Pakistan Studies 0448 May / June 2025 Paper 11 Question 2

2(a) Describe the military achievements of Titu Mir. Target: AO1 One mark for each relevant point. Additional mark for supporting detail. Indicative content Titu Mir led the people against the zamindars (1) and the British/colonial system (1) he had success in freeing Bengal from un-Islamic…

Pakistan Studies · May / June 2025 · Paper 11 · Question 2

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2(a)[4]
Describe the military achievements of Titu Mir.
Target: AO1
One mark for each relevant point. Additional mark for supporting detail. Indicative content
Titu Mir led the people against the zamindars (1) and the British/colonial system (1)
he had success in freeing Bengal from un-Islamic practices
he raised an army of 15 000 followers (1)
he built a bamboo fort at Narkelbaria (1) in October 1831 (1) and defeated British forces sent to destroy it (1)
Titu Mir’s forces held off the British army for five days of fighting
he trained his followers in fighting skills
his army fought successfully without modern weapons
Other relevant responses should also be credited.
2(b)[7]
Explain why Aurangzeb’s successors faced challenges as rulers. Target: AO1, AO2
Mark according to the level of response descriptors in Table 1.
Indicative content
internal rebellions exposed weaknesses in the governance of the Empire
in-fighting between wealthy Mughal royal families
the absence of a definite line of succession
succession disputes wasted money/eroded the Empire
foreign attacks by the Persians/Marathas/Afghans were difficult to stop
the size of the Empire made it difficult to administer and incurred huge military costs
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
2(c)[14]
‘Educational changes rather than economic policies led to Indian opposition to the British during the late eighteenth and early nineteenth centuries.’ How far do you agree with this statement? Explain your answer.
Target: AO1, AO2
Mark according to the level of response descriptors in Table 2.
Indicative content
May agree that the introduction of educational changes resulted in Indian opposition to the British:
Indians had to send their children to co-educational schools
Christian missionaries taught Christianity in schools
English became the official language and was taught in schools counter-arguments might include:
the British imposed high taxation especially on peasants and small landowners
sepoy salaries were very low in comparison with British soldiers
the East India Company banned the export of cotton from India in 1800
the British encouraged cheap, mass-produced goods to be sold in India 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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