Pakistan Studies (2059/01) – Source based

questions
Answering Source-Based Questions

Source A

Full accounts of the earlier scenes of the recent revolt in the Bengal army have now reached us. Several
regiments have broken out into open mutiny, murdered their officers and entered into direct rebellion against
the British government. At present revolt seems to be confined to the army of Bengal, the largest and most
important of the three presidencies, and only about 8000 men have taken part. Everywhere else, according to
reports received, all is quiet and the native army is true to its duty.

An account of the events of 1857, written in an English newspaper in June 1857.

(a) According to Source A how widespread was the ‘revolt’? (3)

Source B The public hanging of Indians who took part in the War of Independence.

(b) What does the Source B tell us about British attitudes towards the uprising? (5)
(a) According to Source A how widespread was the ‘revolt’? (3)

This question is designed to test your understanding of what a source tells us. To help understand what we
have to do, it might be helpful to call it the ‘comprehension question’. You have to read it, comprehend it – and
quote information from it. There are 3 marks for this question and you will get one mark for each correct
statement. So a good answer to Question (a) above would be.

Source A tells is that the revolt is confined to several regiments. It says that 8000 soldiers from the Bengal army
are involved and that everywhere else the soldiers are quiet and doing their duty.

Question (b)

This question is a little more demanding. This time you have to look at the picture and work something out from
it. We call this making an ‘inference’ because you infer something that you have been told or shown. So in
answering Question (b) if you said ‘It tells us that they thought they should hang the Indians who fought against
them’, you would just be describing what you see and would get a low mark.

A good answer would be.

This source tells us that the British had no sympathy for the Indian people who fought against them and that
they should be used to make an example of so that the rest of Indian people knew not to resist the British. I can
tell this because these Indians are just being hanged, they are being hanged in public.

This is a very good answer because the student has not only worked something out (made an inference), but
also supported it with detail from the source.
Question (a) (Remember, this is the ‘comprehension question.’)

Source A

If you will work in co-operation, forgetting the past, buring the hatchet, you are bound ot succeed. If you
change your part and work together in a spirirt that every one of you – no matter to what community he
belongs, no matter what relations you have had in past, no matter is his color, caste or creed … there will be
no end to the progress you will make.

Part of Jinnah’s address to the Constituent Assembly in August 1947.

According to Source A what was Jinnah adviding the Constituent Assembly to do in August 1947?

This question carries three marks. You are required to find three statements in the source which tells us what
Jinnah was advising. Each correct statement would receive one mark. This should be enough to score full
marks. In this case we could say:

Jinnah was advising the members of the Assembly to work in co-orporation. (One thing) Also they should stop
worrying about the past (‘bury the hatchet’) (two things) and ignore their differences in colour, caste or creed
(three things)

Question (b) (Remember this is the ‘inference question’)

Source B A Library being divided at the time of partition in 1947.

What does the source tell us about India and Pakistan in 1947?
You could answer ‘It tells us that they divided library books between them’ However that would not be a very good
answer, because it is just describing what the source shows and would get very few marks.

You could answer ‘It tells us that India and Pakistan were not getting on very well.’ That would be a better answer,
because you have worked something out from the source. You have made an inference. But to score higher
marks, you need to explain why the source makes you think that. So, a good answer would be:

‘It tells us that India and Pakistan were not getting on very well. It does this because we can see that they even
felt the need to go through their libraries and divide up all the books between the two countries. If they had
been on good terms, they would have found a better way to do this.

Now you would have written a very good answer with an inference supported with detail from the source.
 Past Paper Source A Questions
June 2015

According to Source A, what reasons are suggested for the British victory at the battle of Plassey in
1757?
 Clive persuaded Mir Jafar to switch sides
 Nawab’s opening gunfire was ineffective
 The Nawab didn’t cover their cannon and muskets when it rained
 English soldiers knew how to prepare for battle in the rain better
 Nawab’s muskets were useless due to the wet powder
 Mir Jafar’s men unwilling to fight against the British
 Jafar had turned traitor/corrupted by British
 Nawab had 500 casualties to Clive’s 22
 It was raining
 The Nawab’s troops retreated

November 2015

According to Source A, what were the problems facing India in 1940?

 Problem of Indian an international one and should be treated as such
 Differences between Hindus and Muslims so great and sharp (1) that union under one central
government was risky
 People belonged to 2 separate and distinct nations (1) only chance to allow them to have separate
states
 They belonged to 2 different religions, philosophies, social customs and literature
 Concepts on and of life different
June 2016
According to Source A, what problems were caused by Cyclone Bhola in 1970?
 It destroyed villages and crops
 Nearly 1 million people died
 85 % of the area was destroyed
 3 months later 75 % of population were receiving food from aid workers
 There were ill feelings towards West Pakistan over the amount of aid

November 2016

According to Source A, why was there opposition to the Simon Commission of 1927?
 No Indian representation of the Commission
 Value friendship with Congress more than British concession
 Not on equal terms with British in framing new constitution
 Not satisfied with being only petitioners

June 2017
According to Source A, what difficulties did the Indian cotton industry face during the nineteenth
century?
 Indian production of cotton goods was discouraged – in favour of British industry
 Only allowed to grow raw cotton to supply British looms
 Skilled workers had to work in EIC factories
 EIC controlled Indian weaving production
 Very high tariffs prevented Indian silk and cotton from entering Britain
 No duty on British goods for reaching India

November 2017

According to Source A, what were Jinnah’s aims in his Delhi Proposals of 1927?
 Hindu-Muslim unity
 More Muslim-majority provinces to balance the number of Hindu-majority ones represented in central
assembly
 Sindh to be separated from the Bombay Presidency and made a full province
 The protection of Muslim minorities as well as for other minorities in Punjab and Bengal
 1/3 of seats in the central legislature to be set aside for Muslims
 To explore the possibility of reserved seats rather than separate electorates

June 2018
According to Source A, what were the effects of the High Court judgement regarding Zulfiqar Ali
Bhutto on the people of Pakistan?
 People were stunned
 There were arrests
 Some people died in clashes
 There was strong opposition
 There were strikes
 There were peaceful protests
 There were demonstrations

November 2018

According to Source A, what reasons are suggested for the introduction of the Defence of India Act in
1915?
 To secure safety of population
 To uphold the law
 To punish the violations of the law
 Defence of British Empire in India
 To deter plots / conspiracies against British government

June 2019
According to Source A, why did many people die at Fort William in 1756?
 Several were already wounded
 Conditions in the cell were dirty, would have infected soldiers’ wounds
 Lack of water / dehydration
 Lack of fresh air / suffocation
 Trampled to death trying to reach water / fresh air
 Crushed to death in overcrowded cell
 Guards showed no interest in prisoners’ welfare

November 2019

According to Source A how did Jinnah want the Muslim community to act on December 22 1939?
 To give thanks
 To celebrate
 To observe a Day of Deliverance nationally
 To hold prayer meetings in local communities
 To hold non-violent, calm meetings
 To be respectful of other communities
 To make Congress High Command the focus of their actions.

June 2020
According to Source A, what were the personal characterisitcs of Robert Clive?
 A brave/courageous soldier
 A man of initiative [1], leadership [1], determined [1]
 Reckless [1], unprincipled [1]
 Badly behaved
 Gambled / took risks in battles
 Put his men’s life in danger
 Devious [1], sly in battle [1]
 Cruel
 Immoral
 Greedy

November 2020

According to Source A, why was Queen Victoria made Empress of India?

 To ‘link the monarchy more closely with India’
 To ‘underline Britain’s position as a world power’
 She ‘saw India as a jewel in the crown of her empire’
 She was India as ‘a place full of vibrant colours, gems, fruits and spices’
(at least one item to be identified)
 ‘Queen Victoria viewed India as a land to be governed by British order and justice’

June 2021
According to Source A, what were the reasons for India supporting Britian in the First World War?
 ‘in defence of an Empire’
 To fight a ‘common enemy’
 ‘India has always been loyal’
 India’s ‘future development in terms of prosperity’
 India’s recognition of ‘our rights as citizens’

November 2021

According to Source A, which policies do some historians claim contributed to the increasing
instability of the Mughal Empire by the time of Aurangzeb’s death?
 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]

June 2022
According to Source A, what examples of ‘enormous progress’ (line 1) had the Muslim League made?
 It had become a strong institution
 It would be capable of having a long-term influence
 The League was a great success
 The British were taking the Muslim League seriously and thought of them as a major power
 Muslim India was now politically conscious and awake
 The Muslims League would be a permanent feature of Indian politics

November 2022

According to Source A, what did Fatima Jinnah wish for the people of Pakistan?
 To free 110 million people in Pakistan from this atmosphere of uncertainity, intimiation and discontent
 People would hear the message of freedom, democracy and social justice
 People would benefit from the work started by her brother, the late Muhammad Ali Jinnah, the founder
of Pakistan
 That people are not afraid
 That people be willing to work hard and contribute so that all of Pakistan can thrive
 That everyone can become prosperous
 That future generations can live freely in a society which values them and their efforts

June 2023
According to Source A, Mir Jafar was unpopular as Nawab of Bengal. Identify three ways he was
unpopular.
 Mir Jafar allowed the British to take important lands around Calcutta
 He made regular payments of huge sums of money to the British
 Mir Jafar’s actions allowed the British to strengthen their trading position
 He almost brought about Bengal’s economic collapse
 Mir Jafar was accused of betraying his own country and people
 Mir Jafar made an agreement with the British
 His relationship with the British

November 2023

According to Source A, the Treaty of Sevres had consequences for the Ottoman Empire. Identify three
of these consequences.
 To punish the Ottoman countries
 Land from Ottoman Empire was divided between the Allies
 Creating hardship and refugee issues throughout the region
 Restrictions limiting the size and scope of the Turkish military forces were also imposed
 These terms provoked feelings of resentment
 Fuelled Turkish nationalism for decades

June 2024
According to Source A, Mir Qasim increased the tax revenue for Bengal. Identify three ways in which
he did this.
 By reducing the amount of rent-free land
 By increasing the rate of land tax
 He warned that anyone who refused to pay would be evicted

November 2024

According to Source A, foreign policy was a strength of Zulfikar Ali Bhutto. Identify three reasons why.
 Because of his vast knowledge of world history
 ZAB’s awareness of the different problems of many countries
 It enabled him to develop strategies
 Which brought enormous benefits for Pakistan
 He was capable of making strong relationships with any country
 That was able to help Pakistan

Past Paper Source B Questions

June 2015
What does source B tell us about the British East India Company in 1825?

 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 lowly status.
 Local rulers are on horseback behind the British officials. They are shown as smaller, reflecting their
lower 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 organization as seen in the uniforms and the
decorations on the horses. The Company were 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.

November 2015
What does source B suggest about the attempts to solve the problems of the sub-continent in 1945?

 This source is representing the negotiations at Simla in 1945

 The negotiators don’t appear to be cooperating with each other. One (Jinnah) is looking bored and the
other (Gandhi) appears to be floating above the ground suggesting that he is in another place rather
than sat round the table
 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 thoughtful
 Their faces show they are thinking about their next move / waiting to see what move the other makes
 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

November 2016
What does source B tell us about the negotiations during the Round Table Conferences between 1930
and 1932?

 The driver of the car is John Bull who represents British interest at the negotiations
 The car is travelling over bumpy ground which represents the way the negotiations went during these
years (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 too quickly, hence the
reference to the brake on 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

June 2017
How does source B help us to understand the Indian concerns about the building of railways in India
during the nineteenth century?

 It looks dangerous / unsafe to travel by rail due to the risk of derailment or accident, which might cause
injury and death
 Since railways were not built safely at first, accidents like these were frequent in India
 Accidents like the one shown in the source made some people fear that the railways were dangerous
 Some people also worried that the British were trying to change their way of life

November 2017

How does source B help us to understand Indian concerns about the Simon Commission of 1927?

 Simon was not welcome in India / Indians felt strongly about his presence in India; we know this
because the banner tells him that he was an uninvited guest and should go back to Britain
 He was very unpopular, and he and his fellow commission members were not welcome and should go
back to Britain
 Simon was not welcome because there were no Indian representatives on the committee

June 2018
How does source B help us to understand the way Zia ul Haq governed Pakistan?

 Zia-ul-Haq is firmly in charge of Pakistan. This can be seen by him wearing a military uniform
 He is a figure of power / authority / determination / vision / decisiveness / commitment. This can be
seen by him raising his arm and pointing his finger.
 He wants to display his power. This can be seen by the decorative surroundings which emphasize the
power and majesty of the office of the President.
 He wants his message to be heard / he believes what he is saying is very important / communication is
very important. This can be seen by the many microphones in front of him.
 He used martial law to demonstrate control, which was enhanced by the passing of the Eight
Amendment in 1985.

November 2018
How does source B help us understand what happened at Jallianwala Bagh in 1919?

 There would have been a panic when Dyer and his troops opened fire on 13 April 1919.
 With thousands of people in the park, there would have been a rush to get out, but the narrow entrance
shown in the source would hem people in.
 It would have been a crush, a stampede, and the high walls shown in the source would have added to
the panic.
 Many would have been killed because of the narrow alleyway shown in the source.

June 2019

What can we learn from source B about famine in the subcontinent during British control?
  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 organized
 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 main 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.

November 2019

What can we learn from source B about Gandhi’s ideas on education between 1937 and 1939?

 It looks as if education was important to Gandhi in the photograph because he is studying quietly /
reading a book
 Spinning and handicrafts / were important to Gandhi because there is a spinning wheel in the
photograph
 Practical / traditional education was important to Gandhi because he wanted spinning on the curriculum
 It shows that Gandhi supported the Wardha Scheme because there is a spinning wheel in the
photograph and the Wardha Scheme emphasized practical handicrafts

June 2020
What can we learn from source B about the treatment of Indian hostages during the Mysore Wars?

 This looks like a ceremony with well-dressed people who are stood in their places welcoming the
hostages, indicating respect to them and deference and care of them
 The painting shows Lord Cornwallis who is shaking / holding the hand of one of the hostages he is
greeting
 This looks like a formal / public event of great importance or significance
 The painting shows Lord Cornwallis receiving Tipu Sultan’s sons as hostages to ensure that Tipu
Sultan pays according to the terms of the Treaty
 This painting is intended to portray Cornwallis as gentle / humane / benevolent by the way he is treating
the hostages so it could be used as propaganda. We do not know if all hostages were treated with such
respect, nor whether this scene shows exactly what took place. Presumably the young princes would
have been frightened.

November 2020
What can we learn from source B about Tipu Sultan, ruler of Mysore?

Surface feature
 Tipu is well dressed / groomed / he has a moustache
 His face shows no expression of fear
 He has a sword
 He is fighting a tiger
 There is blood
 It is taking place outdoors / in the countryside
 He is opening the tiger’s mouth
 They are standing up to each other

Valid inference
 Tipu looks brave / courageous
 He looks like a warrior / ready for war
 He looks strong / powerful
 It looks like he was important
 He looks confident
 He looks wealthy
 He looks a proud man

Contextual knowledge
 Tipu was known as the Tiger of Mysore
 There were legends about Tipu killing a tiger with his bare hands
 He had a reputation of being able to dominate / control tigers
 Regarded as a fearless warrior / enemy
 He may have kept tigers as pets
 His palace was decorated with tiger accessories and skins were used as soft furnishings

June 2021
What can we learn from source B about the British presence in India at this time?

Surface feature
 There is a ceremony / coronation taking place
 There are many soldiers there
 There are some buildings
 The soldiers are standing to attention / on parade
 The solders are organized into rows, have guns
 A crowd of people (civilians) are watching the ceremony

Valid inference
 It looks like an important occasion / ceremony
 It looks like a formal organized event
 It looks like Indian soldiers are showing loyalty to the monarchy
 It shows the British presence in India was powerful
 Indian people wanted to be a part of the occasion

Contextual knowledge
 The King and Queen are the new Emperor and Empress of India
 The British had a large army in India
 There were a large number of Indians in the British army in India
 It was the first imperial coronation to take place on Indian soil

November 2021
What can we learn from source B about Mughal rule in India?

Surface features
 There are soldiers and elephants in the painting
 There are some people being carried by the elephants
 There are soldiers on horseback
 The soldiers are wearing armors
 The solders have weapons
 Some people are bowing / some 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

June 2022
What can we learn from source B about the tensions that existed over the future of the subcontinent?

Surface feature
 Two elephants are clashing / facing / charging / fighting each other
 The elephant on the left is labelled Hindu India
 The elephant on the right is labelled Muslim India
 The lion / monkey / man in between the two elephants. He is labelled Attlee
 The lion / monkey / man is wearing bandages
 The lion / monkey / man is saying I’m leaving

Valid inference
 It was between two powerful sides / two sides who were determined / wanted different things
 It damaged Britain
 Both sides were attacking Britain
 It shows the British are failing / lost control / struggling control
 It shows the Muslims and Hindus rejected British rule
 It shows the British were under pressure
 It shows there was tension between the Muslims and Hindus
 Neither side / community look prepared to ‘give in’ / concede ground
 Tensions between the three figures were longstanding
 It shows that Britain had a role as negotiator
 Efforts by the British to intervene have been unsuccessful and damaging to Britain

Contextual knowledge
 The Cabinet Mission Plan, 1946
 Threat of civil war after Direct Action Day in August 1946
 Formation of an interim government in September 1946 (led by Nehru)
 The 3 June Plan, 1947
 Hindu India wanted a united India and Muslim Indian wanted an independent state of Pakistan
 Britain wanted to leave India, but would only do so once Mountbatten’s plan had been implemented
November 2022

What can we learn from source B about the relations between Pakistan and USA in the early 1960s?

Surface feature
 President Muhammad Ayub Khan is in the centre of the photograph
 President Muhammad Ayub Khan is looking at the man standing on his right hand side
 They are in the White House
 They are smiling / happy / casual
 There are two different flags
 They are all wearing suits and ties
 The man on the left has his right hand in his jacket pocket

Valid inference
 Relations are good / positive / friendly
 They (Pakistan and USA) want to work together / they are supporting/cooperative
 Relations are relaxed
 Relations are formal / business-like
 Relations appear to be on an equal footing

Contextual knowledge
 The President (Kennedy) and the Vice-President (Johnson) of the USA are on either side of
President Muhammad Ayub Khan
 They are standing in the Oval Office, the President’s personal office, at the heart of American
government
 President Muhammad Ayub Khan was considered the ‘architect’ of good relations between the USA
and Pakistan
 He hoped to persuade the USA to increase military / economic assistance to Pakistan
 He also hoped to gain support from the USA on Kashmir
 This meeting was followed up by a visit of the First Lady of the USA / Jacqueline Kennedy to
Pakistan in 1962
June 2023

What can we learn from source B about the death of Tipu Sultan?

Surface feature
 Tipu is resting on the knee of a solider
 He is surrounded by soldiers
 The soldiers are carrying weapons / rifles with bayonets and swords
 A soldier is carrying a torch
 They are by a stone / building wall
 There are different uniforms
 There is a second body in the picture
 Someone, not a soldier, is present clasping his hands
 One of the soldiers is holding Tipu’s hand
 The soldiers looked shocked / surprised

Valid inference
 It was a sad incident
 It was a serious / significant incident
 Tipu’s body was respected
 It was an unexpected event
 It was a brutal death
 It was a brave / soldier’s death
Contextual knowledge
 The death occurred in Fort Seringapatam
 Tipu Sultan died on 4 May 1799
 Tipu Sultan was a revered leader, known as the freedom fighter / Tiger of Mysore
 With Tipu’s death, Mysore came under British rule
November 2023

What can we learn from source B about Indian nationalism in 1921?

Surface feature
 It advertises a public meeting
 The public meeting was organized by the Non-Cooperation Movement
 There was to be a bonfire of foreign clothes
 The poster states the venue (Maidan), date and time of the meeting
 Swadeshi clothes are requested to be worn
 The Karachi Khilafat Conference resolutions are mentioned
 Ali Brothers and others to be congratulated

Valid inference
 Nationalism was well organized / co-ordinated
 The public meeting was a political / nationalistic event
 Nationalism was well funded
 Nationalism was very popular / increasing in popularity
Contextual knowledge
 The Ali brothers were the Muslims leaders of the Khilafat Movement
 Swadeshi refers to a Hindu movement / similar to 1905 – 1911
 The Non-Cooperation Movement was organized by the Hindus / Gandhi
 Indian people were becoming less prepared to accept British rule

June 2024
What message did source B intend to give about the relationship between East India Company and
Shah Alam II?

Surface feature
 Shah Alam II is the centre of the picture, sitting on a stage / platform raised from the crowd
 Representatives of the East India Company are dressed in red and standing to his right
 A document is being exchanged between the two
 Many people are present at the meeting
 There are flags / spears / weapons in the picture

Valid inference
 The relationship is friendly / cordial / amicable / respectful
 The relationship is formal / ceremonial
 The relationship is based on treaties and documents / policies
 The relationship is based on discussion, negotiation and mutual agreement
 The relationship is based on equality / Shah Alam II has greater power in the relationship

Contextual knowledge
 The British defeated Shah Alam II at the Battle of Buxar in 1764
 The British imposed the Diwani Treaty on Shah Alam II

November 2024
What does source B tell us about how Zulfiqar Ali Bhutto wanted to govern Pakistan?

Surface feature
 ZAB is speaking into radio / television microphones
 He is wearing a suit jacket, shirt and tie
 There is a picture behind ZAB

Valid inference (unsupported)

 ZAB wants to communicate with the people of Pakistan
 He wants his communication with the people of Pakistan to be open and transparent
 He wants to be seen as a ‘friend’ of modern, democratic, western governments
 He wants to be seen to be continuing Muhammad Ali Jinnah’s proud tradition of nationalism,
independent and democracy

Contextual knowledge
 ZAB was responsible for foreign affairs as Foreign Minister at the time of the broadcast
 A photograph of Muhammad Ali Jinnah can be seen on the wall of the meeting room