Describe ‘The Loyal Mohammedans of India'.

Mark scheme

Marking points from the official mark scheme (Oct/Nov 2019). The mark or mark type is shown in brackets.

1. [1-4] (a) Level 1: One mark for each relevant point, two marks for a developed statement e.g. Written by Sir Syed Ahmad Khan; Its aims were to bring about better relations between the British and the Muslim community; To enable the British to understand and respect Muslim beliefs; To encourage consultation with the Indian people.
2. [5-7] (b) Level 3: Explains reason(s) (Five marks for one explanation, six marks for two explanations, seven marks for three explanations) e.g. Aurangzeb's successors left the administration to their ministers meaning there was no direct, firm leadership of the empire; The lack of a law of succession meant there was sometimes a struggle for succession, costly in human lives and other resources. Fighting battles was expensive and weakened the empire's military, which they depended on for defence; Succession often depended upon the ability of the candidates to gain support, such rulers may have been popular but they did not necessarily have the skills to run a large empire; The successors become extravagant - large sums of money, which could have been spent on defence or government were lost; The size of the Empire made it hard to defend and the army was already overstretched as a result of internal conflicts. Several invasions weakened it further so eventually the British were able to take control. | [2-4] Level 2: Identifies reason(s) (One mark for each identification) e.g. Aurangzeb's successors were extravagant; There was no law of succession; The army was overstretched; The Empire was large. | [1] Level 1: Simple statement (One mark for any simple statement) e.g. Aurangzeb's successors found it difficult to maintain control.
3. [14] (c) Level 5: Explains with evaluation (As top of Level 4 plus judgement / evaluation). | [9-13] Level 4: Explains the impact of education reforms AND other factors on the lives of Indians (Two explanations, one on success and one on less success, are worth nine marks. Additional explanations awarded up to 13 marks) e.g. Education reforms: Macauley introduced the teaching of western values using the English language in schools across the country believing that this would help the British to govern India more effectively; The Indian people were made to enrol their children in co-educational schools which was disliked as it appeared to impose the British system without due regard to Indian religious and cultural feelings; Christian missionaries came to India to convert the local population as well as set up schools. In these schools the missionaries taught Christianity and expected local religions to be given up which was not liked by the Muslim, Hindu and Sikh communities. Other factors: Although a common language was intended to unite India the replacement of Persian and Sanskrit by English as the official language in the 1830s affronted both Muslim and Hindu communities; Women were forced to abandon purdah, which had been an Indian custom for centuries. Purdah observance was strictly adhered to and widespread on the subcontinent – consequently this action by the British was widely resented and opposed; In 1852 the 'Doctrine of Lapse' was introduced without any consultation. It caused unrest because the lands of any local kingdom not having a direct male heir were taken over by the British; The introduction of the railway in India transformed the country. For example it allowed easier transportation of food in time of famine. However the railways were often regarded as a symbol of western culture and of giving the British another means of extending their power. | [7-10] Level 3: Explains the education reforms OR other factors (One explanation is worth seven marks. Additional explanations awarded up to 10 marks). | [3-6] Level 2: Identifies / describes factor(s) (One identification / description is worth three marks. Extra marks are awarded for additional identification / descriptions up to six marks) e.g. English was taught in schools; Purdah was banned; The Doctrine of Lapse was introduced; Railways were built; Christian missionaries came to India. | [1-2] Level 1: Simple statement(s) (One simple statement is worth one mark. An answer with additional simple statements is worth two marks) e.g. All groups of Indian people were affected by the reforms.