2059 s19 Ms 1

Cambridge Assessment International Education
Cambridge Ordinary Level

j
PAKISTAN STUDIES 2059/01

Paper 1 The history and culture of Pakistan May/June 2019
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 May/June 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
This document consists of 19 printed pages.
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2059/01 Cambridge O Level – Mark Scheme May/June 2019
PUBLISHED
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
© UCLES 2019 Page 2 of 19
PUBLISHED
Question Answer Marks
1(a) According to Source A, why did many people die at Fort William in 3
1756?
Level 1: One mark for each relevant statement identified from the
source, two marks for a developed statement from the source 1–3
e.g.
• Several were already wounded
• Conditions in the cell were dirty, would have infected soldiers’
wounds
• Lack of fresh air / suffocation
• Lack of water / dehydration
• Trampled to death trying to reach water / fresh air
• Crushed to death in overcrowded cell
• Guards showed no interest in prisoners’ welfare
No evidence submitted or response does not address the question 0
1(b) What can we learn from Source B about famine in the subcontinent 5
during British control?
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.
• Food was being given to a man who looks very weak suggesting that
the famine has been going on for a long time.
• The problem of hunger was widespread because many people of
different ages, men, women and children, were affected and were
waiting for relief.
• Famine must have been a serious problem because relief has been
organised.
• People are looking underfed / malnourished and are waiting for the
distribution of food which is being given out to these people in the
source.
• The man in the bowler hat is an official observing / involved in or
supervising the process, which shows that the British were involved with
the distribution of relief.
Level 2: Unsupported valid inferences 2–3

(Two marks for one unsupported inference, three marks for two or more
unsupported inferences)
e.g.
• People looked miserable / very weak
• It appears a calm / organised operation
• The famine is causing great suffering / misery / ill health
PUBLISHED
1(b) Level 1: Identifies surface features from the source 1
e.g.
• There are thin people
• A man is being given food
1(c) Explain why Robert Clive was successful in the Battle of Plassey in 7
1757.
Level 3: Explains reasons 5–7

(Five marks for one explanation, six marks for two explanations, seven
marks for three explanations)
e.g.
• Clive persuaded one of the Nawab’s key men, Mir Jafar, to side with the
British. Jafar’s defection weakened the Nawab’s army, which Clive was
able to use to his advantage.
• Clive ordered his men to cover their cannon when it rained. So, the dry
cannons of Clive’s army outfired the Nawab’s cannons.
• Clive was an experienced soldier as he had fought the French in
southern India. He was used to the tactics of warfare, this helped to
defeat the Nawab.
Level 2: Identifies reasons 2–4

(One mark for each identification)
e.g.
• Mir Jafar defected.
• Clive kept his cannons dry
• Clive was an experienced soldier
Level 1: Simple statement 1

(One mark for any simple statement)
e.g.
• Clive was a leader
PUBLISHED
1(d) Was the India Act of 1784 the main reason why the British were able to 10
expand beyond Bengal between 1784 and 1850? Explain your answer.
Level 5: Explains and makes judgement / evaluation 10

(As top of Level 4 plus judgement / evaluation)
Level 4: Explains WHY the India Act AND other factors were important
in the British expanding beyond Bengal between 1784 and 1850 6–9
(Two explanations, one on the India Act and one on other factors, are worth
six or seven marks. Additional explanations on the same two factors cannot
be awarded more than eight marks. Explanation of all factors is worth nine
marks)
e.g.
India Act of 1784
• This made the position of Governor General a royal appointment. Lord
Cornwallis was appointed to this position in 1786.
• A Board of Control replaced the East India Company’s Board of
Directors, changing it from a trading concern to a sovereign body in
which the Crown had direct control of Bengal.
• A police system was developed to help in the administering of justice
and maintaining law and order.
Other reasons
• Lord Cornwallis introduced the Permanent Settlement in 1793 making
zamindars of Bengal landowners, subject to their payment of a fixed
sum to the British. In 1793 this amounted to some 10% of the total sum
collected by the zamindars. The Permanent Settlement secured the
financial interest of the East India Company and helped Bengal to
become the wealthiest province in India, allowing the British to extend
their control.
• Local rulers were persuaded to sign subsidiary alliances by Lord
Wellesley who became Governor General in 1798. The local ruler
continued to run their affairs while British soldiers offered protection. In
return for this protection the ruler paid towards the cost of the soldiers
and accepted a British resident adviser. This consolidated Britain’s
power in India at little cost and extended British control.
• The annexation of land. Hyderabad and Oudh accepted British
protection with a subsidiary alliance. Mysore, Oudh, Delhi and the
Marathas came under British control by the early nineteenth century,
followed shortly afterwards by Sindh and the Punjab.
Level 3: Explains ONE event 5–7

(One explanation is worth five marks. Additional explanations on the same
factor can be awarded up to seven marks)
See exemplars in L4
PUBLISHED
1(d) Level 2: Identifies aspects of / describes events 3–4

(One identification / description is worth three marks. An answer with
additional identification / descriptions is worth four marks)
e.g.
• Pitt introduced the India Act
• The British had more weapons
Level 1: Simple statement(s) 1–2

(One simple statement is worth one mark. An answer with additional simple
statements is worth two marks)
e.g.
• It was an Act of Parliament
PUBLISHED
2(a) Who was Ahmad Shah Durrani? 4
Level 1: One mark for each relevant point, two marks for a developed
statement 1–4
e.g.
• Known also as Ahmad Shah Abdali, an Afghan leader, a military genius
who had excellent tactical skills.
• He beat the Marathas at the battle of Panipat in 1761, which ended the
ambitions of the Marathas.
• Durrani was unable to make the most of his victory; as his followers
mutinied he gave up his idea of an Indian empire and returned to
Kabul.
2(b) Explain why the British wanted to trade in India from 1600. 7

e.g.
• Reports of immense wealth in the subcontinent led to the British
establishing a trading base there as they saw a profitable future.
• The British wanted to establish their influence in the subcontinent and
to oust the Dutch and Portuguese.
• The British also wanted to establish a strategic port in the subcontinent
that would protect its trading interests there and in the Far East.

e.g.
• Because of the wealth in the subcontinent
• Because other European countries were there
• The British wanted a strategic port / base there

e.g.
• The British wanted to trade there
PUBLISHED
2(c) Did Syed Ahmad Barelvi contribute more to the spread of Islam than 14
anyone else in the subcontinent before 1840? Explain your answer.
Level 5: Explains with evaluation 14

(As top of Level 4 plus judgement or evaluation)
Level 4: Explains the contribution of Syed Ahmad Barelvi AND others

9–13
(Two explanations, one on success and one on less success, are worth
nine marks. Additional explanations awarded up to 13 marks)
e.g.
Syed Ahmad Barelvi
• Spread Islam through the Jihad Movement, which became an armed
struggle to liberate the Punjab and the NWF from non-Muslim
oppression and was the first example of a movement to restore Muslim
power.
• As at this time the Muslim community were not allowed freedom of
worship, the mujahideen fought campaigns to achieve religious and
spiritual freedoms.
• His work was a uniting force for Muslim groups and an inspiration.
Haji Shariatullah
• Spread Islam through the Faraizi Movement, which removed Hindu
practices from worship and called on Muslim groups to perform their
proper observation of Islamic duties (faraiz).
• Aimed to restore the pride of the Muslim community. A huge group of
followers grew called ‘Faraizis’.
• The movement alarmed the Hindu landlords of East Bengal, as the
Faraizis in Bengal united against the treatment they had received.
Shah Waliullah
• Believed the Muslims faced problems because of their incomplete
knowledge of Islam and the Holy Quran. To reverse the decline in
Muslim power he taught that there needed to be spiritual and moral
regeneration based upon the principles of Islam.
• He encouraged the Muslim community to concentrate on Quranic
teachings and translated the Holy Quran into Persian, which was the
main language of Muslim groups at that time.
• He wrote many books, which were designed to spread the principles of
Islam amongst the Muslim community in order to unite them. He aimed
to provide the inspiration for Muslims to lead a pure life.
Level 3: Explains the contribution of Syed Ahmad Barelvi OR others

7–10
(One explanation is worth seven marks. Additional explanations awarded
up to 10 marks)
See exemplars in L4
PUBLISHED
2(c) Level 2: Identifies / describes the contribution of Syed Ahmad Barelvi

AND / OR others 3–6
(One identification / description is worth three marks. Extra marks are
awarded for additional identification / descriptions up to six marks)
e.g.
• Syed Ahmad Barelvi founded the Jihad Movement
• Haji Shariatullah established the Faraizi Movement
• Shah Waliullah’s writings in Persian made Islamic teaching available to
non-Arabic speakers
Level 1: Simple statement 1–2

e.g.
• Syed Ahmad Barelvi had soldiers
• Shah Waliullah wrote books
PUBLISHED
3(a) Who was Lord Wellesley? 4
statement 1–4
e.g.
• Governor General of India in 1798.
• Wellesley persuaded local princes / rulers to sign subsidiary alliances.
• Local rulers were also forbidden to make any other alliances.
• In 1799 Wellesley invaded Mysore killing Tipu Sultan and gaining control
of his lands.
• Wellesley also defeated the Nawabs of Oudh and took control of their
territory.
3(b) Why did the War of Independence of 1857 not succeed? 7

e.g.
• The Indian population were not united in a common cause.
• The Punjab was uninterested in helping the rebellion and actually sent
men and supplies to help the British as they did not want imperial power
restored.
• This also happened in Kashmir where the ruler sent 2000 troops to help
the British as this benefitted his own feudal powers.
• The British had modern methods of fighting and the army was well
organised as well as being supplied by some of the local rulers.

e.g.
• There was no plan
• There was a lack of unity
• The British had more firepower

e.g.
• The uprisings were unsuccessful
PUBLISHED
3(c) Were Sir Syed Ahmad Khan’s religious views his most important 14
contribution to the Muslim cause after 1857? Explain your answer.

Level 4: Explains his religious views AND other contributions 9–13

(Two explanations, one on success and one on less success, are worth
nine marks. Additional explanations awarded up to 13 marks)
e.g.
Religious views
• He believed relations with the British could be improved by improving
the understanding of Christianity by Muslim groups. He tried to
overcome this by writing Tabyin-ul-Kalam, in which he pointed out the
similarities between Islam and Christianity.
• He was also aware that the British knew little about Islam. After reading
a book in Britain on the life of the Prophet, he wrote his own work
correcting the many errors he had read.
Education
• In 1863 he founded the Scientific Society at Ghazipore. He wanted to
make scientific writings available to Muslims by translating them from
English into Urdu.
• He established a Muslim college, which led to the Muslim-Anglo Oriental
College in 1876. This became the University of Aligarh, which became
important as it educated many future leaders.
• Improving the position of the Muslim community in society through
encouraging a Western education.
Politics
• He recognised that the Muslim community could not win any election
because of the Hindu majority population, so he advocated separate
seats and a separate electorate, which was the forerunner of the future
demand for a separate homeland.
• His books following the War of Independence attempted to restore
British understanding about the Muslim community. He showed that
there were Muslim supporters of the British government. He gave
explanation of the word ‘Nadarath’ and suggested that the British should
try to understand Muslim groups better.
Language
• Sir Syed was concerned that the Hindu community demanded that Hindi
should be made the official language in 1867 in place of Urdu. He
became opposed to the way that Congress was working for the interests
of Hindus in a way that was detrimental to the Muslim community. This
led to the formation of the United Patriotic Alliance.
• Sir Syed emphasised this threat to the Muslim community and
developed his Two Nation Theory, as a result many Muslim groups
called him the ‘Father of the Pakistan Movement’.
PUBLISHED
3(c) Level 3: Explains his religious views OR other contributions 7–10

up to 10 marks)
See exemplars in L4
Level 2: Identifies / describes his contributions 3–6

e.g.
• He wrote a number of books
• He opened a school and a university
• He was interested in science writings
• He believed in the Two Nation Theory
• He was opposed to the Hindi language taking over from Urdu

e.g.
• His religious views were important
PUBLISHED
4(a) Who was Rahmat Ali? 4
statement 1–4
e.g.
• In 1930 he left India to study law at Cambridge.
• Attended conferences in London on the position of the Hindu and
Muslim communities in India.
• Believed in a separate Muslim homeland.
• In 1933 he produced a pamphlet, ‘Now or Never’, which argued in
favour of partition.
• Became popular amongst most Muslim groups during the 1930s.
• Formed the Pakistan National Movement.
• Developed the name of Pakistan.
4(b) Explain why the Muslim community objected to the rule of the 7
Congress party between 1937 and 1939.

e.g.
• The erosion of Muslim identity and culture. Muslims were forbidden to
eat beef and received harsh punishments if they slaughtered cows.
• Hindi was enforced as the official language and organised attacks were
made on mosques. This made the Muslim community feel that their
language and religion were being made worthless.
• Bande Matram, a nationalistic Hindu song, was adopted. It encouraged
Hindus to expel Muslims from ‘Hindustan’. Singing of the song was
made compulsory before the start of business every day in the
provincial assemblies.
• Another scheme, the Widdia Mandar scheme, indirectly aimed to
convert all non-Hindus to Hinduism. It was introduced in all schools and
colleges. It promoted Hindu myths and heroes, adopting them as
national icons. Muslim groups felt it was an attempt to subvert their
faith.
• The Wardha scheme was a new educational policy that required
students to bow before Gandhi’s picture each day. Spinning cotton by
hand was introduced into the school curriculum. Teaching was in Hindi
with no religious education, which meant that Muslim students were at
a disadvantage and again they felt this was a covert attempt at
conversion by Congress.
PUBLISHED

• The Widdia Mandar scheme was introduced

• The Bande Matram was adopted
• Hindi enforced as the official language.

e.g.
• The Muslim community were worried by the measures introduced
during Congress rule.
PUBLISHED
4(c) Was the Moplah uprising in 1921 the main reason for the end of the 14
Khilafat Movement? Explain your answer.

Level 4: Explains the Moplah uprising of 1921 AND other reasons 9–13
(Two explanations, one Moplah and one on other reasons, are worth nine
marks. Additional explanations awarded up to 13 marks)
Uprising
• Moplahs were deeply religious Muslims who rose up against their
Hindu landlords and the British in South India. Their activities
destroyed a police station and Hindu property. This action divided
Hindus and Muslims and put in doubt Hindu cooperation in the Khilafat
Movement.
Other reasons
• 18 000 Muslim people migrated to Afghanistan (hijrat) to protect and
foster Islam after a promise of homes and land. However the Afghan
government did not welcome the hijrats and refused many of them
entry. Many of those returning to India died on the journey back or they
found themselves homeless and their jobs occupied. This was
dispiriting for the Muslim community and support for the Khilafat
Movement was lost.
• Some of the leaders including Maulana and Muhammad Ali were
imprisoned in 1921, which made the organisation less effective.
• Gandhi had seen an opportunity for self-rule by joining the Movement
and the involvement of the Hindu community was initially welcomed by
many Muslims. However, this made the objectives of the Movement
less clear since it was felt that Hindu groups and Gandhi were using it
to advance their own interests, not those of the Muslim community.
• The Chauri Chaura incident of violence between protesters and the
police led Gandhi to withdraw his support from the Khilafat Movement.
This left Muslim groups to continue the work of the Movement alone
which, combined with the imprisonment of their leaders and the Hijrat,
was challenging.
• The end of the Movement was also brought about by the decision of
the Muslim Mustafa Kamal Ataturk to form a nationalist government in
Turkey. Muslim groups now had no cause to follow.
Level 3: Explains the Moplah uprising of 1921 OR other reasons 7–10

up to 10 marks)
See exemplars in L4
PUBLISHED
4(c) Level 2: Identifies / describes reasons 3–6

e.g.
• Kamal Ataturk’s new government in Turkey abolished it
• The impact of the Hijrat
• Gandhi called off his support
• Leaders were put in prison

e.g.
• The uprising took place in South India
PUBLISHED
5(a) Describe the Zakat Ordinance. 4
statement 1–4
e.g.
• In 1980, Zia-ul-Haq imposed a 2.5% wealth tax on savings over a
certain amount.
• Money raised was given to Zakat committees in villages and towns for
the poor.
• Some Muslim groups protested against this since their view of Islamic
law was that giving should be voluntary.
• In 1984, these groups held demonstrations in Islamabad forcing Zia-ul-
Haq to accept their objections and exempt them from paying the tax.
5(b) Explain why there were many governments between 1951 and 1958. 7

e.g.
• Jinnah died in 1948 and Liaquat Ali Khan was assassinated in 1951
without these experienced figures it was more difficult to establish a
stable government.
• The problems of running a new country were very difficult to overcome,
especially as some of the joint assets were withheld after partition.
• Relations with India were strained with no agreement on Kashmir.
• Food shortages followed a drought 1951-53. This, combined with an
economic slump, led to rioting which forced changes in the cabinet.
• Resistance to the One Unit Policy from East Pakistan contributed to a
loss of support for Iskander Mirza’s government.

e.g.
• Jinnah died in 1948
• Governments that followed after Jinnah were inexperienced

e.g.
• It was a challenge to build a new country.
PUBLISHED
5(c) Were the economic reforms of Ayub Khan the most important of his 14
domestic policies in the ‘Decade of Progress’ between 1958 and 1969?
Explain your answer.

(As top of Level 4 plus a judgement or evaluation)
Level 4: Explains the economic reforms AND other reforms 9–13

(Two explanations, one on the challenges in Sindh and one on another
reason, are worth nine marks. Additional explanations awarded up to 13
marks)
e.g.
Economic
• The land of smaller farmers was redistributed to farmers with medium
sized farms and agriculture was revitalised to such an extent that crop
outputs were at record levels.
• In 1962, an oil refinery was established in Karachi and a Mineral
Development Corporation was set up for the exploration of mineral
deposits which contributed significantly to the economy.
• An Export Bonus Scheme was set up offering incentives to
industrialists who increased exports.
• The national economic annual growth rate was 7% and the economy
grew three times faster than that of other South Asian countries.
• However, the new wealth was concentrated in the hands of a few and
did not bring widespread benefits.
Other
• The government set about improving housing for refugees. A massive
new housing development provided new homes for refugees in
Karachi, which had a beneficial effect on the lives of these people.
• Family Planning Programme used the media to persuade people to
limit family size to slow population growth rates.
• In 1959, Basic Democracies were introduced. This was a four tier
structure of government, allowing elections at various levels. The
success of these councils was such that martial law was lifted.
• People were prevented from hoarding goods and selling them on at
inflated prices. Profiteers had their goods confiscated and many were
arrested. As a result, this action brought prices of many goods down
and that benefitted people.
• The price of milk and other goods were fixed to stop profiteering which
helped families to manage their weekly budget better.
PUBLISHED
5(c) Level 3: Explains the economic reforms OR other reforms 7–10

up to 10 marks)
See exemplars on L4
Level 2: Identifies / describes aspects of his reforms 3–6

e.g.
• An oil refinery was established in Karachi
• A Mineral Development Corporation was set up
• Family Planning Programme was set up
• Basic Democracies were introduced
• Profiteers and hoarders were prosecuted

e.g.
• Reforms that affected the economy were very important

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Cambridge Assessment International Education

Cambridge Ordinary Level

PAKISTAN STUDIES 2059/01

This document consists of 19 printed pages.

© UCLES 2019 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2019 Page 2 of 19

Question Answer Marks

No evidence submitted or response does not address the question 0

Level 3: Inference(s) supported by detail from the source and / or

Level 2: Unsupported valid inferences 2–3

© UCLES 2019 Page 3 of 19

Question Answer Marks

1(b) Level 1: Identifies surface features from the source 1

No evidence submitted or response does not address the question 0

Question Answer Marks

Level 3: Explains reasons 5–7

Level 2: Identifies reasons 2–4

Level 1: Simple statement 1

No evidence submitted or response does not address the question 0

© UCLES 2019 Page 4 of 19

Question Answer Marks

Level 5: Explains and makes judgement / evaluation 10

Level 3: Explains ONE event 5–7

© UCLES 2019 Page 5 of 19

Question Answer Marks

1(d) Level 2: Identifies aspects of / describes events 3–4

Level 1: Simple statement(s) 1–2

No evidence submitted or response does not address the question 0

© UCLES 2019 Page 6 of 19

Question Answer Marks

2(a) Who was Ahmad Shah Durrani? 4

No evidence submitted or response does not address the question 0

Question Answer Marks

Level 3: Explains reasons 5–7

Level 2: Identifies reasons 2–4

Level 1: Simple statement 1

No evidence submitted or response does not address the question 0

© UCLES 2019 Page 7 of 19

Question Answer Marks

Level 5: Explains with evaluation 14

Level 4: Explains the contribution of Syed Ahmad Barelvi AND others

Level 3: Explains the contribution of Syed Ahmad Barelvi OR others

© UCLES 2019 Page 8 of 19

Question Answer Marks

2(c) Level 2: Identifies / describes the contribution of Syed Ahmad Barelvi

Level 1: Simple statement 1–2

No evidence submitted or response does not address the question 0

© UCLES 2019 Page 9 of 19

Question Answer Marks

3(a) Who was Lord Wellesley? 4