Pakistan Studies · May / June 2020 · Paper 11 · Question 1

0448

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The question as text

Study the sources (Insert) carefully and then answer the questions which follow.

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Show the answer and mark scheme

1(a)[3]
According to Source A what were the personal characteristics of 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.
No evidence submitted or response does not address the question 0
1(b)[5]
What can we learn from Source B about the treatment of Indian hostages during the Mysore Wars?
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.
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 (Two marks for one unsupported inference, three marks for two or more unsupported inferences)
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.
Level 1: Identify surface features from the source
1 (One mark for any identified surface feature)
e.g.
People are shaking hands;
There are soldiers in uniform;
There are elephants.
No evidence submitted or response does not address the question 0
1(c)[7]
Explain why the East India Company was interested in the
subcontinent in the years before 1750.
Level 3: Explains reason(s)
5–7 (Five marks for one explanation, six marks for two explanations, seven marks for three explanations)
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. Level 2: Identifies reason(s)
2–4 (One mark for each identification)
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.
Level 1: Simple statement
1 (One mark for any simple statement)
e.g.
The British wanted to trade there.
No evidence submitted or response does not address the question 0
1(d)[10]
To what extent were economic reforms the main cause of the War of 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.
Level 3: Explains WHY economic reforms OR other causes were important leading to the War.
5–7 (One explanation is worth five marks. Additional explanations on the same reason can be awarded up to seven marks)
See exemplars in 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.
Level 1: Simple statement(s)
1–2 e.g.
The British were unpopular amongst Indian groups.
No evidence submitted or response does not address the question 0

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