ISC

ANALYSIS OF PUPIL
PERFORMANCE

October 2025

HISTORY

Research Development and Curriculum Division

Council for the Indian School Certificate Examinations
New Delhi
OCTOBER 2025
____________________________________________________________________________________________

© 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.
Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
 FOREWORD
The Council for the Indian School Certificate Examinations (CISCE) has endeavoured to sincerely
take forward the vision of NEP 2020 in enhancing pedagogy and assessments through systemic
reforms. In alignment with this vision, the CISCE also remains committed to ensuring that learning
is meaningful, and that assessment practices are utilised as tools for growth, reflection, and
continuous improvement rather than as an exercise in mere evaluation.

The ISC and ICSE examinations have long served as the cornerstone of the CISCE’s academic
framework, especially in shaping the educational journeys and futures of countless CISCE students.
In this context, the Analysis of Pupils’ Performance documents have played a significant role in
strengthening the CISCE’s assessment culture. These reports have, over the years, supported students
in understanding subject-wise expectations and in preparing effectively for the Board examinations.

Our heartfelt appreciation is extended to the Research Development and Curriculum Division
(RDCD) of the CISCE for their dedicated efforts in preparing this detailed document for the benefit
of students. We also express our gratitude to the examiners for their meticulous evaluation and
insightful feedback on candidates’ performance, as well as for recommending pedagogical strategies
to help teachers address common areas of difficulty.

We are confident that students, teachers, and parents will make the best use of this document by
engaging with its various sections in depth and by implementing the learnings to ensure enhanced
and successful performance in the forthcoming examinations.

October 2025 Dr. Joseph Emmanuel

Chief Executive & Secretary
CISCE
 PREFACE
The Analysis of Pupil Performance document is a standing legacy of the Council for Indian School
Certificate Examinations (CISCE) that aims at capturing performance trends of CISCE candidates in
the annually conducted ICSE and ISC examinations. Over the years, these user-friendly and
accessible reports have helped CISCE schools analyse patterns in candidates’ responses to board
examination papers, while also providing valuable pedagogical insights and suggestions for teachers.
Each year, CISCE undertakes this exercise of a detailed analysis of the performance of candidates
for selected subjects at both the ICSE and ISC examinations. Each subject document includes the
questions from the board examination along with the marking scheme for each question, enabling
teachers and students to better understand the scope of the question and the appropriate approach to
answering it. It also presents an infographic presentation of statistical analysis and contextualised
commentaries on candidate performance with detailed insights and remedies on the errors. Towards
the end of the document, a comprehensive summary highlights the topics revealing gaps in conceptual
understanding, areas that candidates found confusing, and tailored suggestions to help students
approach examinations more effectively.
The uniqueness of this document lies in its micro-analysis of items in board examination papers
where suggested pedagogical strategies are tied to each common errors identified from candidates’
answers, a strategy that CISCE believes is rudimentary in driving improvements rather than merely
sharing a broad stroke macro analysis of candidate performance. While these reports are grounded in
real candidate data, they also lend themselves to seamlessly to classroom action.
The Analysis of Pupil Performance document for ICSE for the Examination Year 2025 covers the
following subjects - English Language, Literature in English, Hindi, History and Civics, Geography,
Mathematics, Physics, Chemistry, Biology, Commercial Studies, Economics, Computer
Applications, Economic Applications, Commercial Applications, Environmental Science and Home
Science.
The subjects covered in the ISC Analysis of Pupil Performance document for the Year 2025 are -
Accounts, English Language, Literature in English, Hindi, Economics, Commerce, Business Studies,
Mathematics, Physics, Chemistry, Biology, Elective English, History, Political Science, Geography,
Psychology, Sociology, Computer Science, Environmental Science, Home Science and Legal
Studies.
I extend my heartfelt gratitude to all the ICSE and ISC examiners who have shared their valuable
comments on each question. I also acknowledge the efforts of the RDCD team of Dr. Manika Sharma,
Ms. Parul Kohli, Ms. Lyimee Saikia, Ms. Mansi Guleria, Ms. Gunjan Khurana, Ms. Madhusree
Chatterjee and Ms. Aakriti Agrawal for their commitment to ensuring the compilation of the
comments and data into its current form.
We hope that the document is successful in its intended mission of better assisting our teachers in
identifying areas that require focused intervention and allowing them to better support CISCE
students. At the same time, we also hope that it guides our students in developing a roadmap of
effective study methods for their examinations.

October 2025 Dr. Bhawna Taragi

Deputy Head
RDCD, CISCE
QUANTITATIVE ANALYSIS

History
Number of
Candidates Appeared Maximum Marks 100
7321
Highest Marks Lowest Marks

Boys Girls Average Marks

2560 4761 100

73

Overall Performance (Mean Marks) 19

73.4

Performance by Gender

Gender Mean SE t-value

68.5 76
Girls 76 0.26
Region-wise Performance 16*
(Mean Marks) Boys 68.5 0.39
70.4 82.5 *Significant at 0.05 level

Top 5 Perfoming States/UTs

65.7 73.1 79.4 83.9 (Mean Marks)
Eastern Western
Andhra Pradesh 95.5
77.7 83.1

Goa 91.6

72.6 80.3 80.9 84.2

Northern Southern Dubai (U.A.E) 89
89
Chandigarh 86.9

83 91 Tamil Nadu 85.8

Foreign

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 Performance State-wise and Foreign (Mean Marks)
BOYS GIRLS OVERALL

98.0
ANDHRA PRADESH 93.8
95.5
52.6
ARUNACHAL PRADESH 60.1
56.2
82.4
ASSAM 80.3
81.2
79.7
BIHAR 75.1
76.3
68.0
CHANDIGARH 90.0
86.9
75.2
CHHATTISGARH 73.6
74.5
83.0
DUBAI (U.A.E.) 91.0
89.0
94.7
GOA 89.8
91.6
78.5
GUJARAT 84.0
81.9
80.5
HARYANA 74.8
77.3
84.8
HIMACHAL PRADESH 76.7
79.4
61.9
JHARKHAND 73.0
69.5
76.2
KARNATAKA 85.7
82.6
82.0
KERALA 85.2
83.9
82.5
MADHYA PRADESH 82.2
82.2
80.2
MAHARASHTRA 83.2
82.5
40.5
MANIPUR 57.4
54.8
76.9
MEGHALAYA 78.2
78.1
82.9
NAGALAND 82.0
82.5
62.2
NEW DELHI 74.9
68.8
65.8
ODISHA 73.9
72.4
62.6
PUNJAB 75.0
66.5
72.0
RAJASTHAN 86.1
83.1
64.0
SIKKIM 66.9
65.5
81.7
TAMIL NADU 87.1
85.8
89.0
TELANGANA 75.0
75.9
44.3
TRIPURA 51.1
47.4
76.6
UTTAR PRADESH 81.0
79.8
71.0
UTTARAKHAND 80.4
77.6
67.3
WEST BENGAL 74.0
71.6
0 20 40 60 80 100

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QUALITATIVE ANALYSIS
SECTION A – 16 MARKS
Question 1
(i) The provinces of Punjab and Bengal were to be divided between India and Pakistan. [1]
Which one of the following Plans proposed this division?
(a) The Mountbatten Plan
(b) The Cabinet Mission Plan
(c) The Cripps Mission Plan
(d) The August Offer
(ii) This party’s ultimate goal was to establish a government where power and authority [1]
would be in the hands of the working class.
Which among the main opposition political parties in India is being referred to?
(a) The Socialist Party
(b) The Bharatiya Jana Sangh
(c) The Communist Party (Marxist)
(d) The Shiromani Akali Dal
(iii) Which one of the following statements BEST represents the role of India in the Non- [1]
Aligned Movement?
(a) India used the NAM to promote its economic ties with Western powers.
(b) India fought against racial discrimination in the world.
(c) India used the NAM as a platform to support Human Rights.
(d) India worked to reduce international tensions while maintaining its
autonomy.
(iv) The expanded form of NNC is: [1]
(a) Naga National Convention
(b) Naga National Council
(c) Naga National Confederation
(d) National Naga Council
(v) Which one of the following events is NOT related to Dr. Martin Luther King? [1]
(a) He was awarded the Nobel Prize for Peace.
(b) He led the demonstration at Sharpeville.
(c) He delivered a speech titled, ‘I have a dream.’
(d) He organised a boycott of all Montgomery buses.
(vi) Given below are two statements marked Assertion and Reason. Read the statements [1]
carefully and choose the correct option.
Assertion: The Congress Ministries resigned in 1939 in protest against a British
policy during the Second World War.

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Reason: The Viceroy of India declared India’s involvement in the Second World
War without consulting the Indian leaders.
(a) Both Assertion and Reason are true and Reason is the correct explanation for
Assertion.
(b) Both Assertion and Reason are true but Reason is not the correct explanation
for Assertion.
(c) Assertion is true and Reason is false.
(d) Both Assertion and Reason are false.
(vii) The Stree Sangharsh Organisation launched a campaign against the prevailing social [1]
evils of:
(P) Dowry
(Q) Gender Discrimination
(R) Child marriage
(S) Domestic violence
(a) Only (R) and (S)
(b) Only (Q) and (R)
(c) Only (P) and (Q)
(d) Only (P) and (S)
(viii) Which one of the following policies was a COMMON feature of the rule of Kenyatta [1]
of Kenya and Nkrumah of Ghana?
(a) Rapid industrialisation with financial support of foreign loans
(b) Staunch support for the pan-African Movement
(c) Ban on all opposition parties and establishment of one-party rule
(d) Adoption of a pro-western stance and reconciliation with the White settlers

(ix) Mention the most important territorial gain made by China in the Sino-Indian war of [1]
1962.
(x) Name the US President under whose tenure the landmark Civil Rights Act of 1964 [1]
was passed.
(xi) Which Agreement signed between the Arabs and the Israelis indicated a positive [1]
change in their hostile attitudes and proved to be a major breakthrough in peace
negotiations?
(xii) With reference to the policy of Appeasement of Hitler adopted by some European [1]
nations, mention any one historical event highlighted in the cartoon shown below.

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(Source: www.quora.com)
(xiii) What is meant by the term apartheid? [1]
(xiv) State the immediate impact of the collapse of Communism in East Europe (October [1]
1990) on the future of Germany.
(xv) The Japanese attack on Pearl Harbour brought the _____________ into the War and [1]
made it worldwide in scope.
(xvi) The world Zionist Movement raised the demand for restoration of ______________ [1]
to the Jewish people.

MARKING SCHEME
(i) (a) or The Mountbatten Plan
(ii) (c) or The Communist Party (Marxist)
(iii) (d) or India worked to reduce international tensions while maintaining its autonomy.
(iv) (b) or Naga National Council
(v) (b) or He led the demonstration at Sharpeville.
(vi) (a) or Both Assertion and Reason are true and Reason is the correct explanation for
Assertion.
(vii) (d) or Only (P) and (S)/ Dowry, domestic violence
(viii) (b) or Staunch support for pan-African Movement
or
(c) or Ban on all opposition parties and establishment of one-party rule
(ix) Aksai Chin
(x) Lyndon B. Johnson / Lyndon Johnson / Johnson
(xi) Oslo Peace Accords / Camp David Accord
(xii) 1. Rearmament / Conscription
2. Anglo-German Naval Agreement condoning German naval rearmament
3. Half-hearted British action against the Italian invasion of Abyssinia
4. Remilitarisation of Rhineland.

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5. Anschluss with Austria,1938.

6. Munich conference-Germany got Sudetenland.
7. Invasion and occupation of Czechoslovakia by Germans.
(Any one)
(xiii) Apartheid was a system of institutionalised racial segregation that existed in South Africa
in 1948-1994. / Separateness / racial discrimination/discrimination between black and
white.
(Year is optional)
(xiv) It led to reunification of Germany. / East and West Germany were reunited.
(xv) United State of America / USA/US/United States
(xvi) Palestine / Jewish homeland

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Comments of Examiners
(i) Most of the candidates confused the Suggestions for teachers
Mountbatten Plan with the Cabinet Mission
Plan. − Use comparative charts and timelines to
(ii) The confusion in identifying the political clearly distinguish between the
party and its ideology was found, with Mountbatten Plan with the Cabinet
Mission Plan.
several candidates opting for ‘The Socialist
− Reinforce differences through revision
Party’ or ‘The Bharatiya Jana Sangh’
tables and quick-reference sheets.
instead of the correct answer. − Teach party ideologies using a structured
(iii) Candidates misunderstood the purpose of column format-party name, founder,
Non-Aligned Movement (NAM), with the formation year, core ideology, and key
majority of the candidates supporting leaders.
‘Human Rights’ instead of ‘remaining non- − Clarify Non-Aligned Movement
aligned’. (NAM)’s objectives through thematic
(iv) Candidates demonstrated confusion in lessons.
expanding acronyms correctly, often − Use India’s foreign policy stance to
interchanging the names of different explain non-alignment vs. support for
organisations. global rights.
(v) A large number of candidates overlooked − Encourage students to maintain acronym
the word ‘NOT’ in the question, which glossaries and practice expansions
resulted in the selection of an incorrect regularly, especially for recurring terms.
− Train students to underline or circle key
option.
command words like ‘NOT’ during
(vi) Many candidates were unable to accurately reading.
establish the connection between the − Conduct regular ‘timed MCQ’ drills with
Assertion and the Reason. Although they emphasis on key terms such as ‘NOT’,
recognised both statements as true, they ‘BEST’, etc.
made errors in identifying the correct cause- − Give practice of Assertion-Reason type
and-effect relationship between them. questions regularly. Emphasise the use of
(vii) The majority of candidates responded keywords like ‘because’ and ‘as a result’
correctly; however, in a few instances, to test logical connections.
errors occurred due to a superficial − Provide point-wise summaries and
understanding of the concept. integrate topics to enhance holistic
(viii) Several candidates confused the internal understanding.
policy aspects of Kenyatta with Nkrumah, − Use comparative leader charts and Venn
often conflating the approaches of both diagrams. Reinforce national contexts
(Kenya vs. Ghana) and policy timelines.
leaders.
− Use war maps to show India-China border
(ix) A number of candidates demonstrated
conflicts. Reinforce location-based
incorrect geographical identification, terminology like McMahon Line, Line of
frequently citing Tibet, Longju, or Ladakh Actual Control (LAC), and North Eastern
in place of the correct answer, Aksai Chin. Frontier Agency (NEFA).
(x) Many candidates mentioned ‘John F. − Elucidate the civil rights movement using
Kennedy’ instead of ‘Lyndon B. Johnson’ timelines of U.S. Presidents. Differentiate
for the Civil Rights Act of 1964. between the proposal and passage of laws.
(xi) Candidates often confused the Camp David − Use a table comparing peace accords:
Accord with the Oslo Accord; while both year, signatories, purpose, and outcomes.
responses were accepted, the contextual − Provide cartoon-based analysis exercises.
understanding of each was frequently Link image features to policies using
lacking or misinterpreted. inquiry-based prompts like “What does
(xii) Majority of the candidates misread the this symbolise?”
cartoon and wrote about events like the
‘Invasion of Poland’ instead of the
‘appeasement policy’.

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 2025 ISC- History

(xiii) Candidates often provided partial or vague

definitions of apartheid, using terms such Suggestions for teachers
as ‘racial separation’ without specifying the
historical context or the country associated − Emphasise complete definitions with
with the term. historical and geographic references (e.g.,
(xiv) Some candidates confused the collapse of apartheid in South Africa under the
communism in Eastern Europe with the fall National Party).
of the Berlin Wall. − Use Cold War collapse timelines and
differentiate between symbolic events and
(xv) While the majority of candidates correctly structural political changes.
identified ‘America’, a few used vague or − Instruct students to use standardised
informal terms such as ‘American’ or ‘US geopolitical terms such as “USA” for
of A’. clarity and accuracy.
(xvi) Most candidates were unable to answer this − Clearly define Zionism and its connection
question correctly, indicating a lack of to the formation of Israel. Use historical
conceptual clarity regarding the term maps and UN resolutions to teach context.
‘Zionism’.

SECTION B – 32 MARKS
Question 2
State any four significant reasons for the acceptance of the terms of the Mountbatten Plan [4]
by the Congress.

MARKING SCHEME
Reasons for the acceptance of the Mountbatten Plan:
1. The large-scale communal riots / Direct Action Day that engulfed the whole country
convinced all that the only solution to the communal problem lay in the Partition of India.
2. The Muslim League had joined the Interim government to obstruct and not to cooperate. /
Experience of working with the League had convinced the Congress that it could not have
a joint administration with the League.
3. The only alternative to Partition was a federation with a weak Centre.
4. A smaller India with a strong central authority was better than a bigger State with a weak
Centre.
5. Any further continuation of British rule would mean a greater calamity for India.
6. The British were instigating the rulers of the Indian states to remain independent. Hence,
partition was the price for immediate independence.
7. The leaders felt that further delay in the transfer of power could find India in the midst of
a Civil war.
8. The leaders felt that Partition would rid the Constitution of separate electorates and other
undemocratic procedures.

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9. Refusal to grant the demand for Pakistan would amount to division of the country into
many ‘Pakistans’.
So, India could then evolve into a truly secular and democratic polity.
(Any four significant reasons written in complete sentences)

Comments of Examiners
Candidates often confused the reasons for the Suggestions for teachers
acceptance of the terms of the Mountbatten Plan − Teach using a cause-effect timeline leading
with its specific clauses or provisions. Some also to June 1947.
confused the Mountbatten Plan with the Cabinet − Use flowcharts to separate ‘Terms of the
Mission Plan, leading to inaccuracies in Plan’ vs. ‘Reasons for Acceptance’.
identifying their respective features and − Emphasise reasons for urgency: Communal
objectives. In addition, many responses contained riots, political deadlock, and British
vague or incomplete justifications, such as merely withdrawal.
stating ‘to come to power’ without elaborating on
the underlying motives or contextual relevance.

Question 3 [4]

The Naxal Movement in India began in the 1960s as a left-wing extremist movement,
primarily driven by socio-economic issues.

In this context, explain any four causes for the rise of the Naxal Movement.

MARKING SCHEME
Causes responsible for the Naxal Movement:

1. Naxalbari is a village in West Bengal where some members of Communist Party of India
initiated an uprising in 1967.
2. Non-implementation of the Fifth Schedule. According to this Schedule, all forest reserves
and lands that are inhabited by scheduled tribes are to be administered by the Tribal
Advisory Council independent of the State Government.
3. Mismanagement of forests by the government led to the influx of moneylenders in the
tribal areas.
4. Legislation had been passed giving rights to pharmaceutical companies to mine and use
these lands to set up their factories and production units.
5. The local inhabitants were evicted.
6. The failure to implement the provisions of the Ninth Schedule or Land Ceiling Act which
stated how much land a single individual could hold.
7. The excess lands were to be requisitioned and redistributed by the government among
peasants for the purpose of cultivation.

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8. The sharecroppers, under tenants and small cultivators were denied their basic rights with
regard to security of tenure, payment of fair wages.
9. Economic disparity was larger in tribal areas.
10. Tenancy reforms introduced by the government had loopholes in its implementation.
11. There was a widening gap between the rich and the poor.
12. The CPI (M) had been active in organising the peasants for some time in North Bengal.
13. Kanu Sanyal initiated a violent uprising to distribute land to the landless peasants.
14. Jangal Santhal, a tribal leader, also provided leadership to the movement.
15. According to Charu Majumdar, Mao had taught that revolutionary violence is the only
answer to counter injustice. Therefore, he advised the peasants to resort to violence./
Students were influenced by Mao’s ideas.
16. The Naxals were influenced by Charu Majumdar’s Eight Historic Documents.
(Any four causes to be explained in brief.)

Comments of Examiners
Several candidates referred to the Fifth and Ninth Suggestions for teachers
Schedules; however, these were mentioned
without providing the necessary contextual − Encourage cause-effect linkages and
comprehensive writing.
explanation. In framing answers, many
− Highlight individual leaders and tribal
candidates demonstrated a lack of specificity
oppression in rural India.
while addressing the socio-economic causes, − Use structured note-taking: Socio-
often resorting to broad generalisations rather economic, political, and ideological
than presenting well-defined and contextualised categories.
factors.

Question 4 [4]

Evaluate the effectiveness of the Centre’s policies in handling the Assam Crisis from 1979-
1985.

MARKING SCHEME
Ineffectiveness in handling Assam Crisis:

1. The Central Government's handling of the Assam crisis between 1979 and 1985 was
marked by delayed action / short-term responses / inconsistent policies, leading to mixed
outcomes.

2. Initially, the Centre's response was characterised by indifference / lack of urgency / failure
to comprehend the depth of the crisis.

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 2025 ISC- History

3. The movement's early demands regarding the identification and expulsion of illegal
immigrants were largely ignored.

4. It led to a deterioration of trust between Assam’s leadership and the Central Government.

5. This inaction allowed the situation to escalate resulting in widespread protests,

6. It resulted in boycott of elections, and ultimately, violence, including the tragic Nellie
massacre in 1983.

7. The Central Government’s decision to hold elections in Assam in 1983 without addressing
the core issues of the movement further inflamed tensions, as many Assamese nationalists
viewed this as an attempt to undermine their cause.

8. Despite these missteps, the Centre eventually adopted a more conciliatory approach,
leading to the negotiation and signing of the Assam Accord in 1985.

9. While the Accord was hailed as a political resolution to the crisis, its long-term
implementation has been fraught with challenges.

10. The failure to fully implement key provisions, such as the detection and deportation of
illegal immigrants, has kept the issue alive and politically contentious.

11. Moreover, the Centre's policies during the crisis period were largely reactive rather than
proactive, often focusing on immediate political stabilisation rather than addressing the
structural causes of the unrest, such as economic underdevelopment and the lack of political
representation for indigenous Assamese communities.

12. In retrospect, while the Assam Accord represented a major achievement in diffusing the
immediate crisis, the Centre's handling of the broader socio-political grievances
underpinning the Assam Movement was only partially effective.

13. Its inability to address the root causes of ethnic and identity-based tensions in Assam has
led to the persistence of these issues in the state’s political landscape, contributing to
periodic unrest and continuing challenges related to citizenship and demographic change.

Effectiveness in handling Assam Crisis

14. In March 1978, the Janata Party had captured power in Assam and had established a
government headed by Golap Chand Borbora. However, by June 1979, when the agitation
against the 'foreign nationals' was beginning to take on the character of a mass movement,
the Janata's national leadership was undergoing a crisis and thus the state government was
in no shape to address the issue.

15. When the Congress as Congress (I), with Indira Gandhi as Prime Minister, was back in
power at the centre in 1980, Mrs Gandhi invited the AASU leaders to New Delhi for talks
and the first round of talks were held on 2 February 1980. The AASU presented a list of
demands, where there were some areas of dispute, regarding the cut off dates for illegal
immigrants.

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16. The first round of talks went on until 8 February 1980 and there were 21 more rounds of
talks between the agitation leaders and senior members of the Union government including
the Prime Minister.

17. The dispute was about the cut-off date to identify immigrants from Bangladesh as illegal.
The AASU's demand that 1 January 1966 be set as the cut-off date meant that those who
came into India as refugees even before the political crisis of 1971 would have to be
deported. The government's position was that the cut-off date should be fixed as 25 March
1971 from when there was a heavy influx of refugees into India from East Pakistan.

18. The other issue was that of sending the Bengali-speaking people in Assam out of the state.
This would be un-constitutional in all senses of the term, and interestingly, the AASU did
not place this demand on its charter but had been targeting the Bengali-speaking people
since the early 1970s.

19. There was also the issue about identifying all Bengali-speaking Muslims in Assam as
Bangladeshis and the AASU had led to several attacks on these people, a large number of
whom were poor and daily wage earners.

20. The Illegal Migrants (Determination by Tribunals) Act was passed in 1983. It aimed to
establish tribunals to determine if a person was an illegal migrant, enabling the Central
Government to expel them from India, and was enacted by the Indira Gandhi government.

21. The Nellie massacre of 1983. The 1983 violence had a traumatic effect on both sides which
once again resumed negotiations in earnest. Finally, the Rajiv Gandhi government was able
to sign an accord with the leaders of the movement on 15 August 1985.

22. All those foreigners who had entered Assam between 1951 and 1961 were to be given full
citizenship, including the right to vote.

23. Those who had done so after 1971 were to be deported.

24. The entrants between 1961 and 1971 were to be denied voting rights for ten years but would
enjoy all other rights of citizenship.

25. A parallel package for the economic development of Assam, including a second oil refinery,
a paper mill and an institute of technology, was also worked out.

26. The central government also promised to provide ‘legislative and administrative safeguards
to protect the cultural, social, and linguistic identity and heritage’ of the Assamese people.

27. The task of revising the electoral rolls on the basis of the agreement was now taken up in
earnest.

28. President’s Rule was ended, the existing assembly was dissolved and fresh elections held
in December 1985.

29. A student’s union transformed itself into apolitical party, with AASU members creating
the Asom Gana Parishad (AGP).

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30. When polls to the state assembly were held in December 1985 the AGP trounced the once-
dominant Congress, winning 64 of the 126 assembly seats.

31. The new chief minister, Prafulla Mahanta, was only thirty-two years of age; many of his
legislators were even younger.

32. The result was hailed as a vindication of democracy. Senior Congress figures in Delhi
argued that, while their party had lost, the Republic of India had won. ‘Men who were
distributing dynamite earlier were handling poll posters,’ remarked one Union Minister:
From a nationalistic point of view is that victory or defeat?’

33. The conflict in Assam and its resolution again showed that while communal and
secessionist movements disruptive of the nation cannot be accommodated and have to be
opposed and defeated, it is quite possible and, in fact, necessary to accommodate politics
of identity based on language or culture, or economic deprivation and inequality, for they
are quite compatible with progressive and secular nationalism.

(Any four points on the ineffectiveness of the Centre’s policies/extent of the effectiveness in
handling Assam crisis.)

Comments of Examiners
A large number of candidates misinterpreted the Suggestions for teachers
directive mentioned in the question ‘evaluate’
− Teach students to differentiate ‘describe’ vs.
and instead provided a descriptive account of the ‘evaluate.’
causes, without critically assessing their relative − Practice judgment-based writing (what
significance or impact. Responses were often worked, what didn’t, and why).
incomplete or overly generalised, lacking the − Use pre-and-post Assam Accord timelines
and effectiveness debates.
depth of critical assessment expected at this
level.

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Question 5 [4]
(i) Discuss any four causes of the Indo-Pak War of 1965.
OR
(ii) Discuss any four consequences of the Indo-Pak War of 1971.

MARKING SCHEME
(i) Indo-Pak War, 1965
Causes:
1. The Kashmir issue had been simmering for years with Pakistan demanding
reopening of the question and India maintaining that Kashmir being a part of India
was a settled fact.
2. Sheikh Abdullah met Chou Enlai in Algeria to discuss the future of Kashmir.
3. In 1965, the followers of Sheikh Abdullah and other dissident leaders created a
great deal of unrest in the Kashmir Valley.
4. The Pakistan leadership thought that the situation was ripe for an intervention.
5. Pakistan had acquired US arms and felt confident about being victorious.
6. The Pakistani government wanted to face India militarily before India could
recover from her debacle of 1962.
7. Pakistan tested India’s response to a military push by occupying in April 1965, a
part of the disputed territory in the Marshy Rann of Kutch, bordering the Arabian
Sea and Gujarat.
8. There was a military clash but India’s response was weak and hesitant.
9. On British intervention, the two sides agreed to refer the dispute to international
arbitration.
10. Unfortunately, the Rann of Kutch conflict convinced Pakistan that India was
unprepared for war.
11. They paid no heed to Shastri’s statement that when India would fight it would be
‘at a time and place of its own choosing’.
12. In August, the Pakistani government sent well-trained infiltrators into the Kashmir
valley hoping to foment a Pro-Pakistani uprising there and thus create conditions
for military intervention / Operation Grandslam.
13. Shastri now ordered the army to cross the ceasefire line and seal the passes through
which the infiltrators were coming.
14. He asked the army to occupy strategic posts such as Kargil, Uri and Haji Pir.
15. Unlike in 1962, the entire country rallied behind the government.
16. On 7 September, Pakistan launched a massive tank and infantry attack in the
Chhamb sector in the south-west of Jammu and Kashmir.
17. The attack threatened India’s only road link with Kashmir.
18. Shastri immediately ordered the Indian army to not only defend Kashmir but also
to move across the border into Pakistan towards Lahore and Sialkot.
(Any four causes)
OR
(ii) Indo-Pak War, 1971 – Consequences
1. Creation of independent Bangladesh.

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2. Pakistan lost one-third of its army and more than half of its population.
3. Unilateral declaration of ceasefire by India.
4. Twenty-four hours later General Yahya Khan declared a ceasefire as well.
5. On release from prison, Mujibur Rahman became the first President and later the
Prime Minister of Bangladesh.
6. The balance of power in South Asia was altered with India emerging as an
important power.
7. It was a resounding victory for India as a secular democracy.
8. A big blow had been given to the two-nation theory.
9. The humiliating memory of 1962 was wiped out and India’s pride and self-respect
was restored.
10. The refugee problem was also addressed as they could return home.
11. It was a personal victory for Indira Gandhi / she rode high on a wave of popularity.
12. In June 1972, the Simla Declaration was signed to deal with outstanding problems
between the two countries.
13. Any one term – Recognition of the line of control in Kashmir by Pakistan / return
of captured territories by India / Disputes between the two countries to be decided
bilaterally / exchange of POWs.
14. General Sam Manekshaw was made the first Field Marshal of India.
15. India had asserted its independence in foreign affairs.
(Any four consequences)

Comments of Examiners
Most of the candidates conflated key events and
details of the 1965 and 1971 wars, reflecting a lack
of chronological clarity and contextual Suggestions for teachers
understanding. Moreover, the candidates often − Use side-by-side comparative tables
confused the Tashkent Agreement (1965) with the (Causes–Events–Consequences for each
Simla Agreement (1971), indicating a gap in war).
understanding the distinct historical contexts and − Focus on clear event sequences and treaties.
outcomes of each. Many responses included − Reinforce factual accuracy through timeline
repetitive, non-specific, or factually incorrect drills and short quizzes.
information—for instance, inaccurately
referencing Raja Hari Singh in the context of the 1965 war.

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Question 6 [4]

IN RED CHINA

Victims of hunger
VICTIMS OF HUNGER

(Source: www.loc.gov)

Interpret the image given above to explain any four serious problems initially faced by the
People’s Republic of China in and after 1949.

MARKING SCHEME

Serious challenges were faced by China after 1949 in the field of agriculture:

1. The country was devastated after the long civil war and the war with Japan.
2. Railways, roads, canals and dykes had been destroyed.
3. There were chronic food shortages.
4. Life expectancy was only 40 years.
5. Industry was backward.
6. Agriculture was inefficient and incapable of feeding the poverty-stricken masses.
7. Inflation was out of control.
8. Controlling and organising the vast and overpopulated country was a huge task.
9. After 1949, China had to address the unequal distribution of land.
10. The Communist government initiated land reforms to redistribute land from landlords to
peasants but this created social unrest.
11. It also disrupted traditional agricultural practices.
12. China's agriculture was underdeveloped, with outdated farming techniques and equipment.
13. The lack of mechanisation and poor irrigation infrastructure made it difficult to increase
productivity and meet the needs of the growing population.
14. China faced recurrent floods, droughts, and other natural disasters, which severely
impacted agricultural output.
(Any four problems.)

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Comments of Examiners
A large proportion of candidates misread the
visual-based question and overlooked the qualifier Suggestions for teachers
‘initially,’ resulting in responses that did not align − Use cartoon/image analysis in class.
with the intended scope of the question. Many − Distinguish between problems and Mao’s
candidates focused on subsequent developments, solutions explicitly.
such as the Cultural Revolution, rather than − Practice with visual interpretation and era-
based segregation.
addressing the specific timeframe required by the
question. Some candidates failed to distinguish
between the problem being addressed and the policy implemented, leading to vague or inaccurate
responses.

Question 7 [4]
Examine the role of Jomo Kenyatta with reference to any four steps taken by him during Kenya’s
struggle for independence.

MARKING SCHEME
Kenyatta’s role in Kenya’s struggle for independence:
1. Kenyatta is considered to be the founding father of the nation as he spearheaded the
movement.
2. His leadership inspired the different tribes to fight against the British and White Africans.
3. KAU (Kenya African Unity party), led by him, was recognised as a national party.
4. He succeeded in involving more Black Kenyans in the government.
5. The number of seats for Black Kenyans in the Legislative Councils was increased to eight
seats.
6. He condemned the use of violence during the Mau Mau uprising.
7. Nevertheless, he was arrested and imprisoned for six years.
8. While Kenyatta was in prison a new party, KANU, was formed, uniting the Kikuyus and
Luos
9. When Kenyatta was released from prison, he was made the leader of this new party.
10. His pro-British approach helped Kenya get independence.
11. It helped in the smooth transfer of power.
12. It was his decision to make Kenya a republic.
13. He became the first President of the Republic.
14. He tried to maintain good relations with the White Africans.
15. He was in favour of the Pan-African movement.
(Any four steps taken by Kenyatta that reflect his role in Kenya’s struggle for independence.)

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Comments of Examiners
The majority of the candidates focused on post-
independence reforms, which fell outside the scope Suggestions for teachers
of the question and indicated a misinterpretation of − Use side-by-side timelines for African
the required historical context. Some candidates leaders.
− Divide Kenyatta’s life into ‘struggle’ vs.
confused key historical figures, notably conflating
‘leadership’ phases.
Kenyatta with Nkrumah, reflecting a lack of clarity − Practice writing in historical order with
in understanding African nationalist movements. keywords like Mau Mau, KAU.
Many responses lacked a clear chronological
structure, resulting in disjointed narratives and
diminished historical coherence.

Question 8 [4]
The union of Austria with Germany (March 1938) was among one of Hitler’s greatest
achievements before the outbreak of the Second World War.
Discuss any four developments, other than the one referred to above, to show how Hitler
achieved his objective of making Germany a great power again.

MARKING SCHEME
Hitler wanted to make Germany a great power again:
1. Hitler withdrew Germany from the World Disarmament Conference and left the League
of Nations, 1933.
2. He signed a ten-year Non-aggression Pact with Poland, 1934.
3. Reintroduction of conscription, March 1935.
4. Anglo-German Naval Agreement, June 1935. This allowed Germany to go ahead with
naval rearmament.
5. Remilitarisation of the Rhineland, March,1936
6. Germany got military experience by helping General Franco in the Spanish Civil War.
7. He signed the anti-Comintern Pact with Japan in 1936.
8. Formation of Rome-Berlin-Tokyo Axis,1940.
9. Munich Conference,1938 led to the Munich Pact.
10. Germany occupied Czechoslovakia, March,1939.
11. Germany gets Memel from Lithuania, March,1939.
12. He signed the Pact of Steel, a defensive alliance with Italy in May 1939.
13. He signed the Non-Aggression Pact with the USSR in August 1939.
14. Germany got Sudetenland.
15. Germany began to rearm as soon as Hitler came to power.
(Any four developments from the above.)

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Comments of Examiners
Several candidates presented events out of
sequence—for instance, placing the Munich Pact Suggestions for teachers
before the remilitarisation of the Rhineland—
− Develop chronological frameworks with
indicating confusion regarding the correct cues like ‘In 1936…’, ‘Then…’, ‘By
chronological order. Some responses included 1939…’.
irrelevant events, such as the Saar Plebiscite, − Give practice to students of writing with a
which were not directly pertinent to the focus of ‘steps to greatness’ model.
− Use Hitler’s foreign policy as a flowchart
the question. Many candidates failed to align exercise.
their responses with the question’s central
requirement of demonstrating the way events
reflected Hitler’s underlying objectives.

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Question 9 [4]
(i)

(Source: W. W. Norton & Company, October, 2013)

Name the author of the book shown above. Explain any three ways in which it sparked
off the Second Wave of American Feminism in the 20th century.
OR
(ii) The map given below relates to the Middle East states. Which war fought in 1967 is
being indicated here? State any three consequences of this War.

(Source:www.swartzentrover.com)

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MARKING SCHEME
(i) Betty Friedan.
Ways in which Friedan’s book initiated the Second Wave of Feminism:
1. Central thesis was based on the assumption/observation that American women as a
class, suffered from various forms of subtle discrimination.
2. The book detailed the experiences of many women who were frustrated and deeply
dissatisfied with their lives.
3. They suffered from a feeling of personal worthlessness.
4. She referred to ‘the problem which had no name’.
5. They were expected to find personal happiness and fulfilment by focusing on their
traditional roles of wives, mothers, and housekeepers.
6. Their role in society was restricted to performing household chores and looking
after their children and husbands.
7. They were dependent on their husbands for intellectual, economic and emotional
support.
8. They gave up their own hope for a profession to put their husbands through college,
and then, ten or fifteen years later, they were left in the lurch by divorce.
9. The strongest were able to cope more or less well, but it wasn't that easy for a
woman of forty-five or fifty to move ahead in a profession and make a new life for
herself and her children or herself alone.
10. The National Organisation for Women (NOW) was co-founded by Betty Friedan.
11. She blamed the system.
12. She encouraged women to take up jobs in order to develop a sense of self-worth.
(Any three ways by which Friedan’s book initiated the Second Wave of Feminism.)
OR
(ii) The Six-Day War of 1967 is being referred to here.
Consequences:
1. The Israelis ignored a U.N. order to return the captured territory.
2. This acted as a series of buffer zones between Israel and the Arab states, which
meant it would be much easier to defend Israel.
3. A million extra Arabs now found themselves under Israeli rule.
4. Many of these were living in the refugee camps set up in 1948 on the West Bank
and in the Gaza-strip.
5. It was a humiliation for the Arabs, especially for Nasser.
6. Nasser now realised that the Arabs needed outside help if they were ever to free
Palestine.
7. The Russians had sent no help.
8. To try and improve their relations with Egypt and Syria, the Russians began to
supply them with modern weapons.
9. The Israelis occupied the Senai Peninsula, the Golan Heights, West Bank and Gaza
strip.
10. They encouraged the new immigrants to Israel to settle in the occupied territories
of West Bank and Gaza strip.
11. The Arabs looked forward to avenging the defeat of the 1967 war. The Khartoum
Resolution was passed, which suggested the ‘Three’ no’s- no peace, no negotiation,
no recognition.

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12. It was a massive victory for Israel.

(Any three consequences of the war in complete sentences.)

Comments of Examiners
(i) Most of the candidates discussed general feminist achievements instead of focusing on the
specific role and impact of the book in advancing the Second Wave of American Feminism in
the 20th century. In addition to it, many
responses overlooked key themes such as
the ‘problem which had no name’, which Suggestions for teachers
were essential to understanding the core − Use short excerpts for classroom reading.
message and impact of the text. − Relate themes to second-wave feminism.
OR − Teach structured analysis: book →
(ii) Many candidates confused the context with awakening → movement.
the Arab-Israeli wars of 1948 or 1973, − Create war comparison charts (Causes–
indicating a lack of clarity regarding the Events–Consequences).
specific conflict in question. Several − Emphasise the losses of territories and its
diplomatic impact.
candidates failed to mention specific
outcomes of the conflict, such as the capture
of the Golan Heights and the West Bank, thereby limiting the depth of their analysis.

SECTION C – 32 MARKS
Question 10
(i) (a) State any four objectives of the All India Kisan Sabha (AIKS) outlined in first [4]
conference in Lucknow in 1936.
(b) Discuss any four features of the Government of India Act 1935. [4]
OR
(ii) (a) State any four major proposals of the Cabinet Mission Plan. [4]
(b) Briefly discuss any two reactions of each of the following to the proposals of [4]
the Cabinet Mission Plan.
(1) Congress
(2) Muslim League

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MARKING SCHEME
(i) (a) Following objectives of the Kisan Sabha were outlined:
1. To free the peasants from all types of economic exploitation.
2. To introduce agrarian and industrial reforms for rural masses.
3. Abolition of the Zamindari System / any form of landlordism.
4. Distribution of lands to the landless peasants.
5. Reduction of rent and cancellation of all debts.
6. Afford irrigational facilities to the peasants for the improvement of agriculture.
7. To improve the standard of living of rural masses.
8. Radical change in the land tax system including the introduction of a graduated
system of tax, exempting peasants with incomes less than ₹ 500 from the
payment of land tax.
9. Establishment of full rights of the ‘ryots’ over the land.
10. Abolition of the ‘begar’ system etc.
11. To urge the students to participate actively in the nationalist movement.
12. Peasants with less income were exempted from the payment of land tax.
(Any four objectives of the Kisan Sabha.)
(i) (b) Features of the Government of India Act, 1935
1. This Act established a ‘Federation of India’ made of British Indian Provinces and
Indian states.
2. India Council was abolished.
3. The Governor-General remained the head of the central administration.
4. The Act provided for autonomy with a government responsible to the elected
legislature in every province. / It provided for provincial autonomy.
5. The system of dyarchy was abolished and the provinces were given autonomy
with respect to subjects allocated to them.
6. In provinces, the Ministers would control the Department and would remain
responsible to the legislature.
7. The Governors were given special executive powers which they could exercise
before assenting to the Bills.
8. The Governors were to be aided and advised by the Council of Ministers.
9. The Ministers were to be appointed and dismissed by the Governors at their
discretion.
10. The members of the Provincial Legislative Assemblies were to be elected directly
by the people. / Introduction of direct election.
11. Some states were to have bi-cameral legislatures, a Legislative Council and a
Legislative Assembly. The rest were to have a Legislative Assembly only.
12. The franchise was based on property qualifications.
13. Separate electorate and the system of weightage were retained.
14. The Governor-General and Governors continued to be responsible to the Crown
alone.
15. Dyarchy was introduced at the centre-Foreign affairs, defence, and communities
were under the central government.
16. There was a provision for a Federal Court.
(Any four feature of the Government of India Act, 1935.)

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OR
(ii) (a) Cabinet Mission Proposals:
1. An Indian Federation comprising British India and Native States would be
formed.
2. The Centre would control only the Defence, the Foreign Affairs and the
Communications.
3. All other subjects were left to the Provincial Legislatures. The Indian Princely
States would accede later.
4. The provinces would enjoy complete autonomy and form three groups.
5. Group “A” would comprise the provinces of Madras, C.P., U.P., Bihar and Orissa.
Group “B” would comprise the provinces of Punjab, the North-West Frontier
Province, Baluchistan and Sind. Group “C” would comprise Bengal and Assam.
6. This grouping was intended to give Muslim League “the substance of Pakistan”.
7. Each Group had the right to opt out of the Federal Union after election of its
legislative Council under the new constitution.
8. Each Group was to settle its own constitution.
9. For the election of the constitutions-making body, three main communities,
namely General (all persons who were not Muslims or Sikhs), Muslims and Sikhs
were recognised. Each group would elect its own representative by the method of
proportional representation with a single transferable vote.
10. The constitution-making body would conclude a treaty with Great Britain to
provide for certain matters arising out of transfer.
11. India would be free to decide whether it would remain within the British
Commonwealth or secede from it.
12. During the constitution making, the Cabinet Mission proposed the formation of
an Interim Government at the Centre with the support of the major political
parties of India.
(Any four major proposals to be written in complete sentences.)
(iv) (b) (1) Reactions of the Congress:
1. It partly accepted the Plan because it preserved the unity of India.
2. It agreed to join the Constituent Assembly to frame the Indian
Constitution.
3. It rejected the scheme of Interim Government because of Muslim League
– Congress parity.
4. It was opposed to the League’s claim that it had the sole authority to
nominate all the Muslim members to the Executive Council.
5. Congress interpreted the grouping of states to be optional.
6. Congress viewed the Constituent Assembly to be a sovereign body, hence
not bound by the restrictions of the Cabinet Mission.
(Any two reactions.)
(2) Reactions of the Muslim League:
1. Criticised the plan because creation of Pakistan was implicit, not explicit.
2. Jinnah interpreted regional grouping of provinces as compulsory.
3. Muslim League was alarmed at the prospect of the Constituent Assembly
being overwhelmed by the Congress majority.
4. Muslim League demanded parity with the Congress in matters of seats.

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5. Finally accepted proposals in June 1946.

6. After the election, Muslim League resorted to Direct Action on 16th
August 1946.
(Any two reactions.)

Comments of Examiners
(i) (a) The majority of the candidates were unable
to outline the objectives/aims of the All
Suggestions for teachers
India Kisan Sabha (AIKS) at its first − Make a list of objectives /aims of different
conference in Lucknow and confused organisations in bullet points.
them with those of other organisations. − Use flowcharts and structured summaries
(b) Many candidates resorted to a random (e.g., Federalism, Dyarchy).
listing of features, rather than presenting − Give practice in tabular comparisons of
them in a coherent, structured, and Indian constitutional developments.
thematically organised manner. Moreover, − Make extensive use of comparative tables
to distinguish between similar plans and
several candidates exhibited confusion
events.
between the features of the Government of
− Teach in a tabular format to enable
India Acts of 1919 and 1935, often students to identify the differences.
attributing provisions of one to the other, − Discuss reactions with the initial and final
thereby demonstrating a lack of responses clearly separated.
conceptual clarity.
OR
(ii) (a) Many candidates confused the Cabinet Mission Plan with the Mountbatten Plan, reflecting a
gap in the understanding.
(b) The responses often lacked in-depth analysis of the reactions of the Indian National Congress
and the Muslim League, with many candidates merely stating their positions without critically
examining the underlying motivations or political implications.

Question 11
In the context of the integration of the princely states under the leadership of Sardar Vallabhai
Patel, explain:
(i) Any four problematic issues concerning the princely state of Hyderabad. [4]

(ii) Any four measures taken by the Indian government to integrate Hyderabad into the [4]
Indian Union.

MARKING SCHEME
(i) Problematic issues concerning the princely state of Hyderabad:
1. The Nizam of Hyderabad was the third Indian ruler who did not accede to India
before 15th August.
2. Instead, he claimed an independent status.
3. Encouraged by Pakistan, he began to expand his armed forces.
4. But Sardar Patel was in no hurry to force a decision on him, especially as
Mountbatten was interested in acting as an intermediary in arriving at a negotiated
settlement with him.
5. The Nizam made a secret commitment not to join Pakistan and the British
government refused to give Hyderabad the status of a Dominion.

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6. In November 1947, Nizam signed a standstill agreement but had other plans.
7. He tried to prolong the negotiations, trying to force India to accept its sovereignty
or alternatively, he might accede to Pakistan.
8. There was rapid growth of militant Muslim communal organisations, Ittihad ul-
Muslimeen and its paramilitary wing the Razakars.
9. In August 1947, the Hyderabad state Congress launched a powerful satyagraha
movement to force democratisation on the Nizam. Nearly 20,000 satyagrahis were
jailed.
10. By then a powerful Communist-led movement called the Telangana Movement had
started. They organized defence of the peasants against the Razakars.
11. Patel was now getting impatient as the Nizam continued to drag his feet and arm
himself.
12. Razakars were becoming dangerous as they tried to force the non-muslims to leave
the state.
13. The existence of an independent Hyderabad in the centre of India was a threat to
the unity of India.
14. The larger population of Hyderabad wanted to join India.
(Any four problems.)
(ii) Measures taken by the Indian government to integrate Hyderabad
1. Initially, the Indian government sought to resolve the issue through diplomatic
channels. Sardar Vallabhbhai Patel, as the Deputy Prime Minister and Home
Minister, engaged in negotiations with the Nizam of Hyderabad, Mir Osman Ali
Pasha.
2. The government aimed to persuade the Nizam to accede to India voluntarily.
3. The Indian government acknowledged the historical context and sentiments of the
people of Hyderabad, who were predominantly Hindu.
4. The Indian government also encouraged public pressure for integration.
5. The Hyderabad State Congress and other political groups mobilised popular
support, advocating for the Nizam to join the Indian Union. This grassroots
movement created an atmosphere of urgency.
6. As diplomatic negotiations stalled, the Indian government began preparing for
military action. It understood that the integration of Hyderabad might ultimately
require force, particularly if the Nizam refused to accede.
7. When negotiations failed and tensions escalated, the Indian government initiated
Operation Polo in September 1948.
8. This military operation aimed to swiftly integrate Hyderabad into India by
deploying the Indian Army to confront the Nizam’s forces.
9. The operation was relatively quick and decisive, resulting in the annexation of
Hyderabad within five days.
10. After the successful military action, the Indian government focused on integrating
Hyderabad into the Indian political system.
11. Patel did not punish the Nizam but retained him as the ceremonial head of the state
or the Rajpramukh.
12. Privy purses were allowed/ Nizam was allowed to retain his wealth.
13. With the accession of Hyderabad, the merger of the Indian states was completed.
14. The Razakars were disbanded.
15. The Nizam formally signed the instrument of Accession in 1950.

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(Any four measures.)

Comments of Examiners
(i) Many candidates were unable to effectively outline the Nizam’s role and attitude, often omitting
specific details and showing limited
contextual understanding of his actions and
stance during the integration of Hyderabad Suggestions for teachers
into the Indian Union under the leadership of − Encourage students to prepare a point-
Sardar Vallabhbhai Patel. A significant wise summary focusing on the reasons
number of candidates also failed to why Hyderabad posed a problem to the
appreciate the strategic and political unity and integrity of India.
challenges posed by the existence of a large − Emphasise cause-and-effect relationships
princely state in the heart of the Indian (e.g., Razakars → Operation Polo).
peninsula, thereby overlooking its − Employ timelines and concept maps to aid
implications for national integration and understanding.
− Use a two-column approach: Problems vs.
territorial continuity.
Measures.
(ii) Several candidates wrote ‘issues’ instead of
− Present a timeline in class to illustrate
‘measures’ taken by the Indian government how the crisis escalated, how the Indian
to integrate Hyderabad into the Indian government responded, and how it
Union. Some candidates omitted key terms culminated in Operation Polo and its
such as ‘Standstill Agreement’ and aftermath.
‘Operation Polo’ and lost marks.

Question 12
(i) Discuss any four important reasons for the signing of the Non-aggression Pact in [4]
1939.
(ii) State any four subsequent developments leading to the Second World War. [4]

MARKING SCHEME
(i) Reasons for signing of Non-Aggression Pact
1. In April 1939, Hitler demanded the return of Danzig and a road and railway across
the corridor, linking East Prussia with the rest of Germany.
2. Poland was fortified by a British promise of help ‘in the event of any action which
clearly threatened Polish independence’.
3. The Foreign Minister, Colonel Beck, rejected the German demands.
4. He refused to attend a conference.
5. British pressure on the Poles to surrender Danzig was of no avail.
6. The only way the British promise of help to Poland could be made effective was
through an alliance with Russia.
7. The British were slow and hesitant in their negotiations for an alliance.
8. Hitler got in first and signed a non-aggression pact with the USSR.
9. Hitler wanted Russian neutrality when he invaded Poland.
10. Stalin wanted to recover certain Russian territories which has been seized by
Poland.
11. Stalin needed time to rebuild his army because of the purges.

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12. Both Hitler and Stalin wanted to divide Poland between themselves.
(Any four important reasons to be discussed in brief.)
(ii) Developments leading to the outbreak of the Second World War
1. Hitler was convinced that with Russia neutral, Britain and France would not risk
intervention.
2. The British ratified their guarantee to Poland.
3. Hitler took it as a bluff.
4. The Poles still refused to negotiate.
5. A full-scale German invasion began on 1st September.
6. Chamberlain had still not completely thrown off appeasement.
7. He suggested that if German troops were withdrawn, a conference could be held.
8. There was no response from the Germans.
9. Only when the pressure mounted in parliament and in the country did Chamberlain
send an ultimatum to Germany.
10. When this expired at 11 a.m. on 3rd September, Britain was at war with Germany.
11. France followed soon after and declared war on Germany.
(Any four important developments written in complete sentences.)

Comments of Examiners
(i) A large number of candidates displayed confusion regarding the 1934 Non-Aggression Pact with
Poland, indicating a lack of clarity about its context, significance, and the parties involved.
Candidates were unable to consider or
articulate the motivations of both parties
involved, resulting in a one-sided or Suggestions for teachers
incomplete analysis. − Use dual-perspective tables: Hitler vs.
(ii) Most candidates demonstrated a Stalin’s aims in signing the Non-aggression
misunderstanding of the term ‘subsequent Pact.
developments,’ leading to inaccurate or − Teach pre-war build-up as timeline → pact
→ invasion of Poland → WWII.
superficial accounts of the events that
− Emphasise distinction between triggers and
contributed to the outbreak of the Second actual war events.
World War.

Question 13 [8]

(i) The area known as the Middle East has been one of the world’s most troubled regions,
especially since 1945.
With reference to the above statement, analyse any eight reasons for the failure of the Oslo
Peace Accords to establish lasting peace in the Middle East.
OR
(ii) “South Africa belongs to all those who live in it, black and white, and no government can
claim authority unless it is based on the will of the people.”
(Source: ANC Freedom Charter)
Give an account of any eight contributions of Nelson Mandela in achieving the goal stated
above.

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MARKING SCHEME
(i) Reasons for the failure of the Oslo Peace Accord
1. One major factor was the lack of resolution to critical issues that hindered progress
in subsequent negotiations.
2. The status of Jerusalem was not decided.
3. The status of Palestinian refugees since 1948 was not even addressed.
4. The question of future of Israeli settlements in the West Bank remained a source of
continued tension.
5. Despite the agreements, Israeli settlements in the West Bank continued to expand,
which Palestinians viewed as a violation of the spirit of the accords.
6. The leadership on both sides faced internal pressure.
7. The assassination of Israeli Prime Minister Yitzhak Rabin in 1995 by a Jewish
extremist dealt a severe blow to the peace process.
8. Rabin had been a strong proponent of the Accords, and his death left the Israeli
leadership weakened.
9. His successors were less committed to the principles of Oslo.
10. Binyamin Netanyahu, Israeli prime minister from May 1996 to May 1999, never
accepted the terms of the Oslo Accords.
11. On the Palestinian side, there was growing frustration with the slow pace of progress.
12. The rise of groups like Hamas, which rejected the Oslo Accords and continued to
engage in violent resistance against Israel.
13. It also undermined the PLO’s ability to negotiate from a position of unified authority.
14. Additionally, the lack of concrete improvements in the daily lives of Palestinians in
the West Bank and Gaza led to disillusionment with the peace process.
15. The economic and social conditions did not significantly improve despite the
political agreements.
16. The role of external actors also played a part in the failure of the Oslo Accords.
17. While the United States acted as a mediator, its support for Israel, especially
regarding security and military aid, led many Palestinians to question the neutrality
of the peace process.
18. Furthermore, the Palestinian Authority, established by the Accords, struggled with
internal governance issues, including corruption and inefficiency, which undermined
its credibility both domestically and internationally.
19. Finally, the outbreak of the Second Intifada in 2000 marked the collapse of the Oslo
process, as violence once again became the primary mode of interaction between
Israelis and Palestinians, erasing the fragile gains made through diplomacy.
(Any eight reasons in brief)
OR
(ii) Contribution of Nelson Mandela
1. In 1944, he joined the African National Congress (ANC) – a political group that
fought for equal rights for Whites and Blacks.
2. He helped to form the Youth League of the ANC.
3. Mandela rose through the ranks of the ANCYL and through its efforts, the ANC
adopted a more radical mass-based policy, the Programme of Action, in 1949.

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2025 ISC- History

4. He was a leading light of the Defiance Campaign in 1952, the point at which the party
really began to make its mark as the vanguard of African resistance to the apartheid
system.
5. He was instrumental in uniting South Africans of all races through his advocacy of
the Congress of the People.
6. He helped draft the Freedom Charter, 1955 which called for a democratic, non-racial
South Africa.
7. A principal target of the apartheid regime, his defence in the drawn-out Treason Trial
epitomised the resilience of those struggling against an unjust racial system.
8. He was a prominent member of Umkhonto we Sizwe, a small action group of the
ANC.
9. This group was responsible for organising a campaign for sabotaging strategic targets.
10. The Mandela legend was born after Sharpeville, when he came to be viewed by many
Africans as the saviour of the liberation struggle.
11. His reputation as a fearless and principled opponent of apartheid was confirmed with
his famous speech from the dock at the Rivonia Trial, when he announced that the
ideal of democracy was one for which he was prepared to die.
12. Following the trial, all but one of the defendants were found guilty and, contrary to
expectations, sentenced to life imprisonment.
13. In 1990, the President of South Africa, FW de Klerk, met with Nelson Mandela and
set him free.
14. Nelson became President of the ANC.
15. He worked with FW de Klerk to bring an end to apartheid.
16. There were equal rights for everyone.
17. Their work towards making South Africa a more peaceful nation won the pair
the Nobel Peace Prize in 1993.
18. In the 1994 general election, all races in South Africa were allowed to vote.
19. The ANC won, and Nelson Mandela became South Africa’s first black President.
20. He implemented policies to improve health care, education, economic opportunities
for all.
21. He championed international peace and human rights.
22. Mandela and F.W. de Klerk faced opposition from groups like Zulu Inkatha
Movement headed by Chief Buthelezi and the white supremacist group led by Eugene
Terreblanche.
23. Mandela was committed to the Truth and Reconciliation Commission, putting
Archbishop Desmond Tutu in charge of it.
24. He founded the Nelson Mandela Foundation.
(Any eight efforts by Nelson Mandela.)

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 2025 ISC- History

Comments of Examiners
(i) A substantial number of candidates provided
generic responses and failed to identify the Suggestions for teachers
eight distinct reasons for the failure of the − Teach using a tabular format with Terms
Oslo Peace Accords in establishing lasting and Results in two columns.
peace in the Middle East. Key factors, such − Map each term of the accord with its
implementation status.
as the assassination of Yitzhak Rabin and the
− Encourage students to write structured
continuation of Israeli settlements, were eight-point answers.
frequently omitted, leading to an incomplete − Teach skills for interpreting quotes
analysis of the accords’ failure. effectively.
OR − Break down contributions into thematic
categories: activism, imprisonment,
(ii) Several responses included repetitive points, presidency.
and in some cases, candidates confused − Use timelines and infographics to
Nelson Mandela with Martin Luther King Jr., enhance understanding.
indicating a lack of clarity regarding key
historical figures and their respective
contexts. Many answers also lacked a clear chronological or thematic structure, which affected
their coherence and analytical depth.

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2025 ISC- History

GENERAL COMMENTS

• Question 1 (iii): Non-Aligned Movement

• Question 1 (vi): Assertion-reason questions
• Question 1 (ix): Sino-Indian War
Question 4: Assam Movement and the Centre’s handling of
Topics found •
it
difficult by • Question 5 (i): Indo-Pak Wars
• Question 7: Jomo Kenyatta’s role in Kenyan independence
candidates • Question 9 (i) : The Feminine Mystique
• Question 10 (ii): Cabinet Mission Plan (proposals and
reactions)
• Question 11: Integration of Hyderabad
• Question 12 (ii): World War II
• Question 13 (i): Oslo Peace Accords and Middle East-related
developments

• Cabinet Mission Plan vs. Mountbatten Plan.

• Cabinet Mission proposals vs. reactions by political parties.
• Causes vs. consequences of Indo-Pak wars (1965 vs 1971).
Effectiveness of Centre’s role in Assam crisis vs. the crisis
Concepts in which •
itself.
candidates got • Non-Aggression Pact (1939) and subsequent developments.
• Features of the Government of India Act, 1935.
confused • Initial issues faced by China post 1949.
• Integration of Hyderabad: problems vs. measures.
• Middle East peace processes and events linked to Oslo
Accords.
• Role and impact of The Feminine Mystique in sparking
second-wave feminism.

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2025 ISC- History

• Avoid selective study; prepare all topics thoroughly.

• Develop a chronological understanding using timelines and
flowcharts.
• Learn and internalise cause-effect relationships, especially for
wars and political movements.
• Prepare structured notes covering background, causes, course,
implications, outcomes, and significance.
• Practice writing concise, structured answers with clear
introductions and conclusions.
• Use headings, subheadings, bullets, and underline keywords in
answers.
• Familiarise yourself with key terms, acronyms, and their full
forms.
• Refer to multiple authenticated sources, such as history books
by different authors, relevant documentaries, speeches, and
visuals on each topic.
• Understand visuals (cartoons, posters, maps) through regular
Suggestions for interpretation practice.
• Cultivate curiosity-driven learning by exploring the reasons
candidates behind events.
• Practice past papers in a time-bound manner.
• Maintain clear presentation and logical sequencing in answers
(follow the question order).
• Avoid unnecessary elaboration and focus on qualitative,
relevant points.
• Prepare mind maps and summary tables for each topic.
• Align answers with mark allocation.
• Build exam readiness through regular revision and confidence-
building.
• Avoid last-minute cramming; focus on spaced and active
revision.
• Ensure clarity when writing question numbers and chosen
options.
• Enhance answer writing by improving coherence, clarity, and
overall prose.
• Practice regularly using Analysis of Pupil Performance of ISC
History, competency-focused practice questions, and latest
specimen papers for better framing of answers.

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