ISC

Analysis of Pupil
Performance

HISTORY

Research Development and Consultancy Division

Council for the Indian School Certificate Examinations
New Delhi
Year 2020

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@[Link]

© 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.
 FOREWORD

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) and the Research Development and
Consultancy Division (RDCD) of the Council 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
November 2020 Chief Executive & Secretary

i
 PREFACE
PREFACE

The CISCE 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
CISCE website [Link].

The documents for the ICSE and ISC Examination Year 2020 include a detailed qualitative analysis
of the performance of students in different subjects. The purpose of this 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 centers 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.

The Analysis of Pupil Performance document for ICSE for the Examination Year 2020 covers the
following subjects/papers: English (English Language, Literature in English), History and Civics,
Mathematics, Physics, Chemistry, Commercial Studies and Environmental Science.
Subjects covered in the ISC Analysis of Pupil Performance document for the Year 2020 include
English (English Language and Literature in English), Hindi, Physics, Chemistry, Mathematics,
Computer Science, History, Political Science, Economics, Commerce, Accounts, and Environmental
Science.

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 Ms. Mansi Guleria, who have done a commendable job in preparing this document.

We hope that this document will enable teachers to guide 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.

Shilpi Gupta
November 2020 Deputy Head - RDCD

ii
CONTENTS

Page No.

FOREWORD i

PREFACE ii

QUALITATIVE ANALYSIS: HISTORY 1

 PART I (20 Marks)
Answer all questions
[20×1]
Question 1
(i) Which political party formed ministries in a majority of the provinces after the
elections of 1937?
(ii) What was the significance of the Lahore Session of the Muslim League (1940)?
(iii) Who was elected President of the All India Congress at the Haripura Session in
1938?
(iv) Name any two princely states that had not signed the Instrument of Accession
Accord by 15th August, 1947.
(v) Which historical event posed the most serious threat to Indian democracy in
1975-76?
(vi) What is the significance of December 1963 in the history of Nagaland’s demand for
autonomy?
(vii) What was the most significant contribution of the Janata Party (1977 – 1979) to the
changing face of Indian democracy?
(viii) Name the signatories of the Tashkent Declaration of 1966.
(ix) Which international movement was based on the principles of Panch Sheel?
(x) Mention any one social evil against which a campaign was launched by the
Mahila Dakshita Party.
(xi) Which event transformed World War II into a global conflict?
(xii) Mention one tactical mistake made by Hitler during World War II.
(xiii) State one important objective of the Hundred Flowers Campaign.
(xiv) Name the first Prime Minister of independent Kenya.
(xv) Why was the Berlin wall erected?
(xvi) What is meant by the term détente?
(xvii) Name the policies introduced in the USSR by Gorbachev.
(xviii) Why is the Civil Rights Act of 1964 considered a landmark in US legislation?
(xix) Name the book written by Betty Friedan that sparked off the second wave of
American Feminism in the 20th century.
(xx) Explain the meaning of the term Intifada.

1
 Comments of Examiners Suggestions for Teachers
(i) This part was answered correctly by most  Drawing a timeline/chronology of
candidates. A few candidates got confused events helps in memorisation.
between Janta Dal, Janta Party, Indian National  Explain to students ‘Jinnah's Two
Congress, Congress and Congress (I). Nation Theory’ in a detailed
(ii) Most of the candidates answered this question manner.
correctly. Some wrote vague answers or failed to  List the important Congress sessions
mention Jinnah's Two Nation Theory / along with the names of the
independent state for Muslims. Presidents and encourage students
to memorise them.
(iii) Most candidates could answer this part correctly,  Teach integration of states using
barring a few who wrote the names of Bhogaraju Maps so that students can see the
Pattabhi Sitaramayya / Jawahar Lal Nehru / location and understand the
Morarji Desai / Gandhi in place of Subhash significance of integration of
Chandra Bose. princely states into the Indian
(iv) This question was answered correctly by Union.
maximum number of candidates.  Ensure that the students have a clear
(v) A large number of candidates gave the right understanding of all historical
answer, i.e. Imposition of Emergency. A few events which posed a threat to
candidates gave wild guesses, such as: Naxalite Indian democracy1975-76. The
Movement, Indo-China War, Indo-Pak War, JP emphasis on "threat to Indian
Movement, etc. democracy" must be made by
teachers while teaching. Only then
(vi) Most of the candidates wrote that Nagaland got will the link to ‘Imposition of
autonomy but failed to mention that it became a Emergency’ be clear to the students.
State.  Emphasise on the significance of
(vii) Many candidates wrote that the Janta Party for important dates and events while
the first time formed the government/opposition teaching any topic.
party first time came to power. Several  While teaching the demand of
candidates wrote that the first Non-Congress autonomy in the North East, the
government was formed. Some even wrote that background should be touched
the Janata Government ended the Congress rule briefly so that candidates have a
and removed emergency. clear picture. Video clips prove to be
(viii) Majority of the candidates gave the correct very useful in capturing the attention
answer. A few candidates only mentioned the of students.
name of one of the leaders correctly.  Train students on the various
contributions of different political
(ix) This question was correctly answered by most of
parties. The contrast between the
the candidates. In a few cases, candidates instead
style of functioning of the Congress
of writing NAM, wrote one of the Principles of
government and the Janata
Panchsheel, i.e., Peaceful Coexistence.
government must be highlighted in
(x) Most of the candidates gave the correct answer. class.
However, some got confused with the feminist  Lay emphasis on names of the
movement in USA. countries and their leaders who

2
 (xi) The answer given by most candidates was signed the Tashkent Declaration.
correct. However, a few instead of writing Pearl Link treaties to dates and the leaders
Harbour wrote War between America and Japan of the countries who were in power
/ Hitler's attack on Poland. at that time.
(xii) Only a few candidates were able to answer this  Instruct students to read the
subpart of the question correctly. Most answers question very carefully and
were vague, without mentioning why/how it was understand what is being asked.
a "tactical" mistake. Some wrote on Operation Written and oral tests help
Barbarosa. In a few cases, the Russian invasion considerably.
of Hitler without explaining how it impacted the  Ensure that students do not get
Nazi army was mentioned. confused between ‘towards equality
report 1960’ and the ‘feminist
(xiii) Most of the candidates answered this part movement in US’.
correctly. In some cases, candidates incorrectly  Emphasise the key word ‘global
wrote the objective as ‘to improve industry and conflict’ and link it to the fact that
agriculture’. Japan's attack on Pearl Harbor
(xiv) A large number of candidates were able to brought in the USA and involved
answer correctly. However, some wrote Kwame Japan directly in the Second World
Nkrumah as the first Prime Minister of War, thus bringing all major world
Independent Kenya. powers into conflict.
(xv) Some candidates stated that Berlin Wall was  Clarify the tactical mistakes which
built to blockade Berlin, stop escape of refugees eventually proved too costly for
from ‘West Berlin to East Berlin’. A few Hitler while teaching the factors
candidates mentioned the name of Stalin instead responsible for the defeat of the Axis
of Khrushev. Many candidates confused the Powers. Technical terms such as,
Berlin Wall with the Berlin Blockade. “tactics” need to be explained to the
students.
(xvi) Maximum number of candidates were able to  Explain clearly why the Hundred
give the right answer. In a few cases, instead of Flower campaign was started and
writing PERMANENT relaxation of tensions also emphasise ‘To settle dispute
candidates wrote relaxation, end of thaw, end of between the cadres and the
Cold War, etc. technicians'.
(xvii) Most of the candidates wrote the correct answer.  Familiarise students with foreign
Although in many answers, the spelling of the leaders’ names and make them
words Glasnost and Perestroika was incorrect. memorise the names of the leaders of
(xviii) This question was correctly answered by many Kenya and Ghana with correct
candidates. In a few cases, candidates failed to spellings. Use Maps while teaching
mention the different discriminations the Act about Ghana, Kenya, and South
ended and instead gave vague answers like the Africa. Acquaint students with the
Civil Rights Act was passed to “give the rights to location of each of these African
the citizens”. countries. Show pictures of the
leaders in class so that students
(xix) Though there were errors in spelling, such as
memorise easily.
"Famine" instead of "Feminine" and "Mistake"
 Pictures/videos of the construction
instead of "Mystique", many candidates
of the Berlin Wall should aid
managed to answer this question correctly.

3
(xx) Majority of candidates did not attempt this students in remembering this event.
question. The few who did, gave correct answers. Lay emphasis on the difference
between 'Berlin Blockade’ and
‘Berlin Wall incident’. Difference in
the dates of the incidents should also
be highlighted so that students don’t
get confused.
 Teach the words like Détente,
Anschluss, Blitzkrieg, Luftwaffe in
context of the chapter to students
along with their meanings.
 Encourage students to pronounce
the terms/words out loud repeatedly
and write them again and again until
they know the spellings.
 Discuss the concepts such as "racial
discrimination" or "racial
segregation" in depth to make their
meaning clear. Ensure that students
do not associate caste with people of
races other than the Indian one. All
Acts have a definite purpose and
students need to be made aware of
that.

MARKING SCHEME
Question 1
(i) The Congress Party/INC/Indian National Congress.
(ii) On March 23, 1940, at the Lahore Session of the Muslim League, Jinnah proclaimed his
Two Nation theory and the Pakistan Resolution was passed.
(iii) Subhash Chandra Bose/Netaji/S.C. Bose.
(iv) Kashmir, Junagarh, Hyderabad (Any two)
(v) Imposition of Emergency by Indira Gandhi/Emergency/National Emergency.
(vi) Nagaland became the 16th State of the Indian Union / acquired statehood/Nagaland became
a State.
(vii) Restoration of democracy / civil liberties / fundamental rights / repealed the emergency
provisions / passing of the 44th Amendment.
(viii) Lal Bahadur Shastri – PM of India.
Ayub Khan – President of Pakistan.
(ix) The Non-Aligned Movement/NAM
4
 (x) Dowry / Domestic violence. (Any one)
(xi) The Japanese attack on Pearl Harbour.
(xii) Germany failed to provide for a winter campaign in Russia / Hitler made the fatal mistake
of declaring war on the USA / Hitler's decision to concentrate on production of V-rockets
instead of producing jet aircrafts was a big mistake / Hitler should have defeated Britain
before invading USSR / Hitler did not realize that war against Britain involved the British
Empire / German troops were thinly spread at various fronts / Ill treatment of the local
population.
(Any one)
(xiii) • To encourage and promote constructive criticism and freedom of thought and expression.
• To resolve the dispute between the party cadres and technicians / engineers / experts /
intellectuals.
(xiv) Jomo Kenyatta
(xv) • To block the escape of a large number of refugees from East Germany into West Berlin
/ this embarrassed the Communists.
• Khrushchev demanded the withdrawal of the Western powers from West Berlin /
Kennedy refused to accept the demand of the withdrawal of the Western Powers /
Economic prosperity of West Berlin created problems for East Germany / Kruschev
believed that West Berlin was a centre of western propaganda & espionage.
(Any one)
(xvi) Permanent relaxation of tensions between the East and the West/ USA and USSR.
(xvii) Perestroika and Glasnost/Restructuring of economy & politics/openness/freedom of speech
& expression.
(xviii) • It ended discrimination based on race, colour, religion, sex or national origin.
• It ended racial segregation in schools, workplace, and public facilities.
• It guaranteed votes for the Blacks.
(xix) Feminine Mystique.
(xx) It meant ‘Shaking off ’. It was a long campaign of Civil Disobedience/It was carried out by
Palestinians living in the refugee camps of the Gaza Strip and the West Bank.
It involved non-payment of taxes /It was an attempt to boycott Israeli products.

5
 PART II (60 Marks)
Answer five questions in all, choosing two questions from Section A, two questions
from Section B and one question from either Section A or Section B.

SECTION A
Question 2
(a) Give an account of the revival of the INA and its contribution to India’s struggle for [6]
freedom under the leadership of Subhash Chandra Bose.
(b) State the main provisions of the Indian Independence Act. [6]

Comments of Examiners Suggestions for Teachers

(a) This part was answered correctly by most  Help students in framing answers
candidates. However, some candidates with relevant points.
overlooked the key words ‘revival of INA and its  Give written practice on various
contribution’ and concentrated their answers on types of questions which can be
Subhash Chandra Bose’s early career, rift with asked on the topic so that students do
Gandhi, Forward Bloc, etc. not waste time in writing irrelevant
(b) Most candidates were able to answer this matter.
question correctly. In some cases, candidates  Bring out clearly the demarcation
confused the Indian Independence Act with the between the Indian Independence
Mountbatten Plan/Cabinet Mission Plan. Act, the Mountbatten Plan and
Cabinet Mission Plan in a tabular
format.
 Emphasise the difference between a
"plan" and an "act" to show that
while the former is negotiable, the
latter is not.

MARKING SCHEME
Question 2
(a) Revival of INA and its contribution to India’s struggle for freedom:
1. The national movement found a new expression outside the country’s frontier under the
leadership of Subhash Chandra Bose.
2. After his escape from India he was invited by the Bangkok Conference to lead the
liberation campaign as the head of the INA
3. Captain Mohan Singh had earlier organised the INA
4. Subhash Chandra Bose arrived at Japanese controlled Singapore
5. Here Rash Behari Bose handed over all powers to him.

6
 6. In August 1943, Subhash Chandra Bose officially assumed charge of the INA
7. He became its supreme commander
8. He finalised a detailed plan to invade British territories in India with the help from the
Japanese.
9. He issued his famous call ‘Delhi Chalo’ and ‘Jai Hind’.
10. He was hailed as Netaji.
11. The INA was joined in large numbers by Indians living in South East Asia.
12. Indian soldiers, officers and prisoners of war captured by Japanese forces in Burma,
Malaya and Singapore also joined the INA.
13. He set up Recruitment and Training departments and training camps for both men and
women.
14. A women’s regiment called the Rani of Jhansi regiment was organised.
15. The INA was non communal and included many officers and soldiers from all
communities.
16. He formed the Provisional Government of Free India.
17. He declared war on the Allies (October 1943).
18. Japan handed over Andaman and Nicobar Islands which was renamed- Shahid and
Swaraj islands. (November 1943)
19. The INA with the Japanese army captured Kohima and reached Imphal.
20. They planted the Indian Flag on Indian soil.
21. The collapse of Japan and the onset of the monsoons sealed the fate of the INA.
22. The INA under the leadership of Subhash Chandra Bose had helped to boost the sagging
morale of frustrated and disillusioned Indians.
23. They set before the Indian people a stirring example of courage and Patriotism that was
enabling and inspirational/Inspired the Indians
24. The INA trial soldiers and officers were hailed as national heroes
25. This inspired a national anti-British upsurge.
26. His famous quote was “Give me blood and I shall give you freedom”.
27. The INA spirit affected the armed forces.
28. Led to a naval revolt at Mumbai, Kolkata, Chennai and Karachi.
29. At the Bangkok Conference the Indian Independence League decided to form INA
30. A Council of Action was formed.
31. Rash Behari Bose and Mohan Singh took charge.

(b) Provisions of the Indian Independence Act:

1. The Indian Independence Bill was passed by the British Parliament on July 15, 1947.
It received the Royal Assent on July 18.
2. Two Dominions known as India and Pakistan were to be set up as from 15th August
1947.

7
 3. The territories of the two Dominions were defined clearly.
4. Pakistan to comprise Sindh, Baluchistan, NWFP, the W. Punjab and E. Bengal.
5. India was to comprise all the remaining territories included in British India.
6. For each of the new Dominions, there was to be a Governor General.
7. The Legislature of each of these Dominions would have the power to make laws for
themselves.
8. The jurisdiction of the British Parliament over India would cease from that day.
9. With effect from 15th August 1947, His Majesty's Government would cease to have any
responsibility for the government of British India.
10. The Constituent Assembly of each Dominion would exercise the powers of the Central
Legislature.
11. The existing Central Legislative Assembly and the Council of State would be
automatically dissolved.
12. The Governor General had the power to make the Independence Act operational.
13. Provisions were made to safeguard the interests of the existing officers in India
appointed by the Secretary of State.
14. Provision was made for the division of the Indian Army.
15. All powers and authority exercisable by His Majesty in relation to the Princely States
were terminated.
16. The States thus became independent.
17. The office of the Secretary of State for India was to be abolished.
18. Each separate Constituent Assembly would frame their own Constitution.
19. Provision was made for the sharing of assets and liabilities between the two dominions.

Question 3
Discuss the linguistic reorganization of states with reference to:
(a) Andhra [6]
(b) Bombay [6]

Comments of Examiners Suggestions for Teachers

Some candidates answered this question but could not  Use maps to show the location and
write all the points correctly and some points were what the Andhra and Bombay looked
repeated. like earlier and the changes that
(a) Some candidates explained the JVP report in detail were made to create new states on
rather than the events leading to the linguistic the basis of language.
reorganization in Andhra and Bombay. For  Explain the background of the
example, conflict between Andhra and Tamil Nadu problem clearly to the students.
over Madras was not mentioned by the candidates.

8
 An important point like ‘53 days fast by Potti  Give comprehensive information
Sriramulu’ and his death sped up the government’s and not only question specific
decision to set up the new state of Andhra was not teaching. Give a logical progression
written by many candidates. of events in ample detail. Use Maps
(b) Similarly, for Bombay relevant facts pertaining to to show students the structure of the
the linguistic reorganization was not written. Indian Union in 1947. Correct
Candidates did not seem to know the geographical names for the provinces/princely
identity of Bombay State. states that existed then should be
used.
 While teaching Linguistic Re-
organisation of States, lay emphasis
on the commissions set up by the
central government. Highlight the
reasons for agitations under
political, cultural, and geographic
and the problems between
presidencies. Discuss the leaders
who were part of it.

MARKING SCHEME
Question 3
(a) Events leading to the linguistic reorganization of Andhra:
1. The Constituent Assembly appointed the Linguistic Provinces Commission headed by
Justice SK Dhar in 1948.
2. The purpose was to enquire into the desirability of linguistic provinces.
3. Initially it was felt that this would threaten national unity and cause administrative
inconvenience, but public pressure and opinion remained alive.
4. The Congress appointed a committee (JVP) that consisted of Nehru, Patel and Bhogaraju
Pattabhi Sitaramayya.
5. It emphasized more on unity and national security.
6. The Congress leaders could not ignore the popular demand for linguistic states.
7. A report of JVP was put forward to form a new state based on language.
8. JVP accepted the demand for a separate state of Andhra Pradesh.
9. It had the support of all political leaders / parties and had been popular for nearly half a
century.
10. A strong case for the formation of Andhra Pradesh out of Madras presidency was readily
accepted by JVP.
11. The Tamil leaders were agreeable to it.
12. A conflict arose between the two groups on which state should the city of Madras go to.
13. Andhra was not willing to give away Madras even though linguistically and
geographically it belonged to Tamil Nadu.

9
 14. On 19th October 1952 a popular freedom fighter Potti Sriramulu undertook a fast unto
death over the demand for separate state of Andhra Pradesh.
15. His death after 58 days fast led to violence and riots.
16. Finally, the government had to immediately give in and accepted the demand for
separate state of Andhra.
17. It came into existence in October 1952.
18. Madras State thus became a Tamil speaking state.

(b) Events leading to the linguistic reorganization of Bombay:

1. The State Reorganization Committee (SRC) had not supported the splitting of Bombay.
2. But there was widespread opposition to the Act of 1956 in Maharashtra between the
Marathi and Gujarati speaking people.
3. The business elite of Bombay, mostly Guajarati’s and Parsis did not want the city to be
a part of Maharashtra.
4. At first the government decided to bifurcate the Marathi and Gujarati areas.
5. It made Bombay city a centrally administered area.
6. This was opposed by both groups.
7. Between 1955-56, the situation turned violent in Bombay, where effigies of Nehru and
Morarji Desai were burnt.
8. Many Congressmen also supported the demand for a separate Maharashtra state.
9. In 1957, the Congress Party won very narrowly in Maharashtra.
10. The agitation continued for five more years.
11. Finally, in l960, Government agreed to divide the state of Bombay into Maharashtra and
Gujarat.
12. Bombay city became a part of Maharashtra and Ahmedabad became the capital of
Gujarat.

Question 4
With reference to India’s foreign policy, discuss the following:
(a) The Kashmir problem and the outbreak of the Indo-Pak war of 1948-49. [6]
(b) The consequences of the Indo-Pak war of 1971. [6]

10
Comments of Examiners Suggestions for Teachers
(a) This part was answered well by most of the  Teach the First Indo-Pak war in
candidates. A few mistakes made were: continuity with the problems of
• Maharaja Hari Singh wanted to join Pakistan. partition that lead to accession
• People of Kashmir were pro Pakistan. problem.
 Explain the causes of the Kashmir
• Name of the ruler was incorrect.
problem point wise clearly. Use of
• Some wrote about Kargil war as well. map and video clippings will be
(b) In the consequences of the Indo-Pak war 1971, some helpful for the students.
candidates wrote the causes and events of the war  Explain the consequences clearly
instead of writing the consequences. A few and relate it to creation of
candidates wrote about the 1965 War. Some Bangladesh and role played by India
candidates mentioned only two or three under Mrs. Indira Gandhi.
consequences.  Discuss the causes and
consequences of each of the three
Indo-Pak Wars in a tabular form so
that students are able to distinguish
among them.
 Use Maps to indicate the major
arenas of each war.
 Clarify the difference between terms
such as "causes" and
"consequences" to the students.

MARKING SCHEME
Question 4
(a) 1. Kashmir was strategically important to both India & Pakistan.
2. Kashmir largely populated by the Muslims was ruled by a Hindu ruler, Hari Singh.
3. The Maharaja of Kashmir delayed the accession to India or Pakistan because he wanted
to remain independent.
4. A radical popular movement led by Sheikh Abdullah and the National Conference
wanted accession to India.
5. The Maharaja of Kashmir, Hari Singh asked for a standstill agreement for one year to
make up his mind.
6. Pakistan formally accepted the request, but India did not.
7. India wanted the people’s wish to be ascertained by elections.
8. Pakistan was worried, that the popular verdict would most likely go in India’s favour.
9. Pakistani tribesmen, Pathans and irregular armed forces invaded Kashmir.
10. The ruler of Kashmir requested India for help.

11
 11. Nehru said it could help only if Kashmir would become a part of India.
12. The Maharaja signed the Instrument of Accession in October 1947.
13. The Indian government sent armed forces.
14. India pushed back the Pakistani aggressors to a considerable extent.
15. Indian government referred the matter to U.N.
16. With the intervention of UN the war came to an end.
17. The UN resolution asking for a ceasefire, was duly accepted by India.
18. The conditions passed by the UN resolution of 1948 were never met, which is why the
plebiscite was not held.
19. Kashmir held elections for its Constituent Assembly.
20. It voted for accession to India.
21. The Indian government took a stand that these elections had substituted the plebiscite.
22. A large portion of Kashmir is still under the control of Pakistan.
(Any six points)

(b) Consequences of Indo-Pak war of 1971:

1. Creation of independent Bangladesh
2. Declaration of ceasefire by India and Pakistan
3. Mujibur Rehman was released from prison.
4. He became the first President, later Prime Minister of Bangladesh.
5. India emerged as an important power in South East Asia.
6. It was a victory for India as a secular democracy.
7. Humiliation of 1962 Indo-China war was wiped out / India’s pride and self-respect was
restored.
8. The refugee problem was addressed as they could return home.
9. It was a personal victory for Indira Gandhi.
10. In June 1972, the Shimla Declaration was signed.
11. Terms – Recognition of the lines of control in Kashmir by Pakistan.
12. Return of captured territories by India.
13. Exchange of prisoners of wars.
14. Bilateral issues to be discussed
15. General Sam Maneckshaw was made the first Field Marshall of India.
16. The War resulted in massive loss of life & prosperity.

[12]
Question 5
Review the achievements and failures of the Janata Government (1977 – 1979).

12
Comments of Examiners Suggestions for teachers
Most candidates wrote unnecessary details about the  Point out the difference between
events leading up to the Election of 1977 and the causes of the Janata victory in the
resulting Janata victory. Very few candidates wrote the 1977 elections and their
actual achievements of the Janata Government. More achievements after they came to
emphasis was laid on its failures. Some candidates only power.
wrote the failures of the Janata Government and  Teach achievements and failures
nothing about their achievements. In a few cases, both separately. Show short films
candidates wrote about details of the political
and documentaries on the topic to
adjustments made by the Political Parties which was
out of context. Instead of writing specific facts some the students.
wrote vague points, for example, ‘Janata party led to the
economic and political stage of the country’ and
‘Janata government helped the people’.

MARKING SCHEME
Question 5
Achievements and Failures of the Janata Government (1977-79):
Achievements:
1. It formally ended the state of Emergency.
2. It ended media censorship.
3. It repealed the controversial executive decree issued during Emergency.
4. The Constitution was amended to make it more difficult for any future government to declare
the State of Emergency.
5. It tightened the conditions for calling an internal emergency.
6. It restored the power of Judicial Review.
7. The Janata govt pressurized the ten state govts where Congress (R) was in power to dissolve
the State Assemblies and hold free elections.
8. It restored fundamental rights.
9. Gave full civil liberties to the Press, political parties and individuals.
10. Through the 44th Constitutional Amendment, it also modified the 42nd Amendment passed
during the Emergency.
11. It repeals those of its provisions that had distorted the Constitution.
12. Fundamental freedoms and independence of India’s judiciary was reaffirmed.
13. The rights of the Supreme Court and High Courts to decide on the validity of central or state
legislation were also restored.
14. The Janata government implemented the Food for Work programme which gave employment
in the rural areas by building roads, bridges, and canals.

13
15. It repealed MISA.
16. Under Antodaya Scheme the 5 poorest families were given financial aid.
17. Adult Education scheme was launched in 1978.
18. Made elementary Education free.
19. Constituted the minority and backward classes commission for upliftment of the weaker
sections of the society.
Failures:
1. There was infighting and a power struggle for leadership.
2. By the end of 1977, political support for the Janata Party began to decline.
3. There was non-performance in administration and lack of implementation of policies.
4. They did not have a unified socio-economic programme.
5. The Janata Party could not manage the social tensions in the rural areas.
6. Atrocities were committed by landlords on Dalits.
7. The increasing assertiveness of the Dalits could not be managed by the Janata government.
8. There was revival of violence between Hindus and Muslims.
9. Communal violence, strikes and violence spread to university campuses.
10. The economic policy of the government was defective.
11. Emphasis was on small industries, decentralisation, and subsidies to rich farmers.
12. The economy showed signs of stagnation.
13. Severe droughts in some areas affected agricultural production in 1978-79.
14. By 1978, the different ideologies of the Janata Party led to clashes among the members.
15. The communal agenda of the Jana Sangh almost paralysed the government, both at the centre
and the states.
16. The Janata Party’s focus on Mrs. Gandhi’s Emergency excesses led to inaction.
17. There was forcible reversion of the 20-Point programme.
18. There were Mutinies by policemen and paramilitary forces.
19. Charan Singh’s deficient budget and inflation (price rise) led to the final decline.
20. Charan Singh lost his majority when Indira Gandhi withdrew her support.
21. Constant criticism of Indira Gandhi won her the people’s support.

Question 6
(a) What were the main features of the Towards Equality Report (1974)? [6]
(b) Briefly discuss the efforts made by various Women’s Movements in India to root out [6]
the social evils of dowry and domestic violence.

14
 Comments of Examiners Suggestions for Teachers
(a) Most candidates instead of focusing on the  Categorically point out the features
"Features" of the ‘Towards Equality report’, of the Towards Equality Report.
wrote about the prevailing condition of Indian  Use sub-headings such as,
women and the discrimination and persecution "Features", "impact", etc to teach
suffered by them. the topic. The content should be
linked to the scope given in the
(b) Instead of writing about the steps that have been syllabus.
taken to root out the evil of dowry, many  Acquaint students with the problems
candidates wrote the definition of dowry and faced by women and related
about the harassment faced by women. A large measures undertaken by the
number of candidates did not emphasise on government and other
efforts made by various Women’s Movements to organisations.
deal with the problem of domestic violence in the  Ask students to make PowerPoint
1970’s and 80’s. Several candidates wrote about presentations on issues concerning
measures taken by the government instead of the women and discuss the same in the
activities of the women's organizations. class.

MARKING SCHEME
Question 6
(a) The main features of the Towards Equality Report (1974):
1. Laid the foundation of women’s movement in independent India.
2. Threw light of the non-implementation of the constitutional guarantee of gender equality
and women’s empowerment.
3. Highlighted discriminatory socio-cultural practices or political and economic
processes.
4. Highlight the deteriorating condition of women since 1911, especially amongst the
Dalits and the poor.
5. Widening gender disparities in all aspects of life for e.g. employment, health, education,
political participation.
6. Discrimination against women at work- places was reduced.
7. Brought to light the issue of declining sex-ratio i.e. the ‘missing women’.
8. Overall inferior position of women vis-à-vis men.
9. Domestic violence in the form of torture, abuse, and humiliation.
10. Dowry harassment, often leading to deaths of married women.
11. It highlighted the need to examine the present law against dowry.
12. It suggests that the loops in the law be done away with.

(b) Efforts made by various Women’s Movements in India to root out the social evils of dowry
and domestic violence:

15
1. The twin issues of domestic violence and dowry harassment became the focus of
different kinds of women’s movements in the 1970s.
2. In Maharashtra Gandhian Sarvodaya workers led a militant anti-liquor campaign to
address heavy drinking as the main cause of domestic violence.
3. In the mid-70s ‘autonomous’ women’s group mushroomed in urban centres.
4. Progressive Women’s Organization in Osmania University, Hyderabad [1974],
Purogami Stree Sangathana in Pune and Stree Sangathana in Mumbai [1975] conducted
anti-dowry and dowry death campaigns.
5. UN declaration of 1975 as the International Women’s Year added to activities especially
in Maharashtra.
6. Late 1970’s saw a new wave of activities in Delhi.
7. ‘Manushi’ under Madhu Kishwar, ‘Stree Sangharsh’ and ‘Mahila Dakshata Samiti’
played a seminal role in anti-dowry campaigns.
8. From 1979 onwards widespread rallies were taken out.
9. A delegation of the Mahila Dakshita Samiti met the then PM Charan Singh
10. He ensured that measures to stop the maltreatment of Women for dowry would be
introduced in the next parliamentary session.
11. The Samiti met the Inspector General of Police (Delhi).
12. The IG agreed to set up a standing Committee headed by a Superintendent of Police to
deal with cases of dowry harassment.
13. Street plays were enacted.
14. Demonstrations before the houses of dowry victims
15. Demands for legal reforms
16. In 1981: the ‘Janwadi Mahila Samiti’ launched a door-to-door campaign on the same
issue.
17. Amendments to the ‘Dowry Prohibitions Act’[1961] were passed in 1984.
18. However, feelings of inadequacy continued because of the persistence of dowry and
difficulty in legal prosecution of offenders.
19. Dying declaration of dowry victims were to be treated as evidence.
20. Suicides & accidental kitchen fire deaths of newly married women were to be
investigated as suspected murders.
21. Demonstrations were made before the workplaces of the victim’s husband and his
family members.

16
 SECTION B

Question 7
(a) Discuss the significant changes in Mussolini’s foreign policy after 1935, till the [6]
outbreak of World War II.
(b) Why did Britain and France follow a policy of appeasement towards Germany and [6]
Italy?

Comments of Examiners Suggestions for Teachers

(a) Most candidates wrote the foreign policy of  Teach the two phases of Mussolini's
Mussolini before 1935. Many candidates foreign policy separately.
explained in detail the Abyssinian Crisis. They  Prepare a date wise sequence of
did not mention the Stresa Front or Anglo events so that students can associate
German Naval Agreement. a particular foreign policy with the
date.
(b) Most candidates were able to give the correct  Tabulate the factors which influence
answer. But a few candidates got confused Britain and France to follow a policy
between reasons for Appeasement and examples of appeasement.
of Appeasement. Some even wrote detailed  Use sub-headings to clearly
accounts of the occupation of Rhineland and the distinguish between the reasons for
Spanish Civil War. But a few did not write the following a policy of appeasement
required six points. and the actual occasions when they
practised appeasement.

MARKING SCHEME
Question 7
(a) Significant changes in Mussolini’s foreign policy after 1935, till the outbreak of the
Second World War:
1. When Hitler announced reintroduction of conscription in 1935, Mussolini had joined
Britain and France in the Stresa Front and condemned Hitler.
2. But, Mussolini was disillusioned by the Anglo-German Naval Agreement which
dissolved the Stresa Front.
3. In 1935, Mussolini attacked Abyssinia.
4. The League condemned Italy as an aggressor and announced sanctions against Italy.
5. The Stresa Front was an agreement made between Britain, France, and Italy in 1935 to
reaffirm Loreano Treaty. The Munich was presented by Mussolini.
6. This annoyed Mussolini and brought him closer to Hitler.
7. In 1936, Mussolini along with Hitler, sent troops to help General Franco.

17
 8. Hoping to set up a third Fascist state in Europe.
9. To end Communism.
10. To get naval powers in Spain to threaten France.
11. In 1936, Rome-Berlin Axis Pact was signed.
12. In 1937, Italy joined Japan Germany in the Anti-Conintern Pact.
13. In 1938, Mussolini dropped objections to Anschluss.
14. In 1939, Mussolini emulated Hitler’s annexation of Czechoslovakia by invasion of
Albania.
15. Mussolini signed the Pact of Steel with Germany in 1939.

(b) Britain and France followed a policy of appeasement towards Germany and Italy,
because:
1. It was considered essential to avoid war/to maintain international peace & security.
2. Britain still in the throes of economic crisis, could not afford vast rearmament and the
crippling expenses of a major war.
3. British government was supported by a strong Pacifist public opinion.
4. Many felt that Germany and Italy had genuine grievances.
5. Italy had been cheated at Paris Peace Conference.
6. Chamberlain believed that the only way to settle disputes was by personal contact
between leaders.
7. Economic cooperation between Britain and Germany would be good for both.
8. Fear of Communist Russia. Many believed that the communist threat was greater than
that of Hitler.
9. Underlying all these feelings was the belief that Britain should not take recourse to
military action in case it led to full-scale war for which Britain was totally unprepared.
10. France was weak and divided
11. Germany had been treated too harshly at Versailles.
(Any six points)

Question 8
In the context of the civil war and the establishment of the People’s Republic in China,
answer the following questions:
(a) State the causes of the victory of the Communists in the civil war in China in 1949. [6]
(b) What important economic changes were introduced by Mao Tse Tung under the Great [6]
Leap Forward?

18
Comments of Examiners Suggestions for Teachers
Some candidates gave more details of the weaknesses  Prepare the students to understand
of KMT rather than the reasons for the victory of the the demand of the question.
CCP.  Teach the students both positive
(a) Majority of the candidates wrote more points on policies of the CCP and the
the weakness of the KMT than the strengths of drawbacks of the KMT to bring out
the Communists. the comparison.
 Advise students to focus on the
(b) Most of the candidates answered this question demands of the question.
correctly. However, there was a tendency to  Present the Reforms of 1950, the
repeat points. Some candidates did not write all Great Leap Forward and the
the required points. Several candidates wrote its Cultural Revolution in a tabular
critical analysis. Instead of writing about the format.
agricultural and industrial changes made under  Emphasise the Economic changes
the Great Leap Forward many candidates wrote made by Moa Tse Tung under the
its impact which was not asked. Great Leap Forward.
 Explain the shift from large scale
industries to small scale industries.

MARKING SCHEME
Question 8
(a) Establishment of Peoples’ Republic of China:
1. The communists continued to win popular support by their restrained land policy, which
varied according to the needs of particular areas.
2. Some or all of a landlord's estate might be confiscated and redistributed among the
peasants or simply have restrictions.
3. Communists armies were well disciplined.
4. Communist administration was honest and fair.
5. The CCP leaders, Mao Tse Tung, ZhouEn-Lai were shrewd enough to take advantage
of KMT weaknesses.
6. The CCP leader were completely dedicated to their cause.
7. The communist generals had prepared their armies carefully.
8. They were more competent tactically than their KMT counterparts.
9. The KMT tried to terrorize the local populations into submission, but this only alienated
more areas.
10. Chiang made tactical blunders e.g. Hitler could not bear to order retreats and surrendered
without resistance totally disillusioned.
11. When the Japanese were defeated in 1945, KMT and CCP were locked in final struggle
for power.
12. The Russians obstructed the KMT and allowed CCP guerrillas to move in.

19
 13. In 1948 the ever-growing communist armies were large enough to abandon their
guerrilla campaign and challenge Chiang's armies directly.
14. The KMT armies came under direct pressure and began to disintegrate. Finally, in Jan
1949 Chiang fled to the island of Taiwan with his leftover army
15. This left Mao Tse Tung in command of mainland China.

(b) The agricultural and Industrial changes introduced by Mao Tse Tung under the Great Leap
Forward Policy:
1. This was a policy designed to meet the Chinese situation and was not based on Russian
experience.
2. It involved further important developments in both industry and agriculture.
3. Its aim was to increase output in agriculture and to adapt industry to
Chinese conditions.
4. There was introduction of Communes.
5. They were units larger than collective farms, containing up to 75,000 people.
6. They were divided into brigades.
7. They worked in teams with an elected council.
8. They ran their own collective farms and factories.
9. They carried out special local projects.
10. One typical commune in 1965, for example, contained 30,000 people.
11. Each family received a share out of the profits and also had a small private plot of land.
12. There was a complete change of emphasis in industry.
13. Instead of aiming for large scale projects much smaller factories were set up in the
countryside to provide machinery for agriculture.
14. Mao talked of 6,00,000 backyard furnaces' springing up.
15. They were to be managed organized and managed by the communes.
16. They also built roads, canals, dams, reservoirs and irrigation channels.

[12]
Question 9
The Cuban missile crisis led to an escalation of international tensions and pushed the world
to brink of a nuclear war. Discuss.

Comments of Examiners Suggestions for Teachers

Most of the candidates attempted this question well.  Explain in detail the situation in
Some candidates were not able to write twelve points Cuba after Fidel Castro came to
that were required. A few candidates wrote about the power. Also, clarify the reasons for
the involvement of USSR
dispute between USA and USSR after the first World  Teach the impact of the crisis
War. Relevant facts were missing. separately.
20
 MARKING SCHEME
Question 9
Cuban Missile Crisis:
1. Cuba became involved in the Cold War in 1959 when Fidel Castro, who had just seized power
from Batista.
2. He outraged the USA by nationalizing American owned estates and factories.
3. As Cuba’s relations with USA worsened those with USSR improved as in Jan 1961.
4. The Americans broke off diplomatic ties with Cuba.
5. The Russian increased their economic aid.
6. The American President Kennedy approved a plan by a group of Batista supporters to invade
Cuba from American bases in Central America.
7. A small invading force of 1400 men landed at Bay of Pigs in April 1961.
8. They were easily crushed by Castro’s forces.
9. Soon Castro announced that he was a Marxist, and that Cuba was a socialist country.
10. Kennedy continued to campaign against Castro and destroy Cuba e.g. by sinking Cuban
merchant ships, sabotaging installations on islands etc.
11. As a result, Castro had to appeal to Russia for military help.
12. Khrushchev decided to set up nuclear missile launchers in Cuba aimed at the USA.
13. The nearest point was less than a100 miles from Cuba.
14. Later his intention was to install missiles with a range of 2000 miles threatening major
American cities.
15. Kennedy’s military advisers urged him to launch air strikes against the bases.
16. Instead Kennedy became cautious and alerted the American troops.
17. He began a blockade of Cuba.
18. He demanded the dismantling of missile sites and removal of missiles.
19. This led to tension and brought the world to the verge of a nuclear war.
20. The UN Secretary General U. Thant appealed to both sides for restraint.
21. Khrushchev made the first move and ordered the Russian ships to turn back.
22. Khrushchev promised to dismantle the sites and remove the missiles.
23. In return Kennedy promised not to invade Cuba again.
24. He undertook to disarm the Jupiter missiles in Turkey.
25. Castro was furious with Khrushchev for deserting him without consulting the Cubans.
26. This led the cooling of Cuban Russia relations for several years.
Result of the crises:
27. Both sides realised that it was easy to start the nuclear war but realized how terrible the result
could be.
28. It led to a marked relaxation of tension.
29. A telephone link(hotline)was introduced between Moscow and Washington to allow swift
consultations.

21
30. In July 1963 the USSR, the USA and Britain signed a Nuclear test ban treaty.
31. They agreed to carry out nuclear tests only underground to avoid polluting the atmosphere
any further.

Question 10
In the context of protest movements in the USA, discuss the following:
(a) The significant change in the attitude of the government towards racial discrimination [6]
in USA.

(b) The impact of the Presidential Commission on the Feminist Movement in USA [6]
(1960s – 1980s).

Comments of Examiners Suggestions for Teachers

(a) Some candidates wrote about Apartheid instead of  Give written practice of both
giving reasons for the change of attitude of the US structured and objective type
government towards racial discrimination. questions.
Some gave details of the problems faced by the  Explain the laws passed by the
Black Americans. Several candidates wrote on Presidents and their impact.
Martin Luther’s role. Some candidates wrote an  Demarcate between problems and
elaborate account of only the Montgomery Bus change of attitude.
Boycott.  Give sufficient written practise to
avoid unnecessary details in the
(b) This part of the question was not answered well by answer.
many candidates. Some wrote in detail about  Teach the Civil Rights Movement in
second wave of Feminism and NOW. Many the USA separately from the Anti-
candidates missed the relevant points. Several Apartheid Movement in South Africa
candidates instead of mentioning Acts and their instead of one after the other.
impact, they wrote in detail the oppression suffered
by women or elaborated on National Organisation
for Women and its role.

MARKING SCHEME
Question 10
(a) Reasons for change in US government’s attitude
1. In 1946, President Truman appointed a committee to investigate civil rights.
2. It recommended that Congress should pass laws to stop racial discrimination in jobs.
3. To allow blacks to exercise their right to vote.

22
 4. Some politicians were worried by their consciences; they felt that it was not morally
right to treat fellow human beings in such an unfair way.
5. Excluding black people from top jobs was a waste of talent and expertise.
6. It was important to do something to calm the black population.
7. They were becoming more outspoken in their demands for civil rights.
8. The USA could hardly claim to be a genuinely democratic country and leader of the
‘free world’ when 10% of its population were denied voting and other rights.
9. They pointed out that this gave the USSR a chance to condemn the USA as ‘a consistent
oppressor of underprivileged peoples.’ The American government wanted that excuse
removed.
10. Nationalism was growing rapidly in Asia and Africa, where countries like India and
Indonesia were on the point of gaining independence.
11. These new states might turn against the USA and towards communism if American
whites continued their unfair treatment of blacks.
12. Over the next few years, the government and the Supreme Court introduced new laws
to bring about racial equality.
13. Separate schools for blacks and whites were made illegal and unconstitutional.
14. Schools had to be desegregated ‘with all deliberate speed’ which meant that black
children had to attend white schools and vice versa.
15. Some black people had to be included in all juries.
16. The 1957 Civil Rights Act set up a commission to investigate the denial of voting rights
to black people.
17. The 1960 Civil Rights Act provided help for blacks to register as voters.
(Any six)

(b) President's Commission on the Status of Women:

1. The Presidential Commission on the Status of Women (PCSW) was established to
advise the President of the United States on issues concerning the status of women.
2. It was created by John F. Kennedy's Executive Order in 1961.
3. When PCSW began in 1961, Congress began considering 412 pieces of legislation
related to women's status.
4. The PCSW's very existence gave the federal government an incentive to again consider
women's rights and roles.
5. This became a serious issue worthy of political debate and public policymaking.
6. The Kennedy administration itself publicly positioned the PCSW as a Cold War
era initiative to free up women's talents for national security purposes.
7. To win the global challenge against the Soviet Union, America needed the talents of all
its citizens.
8. Discrimination against women could mean that they were barred from important
positions that they could fill.
9. Eleanor Roosevelt, widow of President Franklin D. Roosevelt, was appointed to chair
the PCSW.

23
 10. By 1962, the creation of a national commission encouraged states and localities (cities,
colleges and universities, etc.) to begin studying women's status in their areas.
11. All fifty states had commissions in operation by 1967.
12. In 1970 these commissions formed the Interstate Association of Commissions on the
Status of Women (IACSW)
13. In 1975, the IACSW became the National Association of Commissions for Women
(NACW).
14. At that time, the NACW expanded to include city and county commissions.
15. PCSW influenced the creation of the National Organization for Women (NOW).
16. The PCSW research on women's status demonstrated that discrimination against women
was a serious problem.
17. In 1964, the U.S. Department of Labor began to bring members of state commissions to
Washington annually to discuss best practices to combat such discrimination.
18. At the 1966 meeting of commissions in Washington, several of the attendees began
expressing their frustrations with the uEqual Employment Opportunity Commission's
(EEOC).
19. It had failed to enforce the provision barring sex discrimination in employment.
20. Equal pay Act of 1963 was passed to prohibit discrimination in the payment of wages
by employers.
21. The Civil Right Act of 1964 strengthened laws for gender equality by making it illegal
to discriminate on the basis of gender.
22. In 1972 President Nixon signed Title IX of educational codes, prohibiting exclusion of
women from educational programmes.

Question 11
(a) To what extent was Nasser responsible for the Suez War of 1956? [6]
(b) State the consequences of Suez War of 1956. [6]

Comments of Examiners Suggestions for teachers

(a) This part of the question was answered well by  Discuss the causes and
most of the candidates. consequences of each of the Arab-
(b) A large number of candidates confused the Israeli Wars in a tabular format.
consequences of the Suez War with that of the  Use Maps while teaching each of
Six Days' War and Yom Kippur war. In some these conflicts to show the location
cases, the required number of points were not of each participant and the areas
mentioned. they were fighting about, such as
West Bank, Gaza Strip, Golan
Heights and Sinai Peninsula.

24
 MARKING SCHEME
Question 11
(a) The Suez war:
1. Colonel Nasser was aggressively in favour of Arab unity and independence, including
the liberation of Palestine.
2. He organized guerrilla fighters known as Fidayeen to carryout sabotage and murder
inside Israel.
3. Egyptian ships blockaded the Gulf of Aqaba, leading to the port of Eilat.
4. ln1936 Britain had signed an agreement with Egypt which allowed them to keep troops
at Suez.
5. Britain wanted to renew the treaty, but Nasser refused.
6. He asked the troops to withdraw immediately.
7. He sent help to Algerian Arabs in their struggle against France.
8. He signed the arms deal with Czechoslovakia for Russian fighters, bombers and tanks.
9. The Americans were outraged since it meant that the West no longer controlled arms
supply to Egypt.
10. The Americans cancelled a promised grant of 46 million dollars to Egypt for building
the Aswan Dam.
11. Nasser retaliated by nationalizing the Suez Canal.
12. Anthony Eden, the British P.M. believed that Nasser was about to form a United Arabia.
13. This would cut off Europe’s oil supply as well.
14. Secret talks took place between Britain, France and Israel and a plan was hatched to
invade Egypt.

(b) Results:
1. The war failed to overthrow Nasser.
2. His prestige as the leader of Arab nationalism was greatly increased.
3. For the ordinary Arabs, Nasser was a hero.
4. The Egyptians blocked the Suez Canal.
5. The Arabs reduced oil supplies to Western Europe, which greatly affected them.
6. Russian aid replaced that of the USA
7. Britain became weak and was unable to follow a foreign policy independently of USA.
8. Algeria was encouraged to fight for its independence from France, which it won in 1962.
9. The war was not without success for Israel.
10. Israel inflicted heavy losses on the Egyptians in men & equipment.
11. Since the Fedayeen raids ceased, Israel could consolidate itself.
12. Israel looked towards USA as its chief supporter.
13. Israel was compelled to hand back all territories it had captured from Egypt.

25
 GENERAL COMMENTS

• Question 1(xx): Meaning of Intifada.

• Question 2(b): Terms of the Indian Independence Act.
• Question 3 : Linguistic Reorganization of states with reference to Andhra and
Topics found Bombay.
difficult by • Question 4(b): The consequences of the Indo-Pak War, 1971.
• Question 5: Janata Party-Achievements and failures
candidates
• Question 6(b): Towards Equality Report.
• Question10(a): Significant change in the attitude of the Government towards
racial discrimination in USA.
• Question 10(b): The impact of Presidential commission on the Feminist
Movement in USA (1960s to 1980s).

• Terms of the Mountbatten Plan and the Indian Independence Act.

• Features of the Towards Equality Report and work of different associations.
• Reasons for the victory of the Communists in the civil war in China.
• Issues of Feminism and the impact of the Presidential Commission on the
Concepts in which Feminist Movement.
candidates got • Important economic changes introduced by Mao under the Great Leap Forward
confused and its impact.
• The consequences of the First Kashmir War and the consequences of the Indo-
Pak War of 1971.
• The achievements of the Janata Party in winning the 1977 elections and the
achievements of the Janata Government while in power.
• The Great Leap Forward and the 1950 Reforms /the Cultural Revolution.

26
 • Study regularly.
• Research work on the topic is self-motivating.
• Practise writing answers regularly for better comprehension.
• Develop a broader understanding of the topic
Suggestions for
• Write the answers in points focusing on key words.
Students
• Keep updating yourself through standard reference books and create interest
by supplementing textual matter with films and documentaries.
• Study on a regular basis and not just before the examination.
• Give equal importance to each topic given in the scope of syllabus.
• Visit Websites or watch YouTube videos, suggested by the teacher to
supplement textual knowledge.
• Do not waste time in writing too much.
• Comprehend the topic rather the memorise it.
• Follow the scope of syllabus strictly.
• Practise previous years’ ISC question papers and sample papers as much as
possible.
• Develop time management skill.
• Focus on key words of the question and answer without wasting time on
irrelevant details.
• Practice objective questions from every chapter.
• Write answers to the point.
• Do a detailed and systematic study of each chapter.
• Pay attention to specific phrases and key words/terms.

27