0336-2457725

ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 EXAM GUIDE FOR SOURCE BASED QUESTION

This work book is designed to guide the teachers and students of Pakistan Studies
O levels (2059) and Pakistan Studies IGCSE (0448) about the answering techniques
of source based questions. This book includes sample question and answers from
course book of History and Culture of Pakistan by Nigel Kelly, Past Papers, and
practice questions for preparation of students. It also contains mark schemes of
selected questions for the purpose of guidance.
These skills of candidates are assessed in Question 1 (compulsory) Source based
question (a) and (b) part.

Compiled by
Sir Zohaib Iqbal
Cambridge Certified Teacher

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 SECTION A (compulsory)

There are four parts of Question 1 in the section A.

HOW TO ANSWER (A) PART OF QUESTION 1?

Part (a) is a source based question which targets Assessment Objective 4. It comprises of 3
marks and candidates should answer it in a continuous paragraph form. There must be at least
3 different points to attain full marks. Candidates need to make sure they answer it on the
basis of given text source only and not write anything that is not mentioned in the source.
Candidates may paraphrase but content must be derived from the bullet point statements
above

1 Study the sources (Insert) carefully and then answer the questions which follow.

(a) According to Source A, what examples of ‘enormous progress’ (line 1) had the Muslim
League made?
Answer:
The examples include It had ‘become a strong institution.
It would be ‘capable of having long term influence’.
The league was a great success

HOW TO ANSWER (B) PART OF QUESTION 1?

Part (b) is also a source based question which targets Assessment objective 1
(Knowledge) and 4 (Evaluation). It comprises of 5 marks and candidates should
answer it in a continuous paragraph form. Candidates need to make sure they are
able to display their contextual knowledge, surface knowledge and valid
inferences. There should be at least two different points identified from the source
(surface knowledge) backed up by candidates own opinions/ideas (valid
inferences) to attain full marks.

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 Sample question with model answer from a past paper question

(b) What can we learn from Source B about the tensions that existed over the future of
the subcontinent? [5]

Contextual knowledge includes all kinds of things that give a background of the photo.
Surface knowledge includes all kinds of things that are explicitly visible in the photograph
Valid inference include own opinion/view of the candidate by looking at the source.

“This refers to the Cabinet Mission Plan, 1946 or that there was threat of civil war
after Direct Action Day in August 1946” (Contextual knowledge) “I can see in the
photo that two elephants are clashing or fighting each other” (Surface
knowledge) “I think it was a fight between two powerful sides who were
determined and wanted different things” (Valid inference) ‘I can see in the
photograph that a strange creature is saying no more I am leaving’ (Surface
knowledge) ‘I think the creature represents Atlee who is fed up/tired of fights
between Muslims and Hindus’

This is a very good answer. The answer starts with a point on the background of
the photograph. Then there are two different points identified from the
photographs for example ‘Elephants clashing’ and ‘a strange creature’. The
candidate backs up the point by expressing his/her opinion about the points
identified from the photograph.

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
A. Question
The question used in this example has been taken from Paper 1, Section A, Question 1(b)
1(b) What does Source B tell us about the British East India Company in 1825?

Now let’s look more closely at the question.

1(b) What does Source B tell us about the British East India Company in 1825?

Source B… the
…tell us… this means that the examiner will be
question requires you
expecting you to draw some conclusions from
to draw an inference
the source. What can you reasonably work out
from Source B only.
about the British East India Company in 1825 from
looking at the source? These conclusions should
be supported with reasons. One well supported
inference is enough.

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
Learner Guide

B. Mark scheme
The mark scheme shows some examples of the ways that the examiner would expect to see a candidate attempt to answer
the question. If a candidate makes a suggestion or has an idea (draws an inference) that is not included in the mark scheme
but which is reasonable and relevant, the examiner will award marks for it. The mark scheme does not include all possible
answers.
Look at the mark scheme for Question 1 (b) below.

Level 1 The candidate identifies surface features from the source (1)
“A British officer is riding a horse. He is surrounded by Indians.”
Level 2 Unsupported inferences (2 3)

“The British officer looks important. The British look powerful.”

Level 3 Inference(s) supported by detail from the source and/or contextual knowledge (4 5)

“The painter has made the British officer the largest figure to show the British were very important
in India in 1825. In the same way, the Indians are shown as small to refiect their lower status at this
time.” (4)

“Local rulers are on horseback behind the British official. They are shown as smaller to reflect their
lower status.” (4)

“The British officer looks elegant in his uniform, indicating superiority and power. This suggests the
British East India Company was very powerful in 1825.”(4)

“The East India Company is shown as being a wealthy organisation as seen in the uniforms and
the decorations on the horses. The company were able to achieve this wealth through trading and
through taking over lands, either by conquering them, or by making agreements with the local rulers.
This is shown by the weapons displayed and the wealthy appearance of the Indians that the British
were able to exploit.” (5)

The examiner uses a mark scheme, a set of level criteria, and the assessment objectives to mark candidates’ answers.

The level criteria indicate what the candidate needs to do in order to demonstrate the assessment objectives at that level.
The assessment objectives are the areas of knowledge, understanding and skills. You should be aware that AO4 is assessed in
Section A, Question 1 (a) and (b).

Level criteria for AO4 Apply skills and interpret a variety of environmental and historical
resources/sources:
The examiner uses the descriptions for the level criteria to determine what Level to award a candidate’s response. Here, you
are shown the descriptions for Levels 1, 2 and 3.

Level Level description What this means

Level 1 Identify surface features ‘Surface features’ are details that can be seen in the source. In this question,
from the source. surface features might be the people, the uniforms, the animals or the weapons.

Level 2 The candidate draws ‘Unsupported inferences’ are valid conclusions and thoughts, but are made as
unsupported inferences statements without any support from either the source or the candidate’s own
from the source contextual knowledge.
Level 3 The candidate draws ‘Draws inferences and supports these’ refers to valid conclusions and
inferences and supports thoughts that are backed up by support from either the source or the
these with reference to the candidate’s own knowledge.
source and/or the candidate’s ‘Contextual knowledge’ for Question 1(b) refers to examples, statistics and
own contextual knowledge detailed evidence such as how the East India Company achieved its position of
superiority by 1825. Use of this detail helps demonstrate an in-depth knowledge
of the topic.

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 Decline of Mughal Empire

(Source B Mughal Empire)

The painter shows a painting of Mughal Emperor feast celebrating a Persian New Year

(b) According to source B, what do you think of Mughal Emperor’s closeness to religion
[5]
Contextual Knowledge:

Surface Knowledge 1:
I can see
Valid Inference 1:
So i think
Surface Knowledge 2:

Valid inference 2:

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
SOURCE A
(a) According to Source A, which policies do some historians claim contributed to the increasing
instability of the Mughal Empire by the �me of Aurangzeb’s death? [3]

(b) What can we learn from Source B about Mughal rule in India? [5]
Contextual Knowledge:

Surface Knowledge 1:
I can see
Valid Inference 1:
So i think
Surface Knowledge 2:

Valid inference 2:
0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 Arrival of British EIC

SOURCE B

In 1668, British EIC faced a humiliating defeat at the hands of Mughal Emperor
Aurangzeb.
(b) According to Source B, What do you understand about the influence of Mughals in
the subcontinent? [5]
Contextual Knowledge:

Surface Knowledge 1:
I can see
Valid Inference 1:
So i think
Surface Knowledge 2:

Valid inference 2:

Expansion of British Empire

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 (Photograph representing black hole incident)

SOURCE B

(b) According to Source B, why did many people die in the Black Hole incident 1756? [5]
Contextual Knowledge:
_____________________________________________________________
Contextual Knowledge:
Surface Knowledge 1:
I can seeKnowledge 1:
_____________________________________________________________
Surface
Valid
I can Inference
see 1:
So i think
_____________________________________________________________
Valid Inference 1:
Surface
So i thinkKnowledge 2:
_____________________________________________________________
Surface Knowledge 2:
Valid inference 2:
____________________________________________________________
Valid inference 2:

SOURCE A (Ba�le of Plassey)

Nawab Siraj-ud-Duala opposed the growing Bri�sh power in Bengal in 1757. Robert Clive,
commander of the Bri�sh East India Company’s troops that had just retaken Calcu�a from the
Nawab, began to re-establish control of Bengal. Clive was heavily outnumbered by the Nawab’s
forces, but persuaded Mir Jafar, the Nawab’s commander, to switch sides and not fight when the
two armies met. The Nawab opened the ba�le with heavy gunfire which went on un�l it started to
rain heavily. Clive’s troops covered their cannon and muskets to protect them from the rain, whilst
the Nawab’s troops did not. When the rain cleared, Clive a�acked. The Nawab’s troops retreated.
22 of Clive’s soldiers were killed and 500 of the Nawab’s soldiers were killed.

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
From Seven Years’ War: Battle of Plassey by Kennedy Hickman.

1 Study the sources (Insert) carefully and then answer the questions which follow.
(a) According to Source A, what reasons are suggested for the British victory at the
battle of Plassey in 1757? [3]

Clive meeting Mir Jafar after the Battle of Plassey (oil on canvas by Francis Hayman c.
1762)

SOURCE B

(b) According to Source B, what can be concluded about British’s relationship with Mir
Jafar after the Battle of Plassey 1757? [5]
Contextual Knowledge:

Surface Knowledge 1:
I can see
Valid Inference 1:
So i think
Surface Knowledge 2:

Valid inference 2:

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
Shah Alam II giving the grant of the Diwani rights of Bengal to Lord Clive. Photo Source:
British Library

SOURCE B

(b) According to source B, what evidences suggest British EIC had become a more
powerful force than Mughals in India? [5]
Contextual Knowledge:

Surface Knowledge 1:
I can see
Valid Inference 1:
So i think
Surface Knowledge 2:

Valid inference 2:

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
(b) What does Source B tell us about the British East India Company in 1825?

Contextual
ContextualKnowledge:
Knowledge:
_____________________________________________________________
Surface
SurfaceKnowledge
Knowledge1:1:
I Ican see
_____________________________________________________________
can see
Valid
ValidInference
Inference1:1:
So i think
____________________________________________________________
So i think
Surface
SurfaceKnowledge
Knowledge2:2:
_____________________________________________________________
Valid
Validinference
inference2:2:
_____________________________________________________________

(b) What can we learn from Source B about Tipu Sultan, ruler of Mysore? [5]
Contextual Knowledge:
Contextual Knowledge:
_____________________________________________________________
Surface Knowledge 1:
Surface
I can seeKnowledge 1:
I can Inference
see
_____________________________________________________________
Valid 1:
Valid Inference 1:
So i think
So i thinkKnowledge 2:
____________________________________________________________
Surface
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
Valid inference 2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
SOURCE A
According to Source A, Mir Jafar was unpopular as Nawab of Bengal. Iden�fy three ways he was
unpopular (3)

(b) What can we learn from Source B about the death of Tipu Sultan? 5
Contextual Knowledge:

Surface Knowledge 1:
I can see
Valid Inference 1:
So i think
Surface Knowledge 2:

Valid inference 2:

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
(b) What can we learn from Source B about the treatment of Indian hostages during the
Mysore Wars?
Contextual Knowledge:
Contextual Knowledge:
_____________________________________________________________
Surface Knowledge 1:
Surface
I can seeKnowledge 1:
I can Inference
see
_____________________________________________________________
Valid 1:
Valid Inference 1:
So i think
So i thinkKnowledge 2:
____________________________________________________________
Surface
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
Valid inference 2:
_____________________________________________________________

(General Lake at the battle of Delhi on 11 September 1803 during the Second
Anglo-Maratha War by Patrice Courcelle)

SOURCE B

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
(a) What does source B tells us about the British approach towards Indian opposition
[5]
Contextual Knowledge:
Contextual Knowledge:
_____________________________________________________________
Surface Knowledge 1:
Surface
I can seeKnowledge 1:
I_____________________________________________________________
can see
Valid Inference 1:
Valid Inference 1:
So i think
So i think
____________________________________________________________
Surface Knowledge 2:
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
Valid inference 2:
_____________________________________________________________

Topic: War of Independence (1857)

SOURCE A
I want to draw your a�en�on to an extract from the minute wri�en by Sir T.B Macaulay to Bri�sh
parliament dated 2nd February 1835 about what type of educa�on system is required in Indian
sub-con�nent to replace the Muslim educa�on system. He stated “We must at present do our
best to form a class who may be interpreters between us and the millions whom we govern, –a
class of persons Indian in blood and color, but English in tastes, in opinions, in morals and in
intellect."

1 Study the sources carefully and then answer the questions which follow.
(a) According to Source A, what type of change was British trying to bring in India? [3]

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
(b) How does Source B help us to understand Indian concerns about the building of
railways in India during the nineteenth century? [5]
Contextual Knowledge:
_____________________________________________________________
Surface Knowledge 1:
II can
can see
_____________________________________________________________
see
Valid Inference 1:
So i think
____________________________________________________________
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
_____________________________________________________________

SOURCE B

(b) What does source B tells us about the British attitude towards the uprising? [5]
Contextual Knowledge:
Contextual Knowledge:
_____________________________________________________________
Surface Knowledge 1:
ISurface
can seeKnowledge 1:
_____________________________________________________________
I can see
Valid Inference 1:
Valid Inference 1:
So i think
_____________________________________________________________-
So i think
Surface Knowledge 2:
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
Valid inference 2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
SOURCE A
The Indian co�on industry: At first the East India Company and the Bri�sh Parliament discouraged
Indian production of cotton goods in order to encourage the growing cotton
industry in Great Britain. British policy developed during the nineteenth century to
allow Indian people to grow raw cotton in order to supply material for the cotton
factories of Great Britain. Orders were sent out to force Indian skilled workers to
work in the East India Company’s factories. The East India Company was given
legal powers to control production in the villages and communities of Indian
weavers. Very high tariffs excluded Indian silks and cotton goods from Great Brit-
ain but British goods were admitted into India free of duty.
From The Economic History of India under Early British Rule by R.C. Dutt

(a) According to Source A, what difficulties did the Indian cotton industry face during
the nineteenth century? [3]

Reversal of Partition of Bengal

1(b) What can we learn from Source B about the British presence in India at this time?
[5]
Contextual Knowledge:
_____________________________________________________________
I can seeKnowledge 1:
Surface
_____________________________________________________________
I can see
So i think
Valid Inference 1:
____________________________________________________________
So i think
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
SOURCE A
The Defence of India Act 1915 The Defence of India Act came into force in 1915 for the dura�on of
the First World War and for six months a�er it. The Act gave the Governor General special powers
to ensure the safety of the people and the defence of the Bri�sh Empire in India. Public servants
were given powers to uphold the law. Viola�on of the Act was punishable with fines, prison
sentences of up to seven years and death for offences considered to be terrorism or plo�ng
against the Bri�sh Government.

(a) According to Source A, what reasons are suggested for the introduction of the
Defence of India Act in 1915?

(A photograph depicting Amritsar Massacre 1919, one of the greatest atrocities by

British Raj.)

SOURCE B

(b) According to source B, What do you understand about British attitude towards the
Contextual Knowledge:
native Indians?
Contextual Knowledge:
Surface Knowledge 1:
_____________________________________________________________
ISurface
can seeKnowledge 1:
Valid Inference 1:
_____________________________________________________________
So
So i think
i think
Valid Inference 1:
Surface Knowledge 2:
____________________________________________________________
Surface Knowledge 2:
Valid inference 2:
_____________________________________________________________
Valid inference 2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 SOURCE B

(a)According to source B, what was the reaction of Indians to the Simon Commission or
1927? [5]
Contextual Knowledge:
____________________________________________________________
Surface Knowledge 1:
I_____________________________________________________________
can see
Valid Inference 1:
So ii think
So think
____________________________________________________________
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 SOURCE B

(a)According to source B, what was the reaction of Indians to the Simon Commission or
1927? [5]
Contextual Knowledge:
____________________________________________________________
Surface Knowledge 1:
I can see
_____________________________________________________________
Valid Inference 1:
So i think
____________________________________________________________
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 SOURCE B

(b) What does Source B tell us about the negotiations during the Round Table Confer-
ences between 1930 and 1932?
Contextual
Contextual Knowledge:
Knowledge:
_____________________________________________________________
Surface
Surface Knowledge
Knowledge 1:
1:
I_____________________________________________________________
can see
Valid
Valid Inference
Inference 1:
1:
So i think
____________________________________________________________
Surface
Surface Knowledge
Knowledge 2:
2:
_____________________________________________________________
Valid
Valid inference
inference 2:
2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
(b) What can we learn from Source B about Gandhi’s ideas on education between 1937
and 1939? [5]
Contextual
Contextual Knowledge:
Knowledge:
_____________________________________________________________
Surface
Surface Knowledge
Knowledge 1:
1:
II can see
_____________________________________________________________
can see
Valid
Valid Inference
Inference 1:
1:
So i think
_____________________________________________________________
Surface
Surface Knowledge
Knowledge 2:
2:
_____________________________________________________________
Valid
Valid inference
inference 2:
2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 Cartoon: New Indian policy, March 31, 1942 (Source: Punch Magazine)

SOURCE B

(b)According to source B, what is the policy of British towards the issue of communal
division within India? [5]
Contextual Knowledge:
Contextual Knowledge:
____________________________________________________________
Surface Knowledge 1:
Surface seeKnowledge 1:
II can
can see
_____________________________________________________________
Valid Inference 1:
Valid Inference 1:
So i think
So i think
_____________________________________________________________
Surface Knowledge 2:
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
Valid inference 2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 SOURCE B

(b) According to Source B, what is Sir Stafford Crips trying to do in Asia? [5]
Contextual
Contextual Knowledge:
Knowledge:
_____________________________________________________________
Surface
Surface Knowledge
Knowledge 1:
1:
I_____________________________________________________________
can see
I can see
Valid
Valid Inference
Inference 1:
1:
So i think
____________________________________________________________
So i think
Surface
Surface Knowledge
Knowledge 2:
2:
_____________________________________________________________
Valid
Valid inference
inference 2:
2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
(b) What does source B suggest about the attempts to solve the problems of the
sub-continent in 1945? [5]
Contextual Knowledge:
_____________________________________________________________
Surface
SurfaceKnowledge
Knowledge1:1:
I_____________________________________________________________
can see
Valid Inference 1:
So i think
____________________________________________________________
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
Historical context: On May 16 1946, Attlee announced plans for an inde-
pendent united India.

Contextual Knowledge:
Contextual Knowledge:
_____________________________________________________________
Surface Knowledge 1:
Surface
can seeKnowledge 1:
I_____________________________________________________________
IValid
can Inference
see 1:
Valid
So i Inference
think 1:
____________________________________________________________
So i think
Surface Knowledge 2:
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
Valid inference 2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
 SOURCE B

(b) What does source B suggests about the communal violence in India by 1947?

Contextual Knowledge:
Contextual Knowledge:
_____________________________________________________________
SurfaceKnowledge
Surface Knowledge1:1:
I_____________________________________________________________
can see
I can see
Valid Inference 1:
Valid Inference 1:
So
So ii think
____________________________________________________________
think
Surface Knowledge 2:
Surface Knowledge 2:
_____________________________________________________________
Valid inference
Valid inference 2:
2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
SP/MAY JUNE/ 15 Source A
If we are to exist as a na�on and give shape to the dream of Pakistan, we will have to face
the problems with determina�on and force. Our people are disorganised and disheartened
by the difficul�es we face. Their morale is low and we will have to work harder to pull
them out of their despondency and galvanise them to ac�on. All this throws a greater
responsibility on government servants, to whom our people look for guidance. From a
speech by Jinnah to government officials in October 1947

This was the challenge for Quaid – e –Azam; to establish the new country and to hold it
together, despite the many problems it faced at the time of partition.
1 (a) According to Source A, what problems faced Pakistan in 1947? [3]

SOURCE B

(b) From the Source B, describe the significance of Tashkent Agreement of 1966? [4]
Contextual
Contextual Knowledge:
Knowledge:
_____________________________________________________________
Surface
Surface Knowledge
Knowledge 1:
1:
I_____________________________________________________________
can see
I can see
Valid
Valid Inference
Inference 1:
1:
So i think
_____________________________________________________________
So i think
Surface
Surface Knowledge
Knowledge 2:
2:
_____________________________________________________________
Valid
Valid inference
inference 2:
2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
SOURCE A
May/June/16/SOURCE The cyclone that broke Pakistan’s back Cyclone Bhola hit East Pakistan on
12 November 1970. It wiped out villages, destroyed crops and killed nearly one million people.
Nearly 85 per cent of the area was destroyed. Three months a�er the cyclone, 75 per cent of the
popula�on was receiving food from relief workers. Historians believe the devasta�on caused by
the cyclone, the view that the government had mismanaged the relief efforts and West Pakistan’s
blatant neglect, all contributed to the high levels of an�-West Pakistan feeling. This led to a sweep-
ing victory for the Awami League, and eventually the breakup of Pakistan and the crea�on of
Bangladesh. The catastrophe happened in Pakistan yet it is felt that few Pakistanis even know of it
by name. Fewer s�ll remember that it eventually contributed to Pakistan’s breakup. From The
Express Tribune, 18 August 2010.

(a) According to Source A, what problems were caused by Cyclone Bhola in 1970? [3]

SOURCE B

(b) What does Source B tell us about the outcome of the conflict between East Pakistan
and West Pakistan?
Contextual Knowledge:
Contextual Knowledge:
_____________________________________________________________
Surface Knowledge 1:
ISurface
can see
I can seeKnowledge 1:
_____________________________________________________________
Valid Inference 1:
So i think
Valid Inference 1:
_____________________________________________________________
Surface Knowledge 2:
Surface Knowledge 2:
_____________________________________________________________
Valid inference 2:
Valid inference 2:
_____________________________________________________________

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
(b) What can we learn from Source B about the relations between Pakistan and the
USA in the early 1960s?
Contextual Knowledge:

Surface Knowledge 1:
I can see
Valid Inference 1:
So i think
Surface Knowledge 2:

Valid inference 2:

a) According to Source A, what were the effects of the High Court judgement regarding
Zulfiqar
Ali Bhutto on the people of Pakistan? [3]

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL
(b) How does Source B help us to understand the way Zia-ul-Haq governed Pakistan? [5]

Contextual Knowledge:

Surface Knowledge 1:
I can see
Valid Inference 1:
So i think
Surface Knowledge 2:

Valid inference 2:

0336-2457725
ZOHAIB
PROVIDING HIGH QUALITY EDUCATION SINCE 2014 IQBAL