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Pakistan Studies · May / June 2025 · Paper 11 · Question 3

0448

As printed in the paper

Show the answer and mark scheme

  • 3(a)[4]

    Describe the terms of the Government of India Act, 1935.

    Target: AO1

    One mark for each relevant point. Additional mark for supporting detail. Indicative content

    India to become a federation
    the Governor-General/Viceroy was head of the Federation and could exert special powers in the reserved subjects
    create two houses of parliament at central government level
    the upper house (Council of State) (1) to have 156 members from British India (1) and 104 from the Princely States (1)
    the lower house (Assembly) (1) to have 250 members from British India (1) and 125 members from the Princely States (1)
    diarchy introduced at central government level (defence, foreign affairs, ecclesiastical affairs and the tribal areas) (1) to be administered by the Governor-General/Viceroy (1)
    diarchy replaced at provincial level – provinces given some autonomy (1) with the appointment of Provincial Governors (1)
    number of provinces increased to 11 (1) two new provinces created - Orissa and Sindh (1) and the NWF to become a full province (1)
    Sindh separated from Bombay (1), Bihar and Orissa separated into separate provinces (1) Burma completely separated from India (1) Other relevant responses should also be credited.

  • 3(b)[7]

    Explain how the Lucknow Pact of 1916 affected relations between Hindu and Muslim communities.

    Target: AO1, AO2

    Mark according to the level of response descriptors in Table 1.

    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
    Congress accepted the principles of separate electorates for the Muslim community

    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 could the Round Table Conferences of 1930–32 be considered a success? Explain your answer.

    Target: AO1, AO2

    Mark according to the level of response descriptors in Table 2.

    Indicative content

    May agree that the Round Table Conferences between 1930 and 1932 were successful:

    a federal system for India was agreed
    a representative government to be introduced at provincial government
    the NWFP and Sindh 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

    counter-arguments might include:

    Congress boycotted the talks in the first Conference
    little progress was made
    Gandhi did not recognise the problems of minorities
    Gandhi believed that he represented all Indians at the talks
    the British government showed little interest in reaching an agreement 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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