Who was Rahmat Ali?

Mark scheme

Marking points from the official mark scheme (May/June 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
2. [1] (a) In 1930 he left India to study law at Cambridge.
3. [1] (a) Attended conferences in London on the position of the Hindu and Muslim communities in India.
4. [1] (a) Believed in a separate Muslim homeland.
5. [1] (a) In 1933 he produced a pamphlet, ‘Now or Never', which argued in favour of partition.
6. [1] (a) Became popular amongst most Muslim groups during the 1930s.
7. [1] (a) Formed the Pakistan National Movement.
8. [1] (a) Developed the name of Pakistan.
9. [0] (a) No evidence submitted or response does not address the question
10. [5-7] (b) Level 3: Explains reasons (Five marks for one explanation, six marks for two explanations, seven marks for three explanations)
11. [1] (b) The erosion of Muslim identity and culture. Muslims were forbidden to eat beef and received harsh punishments if they slaughtered cows.
12. [1] (b) 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.
13. [1] (b) 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.
14. [1] (b) 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.
15. [1] (b) 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.
16. [2-4] (b) Level 2: Identifies reasons (One mark for each identification)
17. [1] (b) The Widdia Mandar scheme was introduced
18. [1] (b) The Bande Matram was adopted
19. [1] (b) Hindi enforced as the official language.
20. [1] (b) Level 1: Simple statement (One mark for any simple statement)
21. [1] (b) The Muslim community were worried by the measures introduced during Congress rule.
22. [0] (b) No evidence submitted or response does not address the question
23. [14] (c) Level 5: Explains with evaluation (As top of Level 4 plus judgement or evaluation)
24. [9-13] (c) Level 4: Explains the Moplah uprising of 1921 AND other reasons (Two explanations, one Moplah and one on other reasons, are worth nine marks. Additional explanations awarded up to 13 marks)
25. [1] (c) 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.
26. [1] (c) 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.
27. [1] (c) Other reasons: Some of the leaders including Maulana and Muhammad Ali were imprisoned in 1921, which made the organisation less effective.
28. [1] (c) Other reasons: 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.
29. [1] (c) Other reasons: 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.
30. [1] (c) Other reasons: 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.
31. [7-10] (c) Level 3: Explains the Moplah uprising of 1921 OR other reasons (One explanation is worth seven marks. Additional explanations awarded up to 10 marks)
32. [3-6] (c) Level 2: Identifies / describes reasons (One identification / description is worth three marks. Extra marks are awarded for additional identification / descriptions up to six marks)
33. [1] (c) Kamal Ataturk's new government in Turkey abolished it
34. [1] (c) The impact of the Hijrat
35. [1] (c) Gandhi called off his support
36. [1] (c) Leaders were put in prison
37. [1-2] (c) Level 1: Simple statement(s) (One simple statement is worth one mark. An answer with additional simple statements is worth two marks)
38. [1] (c) The uprising took place in South India
39. [0] (c) No evidence submitted or response does not address the question