Research Development and Consultancy Division Council for the Indian School Certificate Examinations

New Delhi

Analysis of Pupil Performance

HISTORY

ISC

Year 2019 __________________________________________________________________________________

Published by:

Research Development and Consultancy Division (RDCD)

Council for the Indian School Certificate Examinations Pragati House, 3rd Floor

47-48, Nehru Place

New Delhi-110019

Tel: (011) 26413820/26411706 E-mail: council@cisce.org

© Copyright, Council for the Indian School Certificate Examinations

All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for the Indian School Certificate Examinations. This publication and no part thereof may be reproduced, transmitted, distributed or stored in any manner whatsoever, without the prior written approval of the Council for the Indian School Certificate Examinations.

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This document of the Analysis of Pupils’ Performance at the ISC Year 12 and ICSE Year 10

Examination is one of its kind. It has grown and evolved over the years to provide feedback to

schools in terms of the strengths and weaknesses of the candidates in handling the examinations.

We commend the work of Mrs. Shilpi Gupta (Deputy Head) of the Research Development and

Consultancy Division (RDCD) of the Council and her team, who have painstakingly prepared this

analysis. We are grateful to the examiners who have contributed through their comments on the

performance of the candidates under examination as well as for their suggestions to teachers and

students for the effective transaction of the syllabus.

We hope the schools will find this document useful. We invite comments from schools on its

utility and quality.

Gerry Arathoon October 2019 Chief Executive & Secretary

FOREWORD

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The Council has been involved in the preparation of the ICSE and ISC Analysis of Pupil Performance documents since the year 1994. Over these years, these documents have facilitated the teaching-learning process by providing subject/ paper wise feedback to teachers regarding performance of students at the ICSE and ISC Examinations. With the aim of ensuring wider accessibility to all stakeholders, from the year 2014, the ICSE and the ISC documents have been made available on the Council’s website www.cisce.org.

The documents include a detailed qualitative analysis of the performance of students in different subjects which comprises of examiners’ comments on common errors made by candidates, topics found difficult or confusing, marking scheme for each question and suggestions for teachers/ candidates.

In addition to a detailed qualitative analysis, the Analysis of Pupil Performance documents for the Examination Year 2019 also have a component of a detailed quantitative analysis. For each subject dealt with in the document, both at the ICSE and the ISC levels, a detailed statistical analysis has been done, which has been presented in a simple user-friendly manner.

It is hoped that this document will not only enable teachers to understand how their students have performed with respect to other students who appeared for the ICSE/ISC Year 2019 Examinations, but also provide information on how they have performed within the Region or State, their performance as compared to other Regions or States, etc. It will also help develop a better understanding of the assessment/ evaluation process. This will help teachers in guiding their students more effectively and comprehensively so that students prepare for the ICSE/ ISC Examinations, with a better understanding of what is required from them.

The Analysis of Pupil Performance document for ICSE for the Examination Year 2019 covers the following subjects: English (English Language, Literature in English), Hindi, History, Civics and Geography (History and Civics, Geography), Mathematics, Science (Physics, Chemistry, Biology), Commercial Studies, Economics, Computer Applications, Economic Applications, Commercial Applications.

Subjects covered in the ISC Analysis of Pupil Performance document for the Year 2019 include English (English Language and Literature in English), Hindi, Elective English, Physics (Theory), Chemistry (Theory), Biology (Theory), Mathematics, Computer Science, History, Political Science, Geography, Sociology, Psychology, Economics, Commerce, Accounts and Business Studies.

I would like to acknowledge the contribution of all the ICSE and the ISC examiners who have been an integral part of this exercise, whose valuable inputs have helped put this document together.

I would also like to thank the RDCD team of Dr. M.K. Gandhi, Dr. Manika Sharma, Mrs. Roshni George and Mrs. Mansi Guleria who have done a commendable job in preparing this document.

Shilpi Gupta October 2019 Deputy Head - RDCD

PREFACE

Page No.

FOREWORD i

PREFACE ii

INTRODUCTION 1

QUANTITATIVE ANALYSIS 3

QUALITATIVE ANALYSIS 10

CONTENTS

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This document aims to provide a comprehensive picture of the performance of candidates in the subject. It comprises of two sections, which provide Quantitative and Qualitative analysis results in terms of performance of candidates in the subject for the ISC Year 2019 Examination. The details of the Quantitative and the Qualitative analysis are given below.

Quantitative Analysis This section provides a detailed statistical analysis of the following:

Overall Performance of candidates in the subject (Statistics at a Glance) State wise Performance of Candidates Gender wise comparison of Overall Performance Region wise comparison of Performance Comparison of Region wise performance on the basis of Gender Comparison of performance in different Mark Ranges and comparison on the basis of Gender for

the top and bottom ranges Comparison of performance in different Grade categories and comparison on the basis of Gender

for the top and bottom grades

The data has been presented in the form of means, frequencies and bar graphs.

Understanding the tables

Each of the comparison tables shows N (Number of candidates), Mean Marks obtained, Standard Errors and t-values with the level of significance. For t-test, mean values compared with their standard errors indicate whether an observed difference is likely to be a true difference or whether it has occurred by chance. The t-test has been applied using a confidence level of 95%, which means that if a difference is marked as ‘statistically significant’ (with * mark, refer to t-value column of the table), the probability of the difference occurring by chance is less than 5%. In other words, we are 95% confident that the difference between the two values is true.

t-test has been used to observe significant differences in the performance of boys and girls, genderwise differences within regions (North, East, South and West), gender wise differences within marksranges (Top and bottom ranges) and gender wise differences within grades awarded (Grade 1 andGrade 9) at the ISC Year 2019 Examination.

The analysed data has been depicted in a simple and user-friendly manner.

INTRODUCTION

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Given below is an example showing the comparison tables used in this section and the manner in which they should be interpreted.

Qualitative Analysis The purpose of the qualitative analysis is to provide insights into how candidates have performed in individual questions set in the question paper. This section is based on inputs provided by examiners from examination centres across the country. It comprises of question wise feedback on the performance of candidates in the form of Comments of Examiners on the common errors made by candidates along with Suggestions for Teachers to rectify/ reduce these errors. The Marking Scheme for each question has also been provided to help teachers understand the criteria used for marking. Topics in the question paper that were generally found to be difficult or confusing by candidates, have also been listed down, along with general suggestions for candidates on how to prepare for the examination/ perform better in the examination.

Comparison on the basis of Gender

Gender N Mean SE t-value Girls 2,538 66.1 0.29 11.91* Boys 1,051 60.1 0.42

*Significant at 0.05 level

The table shows comparison between the performances of boys and girls in a particular subject. The t-value of 11.91 is significant at 0.05 level (mentioned below the table) with a mean of girls as 66.1 and that of boys as 60.1. It means that there is significant difference between the performance of boys and girls in the subject. The probability of this difference occurring by chance is less than 5%. The mean value of girls is higher than that of boys. It can be interpreted that girls are performing significantly better than boys.

The results have also been depicted pictographically. In this case, the girls performed significantly better than the boys. This is depicted by the girl with a medal.

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Total Number of Candidates: 5,215

Mean Marks:

69.9

Highest Marks: 100

Lowest Marks: 11

STATISTICS AT A GLANCE

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85.5

88.746.3

85.278.7

82.868.8

52.073.1

83.573.6

66.279.0

89.185.2

74.573.3

70.867.9

69.468.7

77.382.9

58.771.7

81.545.3

77.075.7

67.2

ForeignAndhra Pradesh

Arunachal PradeshAssam

BiharChandigarh

ChhattisgarhGoa

GujaratHaryana

Himachal PradeshJharkhandKarnataka

KeralaMadhya Pradesh

MaharashtraManipur

MeghalayaNagaland

New DelhiOdishaPunjab

RajasthanSikkim

Tamil NaduTelangana

TripuraUttar Pradesh

UttarakhandWest Bengal

PERFORMANCE (STATE-WISE & FOREIGN)

The States of Kerala, Andhra Pradesh and Assam secured highest mean marks. Mean marks secured by candidates studying in

schools abroad were 85.5.

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Comparison on the basis of Gender Gender N Mean SE t-value Girls 3,585 72.2 0.32

12.83* Boys 1,630 64.8 0.48 *Significant at 0.05 level

GIRLS

Mean Marks: 72.2

Number of Candidates: 3,585

BOYS

Mean Marks: 64.8

Number of Candidates: 1,630

GENDER-WISE COMPARISON

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REGION-WISE COMPARISON

East

West South

Foreign

Mean Marks: 67.0

Number of Candidates: 3,749

Highest Marks: 100Lowest Marks: 11

Mean Marks: 77.0

Number of Candidates: 990

Highest Marks: 100Lowest Marks: 24

Mean Marks: 81.3

Number of Candidates: 236

Highest Marks: 100Lowest Marks: 21

Mean Marks: 74.3

Number of Candidates: 229

Highest Marks: 100Lowest Marks: 15

North

REGION

Mean Marks: 85.5 Number of Candidates: 11 Highest Marks: 99 Lowest Marks: 48

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Mean Marks obtained by Boys and Girls-Region wise

78.369.4

82.677.1

85.573.2

62.0

77.171.1

North East South West Foreign

Comparison on the basis of Gender within Region Region Gender N Mean SE t-value

North (N) Girls 731 78.3 0.67 3.74* Boys 259 73.2 1.19

East (E) Girls 2,539 69.4 0.38 11.44* Boys 1,210 62.0 0.53

South (S) Girls 182 82.6 1.24 1.98* Boys 54 77.1 2.49

West (W) Girls 122 77.1 1.63 2.48* Boys 107 71.1 1.76

Foreign (F) Girls 11 85.5 5.55 - Boys - - - *Significant at 0.05 level

The performance of girls was significantly better than that of boys in all the regions except

foreign region.

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17.5

32.6

51.5

70.7

90.8

18.3

32.8

51.5

70.9

91.0

16.6

32.4

51.3

70.2

90.0

0 - 20

21 - 40

41 - 60

61 - 80

81 - 100

Boys Girls All Candidates

Comparison on the basis of gender in top and bottom mark ranges Marks Range Gender N Mean SE t-value Top Range (81-100) Girls 1,448 91.0 0.15 3.20* Boys 410 90.0 0.28

Bottom Range (0-20) Girls 6 18.3 0.61 0.99 Boys 5 16.6 1.63

Marks Range (0-20)

MARK RANGES : COMPARISON GENDER-WISE

Marks Range (81-100)

Marks Range (81-100)

9

28.4

39.6

47.4

52.0

57.0

64.4

74.5

84.7

95.1

28.4

39.7

47.5

52.0

57.1

64.5

74.5

84.7

95.1

28.5

39.5

47.2

52.0

56.9

64.2

74.3

84.5

94.7

9

8

7

6

5

4

3

2

1

Boys Girls All Candidates

Comparison on the basis of gender in Grade 1 and Grade 9 Grades Gender N Mean SE t-value Grade 1 Girls 844 95.1 0.11 1.76 Boys 212 94.7 0.22

Grade 9 Girls 122 28.4 0.40 0.31 Boys 102 28.5 0.46

No significant difference was observed between the average performance of girls and boys.

GRADES AWARDED : COMPARISON GENDER-WISE

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PART I (20 Marks) Answer all questions.

Question 1 [20×1]

(i) What is the significance of 8th August, 1942, in the history of India’s struggle for freedom?

(ii) Why did Subhash Chandra Bose resign from the post of Congress President at the Tripuri Session in 1939?

(iii) Name the activist who undertook an epic fast unto death for a separate Andhra State.

(iv) Who succeeded Lal Bahadur Shastri as the Prime Minister of India, in 1966? (v) Name two important leaders of the Naxalite Movement in Bengal. (vi) What was the fundamental difference between the demands of the Khalistan

Movement and that of the Assam Movement?

(vii) In the context of the Non-Aligned Movement, what was India’s stance during the Korean War?

(viii) What was the primary objective of the ‘Sampoorna Kranti Movement’ (Total Revolution) led by Jayprakash Narayan?

(ix) Why did the Dalai Lama seek asylum in India? (x) Name any one organisation that campaigned against the evils of the dowry

system in the 1970s.

(xi) Define the term appeasement in the context of the causes of the Second World War.

(xii) What was the objective of Operation Overlord launched by the Allied Powers on 6th June, 1944?

(xiii) In the context of Mao Tse Tung’s agricultural policy, what is meant by the term Communes?

(xiv) What is the most important reason for the downfall of Kwame Nkrumah? (xv) Mention one example to show that the thaw in the Cold War was partial. (xvi) Name the first Chancellor of United Germany (1990) since the Second World

War.

(xvii) Mention any one important international organisation that condemned Apartheid. (xviii) What is the full form of:

(a) NOW (b) ERA

(xix) Name the signatories of the Sykes-Picot Agreement. (xx) By which treaty (1993) did Israel and the PLO formally and mutually recognise

each other?

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Comments of Examiners (i) Many candidates, instead of ratification of Quit

India Resolution, wrote August offer or Cripps Mission.

(ii) Some candidates, instead of mentioning the actual reason, wrote unnecessary details about Subhash Chandra Bose and Gandhiji’s ideological differences.

(iii) Most candidates were able to write the correct name of the activist. However, some candidates spelt the name incorrectly. A few candidates wrote the name as Madhu Sudan Das.

(iv) Majority of the candidates wrote the correct answer. However, a few candidates wrote either Gulzari Lal Nanda or Morarji Desai.

(v) Almost all candidates wrote the correct answer. (vi) Most candidates were able to answer this question

correctly. However, some candidates, instead of the term autonomy for Assam, wrote ‘Assam for the Assamese’. A few candidates wrote ‘Punjab Subah’ for Khalistan.

(vii)Most candidates connected India’s role in NAM with neutrality.

(viii)Most candidates were able to answer this question correctly.

(ix) Majority of candidates wrote the correct answer. (x) Many candidates wrote the incorrect name of the

organisation. Some candidates did not write the full name of the organisation. A few wrote ‘NOW’.

(xi) Most candidates answered the question correctly. (xii)Some candidates, instead of writing to liberate

France from German occupation, wrote to attack France.

(xiii)Some candidates wrote Communism as the meaning of Communes. A few candidates wrote that Communes were farmers.

(xiv)Most candidates were able to write the correct answer. However, some candidates wrote about Nkrumah’s achievements.

(xv) Many candidates, instead of writing an example to show that the thaw in the Cold War was partial, wrote the reason, such as death of Stalin, for the thaw. Some candidates wrote the positive aspects of the thaw.

Suggestions for teacher - Clearly teach the rift between

Subhash Chandra Bose and Gandhiji. - Ensure that students are able to spell

the names of the activists correctly. - Give a list of India’s Prime Ministers

and the year in which they came to power.

- Teach topics in the class according to a time line following the chronology of events.

- Lay stress on the aims, events and consequences of movements, wars etc.

- Teach wars with the help of power point presentations and maps.

- Teach the Non-Aligned Movement in detail.

- Lay emphasis on India’s role in the Korean War.

- Highlight the aims of the movements and revolutions.

- Clearly explain the term appeasement in the context of the Second World War.

- Clearly explain the concept of Communes, laying emphasis on it being a unit of collective farms.

- Separately teach the reasons for Nkrumah’s downfall and his achievements.

- Teach with examples to show that the thaw in the Cold War was partial.

- Lay emphasis on important leaders ensuring that students understand the role of Helmut Kohl’s role in the unification of Germany.

- Ensure that students know the important international organizations which condemned Apartheid.

- Give a list of abbreviations and their expanded form to the students.

- Teach signatories of all agreements. - Teach consequences of events

thoroughly. - Name of each treaty with dates and

signatories can be taught by putting them in a time line.

- Lay emphasis on important dates and events.

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(xvi) A few candidates wrote Hitler instead of Helmut Kohl.

(xvii)Many candidates wrote incorrect names of organizations like African National Congress, Nationalist Committee etc.

(xviii) Most candidates were able to write the full form of NOW and ERA correctly. However, some candidates, instead of writing the full form of ERA as Equal Rights Amendment, wrote Election Reforms Act.

(xix) Most candidates were able to answer this question correctly. However, some candidates, instead of Britain wrote Russia or Israel or Egypt.

(xx) Several candidates, instead of Oslo Peace Accord, wrote Arab-Israel Treaty. Some candidates just wrote Peace Accord.

MARKING SCHEME

Question 1 (i) The Quit India Resolution was passed in the AICC in Bombay / Decision to launch Quit

India Movement.

(ii) • To avoid a political deadlock. • Crisis in view of world events and India/s crucial position. • Gandhi refused to suggest any names for the formation of the Congress Working

Committee. (Any one)

(iii) Potti Sriramulu (Either surname or full name)

(iv) Indira Gandhi (v) Charu Majumdar

Kanu Sanyal Jangal Santhal

(vi) Khalistan – Demanded the right to secede or separate from the Indian Union/ and create a separate Sikh nation/ to create the state of Khalistan. Assam – Did not demand the right to secede/ Wanted ‘Assam for Assamese’ only/ and to purge Assam of all non-Assamese, illegal immigrants/ wanted to preserve their culture and language.

(vii) The Government of India / Nehru condemned or criticised the North Korean aggression on South Korea.

(viii) To bring about social transformation through participation of youth in social activities. / to fight corruption in Bihar and Gujarat/ to remove Indira Gandhi or Congress from power.

(ix) Tibet was invaded and occupied by China / Mao Tse Tung in 1959. Nehru agreed to grant asylum./ Dalai Lama felt threatened.

(x) Stree Sangharsh Organisation Mahila Dakshata Samity Punogami Stree Sangathan Stree Sangathan

- Give a question bank of possible short questions to the students and ensure that they are thorough with their answers.

- Give adequate practice to the students to answer objective type questions.

- Regularly conduct oral and written tests.

- Advise the students to read the question carefully and understand its demand before writing the answer.

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Manushi Dahej Virodhi Chetna Mandal Progressive Organisation of Women (Hyderabad)

(xi) Appeasement is the policy that was followed by the British and later, the French of avoiding war with aggressive powers (like Japan, Italy and Germany) by giving in to their ‘reasonable’ demands/policy of conciliation against Aggressive powers/Axis Powers.

(xii) To liberate or invade Northern France from the Germans/ to open the second front.

(xiii) Communes were agricultural units that were larger than the collective farms introduced by Mao Tse Tung. Communes contained up-to 75,000 people, divided into brigades and work teams with an elected Council. / They ran their own collective farms and factories./They acted as units of Local Self Government.

(xiv) He gradually began to establish a one-party state and /personal dictatorship by removing parliamentary government/ or declared himself as the Father of the Nation/ adopted non-democratic methods/ charges of corruption against him.

(xv) Thaw was partial because the Warsaw Pact was signed between Russia and her satellite states shortly after West Germany was admitted to NATO/ the Russians continued to build up nuclear weapons / the situation in Berlin caused tension - the Berlin wall was built / Russian missiles were installed in Cuba.

(xvi) Helmut Kohl /Chancellor Kohl/Kohl

(xvii) The U.N. and OAU (Organisation of African Unity)/ Commonwealth/NAM

(xviii) (a) NOW – National Organization for Women (b) ERA – Equal Rights Amendment

(xix) Britain and France

(xx) Oslo Peace Accords

PART II (60 Marks) SECTION A

Question 2 (a) Outline the main features of Provincial Autonomy under the Government of India

Act of 1935. [6]

(b) Critically assess the working of the Congress ministers from 1937 to 1939. [6]

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Comments of Examiners (a) Many candidates wrote the features of the

Government of India Act, 1935 as they were unable to understand the concept of Provincial Autonomy.

(b) Many candidates were unable to critically assess the working of the Congress ministers from 1937 to 1939. Some candidates did not write the six points that were required.

MARKING SCHEME

Question 2 (a) Main Features of Provincial Autonomy Under the Act of 1935:

1. For the first time a considerable degree of power was apparently conceded at the provincial level.

2. Diarchy was abolished at the provincial level. 3. Replaced by a system of provincial autonomy. 4. The administration of the province was vested with the Governor. However, he was to

be assisted by a council of ministers. 5. All subjects of provincial administration were handled by the ministers. 6. The ministers were to be members of Provincial legislature, therefore, responsible to

it. 7. Provincial legislature could legislate on all subjects given in the Provincial and

Concurrent list. 8. They could vote on the budget. 9. Control the ministers. 10. But the Governor continued to enjoy vast discretionary powers (in the interest of peace

and tranquillity of the province). 11. The Governor could override the advice of the ministers in the exercise of the above

powers/ use his veto power. 12. The Governor could even restore bills rejected by the ministers. 13. He could even suspend the working of Provincial Autonomy under section 93.

(Any six points) (b) 1. Repealed restrictions on the press and radical organizations.

2. Permitted trade unions and kisan organizations to function and grow. 3. Curbed the powers of the police. 4. Released political prisoners. 5. Passed agrarian legislation which gave relief to the peasants/ extended loans to the

farmers. 6. Introduced prohibition in areas.

Suggestions for teachers - Teach the features of Provincial

Autonomy separately. - Ensure that the students are clear

about the Federal part and Provincial part of the Act of 1935.

- Discuss in detail, the working of the Congress ministries from 1937 to 1939.

- Advise the students to read the question carefully and understand its demand before writing the answer.

- Suggest the students to follow the scope of the syllabus.

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7. Undertook Harijan upliftment projects. 8. Supported khadi and other village industries. 9. Modern industries were also supported. 10. Firmly handled communal riots. 11. The largest gain was psychological OR People felt that they were breathing the air of

victory and self-government. 12. The Congress ministries could obviously not change the imperialistic character of

British administration in India. 13. They failed to introduce a radical era. 14. They did try to improve the condition of the people within the narrow limits of the

power given to them under the Act of 1935. 15. They reduced their salaries dramatically to Rs.500 per month. 16. Travelled in the second or third class on the railways. 17. Set up new standards of honesty and public service. 18. Promoted civil liberties. 19. Lifted ban on radical organization. 20. Laid emphasis on primary, technical and vocational education.

(Any six points)

Question 3 The first General Election in India (1952) was a landmark event in the history of independent India. Discuss.

[12]

Comments of Examiners Most candidates were able to answer this question correctly. However, some candidates wrote that the Congress got split into Congress ‘O’ and Congress ‘R’. Some candidates repeated facts. A few candidates laid emphasis on irrelevant matter.

MARKING SCHEME Question 3

1. The first General Election in India was held over a period of four months, October 1951 – February 1952.

2. The principle of Universal Adult Franchise was followed (allowed 173 million electorates to participate).

3. The Constitution had made provision to establish an Election Commission. 4. It was headed by a C.E.C. (Chief Election Commissioner)/ Sukumar Sen. 5. House to house survey was organised to prepare the electoral list. 6. Symbols were allotted to political parties / independent candidates. 7. 2.5 million ballot boxes were prepared. 8. (2,24,000) polling booths were set up (at the ratio of 1:1000 voters). 9. 6.2 crores ballot paper were printed.

Suggestions for teachers - Teach the topic under the sub-

headings- preparation, process and significance.

- Highlight the importance of Universal Adult Franchise.

- Advise students to understand the demand of the question before writing the answer.

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10. One million officials were to supervise the election. 11. Arrangements had to be made to count the votes. 12. The winner was declared on the basis of relative majority. 13. There were many national and regional parties along with a large number of independents. 14. The contest was for (489) seats in the Lok Sabha. 15. Seats were reserved for SC/ST. 16. C E C ensured a fair and free election. 17. Opposition was a divided house. 18. Nehru undertook hectic campaigning, stressing on secularism and national integrity. 19. 46.6% eligible voters cast their votes. 20. Invalid votes were as low as 3 – 4%. 21. There was an atmosphere of festivity and enthusiasm/ description of festivity. 22. Congress got more than 70% of the votes polled/ emerged as a dominant party at the States. 23. The result showed that the U.A.F. was well justified. 24. The communal and leftist parties had been rejected. 25. The primary class and landlords still exerted influence in Orissa, Rajasthan and North East. 26. Revealed Congress domination in the Lok Sabha. 27. A healthy presence of opposition and democratic culture. 28. Pressure of factionalism / corruption / fight for tickets were detected. 29. Vote bank politics was likely to overpower idealism. 30. Election was to be established as the process for making or changing of government. 31. Leap in the dark. 32. Mammoth task. 33. To avoid impersonation, Indian scientists develop indelible ink. 34. Door to door canvassing, speeches, posters were used by all. 35. Untouchables and Brahmins stood in the same line. 36. Many political parties contested freely. 37. It was no longer believed that literacy was a test of intelligence. 38. It was an important start to democracy. 39. Voting through secret ballot. 40. Communists emerged as a second largest party.

Question 4 (a) Critically review the Assam agitation. [6] (b) What was the Centre’s response to the Assam agitation? [6]

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Comments of Examiners (a) Majority of the candidates, instead of writing the

reason for Assam’s agitation, emphasised on the details about migration and strikes. Very few candidates wrote about the grievances of the Assamese people.

(b) Many candidates mentioned the Assam Accord but were confused with the terms and concessions provided to Assam by the Central Government. Several candidates wrote a general answer not being sure of the relevant facts.

MARKING SCHEME Question 4 (a) 1. The North East was aggrieved due to unfair treatment by the Centre, evident in neglect

of industries / lack of economic enterprises and / even in the allocation of funds. (Any one)

2. It was deprived of its revenue from crude oil, tea and plywood. 3. Assam’s revenue was pumped out of the state. 4. Marwaris and Bengalis were controlling Assam’s economy. 5. Labour forces were also largely non-Assamese, 6. There was unemployment among Assamese youth. 7. There was demand for better connectivity between North East and the rest of India.e.g.,

Bridges over Brahmaputra, railway upgradation as well as better road links. 8. Even before independence, there had been a large-scale migration from Bihar and

Bengal into Assam. 9. From 1971 onward, refugees poured in from Bangladesh (East Pakistan). 10. Most returned after the creation of Bangladesh but almost a lakh stayed behind. 11. Peasant influx/inflow continued in search of land, triggering fear of land-loss among

Assamese peasants. 12. Demographic changes had generated cultural, linguistic and political insecurity. 13. In 1979, the All Assam Students Union (AASU) and Assam Gana Sangram Parishad

(Assamese Peoples Struggle) were organised to face the challenge of legal migration. 14. In 1983, election to State Legislative Assembly was organised. 15. It was marked by large scale violence. 16. 98% of eligible Assamese voters had boycotted the elections. 17. Congress, however, formed the government but it lacked legitimacy.

(Any six points) (b) Response of the Central Government to the agitation:

1. On 15th August 1983, Rajiv Gandhi signed an Accord with AASU and Assam Gana Parishad.

2. All immigrants that had entered between 1951 – 1961 were given citizenship, including political rights.

3. Those who entered after 1971 were to be deported.

Suggestions for teachers - While teaching Assam agitation, lay

emphasis on the grievances towards the Central Government and the economy being controlled by Bengalis and Marwaris.

- Highlight the reasons for Assam agitation under political, cultural, economic and the problems of refugees.

- Lay emphasis on the terms of the Assam Accord.

- Teach the Assam Accord under correct dates, such as 1951-61, 1961-71 and after 1971.

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4. Entrants between 1961-1971 were denied voting rights for 10 years, but other rights were to be granted.

5. An economic package was put in place for the development of Assam. 6. A second oil refinery. 7. A paper mill. 8. An institute for technology were to be set up. 9. Safeguards to protect cultural, social and linguistic heritage of Assam were drafted.

(Any six points)

Question 5 (a) Give an account of the main features of the course of the J P Movement which led to

the declaration of Emergency on 25th June, 1975. [6]

(b) What were the main features of the Emergency declared on 25th June, 1975? [6]

Comments of Examiners (a) Majority of the candidates were unable to write

the objectives of the J P Movement as their answer centered around students strikes, gheraos and violence. Instead of writing the course of the J P Movement, some candidates gave details of the Allahabad court verdict on Indira Gandhi.

(b) Most candidates were able to answer this question. However, some candidates wrote the impact of the Emergency. A few candidates, instead of the negative features, wrote the positive features of Emergency.

MARKING SCHEME Question 5 (a) 1. From 1973, there was a sharp decline in the Congress support as the economy, the polity

and credibility of the government suffered. 2. The popular disillusionment found its expression in the JP Movement. 3. From 1973 the economic situation deteriorated. 4. A combination of recession, growing unemployment, inflation and scarcity of basic

food stuffs and essential commodities created a large budgetary deficit. 5. All this led to widespread unrest and strikes. 6. There was unrest in Gujarat and Bihar. 7. Nav Nirman Movement was started by students in Gujarat due to shortage of essential

commodities. 8. Chief Minister, Chimanbhai Patel was forced to resign. 9. And President’s rule was declared in the state in March 1975. 10. A similar movement started in Bihar. 11. The non-Communists groups got widespread support. 12. After the Patna clash, students asked Jay Prakash Narayan to take over the leadership

of the movement. 13. He agreed provided the movement was non-violent. 14. He was not restricted to Bihar.

Suggestions for teachers - Explain in detail, historical events and

movements, emphasising their objectives and consequences.

- Give a list of the main features of the JP Movement to the students.

- Make use of audio-visual aids to make the lessons lively and interesting.

- Clearly bring out the differences between the features and impact of the Emergency.

19

15. The entry of JP gave the struggle a great moral boost. 16. He appealed to the students to boycott their classes. 17. He asked the people to raise the consciousness of the government. 18. The result was constant clashes between the students and the police. 19. On 5th June,1974, at a mammoth meeting in Patna, J.P. called for a total revolution

against the corruption of the government, State legislators were asked to resign and Assembly was to be dissolved.

20. JP toured the country calling for the removal of the Congress and Mrs. Gandhi. 21. The impact was particularly felt where the old Socialists and Jan Sangh were strong. 22. His movement attracted support from all sections of the society. 23. Mrs. Gandhi challenged the Movement in the upcoming elections scheduled for

February- March 1976. 24. The students of Bihar formed Bihar Chhatra Sangharsh Samiti. 25. She declared emergency to meet the challenge of JPs call to gherao her residence/ Mass

Civil Disobedience. (Any six points)

(b) Main features of the Emergency: 1. Federal provisions of the constitution suspended 2. Fundamental rights suspended 3. Stifling press censorship 4. Large scale arrests 5. Detention of opposition leaders, student leaders, journalists (a few names could be

given such as JP, Morarji Desai) under draconian laws like MISA 6. Parliament ineffective – those opposition leaders who had not been arrested – their

speeches not permitted to be reported in the press 7. State governments of Tamil Nadu and Orissa dismissed 8. Dissent within the Congress party suppressed 9. Mrs Gandhi’s 20 Point Programme was introduced to win the support of the people. 10. Reduction in price of essential commodities/land reform and end to rural indebtedness

/ higher wages / lower taxes for working and middle classes / end to bonded labour. (Any one Example)

11. Decrees and amendments reduced the power of judiciary and changed the nature of the Constitution

12. 38th Amendment; removed the proclamation of emergency from the purview of judicial review

13. 42nd Amendment gave primacy to Directive Principles over Fundamental Rights. 14. Growing power of Sanjay Gandhi 15. His 4 Point Programme overtook the 20- point programme. 16. Full brunt on the poor: particularly forced sterilization and slum clearances

(Any six points)

Question 6 (a) Trace the circumstances that led to the outbreak of the Indo-China war in 1962. [6] (b) What were the consequences of this war? [6]

20

Comments of Examiners (a) Most of the candidates did not mention the

international aspects. However, some candidates wrote in detail about Dalai Lama’s escape to India. A few candidates started their answer from India’s trade relations with China, which was irrelevant.

(b) A large number of candidates answered this part of the question well. However, some candidates did not write the required six consequences. A few candidates did not write the international consequences of the war.

MARKING SCHEME

Question 6 (a) Circumstances that led to the outbreak of the Indo-China war in 1962:

1. On the 12th October 1962, there was a massive attack by the Chinese in NEFA and people feared Chinese takeover of the Assam Plain.

2. The Chinese occupied Tibet in 1959. 3. The Dalai Lama who had escaped to India sought asylum in India. 4. He was granted asylum by Nehru. 5. China objected to it, fearing future revolt by the Tibetans against China. 6. By 1957, China had started work on the Xinjiang-Tibet Road, which ran through Aksai

Chin. 7. In 1959, the Chinese President maintained that boundaries had never been formally

delimited. 8. He stated that Aksai Chin was always a part of China. 9. In 1959, USSR had repudiated the treaty it had signed with China promising to help

in developing nuclear technology. 10. Instead, USSR signed an agreement with India for manufacture of MIG-21 aircraft.

This had angered the Chinese. 11. USSR also informed China that it was going ahead with negotiations for Partial Test

Ban Treaty. This had upset China because, her nuclear ambition would get affected adversely.

12. China had misgivings about India providing leadership to the Afro-Asian nations on the basis of NAM.

13. By attacking India, it hoped to topple Nehru. 14. He wanted to undermine non-alignment and India’s leadership. 15. China was frustrated with UN’s decision to deny the seat in the UN to China and

instead to grant it to Taiwan. 16. Thus, the feeling of isolation and frustration had made China paranoid and aggressive. 17. It hoped to humiliate India by defeating it. 18. India initiated a forward policy. It started sending troops into the disputed area. This

deteriorated relations between India and China.

Suggestions for teachers - For better clarity, make use of a flow

chart to teach the causes, events and results of the war.

- Use maps to introduce the topic on the war.

- Make the students highlight the key points of the consequences of the war.

- Emphasize on the military unpreparedness and Nehru’s reaction along with the debacle faced by the then Congress Government.

21

19. India was militarily unprepared for the war. (Any six points)

(b) Consequences of Indo-China War: 1. India took a long time to recover from its self-respect 2. Nehru never really recovered this blow 3. The Congress lost a series of important by elections 4. Nehru was forced to sacrifice Krishna Menon, defence minister and friend 5. Right wing forces and pro west elements used this as an opportunity. 6. They blocked the constitutional amendment in land ceiling legislation 7. Nehru faced the first No Confidence Motion 8. India’s relations with other countries got affected by the Chinese attack 9. US and UK had responded positively 10. Pakistan tried its best to use India’s weakness to occupy Kashmir 11. Nehru managed to somehow withstand the pressure 12. There was considerable increase in US influence on military affairs/ U.S. tried to gain

a foothold in India’s foreign policy. 13. US Intelligence agencies developed links in the name of countering Chinese attacks 14. The US planted a nuclear power device in the Himalayas to monitor Chinese military

activities. 15. Nehru tried to counter this subtly and pushed ahead with military Agreements with the

Soviet. 16. USSR turned out to be far more willing to give India what she needed in the long term

which put impossible conditions for minimal amounts of aid OR USSR agreed to give military aid to India.

17. Nehru had not welcomed the Kamraj Plan because it would deplete his government 18. Pakistan sided up with China thinking India was weakened and launched a war in 1965 19. Indian government passed the Defence of India Act (1962) which allowed arrest and

deportation of anyone of Chinese ethnicity. 20. It exposed the weakness of the Indian army. 21. Economic crisis as funds had diverted for defence.

SECTION B

Question 7 (a) State the main aims of Hitler’s foreign policy and his plans to fulfil those aims. [6] (b) Give an account of the Anschluss with Austria with reference to Hitler’s aggressive

policy. [6]

22

Comments of Examiners (a) Most candidates answered this part of the

question well. However, some candidates did not follow the chronological order.

(b) Majority of the candidates wrote about the First Anschluss rather than the Second Anschluss.

MARKING SCHEME Question 7 (a) Main aims of Hitler’s foreign policy and his plans to fulfil them:

1. Make Germany a great power again. 2. Undo the Versailles settlement. 3. Increase the armed strength of Germany. 4. Bring all Germans into the ‘Reich’. 5. Annexing Austria. 6. Annexing Part of Czechoslovakia/ Sudetenland. 7. Annexing Poland. 8. ‘Lebensraum’ – conquest of territories in East Europe to gain living space for German

people. 9. Recover lost territory such as:

• The Saar • The Polish Corridor

10. Destroy Communism. 11. Get colonies in Africa. 12. Set up naval bases in and around the Atlantic. 13. Capture of Rhineland. 14. Withdraw Germany from World Disarmament Conference. 15. Signed Rome Berlin Tokyo Axis. 16. Signed the Anglo-German Naval Agreement to break the Stresa Front.

(Any six points with explanation) (b) Hitler’s Anschluss with Austria (1938)

1. Matters reached a climax when Austrian Nazis staged demonstrations in Vienna, Graz and Linz.

2. Chancellor Schushnigg’s government could not control the situation. 3. He announced a referendum to decide whether or not Austria should remain

independent. 4. Hitler decided to act before this referendum was held. 5. German troops moved in and Austria became a part of the Third Riech. 6. It was a triumph for Germany. 7. It revealed the weakness of Britain and France, who only protested.

Suggestions for teachers - Teach Hitler’s foreign policy with the

aid of a power point presentation which will enable the students to relate to the events in a better way.

- Emphasize that the 1934 Anschluss was a failure and Hitler succeeded in 1938.

- Show a documentary film on Hitler’s foreign policy and the Second World War to the students.

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8. It showed the value of new German understanding with Italy. 9. It dealt a severe blow to Czechoslovakia, which now be attacked from the South as

well as from the West and North. (Any six points)

Question 8 In the context of the rapid growth of African nationalism and decolonization in Africa, discuss:

(a) Kenya’s struggle for freedom under the leadership of Jomo Kenyatta. [6] (b) The initial achievements of Kwame Nkrumah in the field of internal and external

affairs of Ghana. [6]

Comments of Examiners (a) Instead of emphasising on Kenyatta’s role, some

candidates gave details of the Hola Detention camp. Relevant facts were missing in some answer scripts.

(b) Instead of writing about Nkrumah’s initial achievements, some candidates wrote about his downfall. Some candidates did not write his international achievements. A few candidates were unable to write the required six points.

MARKING SCHEME Question 8 (a) Role played by Kenyatta in Kenya’s struggle for freedom:

1. Kenyatta was the main Kenyan African leader who fought for the country’s independence.

2. He became the leader of the Kenya African Unity Party, which consisted mostly of members of Kikuyu tribe.

3. He hoped to win African majority rule gradually. 4. He wanted to gain more African seats in the Legislative Council. 5. But the more radical wing of his party called the Forty Group wanted to drive the

British out by force. 6. The main grievance of the Africans was the land situation. 7. The most fertile farming land on the highland plateau was owned by white settlers.

Africans were not allowed to farm there.

Suggestions for teachers - Teach this topic in detail, clearly

explaining Kenyatta’s role, difficulties faced by the people and the attitude of the British Government.

- Lay emphasis on Nkrumah’s contribution for Ghana’s development.

- Clearly differentiate between Nkrumah’s achievement and his dictatorial role and ensure that students understand the difference.

- Give adequate written practice to the students to write answers as per the requirement of the question.

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8. The white settlers refused to negotiate with Kenyatta. This provoked a confrontation. They wanted to prolong their stay in Kenya.

9. The only concession offered by the British was that six Africans could join the Legislative Council.

10. In 1952, African patience burst out in the form of an uprising. It was organized by the Mau Mau secret society.

11. A state of emergency was declared in 1952. 12. Kenyatta was arrested along with other nationalist leaders. 13. He publicly condemned violence and insisted that KAU was not involved in organizing

the rebellion. 14. There was a scandal in 1959 when it was revealed that prisoners at the Hola Detention

Camp were brutally beaten, resulting in change in the attitude of the British Government.

15. Harold Macmillan, the Prime Minster of England, decided to move Kenya towards independence.

16. When Kenyatta was freed again 17. So great was his prestige that he was immediately recognized as the leader of Kenyan

African National Union. 18. KANU won a clear majority in the elections of 1963 19. Kenyatta became the Prime Minister of self-governing Kenya. 20. A year later Kenya became a republic. 21. Kenyatta became the first President of Kenya.

(Any six points) (b) Initial achievements of Kwame Nkrumah in the field of internal and external affairs of

Ghana: 1. Nkrumah (1957 to 1966) was socialists in outlook. 2. There was economic progress during his tenure. 3. Production of cocoa doubled. 4. Forestry, fishing and cattle breeding expanded. 5. The country’s modest deposits of gold and bauxite were most effectively exploited. 6. A dam was built on River Volta in 1961. 7. It provided water for irrigation and hydro electric power. Thus, enough electricity was

produced. 8. Government money was provided for village projects. 9. Internationally too his prestige increased. 10. He strongly supported the Pan-African Movement to make the world feel the presence

of African power. 11. Formed an economic union with Mali and Guinea. 12. Supported Organization of African Unity. 13. Played an important role in keeping Ghana in the Commonwealth. 14. Forged links with the USSR, East Germany and China. 15. He was the founder member of NAM. 16. Improved living standard of the people.

(Any six points)

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Question 9 With reference to the break-up of the USSR, answer the following questions: (a) To what extent was the failure of Mikhail Gorbachev’s economic reforms

responsible for the end of the Soviet Union? [6]

(b) Briefly discuss the coup of August 1991. [6]

Comments of Examiners (a) Most of the candidates who attempted this

question wrote more on Glasnost and Perestroika rather than on the failure. Many candidates hardly wrote any points on the economic reforms.

(b) Most of the candidates who attempted this part of the question wrote only one or two relevant points. Some candidates only mentioned the arrest of Gorbachev.

MARKING SCHEME Question 9 (a) 1. Gorbachev’s economic reforms allowed small scale private businesses

2. Law on State Enterprises did away with state planning of industries 3. Economic reforms followed by severe economic recession/ 4. National income fell 5. Law on State Enterprises had disastrous results – 6. Wages now dependent on output 7. Factories tempted not to increase overall output but concentrate on high value goods

rather than cheaper goods 8. This led to higher wages and inflation 9. A shortage of essential commodities 10. Strikes and demonstrations by miners 11. Demands for better working conditions and supplies 12. Independent trade unions 13. End to privileged position of the Communist party/ Communism 14. Government gave way to their demands 15. Economic situation continued to deteriorate OR ¼ of population estimated to be living

below the poverty line 16. Gorbachev losing control of the reform movement 17. Greater responsibility for quality control by the Government.

(Any six points)

Suggestions for teachers - Emphasise on the failure of the

economic reforms. - Give a comprehensive idea to the

students about the reasons for the collapse of the Soviet Union.

- Give a chronological order of the circumstances leading to the coup.

- Explain the down fall of the Soviet Union, laying stress on Gorbachev’s role in it.

- Teach Yeltsin’s rise to power and how he side-lined Gorbachev.

26

(b) The coup of August 1991: 1. Gorbachev being pushed by radicals like Boris Yeltsin towards free and multiparty

elections 2. Opposed by hardliners within the Communist party 3. Angered at Gorbachev allowing Eastern Europe to overthrow Soviet control 4. Yeltsin resigned from Communist party 5. Demands for independence from the republics of the Soviet states 6. Baltic states demonstrations put down by troops 7. Georgia declared independence 1991 8. Gorbachev negotiations with republics to form a voluntary union 9. Gave them freedom from Moscow’s control – to be signed in August 1991 10. Coup launched by hardliners in the Communist party 11. Gorbachev on holiday in Crimea- placed under house arrest 12. Coup leaders declared emergency and brought tanks and troops into Moscow 13. Coup poorly organized and leaders failed to arrest Yeltsin 14. Yeltsin took charge of the protests by the people 15. Army reluctant to use force on its own people 16. Coup leaders defeated and arrested 17. Gorbachev returned to Moscow 18. Communist party discredited – banned in Russia 19. Rise of Yeltsin and Gorbachev side-lined 20. Yeltsin began to rule Russia as a separate republic - moving to free market economy 21. Ukraine declared independence 22. Yeltsin announced a new arrangement – Commonwealth of Independent States (CIS) 23. USSR ceased to exist 24. Gorbachev resigned on Christmas Day 1991

(Any six points)

Question 10 Give an account of the Anti-Apartheid Movement in South Africa and its transition to black majority rule.

[12]

Comments of Examiners Most candidates wrote about the features of Apartheid. Many candidates were unable to explain the transition. Some candidates, instead of Anti-Apartheid Movement in South Africa wrote on Martin Luther’s movement in America.

Suggestions for teachers - Ensure that the students are clear about

the two protest movements of Nelson Mandela and Martin Luther.

- Emphasize the role of F W de Klerk and Botha along with Mandela’s struggle.

- Teach the topic in a tabular format with emphasis on background, protests and impact.

27

MARKING SCHEME Question 10 Opposition to Apartheid within South Africa:

1. Chief Albert Luthuli of the African National Congress organized a protest campaign which was brutally suppressed by the police.

2. Luthuli was stripped of his chieftainship. 3. In 1955 there was a coalition between the ANC, the Coloureds and the Asians which

presented the ‘Freedom Charter’ at Kliptown. 4. The meeting was broken up by the police. 5. The Anglican Church and Missionaries organized protests against Apartheid. 6. In 1957 the Johannesburg Bus Boycott was organized to protest against the increase in bus

fares on certain routes. 7. In 1960 the Sharpville Demonstration took place to protest against the Pass Laws. 8. It resulted in a great massacre. 9. It was the turning point in the Anti-Apartheid movement. From now on violence would be

met with violence. 10. In 1963, Nelson Mandela was sentenced to life imprisonment. 11. In 1976, the Soweto massacre took place.

Transition:

1. Prime Minister P W Botha realized the need to reform system of apartheid/hoped these would allow the continuation of white rule

2. Strong criticism from abroad – Commonwealth, UNO and OAU, USA 3. Former colonies Angola and Mozambique achieved independence 4. Economic recession in South Africa /migration of white people 5. Poverty in the black “homelands” 6. Blacks could now join trade unions and got the right to strike 7. Africans allowed to vote in local elections but not national elections 8. Pass laws abolished 9. Intermarriage between races allowed 10. Setting up of two houses of parliament for Coloured and Asians but not for Africans 11. Africans launched violent movement for full political rights 12. Emergency declared and clamps put on media reporting on demonstrations and strikes 13. International criticism of South Africa escalated 14. Commonwealth demanded economic sanctions against South Africa 15. Within South Africa growth of educated black middle-class no longer content with

discrimination 16. Changing attitude among whites – particularly Dutch Reformed Church 17. F W de Klerk gradually moved South African towards black majority rule 18. Release of Nelson Mandela 19. Abolition of remaining apartheid laws 20. Talks began between government and ANC relating to new constitution to allow blacks full

political rights 21. de Klerk faced opposition from white groups 22. ANC in struggle with Zulu Inkatha Freedom Party 23. 1993: power sharing agreement 24. General election held

28

25. ANC won 2/3 of the votes 26. Coalition government took office 27. Mandela as first black President of South Africa

Question 11 In the context of the Arab-Israeli conflict in the Middle East, discuss the following: (a) The role of Anwar Sadat in the signing of the Camp David Accord (1979). [6] (b) The circumstances that led to the Oslo Peace Accords (1993), its terms and impact. [6]

Comments of Examiners (a) Most candidates answered this part of the question

well. However, some candidates wrote less than the required six points. Some candidates got confused between Sadat’s role and Yom Kippur war. A few candidates wrote the answer in a haphazard manner.

(b) Many candidates left out circumstances and only wrote the terms and impact of the Oslo Peace Accord. Some candidates wrote the answer in a disorganized manner.

MARKING SCHEME Question 11 (a) The Camp David Accord

1. Sadat now convinced that Israel could not be destroyed by force 2. Constant wars a drain on Egyptian resources 3. Aware of hostility from fellow Arab states and the PLO 4. 1977: Sadat addressed the Israeli Parliament the Knesset calling for peace 5. Israeli response positive: return visit paid by Menachim Begin 6. Israel also facing pressure from USA 7. Israeli economy suffering from recession 8. President Carter agreed to act as mediator 9. Result the Camp David Accord 10. State of war between Egypt and Israel now ended 11. Israel promised to withdraw troops from Sinai (returned to Egypt in 1982) 12. Egypt promised not to attack Israel again 13. Egypt to supply oil to Israel from Sinai 14. Israeli ships could use the Suez Canal 15. Treaty condemned by Arab states and PLO

Suggestions for teachers - Teach the Arab-Israeli conflict in the

Middle East by explaining the events in a chronological order.

- Clearly explain the Peace Accords and ensure that students are thorough with them.

- Teach the circumstances leading to the accords, agreements, treaties and their impact under separate sub headings so that students have complete clarity of the topic.

- Train students to present facts in a logical and systematic manner.

29

16. Egypt expelled from Arab League 17. Begin announced that Israel would not return Golan Heights to Syria or allow

Palestinian state on West Bank 18. Assassination of Sadat by extremist Muslim soldiers (1981) 19. Successor Hosni Mubarak decided to continue with the agreement 20. Sadat was aware that agreeing to negotiate with Israel meant giving recognition to it.

(Any six points) (b) The Oslo Peace Accord:

1. The election of a Labour Government in June, 1992 which was less aggressive; 2. Raised hopes for improved relations with the Palestinians. 3. PM Rabin and Foreign Minister Peres, both believed in negotiation. 4. Both were prepared to make concessions in order to achieve a lasting peace. 5. Yasser Arafat, the PLO leader, responded and negotiations began. 6. There was a great deal of mutual suspicion and distrust after so many decades of

hostility. 7. Progress was difficult. 8. However, both sides persevered 9. In 1993, the Oslo Accord was signed. Terms: 1. This was the first major breakthrough. 2. Israel formally recognized the PLO. 3. The PLO recognized Israel’s right to exist. 4. It promised to give up terrorism. 5. The Palestinians were to be given limited self-rule in Jericho and in part of the Gaza

Strip. 6. Israeli troops would be withdrawn from these areas. Impact: 1. Extremists groups on both the sides rejected the agreement. 2. The Popular Front for the Liberation of Palestine still wanted a completely

independent Palestine state. 3. Israeli settlers on the West Bank were against the concessions to the PLO. 4. However, moderate leaders on both sides showed a lot of courage and determination. 5. By 1996, remarkable changes had taken place in the once troubled region.

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GENERAL COMMENTS

• Question 2(a): Provincial Autonomy. • Question 4 (b): Centre’s response to the Assam agitation. • Question 6 (a): Consequences of Indo-China war in 1962. • Question 7(b): Anschluss with Austria – 1934 and 1938. • Question 9 (b): Gorbachev’s policies, coup of August 1991. • Question 11 (b): Circumstances leading to the Oslo Peace Accord.

Topics found

difficult by candidates

• Provincial autonomy and Federal features. • Civil Rights Movement and Anti-Apartheid Movement. • Features of Emergency and its impact. • Failure of Gorbachev’s economic reforms and end of the Soviet Union. • J P Movement and Janata Government. • Reasons for signing the Camp David Accord (1979) with Yom Kippur

War.

Concepts in which

candidates got

confused

• Refer to books written by renowned historians. • Study every topic in its entirety. • Do written practice of answers in point form. • Watch films on the topics in the syllabus and also gather information on

them by surfing the internet. • Relate topics to present day situations. • Give equal importance to each topic given in the scope of syllabus. • Utilise 15 minutes of the reading time properly to comprehend the question. • Solve previous years’ ISC Question papers. • Study the entire unit thoroughly instead of preparing only a part of it. • Practice time management skills. • Avoid irrelevant details. • Avoid selective study. • Read and comprehend questions carefully. • Use time line effectively.

Suggestions for

candidates