Pakistan Studies 0448 Oct / Nov 2020 Paper 11 Question 3

3(a) Describe the Hijrat Movement. Target: AO1 One mark for each relevant point. Additional mark for supporting detail. 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…

Pakistan Studies · Oct / Nov 2020 · Paper 11 · Question 3

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3(a)[4]
Describe the Hijrat Movement.
Target: AO1
One mark for each relevant point. Additional mark for supporting detail. 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
Other relevant responses should also be credited.
3(b)[7]
Explain why there were three Round Table Conferences between 1930 and 1932.
Target: AO1, AO2
Mark according to the level of response descriptors in Table 1.
Indicative content
to decide the future of the subcontinent
to review the Simon Commission’s report
Congress did not attend the first conference
Gandhi and Lord Irwin held talks
there was stalemate in the second conference
Gandhi was stubborn
Gandhi refused to recognise the rights of minority groups
Gandhi refused to accept Jinnah’s 14 Points
Other relevant responses should also be credited.
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
3(c)[14]
To what extent was Direct Action Day more significant in the creation of Pakistan than other key events of the 1940s? Explain your answer. Target: AO1, AO2
Mark according to the level of response descriptors in Table 2.
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
Counter-arguments might include:
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
Other relevant responses should also be credited.
Level of response, Table 2: used to mark the part (c) questions in Section B
Target: Demonstrates knowledge and understanding of the past through historical explanation and an ability to analyse and evaluate historical events (AO1, AO2)
Level 5 (13–14 marks): Explanation with evaluation/judgement
explanation at the top of Level 4 with an evaluation/judgement supported
by relevant and accurate contextual knowledge [13]
explanation at the top of Level 4 with a developed evaluation/judgement
supported by relevant and accurate contextual knowledge [14]
Level 4 (10–12 marks): Explanation of both sides of the issue
one explanation of each side of the issue [10]
two explanations or one developed explanation of one side of the issue
and an explanation of the other side of the issue [11]
additional explanation(s) and/or developed explanation(s) from either side
of the issue [12]
Supported by relevant and accurate contextual knowledge
Level 3 (7–9 marks): Explanation of one side of the issue
one explanation [7]
two explanations or one developed explanation [8]
additional explanation(s) and/or developed explanation(s) [9]
Supported by relevant and accurate contextual knowledge
Level 2 (3–6 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 (1–2 marks): General answer
Valid general comment(s) lacking specific subject knowledge (1 mark per
general comment)
Level 0 (0 marks): No creditable response

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