O LEVEL/IGCSE Pakistan Studies
Paper 1 History
Picture Based Questions
BY TEAM MOJZA
CONTENTS
2022 ---------------------------------Pg 01
2021 ----------------------------------Pg 02
2020 ---------------------------------Pg 03
2019-----------------------------------Pg 05
2018 -----------------------------------Pg 07
2017 -----------------------------------Pg 9
2016 -----------------------------------Pg 11
2015 ----------------------------------Pg 12
MOJZA`
2022 May/June:
Q. What can we learn from Source B about the tension over the future of the
subcontinent? [5]
Prime Minister Atlee can be seen stuck between the two elephants representing Muslims
and Hindus, which shows that the demands of Muslims for separate nations and Hindus
for undivided India were increasing, and the British were stuck in a political deadlock on
how to satisfy both groups.
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MOJZA`
2021 Oct/Nov:
Q. What can we learn from Source B about Mughal rule in India? [5]
Based on the surface features from the source, it is evident that many Indian soldiers,
referred to as sepoys, are standing in disciplined rows, attentively observing the
coronation ceremony. Additionally, a large audience of Indian people can be seen behind
the soldiers, indicating their presence and participation in the event. This suggests
considerable support for British Crown Rule in India, as characterised by the willingness
of Indian soldiers and the involvement of Indian civilians.
2
MOJZA`
2020 May/June:
Q . What can we learn from Source B about the treatment of Indian hostages during the
Mysore Wars? [5]
The painting portrays a ceremonial scene where well-dressed individuals receive
hostages, indicating their respectful treatment. Lord Cornwallis shaking hands with Tipu
Sultan's son suggests his kind behaviour. The presence of well-dressed forces and
elephants enhances the event's significance.
3
MOJZA`
2020 Oct/Nov:
What can we learn from Source B about Tipu Sultan, ruler of Mysore? [5]
Based on surface features from the source, Tipu Sultan is shown as well-dressed and with
a moustache, indicating him as a brave warrior. His association with tigers and his
depiction of fighting one signify his extreme courage and power. Tipu Sultan’s clothes
and appearance represent that he was wealthy. As a result of his bravery, he earned the
title "The Tiger of Mysore." Additionally, his confident appearance and the presence of a
sword indicate his readiness for battle.
4
MOJZA`
2019 May/June:
What can we learn from Source B about famine in the subcontinent during British control? [5]
The physical condition of the afflicted people shows that the famine has been here for a
long time. Their bodies have been reduced to skeletons, with poor clothing and bare feet.
They look quite weak due to the clients in a prolonged state of malnutrition. The man
receiving the food also carries the risible effects of the famine. Victims of this disaster
include men, women, and children eagerly waiting for food and relief. The man in the
bowler hat is a government official appointed by the British government to supervise the
relief operation. Despite an organised effort to help the affected population, the British
faced fierce opposition from the Indians, especially the people of Bengal.
5
MOJZA`
2019 Oct/Nov:
What can we learn from Source B about Gandhi’s ideas on education between 1937 and
1939? [5]
Gandhi is shown with some books and papers in his hand and a cotton spinning wheel
beside him. He is reading the material closely and seems oblivious to his surroundings,
which shows his dedication to education. He wants students to adopt the same degree of
con. Centration in their studies. The spinning wheel has been shown prominently, which
means Gandhi considered practical education a very important component of the
curriculum and traditional education. His simple outfit conveys an implicit message of
austerity and nationalism.
For him, the Wardha Scheme was quite important for all educational institutes; spinning
cotton by hand was an essential part of the Scheme. The Wardha Scheme would soon
become a reason for hatred against the Congress rule by the Indian Muslims.
6
MOJZA`
2018 May/June:
How does Source B help us to understand the way Zia-ul-Haq governed Pakistan? [5]
I can see Zia-ul-Hag in military uniform. This infers that he is firmly in charge of Pakistan;
he is a figure of power, authority, determination, vision, and commitment.
He is seen pointing the finger; the decorative surroundings also emphasise the power and
majesty of the president's office. He used martial law to demonstrate control, which was
enhanced by passing the Eighth Amendment in 1885; therefore, he wanted his message
to be heard.
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MOJZA`
2018 Oct/Nov:
Q. How does Source B help us to understand what happened at Jallianwala Bagh in 1919?
[5]
I can see high walls in source B, and it infers that there would be a panic when Dyer and
his troops opened fire on 13° April 1919.
A narrow alleyway shows that with thousands of people in the park, there would have
been a rush to get out, but the narrow entrance led to a crush and a stampede, killing
many people.
8
MOJZA`
2017 May/June:
Q. How does Source B help us to understand Indian concerns about the building of
railways in India during the nineteenth century? [5]
According to source B, a train has been derailed. Travelling by rail looks dangerous and
unsafe 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 in the source made many fear that railways were dangerous. Some
people were worried that the British were trying to change their way of life. Therefore,
they also did not have the confidence to travel in them.
9
MOJZA`
2017 Oct/Nov:
Q. How does Source B help us to understand Indian concerns about the Simon
Commission of 1927? [5]
The source suggested that Simon should go back as he wasn’t invited. Indians felt that
they were trying to take their position. Simon and his commission members should go
back to Britain as there was no Indian representative in their committee. Therefore,
Indians were against it and felt
10
MOJZA`
2016 Oct/Nov:
Q. What does Source B tell us about the negotiations during the Round Table Conferences
between 1930 and 1932? [5]
Britain is in control of the car. The driver looks under pressure to give up control of the
car. The driver is John Bull who represents British interests at the negotiations. The car is
travelling over bumpy ground which rep. resents the way that negotiations went during
these years. These were difficult negotiations. The Indian in the car who represents their
negotiators wants to take control from the British who are reluctant to give up control. It
suggests that the British feared that progress towards change might happen quickly,
hence the reference to the brake of the car. The source explains why the political leaders
in India were reluctant to attend the Round Table Conferences because it shows that the
decisions had already been made by the British, in the way that John Bull wants to keep
control of the car.
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MOJZA`
2015 May/June:
Q. What does Source B tell us about the British East India Company in 1825? [5]
A British officer is riding a horse surrounded by the Indians. He looked powerful and an
important figure. The painter has made the British officer the largest figure to
demonstrate the importance that they held in India.
Similarly the Indians are shown as small people to reflect their low status.
Local rulers are on the horse back behind the British official. They are shown as smaller,
reflecting their low status to the British. The horses are shown as large animals, graceful
in appearance and movement, again showing superiority and power. This is reinforced by
soldiers on horses who were carrying weapons. The East India Company is shown as
being a wealthy organisation as seen in the uniforms and the decorations on horses. The
company was able to achieve this wealth through trading as can be seen by the boat
shown in the picture and through the gaining of lands through conquest and agreements
with local rulers. This is shown by the weapons displayed and the wealthy appearance of
the Indians that the British were also able to exploit
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MOJZA`
2015 Oct/Nov:
Q. What does source B suggest about the attempts to solve the problems of the
sub-continent in 1945? [5]
Two people are playing chess. They are looking confused. The source is representing the
negotiations at Simla in 1945 (Wavell plan). The negotiators don't appear to be
cooperating with each other. Jinnah is looking bored and Gandhi appears to be floating
above the ground suggesting that he is in another place rather than sitting with Jinnah.
The observer Lord Wavell, the Viceroy from Britain is watching. His face suggests that he
is impatient and he is looking at his watch. They are perhaps thought-ful. Their faces
show that they are thinking about their next move to see what they would do. Using a
game of chess in the source suggests the negotiations were complex and took time
which clearly the British didn't want to waste.
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MOJZA`
A Note from Mojza
These solutions to source based questions for Acknowledgements
Pak Studies (2059/01) have been prepared by
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