Pakistan Studies · Oct / Nov 2020 · Paper 11 · Question 1

0448

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

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1(a)[3]
According to Source A, why was Queen Victoria made Empress of 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)[5]
What can we learn from Source B about Tipu Sultan, ruler of Mysore? 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
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)[7]
Explain the impact of railways on the lives of Indian people in the 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
Other relevant responses should also be credited.
Level of response, Table 1: 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 explanation (AO1, AO2)
Level 3 (5–7 marks): Explanation
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 (2–4 marks): Identification/description
Identifies and/or describes using relevant and accurate contextual knowledge
(1 mark per identification/description)
Level 1 (1 mark): General answer
Valid general comment lacking specific knowledge
Level 0 (0 marks): No creditable response
1(d)[10]
To what extent were the different aims of Indian groups in 1857 the main reason why the War of Independence was short-lived? Explain your answer.
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
one explanation of each side of the issue [7]
two explanations or one developed explanation of one side of the issue and an explanation of the other side of the issue [8]
additional explanation(s) and/or developed explanation(s) from either side of the issue [9]
Supported by relevant and accurate contextual knowledge
Level 3 (4–6 marks) Explanation of one side of the issue
one explanation [4]
two explanations or one developed explanation [5]
additional explanation(s) and/or developed explanation(s) [6]
Supported by relevant and accurate contextual knowledge
Level 2 (2–3 marks) Identification/description of the issue
Identifies and/or describes the issue using relevant and accurate contextual knowledge (1 mark per identification/description)
Level 1 (1 mark) General answer
Valid general comment lacking specific subject knowledge
Level 0 (0 marks) No creditable response
Indicative content
May agree that the different aims of Indian groups in 1857 was the main reason for the War of Independence being short lived:
different Indian groups found 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
Other relevant responses should also be credited.

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