported the British, supplying them with the weapons and
men
• Kashmir was uninterested in helping the rebellion
• different Indian groups found it difficult to put aside their differences
• there was an absence of a common aim/ the aim of the War was unclear

• British troops were well-trained and disciplined
• British troops had modern weapons
• the British army were experienced
• British army leaders were skilled strategists/diplomats

PUBLISHED 2023
3(a) Describe the terms of the Lucknow Pact of 1916. 4
Target: AO1
Indicative content
• Congress agreed to concessions with the Muslim League

• Muslims had the right to separate electorates
• Muslims should be given one third of seats in Councils
• both parties wanted more seats in Councils
• the protection of minorities
• the provinces to have autonomy
• the proposals to be binding on the British
• the executive should be separated from the judiciary
• no Act affecting a community could be agreed if ¾ of the representatives
of that community opposed it
• motions passed by large majorities in the Councils should be accepted as
binding by the British government
Note: answers should refer to the terms of the pact only.
3(b) Explain how the Hindu community opposed the partition of Bengal 7
between 1905 and 1911.
Target: AO1, AO2
Indicative content
• an assassination attempt upon the Viceroy, Lord Minto

• the Hindu community boycotted British goods
• the Hindu community started the Swadeshi Movement
• Indian workers, especially in Calcutta, began a series of strikes

PUBLISHED 2023
3(c) ‘The Second World War and its aftermath meant the British had little 14
interest in agreeing the future of the subcontinent before 1947.’ How far
do you agree with this statement? Explain your answer.
Target: AO1, AO2
Indicative content
May agree that World War Two and its aftermath meant the British had little
interest in agreeing the future of the subcontinent before 1947:
• Britain focused more on Germany and was less concerned with the
subcontinent
• post-war recovery and the internal stability of Britain became the priority
after 1945
• Indian independence was put off until after 1945
• the Muslim League gave limited cooperation to the British Government in
the war effort
• Congress boycotted the war effort

• The Cripps Mission of 1942 offered independence although after the War
• Britain encouraged the discussion of partition (e.g. Gandhi-Jinnah talks)
• the Simla Conference was held in 1945 to discuss the future of the
subcontinent
• British Prime Minister Clement Attlee ordered elections in 1946, the
results of which showed the Muslim League could no longer be ignored
• in 1946 the British Cabinet Mission Plan founded an interim government
in India
• Direct Action Day in 1946 led to a British change of mind over partition
• the June 3 Plan 1947 stated that Britain would leave the subcontinent no
later than 1948
• the day after the June 3 Plan 1947 was published, Lord Mountbatten
announced that Britain would leave in 1947

PUBLISHED 2023
4(a) Describe the achievements of Benazir Bhutto's foreign policy between 4

1988 and 1990.
Target: AO1
Indicative content
• Pakistan rejoined the Commonwealth [1] in 1989 [1]

• Pakistan hosted the 4th South Asian Association for Regional Co-
operation (SAARC) summit conference [1] in December 1988 [1]
• Pakistan and India signed three separate peace agreements [1] as a
result of improved relations at the SAARC conference [1]
• Benazir Bhutto made an official visit to the USA [1] in June 1989 [1] and
met President George H.W. Bush [1]
• the visit restored good relations between the USA and Pakistan
• Benazir Bhutto visited China [1] and The Reciprocal Encouragement and
and Protection of Investments agreement was signed [1]
• the visit improved relations between China and Pakistan
4(b) Explain the benefits to Pakistan of being a member of the United 7

Nations.
Target: AO1, AO2
Indicative content
• Pakistan became a spokesperson on behalf of Muslim countries

• allowed Pakistan's international standing to grow
• Pakistan received loans from the World Bank
• it has assisted with international disagreements
• it helped to address the Canal Water Dispute
• it has helped Pakistan's case over Jammu and Kashmir

PUBLISHED 2023
4(c) To what extent were economic factors the main cause of increased 14
tension between East and West Pakistan by 1971? Explain your answer.
Target: AO1, AO2
Indicative content
May agree that economic factors were the main cause of increased tension
between East and West Pakistan by 1971:
• East Pakistan felt wealth creation was concentrated in West Pakistan
• East Pakistan felt that West Pakistan benefited more from foreign aid and
capital investment
• The Bengali people believed that earnings from trade in jute produced in
East Pakistan were used in West Pakistan
• people in West Pakistan had higher earnings than people in East
Pakistan, and the gap was growing
• East Pakistan felt that money earned there was being used to finance
industrial development in the west
• since 1947 trade with West Bengal had been cut off
• poverty in East Pakistan was a growing problem

• East Pakistan was a long way from West Pakistan
• some people in East Pakistan resented the capital being in West Pakistan
• many people in East Pakistan didn't believe they were being taken
seriously in the creation of the nation
• famines and floods led to discontent and hardship in East Pakistan
• East Pakistan felt deserted by West Pakistan after the 1970 cyclone
• Bengali wasn't recognised as an official language at the time
• East Pakistan felt Bengali should be the national language
• there was a different culture in East Pakistan to West Pakistan
• there were fewer children in primary school in East Pakistan
• there were fewer medical professionals in East Pakistan
• The Awami League won a majority in East Pakistan in 1970
• The League presented its Six Points which effectively meant separation
• Ayub Khan dismissed the Six Points which led to further discontent
• people in East Pakistan felt that they were underrepresented in
government and the military

PUBLISHED 2023
5(a) Describe the impact on Pakistan in 1990 of its inability to meet the terms 4
of the Pressler Amendment.
Target: AO1
Indicative content
• President Bush [1] suspended aid to Pakistan [1] because he could not
provide the necessary guarantee [1] that Pakistan did not have a nuclear
capability [1]
• most economic aid was stopped [1] and all military aid was stopped [1]
• deliveries of major military equipment were suspended
• there were some exceptions [1] of $3–5 million each year [1] which was
allocated for drug control, withdrawal and rehabilitation programmes [1]
5(b) Explain why Zulfikar Ali Bhutto’s government ended in 1977. 7
Target: AO1, AO2
Indicative content
• as Prime Minister, when things went wrong Zulfikar Ali Bhutto was
blamed
• many families resisted and resented the education reforms as they feared
a loss of household earnings
• Martial law was imposed in Karachi, Lahore and Hyderabad during the
election campaign in March 1977
• the Pakistan National Alliance accused the government of rigging the
election in March 1977 and demanded new elections
• there were anti-government protests
• Zulfikar Ali Bhutto was arrested and charged

PUBLISHED 2023
5(c) 'Pakistan had successfully implemented a new constitution by 1973.' 14

Target: AO1, AO2
Indicative content
May agree that a new constitution was successfully implemented by 1973:

• 1949 Objectives Resolution planned Islamic principles in a constitution
• 1952 Basic Principles Committee wanted an Islamic constitution
• 1956 Constitution declared that Pakistan was to be an Islamic Republic
• 1959 Basic Democracies allowed elections at various levels
• 1973 Constitution revived the power of the National Assembly

• 1949 Objectives Resolution was criticised by East Pakistan
• the death of Liaquat Ali Khan meant that constitutional change had to wait
• 1952 Basic Principles Committee didn’t settle the official language issue
• 1956 Constitution didn’t solve political issues
• 1962 Constitution increased the powers of the ruling elite
• 1973 National Assembly reduced the powers of the president in favour of
the prime minister
• 1973 Constitution devolved powers to provincial assemblies meaning that
the party in power in the national government had less influence in the
regions where they do not have a majority

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Cambridge International Examinations

Cambridge Ordinary Level

PAKISTAN STUDIES 2059/01

® IGCSE is the registered trademark of Cambridge International Examinations.

This document consists of 11 printed pages.

© UCLES 2016 [Turn over

LEVEL 1: Identify surface features from the source [1]

It shows a peace treaty.

LEVEL 2: Unsupported inferences [2–3]

It suggests that the ending of the conflict was an important event.

LEVEL 3: Inference(s) supported by detail from the source and/or contextual

LEVEL 1: Simplistic answer [1]

It was a popular party.

LEVEL 2: Identifies reasons [2–4]

LEVEL 3: Explains reasons [5–7]

© Cambridge International Examinations 2016

LEVEL 1: Simplistic statement [1–2]

They were good.

LEVEL 2: Identifies/describes the relationship between Pakistan and Bangladesh [3–4]

The two countries started trading again.

LEVEL 3: Explains successes OR failures [5–7]

LEVEL 4: Explains successes AND failures [6–9]

LEVEL 5: As Level 4 – also produces a judgement or evaluation [10]

© Cambridge International Examinations 2016

2 (a) What happened at Cawnpore in 1857? [4]

LEVEL 1: Simplistic statement [1]

They were interested in India.

LEVEL 2: Identifies reasons [2–4]

For trade. To extend their sphere of influence in the East.

LEVEL 3: Explains reasons [5–7]

Traders reported evidence of immense wealth in the subcontinent. This led to

LEVEL 1: Simplistic statement [1–2]

Shah Waliullah was a great scholar.

LEVEL 2: Description/identification of contributions [3–6]

LEVEL 3: Explains the contribution of Shah Waliullah OR contribution of others [7–10]

© Cambridge International Examinations 2016

LEVEL 5: As Level 4 – also produces a judgement or evaluation [14]

© Cambridge International Examinations 2016

(b) Explain why the British partitioned Bengal in 1905.

LEVEL 1: Simplistic statement [1]

LEVEL 2: Identifies reasons [2–4]

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

LEVEL 1: Simplistic statement [1–2]

LEVEL 2: Identifies reasons for violence [3–6]

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

© Cambridge International Examinations 2016

matters worse by introducing further measures such as banning anti-British

The Amritsar massacre

The Government of India Act

LEVEL 5: As Level 4 – also produces a judgement or evaluation [14]

© Cambridge International Examinations 2016

4 (a) What was the ‘One Unit’ Scheme? [4]

(b) Explain why Ayub Khan introduced Martial Law in 1958.

LEVEL 1: Simplistic statement [1]

LEVEL 2: Identifies reasons [2–4]

LEVEL 3: Explains reasons [5–7]

LEVEL 1: Simplistic statement [1–2]

Quaid-e-Azam became the Governor-General in 1947.

LEVEL 2: Identifies solutions or describes the problems [3–6]