HISTORY Paper Pattern for the understanding of students

A good resource for the students to enjoy History

1. HISTORY
Cambridge

2. HISTORY (2059/1)
Cambridge Assessment
International Education

3. Resource Books:
1.The History and culture
of Pakistan
by Nigel Kelly
2.Pakistan History,
Culture and
Government
by Nigel Smith
3.History book
by Farooq Naseem Bajwa

5. SOURCE A
The Indian cotton industry
At first the East India Company and the British Parliament discouraged
Indian production of cotton goods in order to encourage the growing cotton
industry in Great Britain. British policy developed during the nineteenth
century to allow Indian people to grow raw cotton in order to supply material
for the cotton factories of Great Britain. Orders were sent out to force Indian
skilled workers to work in the East India Company’s factories. The East India
Company was given legal powers to control production in the villages and
communities of Indian weavers. Very high tariffs excluded Indian silks and
cotton goods from Great Britain but British goods were admitted into India
free of duty.
From The Economic History of India under Early British Rule by R.C. Dutt
(a) According to Source A, what difficulties did the Indian
cotton industry face during the nineteenth century? [3]

6. Answer (a) part:
Indian production of cotton goods was discouraged –
in favor of British industry.
Only allowed to grow raw cotton to supply British
looms. Skilled workers had to work in East India
Company (EIC) factories. EIC controlled Indian weaving
production.
Very high tariffs prevented Indian silk and cotton from
entering Britain. No duty on British goods reaching
India.

7. Question: SOURCE A
The Delhi Proposals 1927
Jinnah was keen to have Hindu-Muslim unity and was prepared
to reject separate electorates for this. As a result he made a
number of proposals to Congress at a meeting in Delhi in 1927.
He wanted more Muslim-majority provinces to balance the
number of Hindu-majority ones represented in the central
assembly. He proposed that Sindh be separated from the
Bombay Presidency and made into a full province. He wanted the
protection of Muslim minorities as well as other minorities in
Punjab and Bengal. One third of seats in the central legislature
were to be set aside for Muslims and he wanted reserved seats
rather than separate electorates. Congress favorably received
these proposals but withdrew their support later in the year.
From Jinnah vs. Gandhi by Roderick Matthews
(a) According to Source A, what were Jinnah’s aims in his
Delhi Proposals of 1927? [3]

8. Answer:
Level 1: One mark for each correct statement identified
from the source, allow a second mark for a developed
statement from the source: 1–3
e.g.
• Hindu-Muslim unity
• More Muslim-majority provinces to balance the number of
Hindu-majority
ones represented in the central assembly
• Sindh to be separated from the Bombay Presidency and
made a full province
• The protection of Muslim minorities as well as for other
minorities in Punjab
and Bengal
• 1/3 of seats in the central legislature to be set aside for
Muslims
• To explore the possibility of reserved seats rather than
separate electorates

9. SOURCE B
A railway accident in India in the nineteenth century:
(b) How does Source B help us to understand Indian concerns about the building of
railways in India during the nineteenth century? [5]

10. Answer of (b) part :
Level 1: Identifies surface feature(s) from the source
e.g.
• A train has been derailed.
Level 2: Unsupported valid inference(s)
e.g.
• People thought it was unsafe / dangerous.
• People did not have confidence in travelling by train
.
Level 3: Valid inference(s) supported by detail from the source and/or
contextual knowledge
e.g.
• It looks dangerous / unsafe to travel by rail due to the risk of derailment or
accident, which might cause injury and death.
• Since railways were not built safely at first, accidents like these were
frequent in India.
• Accidents like the one shown in the source made some people fear that
railways were dangerous.
• Some people also worried that the British were trying to change their way
of life.

11. (b) What does Source B tell us about the British East India Company in 1825?

12. Candidate A:-
“The British East India Company (EIC) was a private trading
company. It was set up by Elizabeth I in 1600 and had the
monopoly on trade in Africa. The EIC wanted to break into the
East Indian spice trade but the Dutch would not share this and
so they looked to India as an alter native. The EIC had bases in
Calcutta, Bombay and Madras.”
Candidate B:-
“Source B shows an image of a British official riding a horse. The
British official dominates the picture and the Indian people are
shown as small and insignificant. This could suggest the British
East India Company was very powerful by 1825 and dominated
the Indians, considering themselves to be superior to them.”

13. Candidate A presents a brief history of the British
East India Company which is factually correct but
irrelevant to this question. The candidate does
not draw any inferences and so the answer is
placed in Level 1.
1 mark awarded
Candidate B draws an inference about the East
India Company being powerful and dominant by
1825. This is supported by reference to the size
of the British and Indian figures in the source and
is put into an historical context using the date.
5 marks awarded

14. General advice for Picture Source Questions
In order to do your best when answering a 1(b) question,
make sure you:
>actually address the question being asked; stay
focused. Notice that Candidate B achieves the full 5
marks in a relatively brief but highly relevant answer.
>think carefully about how to relate your inferences to
what can be seen in the source.
>when using contextual knowledge, ensure that you use
the correct facts in your answer, not just all the facts
you can think of.
>relate any facts, definitions or knowledge you’ve given
to the question being asked, i.e. consider the context
of the information you are giving.
>are clear and direct in any judgment, statements or
conclusions you are making; the examiner cannot
make assumptions about what you mean – you need
to make it very clear.

15. SOURCE B
The Simon Commission 1927
How does Source B help us to understand Indian
concerns about the Simon Commission of 1927?
[5]
A banner produced at the time of the Simon Commission

16. Level 1: Identifies surface features from the source
e.g.
• It says that Simon should go back
• He was an uninvited guest
Level 2: Unsupported valid inferences 2–3
(Two marks for one unsupported inference, three marks for two or more
unsupported inferences)
e.g.• Simon was not welcome in India
• Indians felt strongly about his presence in India
• He was unpopular
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.
• Simon was not welcome in India / Indians felt strongly about his presence in
India; we know this because the banner tells him that he was an uninvited
guest and should go back to Britain
• He was very unpopular, and he and his fellow commission members were not
welcome and should go back to Britain
• Simon was not welcome because there were no Indian representatives on the
committee

17. What was the One Unit Scheme? (4 marks)

18. What was the One Unit Scheme? (4 marks)
?????? Objective:
Help students:
1.Understand factual recall questions
2.Structure short, clear, complete answers

19. 7 marks question:
Why did East Pakistan separate from West
Pakistan? (7 marks)
?????? Objective:
Help students:
1.Identify causes
2.Explain logically
3.Structure effectively
Activity:
Factors Identify
Create Pyramid

20. Question:
How successful were Zulfiqar Ali Bhutto’s domestic policies
between 1971 and 1977? Explain your answer. 14 or 10 marks

21. Tips
Use: Point – Evidence – Evaluation
Cover both sides of the argument
Give a clear judgment in conclusion
Stay relevant to the time frame (1971–
1977)
14-mark answers = 3–4 evaluated points
10-mark answers = 2–3 evaluated points

22. Question:
To what extent was the relationship between Pakistan and its
neighbour Afghanistan successful from 1947 to 1999?
[14]
Level 1: Simple statement(s)
A general answer lacking specific knowledge.
e.g. • Relationships have been good
Level 2: Identifies/describes successful AND/OR less successful
aspects of the relationship
Identifies/describes one successful OR one less successful aspect
of the
relationship for 3 marks. Additional identification/description(s) up
to a
maximum of 6 marks.
e.g.• Pakistan instigated talks with Afghanistan in Karachi in 1947.
• Diplomatic relations started in 1948.
Level 3: Explains successful OR less successful aspects of the
relationship
Explains one successful OR one less successful aspect of the
relationship for
7 marks. Additional explanation(s) for the same line of reasoning
up to a
maximum of 10 marks.
e.g.

23. Successful
• During Zahir Shah’s time in office relations between Afghanistan and
Pakistan were friendly and during the 1965 War remained neutral despite
pressure from other powers.
• There were good relations when an Islamic foreign policy was introduced,
leading to visits between both countries by Bhutto and later Zia-ul-Haq
and Daud in 1970’s.
• There was humane treatment in Pakistan of Afghan refugees following
outbreak of Afghan–Russian War.
Less successful
• Afghanistan had territorial claims to part of the North West Frontier
Province (NWFP) following establishment of Pakistan in 1947.
• Afghanistan voted against Pakistan joining UN in 1947.
• Afghanistan did not always adhere to a trade agreement with Pakistan;
• Diplomatic relations between the two countries were withdrawn in 1955
but later renewed.
• During the Afghan–Russian War, planes entered Pakistani airspace and
some of the Pakistani frontier areas were bombed.
• After the war, law and order was hard to restore in Afghanistan; problems
spread into the border region relating to drugs, armed robberies,
kidnappings and gun battles between rival gangs.
• There was an increase in Islamic militancy following support given to the
Taliban in Afghanistan.

24. Level 4: Explains successful AND less successful
aspects of the
relationship
Explains one successful AND one less successful
aspect of the relationship for 9 marks. Additional
explanation (s) up to a maximum of 13 marks.
Level 5: Explains with evaluation
As top of Level 4 – also produces a judgment or
evaluation.

25. General advice For C Part Question
In order to do your best when answering a question, make sure
you:
>actually address the question being asked; stay focused .
>think carefully about how to define a given term or event,
ensuring that you use the correct facts in your description,
not just all the facts you can think of
>relate any facts, definitions or knowledge you’ve given to the
question being asked, i.e. consider the context of the
information you are giving
>are clear and direct in any judgment, statements or
conclusions you are making; the examiner cannot make
assumptions about what you mean – you need to make it
very clear
>support any judgments, statements or conclusions with
accurate and relevant evidence, examples and statistics
>write a conclusion that is analytical and developed in terms of
explanation and evidence when making your final judgment.

26. Cambridge O Level Pakistan Studies (2059)
Grade thresholds taken for Syllabus 2059 (Pakistan Studies)
Cambridge O Level Pakistan Studies (2059)
Grade thresholds taken for Syllabus 2059 (Pakistan Studies)

27. General Tips for the preparation of the final O Level exams:
GIVE FOLLOWING INSTRUCTION TO YOUR STUDENTS
1. Make sure read the syllabus, complete syllabus atleast once.
2.Take honest, timed assessments . Do the past papers.
The last 5 years, both sessions = 10 past papers are more than enough.
DO NOT cheat through the exam AND DO NOT even for ONCE peek into
the marking scheme. This KILLS.
Assess yourself. Mark your shortcomings, revise them.
Incase you’re running out of time, and it’s obvious that you won’t be able
to finish in time,
instead of leaving it incomplete, write in notation form.
Again, too lengthy an answer is not needed. Nor is rote study of the books needed.
You need to get the gist of the text and events
Don’t go off topic even the slightest. It makes the examiner
drop down a level on the marking scheme.

28. THANK
YOU
GOOD
LUCK!