Cambridge O Level

PAKISTAN STUDIES 2059/01

Paper 1 History and Culture of Pakistan October/November 2021
MARK SCHEME
Maximum Mark: 75

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2021 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 12 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Generic levels of response marking grids

Table 1

The table should be 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

Marks
explanation (AO1, AO2)

Level 3 Explanation 5–7

• 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 Identification/description 2–4

Identifies and/or describes using relevant and accurate contextual knowledge
(1 mark per identification/description)

Level 1 General answer 1

Valid general comment lacking specific knowledge

Level 0 No creditable response 0

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Table 2

The table should be used to mark the part (c) questions in Section B.

Target: Demonstrates knowledge and understanding of the past through historical

Marks
explanation and an ability to analyse and evaluate historical events (AO1, AO2)

Level 5 Explanation with evaluation/judgement 13–14

• 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 Explanation of both sides of the issue 10–12

• 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 Explanation of one side of the issue 7–9

• 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 Identification/description of the issue 3–6

Identifies and/or describes the issue using relevant and accurate contextual
knowledge (1 mark per identification/ description)

Level 1 General answer 1–2

Valid general comment(s) lacking specific subject knowledge (1 mark per
general comment)

Level 0 No creditable response 0

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Section A

Question Answer Marks

1(a) According to Source A, which policies do some historians claim 3

contributed to the increasing instability of the Mughal Empire by the
time of Aurangzeb’s death?

Target: AO4

• Aurangzeb introduced ‘restrictions on personal behaviour’ [1]

• he banned ‘outdoor singing’ [1], ‘dancing’ [1]
• he ‘made a declaration on the length of beards’ [1]
• he ‘increased taxes’ [1] ‘to pay for many expensive wars’ [1]
• he ‘used large amounts of money’ [1] ‘to pay for luxurious buildings’ [1]

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) What can we learn from Source B about Mughal rule in India? 5

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: In Levels 1–3 a response that does not refer to source B cannot be
credited.

Note: Only credit responses in Levels 2 and 3 that are relevant to the period
of Mughal rule in India.

Indicative content

Surface feature
• there are soldiers and elephants in the painting
• there are some people being carried by the elephants
• there are soldiers on horseback

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Question Answer Marks

• the soldiers are wearing armour

• the soldiers have weapons
• some people are bowing
• some people are begging
• the procession is passing a large building/mosque

Valid inference
• the Mughals had a strong army
• the Emperor is being protected
• the Mughals openly displayed their power/control/status
• many people were in awe of the Emperor/loyal to him

Contextual knowledge
• Mughal rule was closely linked with Islam
• the Mughal army was large and loyal to the Emperor
• there were attempts to attack the Mughal Empire from people from
within and outside it

Other relevant responses should also be credited.

1(c) Explain why the Hindu community objected to the Jizya tax. 7

Target: AO1, AO2

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

Indicative content

• the charge was levied on able-bodied non-Muslim adult men

• only non-Muslim men who chose to join the Mughal army were
exempted from the charge
• it created an incentive amongst non-Muslims to convert to Islam to
avoid the charge
• the jizya charge was sometimes more than the zakat charge paid by
Muslim men
• some of the charge was used for the Deccan Wars
• some of the charge was used to support Islamic religious activities
• some of the charge was used for funding the royal court

Other relevant responses should also be credited.

1(d) ‘The Marathan rebellions were the main reason for the decline of the 10
Mughal Empire after the death of Aurangzeb.’ How far do you agree
with this statement? 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

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Question Answer Marks

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 Marathan rebellions were the main reason for the
decline of the Mughal Empire after the death of Aurangzeb:
• the Marathans were guerrilla fighters
• they defeated a Mughal army in 1737
• they occupied Delhi in 1760

counterarguments may include:

• the Empire was very large (making it difficult to manage)
• the Persian and Afghan armies invaded
• there was no line of succession
• the British had a powerful army

Other relevant responses should also be credited.

2(a) Describe what happened at the battle of Buxar. 4

Target: AO1
One mark for each relevant point. Additional mark for supporting detail.

Indicative content

• in 1764 [1] British forces/Hector Munro [1] fought the Indian army at
Buxar/Baksar [1]
• the Nawab of Bengal/Mir Qasim [1] Shah Alam II [1] Nawab of Oudh [1]
were on the Indian side
• there were (1000) British casualties [1] and (6000) Indian casualties [1]
• the battle confirmed British authority over Bengal

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Question Answer Marks

• the war was ended by the Treaty of Allahabad [1] in 1768 [1]
• the East India Company took control of Bengal/Bihar/Oudh/Orissa (1)
• Robert Clive was reappointed as Governor of Bengal

Other relevant responses should also be credited.

2(b) Explain why Sir Syed Ahmad Khan wanted to improve relations 7
between the Muslim community and the British after the War of
Independence.

Target: AO1, AO2

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

Indicative content

• Sir Syed Ahmad Khan foresaw the potential power of the Hindu
community in India
• he believed that the Muslim community was not responsible for the War
• he wanted to prevent any future suffering of the Muslim community
• he wanted to improve the social and economic conditions of the Muslim
community/the Muslim community to prosper
• he wanted the Muslim community to have improved educational
opportunities

Other relevant responses should also be credited.

2(c) ‘The imprisonment of its leaders was the main reason for the Khilafat 14
Movement ending.’ 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 imprisonment of its leaders was the main reason for the
Khilafat Movement ending:
• Mohammed Ali and Shaukat Ali-Maulana Azad were the leaders
• the Ali brothers and other leaders were imprisoned in 1921
• the Khilafat Movement lost direction as a result of their imprisonment

counterarguments may include:

• Muslim groups migrated to Afghanistan in 1920
• the Moplah uprising took place in 1921
• Gandhi withdrew his support in 1922
• Kemal Ataturk abolished the Caliph in 1924
• the strength of the British response to events
• Muhammad Ali Jinnah did not actively support the Movement

Other relevant responses should also be credited.

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Question Answer Marks

3(a) Describe the events that took place at Jallianwalla Bagh in 1919. 4

Target: AO1
One mark for each relevant point. Additional mark for supporting detail.

Indicative content

• a peaceful demonstration [1] was being held by Indian people [1]

• Jallianwalla Bagh/the park [1] was reached by a narrow entrance with
high walls [1]
• British troops fired on a crowd [1] of (20000) Indian people [1]
• General Dyer commanded the British troops
• many (400) people were killed [1] and many (1200) people wounded [1]
• the crowd panicked [1] and tried to escape out of the park [1] through
the narrow entrances [1] leading to a crush [1]

Other relevant responses should also be credited.

3(b) Explain why the Congress Party opposed the Morley-Minto reforms of 7
1909.

Target: AO1, AO2

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

Indicative content
• the British would not give more political responsibility to India
• Congress opposed the principle of separate electorates
• self-rule was not given or promised
• Congress raised objection to Muslim representation in the Councils

Other relevant responses should also be credited.

3(c) ‘By 1948 Pakistan had solved the challenges created by Partition.’ 14
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 by 1948 Pakistan had solved the challenges created by
Partition:
• refugees were accommodated
• Quaid-e-Azam toured the provinces to promote unity
• in July 1948, the new State Bank of Pakistan was set up
• in 1948 the new Pakistan Civil Service was founded
• Canal Water dispute was partially solved in 1948

Counterarguments may include:

• the Princely States of Hyderabad and Junagadh took longer to choose
between India and Pakistan
• the Kashmir issue remained
• British officers were still running the armed forces

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Question Answer Marks

• East and West Pakistan remained physically distanced

• the Canal Water dispute was ongoing

Other relevant responses should also be credited.

4(a) Describe the Quit India Resolution. 4

Target: AO1
One mark for each relevant point. Additional mark for supporting detail.

Indicative content

• the decision by Congress [1] that Gandhi should lead a non-violent

mass movement [1] demanding the immediate withdrawal of the British
from India [1] was passed as the Quit India Resolution in 1942 [1]
• Gandhi argued if Britain left India, Japan would no longer be a threat
• that night Gandhi and other Congress members were arrested [1] and
Congress was banned [1]
• there were riots [1] and a loss of British control in some areas, [1] after
violent crackdowns on rioters by the British restored power [1]
• the Muslim League opposed the campaign [1] but sheltered activists [1]
and gave financial support [1]
• it gave momentum to independence

Other relevant responses should also be credited.

4(b) Explain why martial law was implemented in 1958. 7

Target: AO1, AO2

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

Indicative content

• There were multiple Prime Ministers from 1956 to 1958 which had
caused uncertainty
• the country lost confidence in its leaders
• many of the politicians at the time were inexperienced
• the army wanted to stabilise the country
• to manage the aftermath of the floods and famine in East Pakistan

Other relevant responses should also be credited.

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Question Answer Marks

4(c) To what extent has Pakistan been an effective member of world 14

organisations since 1947? Explain your answer.

Target: AO1, AO2

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

Indicative content
May agree that Pakistan has been an effective member of world
organisations since 1947:
• joined the United Nations (UN) in 1947 becoming a large contributor of
troops to the UN peacekeeping forces
• joined SEATO in 1954 showing solidarity with a USA sponsored defence
agreement for Southeast Asia against the USSR
• joined CENTO in 1955 becoming a key member looking towards allying
with western democracies against the USSR in the Middle East

• joined the OIC in 1969 to show solidarity and co-operation with other
member states from Muslim countries
• re-joined the Commonwealth community in 1989

Counterarguments may include:

• left the Commonwealth in 1971 when British recognised Bangladesh
• left SEATO in 1972 as it was not providing Pakistan with adequate
support
• left CENTO in 1979 because Pakistan felt that CENTO was no longer
meeting its security requirements
• the Kashmir issue

Other relevant responses should also be credited.

5(a) Describe the ‘cricket diplomacy’ of 1987. 4

Target: AO1
One mark for each relevant point. Additional mark for supporting detail.

Indicative content

• Zia-ul-Haq [1] attended a test match between Pakistan and India [1] in
Jaipur, [1] where he met with Rajiv Gandhi [1]
• to discuss Indian army exercises in the Rajasthan desert, [1] which
were of concern to Pakistan [1]
• the meeting helped to lessen frictions between Pakistan and India at the
time [1]

Other relevant responses should also be credited.

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Question Answer Marks

5(b) Explain why Zulfikar Ali Bhutto reformed education between 1971 and 7
1977.

Target: AO1, AO2

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

Indicative content

• to increase literacy levels in Pakistan

• to increase the numbers of children in school (approximately half of all
children attended school in 1970)
• to provide education for all, including women
• to redress historic underinvestment in education and on schools
• to raise aspirations through education
• to create a ‘Pakistani’ culture and identity
• to develop a common school curriculum that was ‘fit for purpose’

Other relevant responses should also be credited.

5(c) To what extent was the Islamisation programme the most significant 14
domestic policy introduced by the government of Zia-ul-Haq between
1977 and 1988? Explain your answer.

Target: AO1, AO2

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

May agree that the Islamisation policy was the most significant domestic
policy introduced by the government of Zia-ul-Haq between 1977 and 1988:
• Zia introduced Islamic laws to commit people to Islamic values
• the introduction of Hudood, Zina, and Zakat Ordinances was intended
to embed Islamic principles in the everyday running of Pakistan
• this policy would enable Zia-ul-Haq to win support from religious groups
such as Jamaat-i-Islami
• the Islamisation programme would help to establish a strong and stable
government

counterarguments may include:

• Zia-ul-Haq passed the Eighth Amendment which gave him greater
power
• private sector investment in denationalised industries was encouraged
• economic policies increased GDP and the economic growth rate
• changes to the governance of the civil service
• he increased the visibility of women in society by increasing their
representation in the National Assembly in 1985

Other relevant responses should also be credited.

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