ISC

Analysis of Pupil
Performance

POLITICAL SCIENCE

Research Development and Consultancy Division

Council for the Indian School Certificate Examinations
New Delhi
Year 2019
__________________________________________________________________________________

Published by:
Research Development and Consultancy Division (RDCD)
Council for the Indian School Certificate Examinations
Pragati House, 3rd Floor
47-48, Nehru Place
New Delhi-110019

Tel: (011) 26413820/26411706

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All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for
the Indian School Certificate Examinations. This publication and no part thereof may be reproduced,
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Council for the Indian School Certificate Examinations.
 FOREWORD

This document of the Analysis of Pupils’ Performance at the ISC Year 12 and ICSE Year 10
Examination is one of its kind. It has grown and evolved over the years to provide feedback to
schools in terms of the strengths and weaknesses of the candidates in handling the examinations.

We commend the work of Mrs. Shilpi Gupta (Deputy Head) of the Research Development and
Consultancy Division (RDCD) of the Council and her team, who have painstakingly prepared this
analysis. We are grateful to the examiners who have contributed through their comments on the
performance of the candidates under examination as well as for their suggestions to teachers and
students for the effective transaction of the syllabus.

We hope the schools will find this document useful. We invite comments from schools on its
utility and quality.

Gerry Arathoon
October 2019 Chief Executive & Secretary

i
 PREFACE

The Council has been involved in the preparation of the ICSE and ISC Analysis of Pupil Performance
documents since the year 1994. Over these years, these documents have facilitated the teaching-learning
process by providing subject/ paper wise feedback to teachers regarding performance of students at the
ICSE and ISC Examinations. With the aim of ensuring wider accessibility to all stakeholders, from the year
2014, the ICSE and the ISC documents have been made available on the Council’s website www.cisce.org.

The documents include a detailed qualitative analysis of the performance of students in different subjects
which comprises of examiners’ comments on common errors made by candidates, topics found difficult or
confusing, marking scheme for each question and suggestions for teachers/ candidates.

In addition to a detailed qualitative analysis, the Analysis of Pupil Performance documents for the Examination
Year 2019 also have a component of a detailed quantitative analysis. For each subject dealt with in the
document, both at the ICSE and the ISC levels, a detailed statistical analysis has been done, which has been
presented in a simple user-friendly manner.

It is hoped that this document will not only enable teachers to understand how their students have performed
with respect to other students who appeared for the ICSE/ISC Year 2019 Examinations, but also provide
information on how they have performed within the Region or State, their performance as compared to other
Regions or States, etc. It will also help develop a better understanding of the assessment/ evaluation process.
This will help teachers in guiding their students more effectively and comprehensively so that students prepare
for the ICSE/ ISC Examinations, with a better understanding of what is required from them.

The Analysis of Pupil Performance document for ICSE for the Examination Year 2019 covers the following
subjects: English (English Language, Literature in English), Hindi, History, Civics and Geography (History
and Civics, Geography), Mathematics, Science (Physics, Chemistry, Biology), Commercial Studies,
Economics, Computer Applications, Economic Applications, Commercial Applications.
Subjects covered in the ISC Analysis of Pupil Performance document for the Year 2019 include English
(English Language and Literature in English), Hindi, Elective English, Physics (Theory), Chemistry (Theory),
Biology (Theory), Mathematics, Computer Science, History, Political Science, Geography, Sociology,
Psychology, Economics, Commerce, Accounts and Business Studies.

I would like to acknowledge the contribution of all the ICSE and the ISC examiners who have been an integral
part of this exercise, whose valuable inputs have helped put this document together.

I would also like to thank the RDCD team of Dr. M.K. Gandhi, Dr. Manika Sharma, Mrs. Roshni George and
Mrs. Mansi Guleria who have done a commendable job in preparing this document.

Shilpi Gupta
October 2019 Deputy Head - RDCD

ii
CONTENTS

Page No.

FOREWORD i

PREFACE ii

INTRODUCTION 1

QUANTITATIVE ANALYSIS 3

QUALITATIVE ANALYSIS 10
 INTRODUCTION

This document aims to provide a comprehensive picture of the performance of candidates in the
subject. It comprises of two sections, which provide Quantitative and Qualitative analysis results in
terms of performance of candidates in the subject for the ISC Year 2019 Examination. The details of
the Quantitative and the Qualitative analysis are given below.

Quantitative Analysis
This section provides a detailed statistical analysis of the following:

 Overall Performance of candidates in the subject (Statistics at a Glance)

 State wise Performance of Candidates
 Gender wise comparison of Overall Performance
 Region wise comparison of Performance
 Comparison of Region wise performance on the basis of Gender
 Comparison of performance in different Mark Ranges and comparison on the basis of Gender for
the top and bottom ranges
 Comparison of performance in different Grade categories and comparison on the basis of Gender
for the top and bottom grades

The data has been presented in the form of means, frequencies and bar graphs.

Understanding the tables

Each of the comparison tables shows N (Number of candidates), Mean Marks obtained, Standard
Errors and t-values with the level of significance. For t-test, mean values compared with their
standard errors indicate whether an observed difference is likely to be a true difference or whether it
has occurred by chance. The t-test has been applied using a confidence level of 95%, which means
that if a difference is marked as ‘statistically significant’ (with * mark, refer to t-value column of the
table), the probability of the difference occurring by chance is less than 5%. In other words, we are
95% confident that the difference between the two values is true.

t-test has been used to observe significant differences in the performance of boys and girls, gender
wise differences within regions (North, East, South and West), gender wise differences within marks
ranges (Top and bottom ranges) and gender wise differences within grades awarded (Grade 1 and
Grade 9) at the ISC Year 2019 Examination.

The analysed data has been depicted in a simple and user-friendly manner.

1
Given below is an example showing the comparison tables used in this section and the manner in
which they should be interpreted.

The table shows comparison

between the performances of boys
and girls in a particular subject.
Comparison on the basis of Gender
The t-value of 11.91 is significant at
Gender N Mean SE t-value 0.05 level (mentioned below the
Girls 2,538 66.1 0.29 table) with a mean of girls as 66.1
11.91*
Boys 1,051 60.1 0.42 and that of boys as 60.1. It means
*Significant at 0.05 level
that there is significant difference
between the performance of boys
and girls in the subject. The
probability of this difference
occurring by chance is less than 5%.
The mean value of girls is higher
than that of boys. It can be
interpreted that girls are performing
significantly better than boys.

The results have also been depicted

pictographically. In this case, the girls
performed significantly better than the
boys. This is depicted by the girl with a
medal.

Qualitative Analysis
The purpose of the qualitative analysis is to provide insights into how candidates have performed in
individual questions set in the question paper. This section is based on inputs provided by examiners
from examination centres across the country. It comprises of question wise feedback on the
performance of candidates in the form of Comments of Examiners on the common errors made by
candidates along with Suggestions for Teachers to rectify/ reduce these errors. The Marking Scheme
for each question has also been provided to help teachers understand the criteria used for marking.
Topics in the question paper that were generally found to be difficult or confusing by candidates,
have also been listed down, along with general suggestions for candidates on how to prepare for the
examination/ perform better in the examination.

2
STATISTICS AT A GLANCE

Total Number of
Candidates: 5,593

Mean Marks: Highest Marks: 100

77.4 Lowest Marks: 10

3
 PERFORMANCE (STATE-WISE)
West Bengal 75.2
Uttarakhand 84.8
Uttar Pradesh 83.3
Tripura 57.3
Telangana 83.9
Tamil Nadu 92.5
Sikkim 72.9
Rajasthan 92.5
Punjab 88.3
Odisha 77.1
New Delhi 76.2
Nagaland 76.5
Meghalaya 79.5
Manipur 73.0
Maharashtra 88.7
Madhya Pradesh 92.2
Kerala 92.8
Karnataka 85.4
Jharkhand 76.9
Himachal Pradesh 80.9
Haryana 89.3
Gujarat 81.0
Goa 88.8
Chhattisgarh 82.5
Chandigarh 95.0
Bihar 83.7
Assam 85.8
Arunachal Pradesh 64.7

The States/ UTs of Chandigarh, Kerala, Rajasthan and Tamil Nadu

secured highest mean marks.

4
 GENDER-WISE COMPARISON

GIRLS BOYS

Mean Marks: 79.1 Mean Marks: 73.5

Number of Number of
Candidates: 3,889 Candidates: 1,704

Comparison on the basis of Gender

Gender N Mean SE t-value
Girls 3,889 79.1 0.29
10.18*
Boys 1,704 73.5 0.47
*Significant at 0.05 level

5
REGION-WISE COMPARISON

East North
Mean Marks: 74.9 Mean Marks: 84.2

Number of Number of
Candidates: 4,224 Candidates: 888

Highest Marks: 100 Highest Marks: 100

Lowest Marks: 10 Lowest Marks: 27

REGION

Mean Marks: 87.0 Mean Marks: 87.8

Number of Number of
Candidates: 238 Candidates: 243

Highest Marks: 100 Highest Marks: 100

Lowest Marks: 35 Lowest Marks: 31

South West

6
 Mean Marks obtained by Boys and Girls-Region wise

85.7 87.8 84.9 87.8 87.4

81.3
76.7
70.7

North East South West

Comparison on the basis of Gender within Region

Region Gender N Mean SE t-value
Girls 581 85.7 0.68
North (N) 3.70*
Boys 307 81.3 0.98
Girls 2,926 76.7 0.34
East (E) Boys 1,298 70.7 0.53
9.40*
Girls 174 87.8 1.02
South (S) Boys 64 84.9 2.15
1.23
Girls 208 87.8 0.85
West (W) 0.24
Boys 35 87.4 1.82
*Significant at 0.05 level

The performance of girls was

significantly better than that of
boys in the northern and
eastern region. In other
regions no significant
difference was observed.

7
 MARK RANGES :
COMPARISON GENDER-WISE

Comparison on the basis of gender in top and bottom mark ranges

Marks Range Gender N Mean SE t-value
Girls 2,178 92.7 0.13
Top Range (81-100) Boys 706 92.0 0.23
2.81*
Girls 4 19.0 0.41
Bottom Range (0-20) Boys 5 16.4 1.81
1.40
*Significant at 0.05 level

Boys Girls All Candidates

Marks Range (81-100)
92.0
81 - 100 92.7
92.6

71.0
61 - 80 71.3

Marks Range (81-100) 71.2

52.3
41 - 60 51.9
52.1

32.3
Marks Range (0-20) 21 - 40 33.2
32.8

16.4
0 - 20 19.0
17.6

8
 GRADES AWARDED :
COMPARISON GENDER-WISE

Comparison on the basis of gender in Grade 1 and Grade 9

Grades Gender N Mean SE t-value

Girls 1,487 96.2 0.09
Grade 1 Boys 446 95.9 0.16
1.77
Girls 68 28.3 0.48
Grade 9 Boys 58 27.9 0.70
0.41

Boys Girls All Candidates

95.9
1 96.2
96.2
No significant difference was
84.6
observed between the average 2 84.8
84.8
performance of girls and boys. 74.4
3 74.6
74.6
64.9
4 64.6
64.7
56.9
5 56.9
56.9
52.0
6 52.1
52.1
47.3
7 47.3
47.3
38.5
8 39.4
39.1
27.9
9 28.3
28.1

9
 PART I (20 Marks)
Answer all questions.
Question 1
Answer briefly each of the questions (i) to (x). [10 × 2]
(i) State two features of a unitary state.
(ii) Explain one way in which the Constitution of the United States can be amended.
(iii) State one reason why minorities should be properly represented in legislatures.
(iv) Explain what is meant by the constituent function of the Legislature.
(v) State any two executive powers of the President of India.
(vi) What is the composition of the Supreme Court of India?
(vii) What is meant by single citizenship as a salient feature of the Constitution of
India?
(viii) Cite one example of implementation of a Directive Principle.
(ix) Which fundamental right is a remedy for the violation of other fundamental rights?
(x) Explain the meaning of communalism, in the Indian context.

Comments of Examiners
(i) Though majority of the candidates answered this Suggestions for teachers
question correctly, there were some who confused
- Teach the difference between features
features of a unitary state with its merits. Some others and merits of unitary, federal and
confused unitary with federal features. Some wrote parliamentary.
about the parliamentary features and some confused - Explain to the students that
unitary features with dictatorship. amendment refers to both proposal
(ii) Most candidates wrote only the proposal stage with and ratification stage - one is
no mention about the ratification stage and 3/4th incomplete without the other.
majority. Some candidates wrote 50% of the states. - Clarify in detail, the reason for the
representation of minorities in
(iii) Majority of the candidates wrote the correct answer. legislatures to protect their interest.
However, some candidates wrote vague answers and
explained about problems rather than stating the
reason for minorities representation in legislatures.
10
(iv) Most candidates confused the meaning of constituent
function of the legislature with law making function - Explain clearly the concept of
of the legislature. minorities.
- Ensure that the students understand
(v) Majority of the candidates, instead of the executive terms like constituent function.
powers of the President of India, wrote the - Clarify the Presidential powers under
legislature, judicial and emergency powers. specific headings.
- Update the students about the day to
(vi) A large number of the candidates were not sure day changes taking place in the
about the number of judges in the Supreme Court of constitution. Discuss and teach the
India. Some wrote the old composition. The others latest changes.
confused the number of judges with the composition - Explain clearly the rationale behind
of judges in the supreme court of U.S.A. Few single citizenship in India with
candidates wrote about the qualification of judges. reference to national integration,
unity in diversity and to check the
(vii) Many candidates wrote about dual citizenship or just
separatist tendencies.
the meaning of single citizenship without explaining
- Explain the implementation of
why single citizenship is a salient feature of the Directive Principles using examples.
Constitution of India. - Clearly explain the Right to
(viii) Majority of the candidates wrote the correct answer. constitutional remedies with the help
Some candidates, however, wrote the features of a of Article 32 and various writs.
Directive Principle instead of its example of Ensuring that the students understand
the terms.
implementation. Some candidates confused
Directive Principles with Fundamental Rights. - Give a holistic approach to the
concept of communalism/ethnic
(ix) Many candidates wrote Right against Constitutional community/sect/religion etc. Ensure
Remedies instead of Right to Constitutional that the concept of communalism is
Remedies. Some candidates mentioned other handled with care as it is a very
fundamental rights and some cited writs like ‘habeas sensitive issue.
corpus’. - Make it mandatory for the students to
read the news on a daily basis.
(x) Majority of the candidates confused communalism
with communism, casteism, regionalism, infighting
among communities. Very few candidates
mentioned religion as the main cause.

MARKING SCHEME
Question 1
(i) 1. Concentration of powers in a strong central government. No division of powers,
Constitution can be written or unwritten, flexible constitution and flexible administration,
single uniform administration
2. Regional/Local governments may exist but are creations of the central government. Single
citizenship; single integrated judiciary, executive and legislature; unicameral or bicameral
legislature
(ii) The most common method of amending the United States constitution is as follows: A bill of
amendment must be passed by both houses of Congress by a 2/3rds majority of members
present and voting and then ratified by the legislatures of 3/4th of the states. Another method
11
 entails the summoning of a constitutional convention called (by Congress) at the request of at
least 2/3rds of the states. The bill of amendment must be passed by a 2/3rds majority of the
convention and then must be passed by a 2/3rds majority in conventions of 3/4ths of the states.
The latter method has not been used to date.
(Any one method with explanation)
(iii) Reasons why minorities should be properly represented in legislatures are:

1. Representing minorities in the legislature gives them a say in the making of laws that will
affect them; Minority can represent their demands and interest in the legislature
2. They have a forum in which they can articulate their grievances
3. They become stakeholders in the political system and are thus less likely to feel alienated;
representation of all strengthens democracy. (Any one reason)
(iv) The Constituent function of the legislature refers to the power to amend the constitution. After
the constitution has been enacted the constituent assembly is dissolved. The power of amending
the constitution, should the need arise, rests with the legislature. Generally, a special legislative
procedure is prescribed for constitutional amendment.
(v) 1. Formal Head of the administration; all administrative actions taken in his name. [Art.77,
299, 53(1), 78(b)]
2. Power to appoint a range of government official including: the Prime Minister, Ministers
of the Union, Governors of states, Chief Justice and Judges of the Supreme Court and State
High Courts etc. However, these powers are exercised subject to various constitutional
limitations.
Role in foreign relations, commander of armed forces, power to grant title and honours, powers
regarding union territories and tribal areas.
(vi) The Supreme Court of India currently consists of the Chief Justice and 30 other judges,
appointed by the President based on recommendations made by the collegium.
Currently there is one Chief Justice and 27 other judges; 31 judges in totality
(vii) Despite being a federal state, the constitution provides for single-citizenship. Citizenship of the
state is absent in the Indian constitution. Any person who is a citizen of India can contest for
election to the Lok Sabha or Rajya Sabha from any state; only citizenship of the country and
not of the State.
(viii) 1. 73rd and 74th Amendments to the constitution provide a constitutional basis for local self-
government; zamindari abolition and land reforms; special protection of the interest of the
weaker sections, special enactments like Dowry Act, etc.
2. Insertion of Article 21A, granting education as a fundamental right.
Equal pay for equal work; Girl child schemes; Duty of parents regarding education;
Panchsheel; small scale industries
(Any other accurate example may be cited)

12
 (ix) The Right to Constitutional Remedies: Article 32.
(x) Communalism, in the Indian context, refers to the practice of privileging the interests of one’s
religious group. The interests that individuals share as members of a religious community are
considered to be more important than all others. All loyalties are subordinated to the religions.
This has consequences for society and politics.

PART II (60 Marks)

SECTION A
Answer any three questions.
Question 2
(a) Discuss any three features of a liberal democratic state. [6]
(b) Explain any three features of a parliamentary form of government. [6]

Comments of Examiners
(a) Majority of the candidates attempted this question
quite well. However, many candidates gave Suggestions for teachers
inadequate explanation which indicated that they - Cleary explain the difference between
were not clear of the concept of liberal democratic the different types of government by
state. Some candidates confused liberal democratic using diagrammatic representation on
state with totalitarian and authoritarian state. Some the blackboard or by using charts.
candidates wrote the features of federal state/unitary - Ensure that the students are clear
state/parliamentary and presidential form of about the concepts regarding the
government. feature of parliamentary, presidential,
unitary and federal system,
(b) Some candidates mixed the features of parliamentary highlighting the difference between
form of government with federal and presidential their features and merits.
forms of governments. Some wrote the merits rather - Advise students to avoid repetitions
than the features. in an answer.
- Encourage students to revise topics
on a regular basis.

MARKING SCHEME
Question 2
(a) Features of a liberal democratic state:
1. Limited, Representative Government: governmental power is limited by constitutional
safeguards and the rule of law.
2. Open Competition for power: political parties can be freely formed and compete for
political power.
13
 3. Entrenched system of rights protected by an independent judiciary: rights are clearly
articulated and remedies exist if rights have either been violated or abridged.
4. Free press and the existence of civil society: there is no censorship or limitations on
freedom of expression. The press is seen as being “eternally vigilant”
5. No prescription of a comprehensive doctrine by the state: individuals are free to flourish
in the ways that they see fit. The state does not prescribe a telos of any kind.
6. Social and economic checks and balances.
7. Political checks and balances.
8. Defined and specified role of executive.
9. Importance of public opinion.
(Any three points with explanation)
(b) Features of a parliamentary form of government.
(a) Distinction between a nominal Head of State and real Head of Government. For example,
in UK the Monarch is the nominal Head of State and the Prime Minister is the real Head
of Government.
(b) Real executive is a sub-set of the Legislature: PM and Ministers are members of the
Legislature and responsible to it
(c) Leadership of the Prime Minister/Chancellor
(d) Political Homogeneity: The Cabinet consists of individuals sharing a common political
ideology or a common minimum programme.
(e) Collective Responsibility
(f) Role of Opposition: Checks the working of the Government in Parliament.
(g) Non-fixed tenure of the executive and legislature.
(h) P.M. or the cabinet can get the legislature dissolved.
(i) Cabinet is powerful and not merely an advisory body like U.S.A. presidential system.
(j) Wheel within a wheel.
(Any three points with explanation)

Question 3
(a) What is meant by the First-Past-the-Post system? Explain one advantage and one [6]
drawback of this system.
(b) Explain two advantages of a bi-party system. [6]

14
Comments of Examiners
(a) Majority of the candidates misunderstood the First- Suggestions for teachers
past-the post system with minority representation
system like single transferable vote system and second - Explain the First-past-the post system
concept with the help of examples of
ballot system. Some candidates, instead of writing
direct election in India, to enable
about candidate with maximum number of votes, students understand the election in
wrote about party with maximum majority which was India or anywhere where the system
incorrect. Very few candidates mentioned relative is adopted.
majority. - Conduct group discussions in the
(b) Most candidates wrote the answer quite well. Some class to ensure that students
understand First-past-the post system
candidates were unclear about the difference between
concept and every term related to it.
bi-party and bi-cameralism. A few candidates wrote
- Teach the difference between bi-party
the advantages of multi-party system. and multi-party systems.
- Explain single party system with
examples.

MARKING SCHEME
Question 3
(a) This is a system in which the candidate securing the largest number of votes in a single member
constituency, is elected irrespective of whether this represents a majority of the total votes cast
or not.
Advantage:
(i) It is a simple system and tends not to lead to fractured mandates.
(ii) This system can be easily operated by the people.
(iii) It allows the party securing the largest or a coalition to form the government with a majority
more than what proportional representation system of votes may get.
(iv) It encourages representatives of different groups to win elections in a locality.
(v) It gives an opportunity to the independent candidates.
Drawback: the winner does not need to get a majority of votes cast, just more than the others.
The majority of a constituency could have voted against the winning candidates.
(i) It excludes smaller representation than fair representation in the sense that a party which
wins approximately 10% of the votes should win approximately 10% of the legislative seats
but it doesn’t happen so.
(ii) It leaves a large number of votes wasted.
(iii) It excludes minorities from fair representation because most parties will nominate most
acceptable candidates.
(iv) It may result in less popular party candidate to win.
(v) It undermines the legitimacy of the government, so far the governments are based on
minority support.

15
 (b) Two advantages of a bi-party or two-party system:
1. Ensures the successful working of a parliamentary system due to a stable government and
robust opposition; strong government with continuity in policies; responsibilities can be
easily fixed; it works democratically, less chance of authoritarianism, it ensures real
majority rule.
2. A clear choice is offered to the electorate at the time of elections.
3. The opposition closely “shadows” the government, offering itself as a clear alternative
government. (Any two points with explanation)

Question 4
(a) Explain three important functions of the United States Senate. [6]
(b) What are the relative positions of the Lok Sabha and the United States House of [6]
Representatives in their respective systems? Discuss.

Comments of Examiners
(a) Many candidates wrote about the composition and
tenure of the senate. Several candidates mentioned Suggestions for teachers
the co-equal power of the US congress as the powers - Teach the powers of the Senate and
of the senate. Some candidates used the word only the House of Representative in US as
senate has financial power, impeachment power. a whole first (congress) and then
Some candidates seemed to have no idea about the explain separately.
special powers of senate. A few candidates - Teach the special powers of the Senate
mentioned money bills/appointment making separately to emphasize its superior
without any explanation. Senatorial courtesy was position.
not mentioned by many candidates. - Give adequate practice to the students
to answer questions on the same
(b) Majority of the candidates were not able to concept asked in different forms.
understand the relative positions in their respective
systems and simply answered the question by doing
general comparison of the powers of Lok Sabha and the United States House of Representatives.
Most candidates compared the tenure, composition and very basic powers and functions of Lok
Sabha and House of Representative without any focus on the major differences.

MARKING SCHEME
Question 4
(a) Functions of the United States Senate:
1. Law Making: coequal with the House
2. Financial Powers: coequal with the House, except that money bills have to originate in the
House. Both houses must pass identical versions of the bill and the Senate can change
everything except the title.
3. Confirmation of Presidential Appointments
4. Ratification of Treaties by a 2/3rds majority
16
 5. Constituent Function: the Senate’s approval, with a 2/3rds majority is required for
constitutional amendments
6. Declaration of War: along with the House, approval of the Senate is required for
declaration of War
7. Court of Impeachment: the Senate sits as a court of trial for the impeachment of the
President and other high officials after the charges have been framed and approved by the
House. Impeachment requires a 2/3rds majority of the Senate.
8. Oversight: the Senate, through various committees, exercises oversight of the functioning
of government departments
In the event of a tie or failure of any ticket to win a majority in the Electoral College, the Senate
chooses the Vice-President from among the top two candidates.
(Any three points)
(b) The LS is the more powerful house for the following reasons:
1. Dominant role of the LS, with respect to money bills, the House’s role is co-equal or
slightly inferior to the Senate.
2. The LS can pass a vote of no confidence against the Council of Ministers. The House has
no such power as the US has a presidential system based on separation of powers. The LS
can also control the executive in other direct ways (question hour, adjournment motion
etc.). The House’s oversight of the federal government is more indirect.
3. In the event of a deadlock between the houses with respect to ordinary law, the LS enjoys
a numerical advantage in the event of a joint-sitting. As there is no provision for joint
sitting in the US constitution, the House has no such advantage.
4. In the US political system, the Senate is widely seen and regarded as the more powerful
chamber. In India, the LS as recognized as the dominant house. (Tenure)
(Any three points)

Question 5
(a) Discuss three important functions of the Executive. [6]
(b) Compare the positions of the President of India and the President of the United States. [6]

17
Comments of Examiners
(a) Majority of the candidates wrote the correct answer. Suggestions for teachers
Some candidates confused executive with legislative - Discuss in detail the general and
and did not write about the political executive. major functions of the Executive
(b) Most candidates wrote the respective powers of the before classifying the types.
two presidents with respect to election and functions - Teach the meaning of position and
without highlighting their comparative positions as how it needs to be compared with
reference to the two Presidents.
per the requirement of the question.
- Explain the similarities and
differences in powers and functions in
a tabular form to enable the students
to understand the position of US
President’s superiority over the
Indian President.

MARKING SCHEME
Question 5
(a) The functions of the executive are the following:
1. Execution/Enforcement of laws, policy making, appointment making function, judicial
and diplomatic functions, granting of titles and honours.
2. Administration
3. Defence / Foreign policy
4. Law-making through ordinances/executive orders or through delegated legislation.
5. Financial Powers: budget making and implementation
(Any three points with explanation)
(b) US President can exercise veto powers like pocket veto and suspensory veto; Indian President
can declare war, US President cannot declare war; The US President appoints and removes the
Cabinet Secretaries while the Indian President appoints and removes the Cabinet on the advice
of the Prime Minister; difference in election keeping theory and practice in mind.
Both the Indian and American presidents are Heads of State elected for a fixed term.
Administration is carried out in their names.
However:
The Indian President is a nominal Head of State whereas the American President is both Head
of State and real Head of Government. The difference lies in the fact that India has a
parliamentary system where the Prime Minister is the Head of Government. The United States,
as a Presidential system, vests all executive authority in the President (Art.I). The Indian
President is constitutionally bound to act in accordance with the advice of the Council of
Ministers (Art.74).

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Question 6
(a) Explain the original jurisdiction and appellate jurisdiction of the Supreme Court of [6]
India.
(b) How is judicial independence ensured in the Constitution of the United States? [6]

Comments of Examiners
(a) Most candidates wrote about the original jurisdiction. Suggestions for teachers
Several candidates were unable to explain the - Explain clearly the concept of
appellate jurisdiction. Some candidates wrote just the original and appellate jurisdiction.
headings without giving any explanation. A few - Highlight examples in respective
candidates did not give examples. jurisdictions.
(b) Many candidates wrote the judicial independence - Explain the similarities and
ensured in the constitution of the United States by dissimilarities between the
independence of Judiciary in USA
quoting Indian judiciary. Several candidates mixed
and India by first explaining the
Indian judiciary with that of United States. Some concept of Why judicial
candidates wrote weird answers mentioning independence followed by How
judiciary, writs etc. judicial independence is ensured in
the US.

MARKING SCHEME
Question 6
(a) 1. Original Jurisdiction:
• Exclusive: all disputes involving the Union and State governments or any
combinations thereof
• Exclusive: disputes regarding the election of the President and Vice-President
• Non-Exclusive: writ jurisdiction with respect to the enforcement of fundamental
rights, though this is shared with High Courts
2. Appellate Jurisdiction:
• Civil Matters: High Court grants a Certificate of Appeal
• Criminal Matters: an appeal will lie automatically to the Supreme Court if:
(i) a High Court reverses a sentence of acquittal from a lower court and sentences
the person to death.
(ii) If a High Court withdraws a case from lower court, tries the matter itself and
sentences the accused to death
(iii)the High Court grants a Certificate of Appeal.
(Two points each)
(b) Judicial Independence is ensured in the following ways:
• Judges are appointed by the President with the advice and consent of the Senate.
Highly qualified judges

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 • Judges serve during good behaviour (for life) and can only be removed by a very
complex process of impeachment. Long and stable tenure
• The salary of a judge cannot be altered to her/his disadvantage during his/her tenure.
Salary as their pension, separation of judiciary from the executive, punishment of
contempt of court.

SECTION B
Answer any two questions.

Question 7
(a) With reference to the Constitution of India, discuss the importance of the Preamble. [6]
(b) Explain the rights conferred under the Right to Freedom in Article 19 of the [6]
Constitution of India.

Comments of Examiners
(a) Majority of the candidates, instead of the Suggestions for teachers
importance of the Preamble, wrote its objectives
and ideals. - Before explaining the features and
objectives of the Preamble, discuss its
(b) Majority of the candidates, instead of Rights importance.
conferred under the Right to Freedom in Article 19 - Explain each Fundamental Right in
of the Constitution of India focused on Article 20, detail.
21, 22 and 23. Many candidates mixed the Right to - Train the students to understand the
Freedom with the Right to Freedom of Religion, requirements of the question and
Right to Property and Right to Equality. answer accordingly.

MARKING SCHEME
Question 7
(a) Importance of the Preamble:
• It provides a key to the essence of the constitution; represents the philosophy and ideals
of the constitution; provides basic features of the constitution; it gives equal status and
rights to all; it makes the intention of the constitution clear; it has the popular will.
• The Supreme Court has declared that the Preamble is part of the constitution’s basic
structure.
• The Supreme Court has said that the preamble can be consulted if provisions of the
constitution are ambiguous.

(b) The rights conferred under the Right to Freedom in Art.19 are as follows.
The right:
• of speech and expression
• to assemble peaceably and without arms
• to form associations or unions (or cooperative societies)
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 • to move freely throughout the territory of India
• to reside or settle in any part of the territory of India
• right to practice any profession or to carry on any occupation, trade or business.

Question 8
(a) Explain the main features of the 73rd Amendment to the Constitution of India, relating [6]
to rural local self-government institutions.
(b) Suggest three ways to address the challenges faced by Panchayati Raj institutions in [6]
India.

Comments of Examiners
(a) Most candidates gave more importance to the added Suggestion for teachers
features of 11th Schedule rather than the important
- Guide the students to differentiate
changes brought about by the 73rd Amendment Act
between functions and features of a
in the working of Panchayat. Several candidates concept.
wrote about the functions of the Panchayat instead of - Teach concepts with proper examples.
the main features of the 73rd Amendment. Some - Advise students to avoid selective
candidates confused urban body with rural body. A study.
few candidates wrote only about three tier systems - Train the students to understand the
and reservations. requirements of the question and
(b) Majority of the candidates explained the challenges answer accordingly.
faced by Panchayati Raj institutions in India, instead
of ways to address them.

MARKING SCHEME
Question 8
(a) Main features of the 73rd Amendment:
• It provided a constitutional basis for local rural self-government.
• It envisage a three-tiered system: Gram Panchayat (village), Panchayat Samhiti (block) and
Zilla Parishad (district).
• Fixed tenure of 5 years for all local self-government institutions.
• Reservation for SC/STs/OBCs (proportional to their population) and women (33% to 50%)
• Appointment of a State Election Commissioner with the rank of a High Court Judge (Under
the supervision of State Election Commission).
• 29 subjects were delegated to local-self-government from the State list through the
Eleventh Schedule of the constitution. State Finance Commission was charged with the
responsibility of ensuring financial autonomy for local self-government institutions.

(b) Addressing the Challenges:

The following are some guidelines:
• Creating awareness about the role of local self-government institutions
• Using the Right to Information Act to audit the functioning of local self-government
institutions.
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 • Greater commitment of state governments to the objectives of the 73rd Amendment.
• Greater engagement by civil society in the functioning of local self-government
institutions.
(Consider all answers that make a cogent argument)

Question 9
(a) Explain three important causes of regionalism in Indian politics. [6]
(b) Critically examine three ways in which the prevalence of political violence affects the [6]
functioning of Indian democracy.

Comments of Examiners
(a) Most candidates, instead of writing about the causes Suggestions for teachers
of regionalism in Indian politics, wrote the types of - Explain the types and causes of
regionalism. Some candidates mistook regionalism regionalism with real life examples
for casteism and communalism. A few candidates from across the country.
wrote about religion instead of regionalism. - Elaborate on the concept and terms of
political violence with examples from
(b) Majority of the candidates focused on the types of the past and the present.
political violence, instead of the effects or impact of
political violence on the functioning of Indian
democracy. Some candidates lacked the basic understanding of the term political violence and so
wrote random and haphazard points.

MARKING SCHEME
Question 9
(a) Causes of regionalism:
• Colonial legacy of regional imbalance
• Geographical factors that isolated some parts of the country from the impact of
development
• Perception of neglect by the Union Government
• Exploitation of some regions for resources and raw-materials with no benefits accruing
to these regions.
• Cultural and/or linguistic differences
• Conflict over resources like water (Any three points with explanation)
(b) Political violence could have the following effects on the functioning of Indian democracy. It
could:
• lead to a decline in confidence in democratic institutions
• legitimise/normalise violence as a means of articulating demands and aggregating
interests
• undermine the rule of law
• lead to a criminalisation of democratic politics (Any three points with explanation)

Note: For questions having more than one correct answer/solution, alternate correct answers/solutions,
apart from those given in the marking scheme, have also been accepted.
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 GENERAL COMMENTS

• Question 1(ii): Amendment of the constitution of USA.

Topics • Question 1 (vi): Composition of the Supreme Court of India.
found • Question 1 (vii): Single citizenship as a salient feature of the Constitution of India.
difficult by • Question 1 (ix): Fundamental Right that is a remedy for the violation of other
candidates fundamental rights.
• Question 1 (x): Meaning of Communalism in the Indian Context.
• Question 3 (a): First - Past - the Post System
• Question 3 (b): Advantages of a bi-party system.
• Question 5 (a): Important functions of the Executive
• Question 5 (b): Comparison of the position of the President of India and that of
USA.
• Question 6(a): Explanation of the original and appellate jurisdiction of the
Supreme Court of India.
• Question 7 (b): Right to Freedom in Article 19.
• Question 8 (a): Main features of the 73rd Amendment to the Constitution of India.
• Question 9 (a): Important causes of regionalism in Indian politics.
• Question 9 (b): Effects of Political violence in India.

Concepts in • Unitary State

which • Reason for minority representation
candidates • Constituent function of the legislature
got • Executive powers of the President of India
confused • Implementation of Directive Principle.
• Features of a liberal democratic state.
• Features of a parliamentary form of government.
• Relative positions of the President of India and the President of USA.
• Judicial independence ensured in the Constitution of the United States.
• Importance of the Preamble with reference to the Constitution of India.
• Right to Freedom Article 19.
• The challenges faced by Panchayati Raj institution.

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 • Study everything in detail. Focus more on the concepts and terms before
understanding the topic.
Suggestions • Prepare summary notes for each topic.
for • Do not just write the headings – explain the point in detail.
students • Be well versed with the current affairs in India as well as in the world.
• Participate in Interactive sessions, group discussions and classroom debates.
• Read newspaper daily. Gather more and more information from standard books
and other reliable sources/websites.
• Update your information – do not write outdated and rejected information.
Observe the changes minutely around you and give examples to quote in your
answer.
• The scope of syllabus must be kept in mind with knowledge of current affairs.
• Practise answering questions which require analytical explanations.
• Do a lot of reference work.
• Practise writing the answers to the questions according to the requirement of the
questions.
• Solve the previous years’ ISC Question papers and inculcate time management.
• Keep calm during the examinations and make use of 15 minutes of reading time
for the selection of questions and recapitulating the matter.
• Explain the points judiciously without indulging in useless repletion and
rambling.
• Learn to differentiate between terms like power and position, unitary and federal
features and merits, parliamentary and presidential.
• Develop the habit of reading which will help in gaining a good command over
the language.
• Do not refer to textbooks with outdated information.

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