Cambridge IGCSE Bangladesh Studies 0449 — 2014 May/June Paper 1 · Variant 1

This document consists of 8 printed pages and 1 Insert. DC (SJF/SW) 95196/4 R © UCLES 2014 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 6 2 0 2 0 8 3 0 3 4 * BANGLADESH STUDIES 0449/01 Paper 1 History and Culture of Bangladesh May/June 2014 1 hour 30 minutes No Additional Materials are required. READ THESE INSTRUCTIONS FIRST An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet. Answer three questions. Answer Question 1 and two other questions. You are advised to spend about 30 minutes on each question. The number of marks is given in brackets [ ] at the end of each question or part question.

2 0449/01/M/J/14 © UCLES 2014 You MUST answer this question. Answer ALL parts. Question 1: The Culture and heritage of Bangladesh Part (a): this question tests your knowledge. (i) What was the most significant contribution to Bangla literature made by Alaol? A Translations B Dramas C Autobiography (his life story) D Epic poems [1] (ii) How many songs did Lalon Shah compose? A 500 B 2000 C 3000 D 150 [1] (iii) What did Rabindranath Tagore establish in Birbhum (Santiniketan) after 1901? A A theatre B A hospital C A place of learning D A home for musicians [1] (iv) In which city did Kazi Nazrul Islam begin his career in literature and journalism after the First World War? A Dhaka B Chittagong C Delhi D Kolkata [1] (v) What had a major effect on the work of Zainul Abedin in 1943? A The Great Bengal Famine B Protests for Indian independence C Allied victories in the Second World War D Being appointed Principal of the Institute of Arts and Craft [1] Part (b): this question tests your knowledge and understanding. (i) Describe the life and work of Mir Mosharraf Hossain. [5] (ii) Explain why he is so important in the culture of Bangladesh. [3] Part (c): this question tests your understanding and judgement. (i) Explain the importance of each of the following in the cultural life of Bangladesh. • The development of the Bengali language • Music [8] (ii) Which of these do you think has made the more important contribution to the cultural life of Bangladesh? Explain why. [4] [Total: 25]

3 0449/01/M/J/14 © UCLES 2014 [Turn over Choose TWO of questions 2 to 4. Answer ALL parts of the two questions you choose. Question 2: Pre-Mughal Bengal The Early Kingdoms in Bengal: The Pala dynasty and the Senas DEVAPALA 810–850 N The Pala Empire under Devapala Until the establishment of greater control by the first ruler of the Pala dynasty in the eighth century AD, there had been considerable disorder. The dynasty extended its territory under his son and his successor. Religious policy was particularly successful and spiritual life was encouraged. Foreign records are a good source about this period and reveal many strengths of Pala rule. However, the death of the ruler Devapala brought about a decline. Attempts by rulers from the late tenth century to 1124 did halt the decline, but the twelfth century saw the fall of the Palas and the rise of the Sena dynasty. Part (a): this question tests your knowledge. (i) Who was the first ruler of the Pala dynasty? (line 1) [1] (ii) What is the period of disorder known as in some sources? (line 2) [1] (iii) Who was the first ruler’s son and successor? (lines 2–3) [1] (iv) Which foreign people left most records about this period? (line 4) [1] (v) Who was the first ruler of the Sena dynasty? (line 7) [1] 5

4 0449/01/M/J/14 © UCLES 2014 Part (b): this question tests your knowledge and understanding. (i) Describe how Pala rule gave way to the rise of the Sena dynasty. [5] (ii) Explain the strengths and weaknesses of the rule of Lakshana Sena. [5] Part (c): this question tests your understanding and judgement. (i) Explain the importance of the following rulers: • Dharmapala • Devapala. [8] (ii) Which of these two rulers do you think was the greater? Explain why. [2] [Total: 25]

5 0449/01/M/J/14 © UCLES 2014 [Turn over Question 3: The British period The Arrival of the British An eighteenth-century British print of the Battle of Palashi (Plassey) During the war with France, which broke out in 1756, the British used internal divisions in Bengal to their advantage. They weakened the position of Sirajuddaula and when the disputes between the Nawab and the British led to conflict, it was the East India Company that was victorious. The decisive battle took place at Palashi in 1757. The British installed a puppet ruler in Bengal. British influence was extended by the acquisition of three districts in 1760 and by gaining the right to collect revenue. A treaty of 1765 allowed Bengal to be ruled by collaborators with the British in return for surplus revenues, but the rule of the Company did little for the people of Bengal. There was considerable hardship in the Great Famine of 1769–1770 and as a result of reforms to Company rule, such as the Permanent Settlement of 1793. Part (a): this question tests your knowledge. (i) Name the war between Britain and France which began in 1756. (line 1) [1] (ii) Who led the forces of the East India Company in that war? [1] (iii) Who was installed by the British as the Nawab after their victory in 1757? (line 4) [1] (iv) Name any one of the three districts acquired by Britain in 1760. (line 5) [1] (v) Name the treaty signed in 1765. (line 6) [1] 5

6 0449/01/M/J/14 © UCLES 2014 Part (b): this question tests your knowledge and understanding. (i) Describe the Battle of Palashi. [5] (ii) Explain the reasons for the outbreak of conflict between Sirajudduala and the British. [5] Part (c): this question tests your understanding and judgement. (i) Explain the impact of the following on the people of Bengal: • The Great Famine 1769–1770 • The Permanent Settlement of 1793. [8] (ii) Which of these affected the people of Bengal more? Explain your answer. [2] [Total: 25]

7 0449/01/M/J/14 © UCLES 2014 [Turn over Question 4: From Pakistan to Bangladesh (1947–71) Problems of national integration. Political mobilisation and events leading to independence. The newspaper ‘Dawn’ reports that Martial Law is announced in 1958. There had been considerable protests since 1947 about the issue of language in Bengal. After the formation of the Awami Muslim League in 1949, there was growing opposition. A major turning point was an agreement by opposition parties to work together in December 1953. However, despite opposition electoral success in 1954, the central government refused to allow it to rule and appointed a new Governor. The new Constitution of Pakistan was created in 1956, but martial law was declared in October 1958. This lasted until 1962. There were important changes and developments, but there was still a demand for political change; a new leader of the Awami League, Sheikh Mujibur Rahman emerged in 1963. His arrest in 1968 was a turning point. Part (a): this question tests your knowledge. (i) Who was the first president of the Awami Muslim League? (line 2) [1] (ii) What was the union of opposition parties called in 1954? (line 3) [1] (iii) Who was the new governor appointed in 1954? (line 5) [1] (iv) Which General ruled under Martial Law between 1958 and 1962? (line 6) [1] (v) Name the conspiracy case which caused Sheikh Rahman’s arrest in 1968. (line 8) [1] 5

8 0449/01/M/J/14 © UCLES 2014 Part (b): this question tests your knowledge and understanding. (i) Outline the main programme of the United Front of 1953. [5] (ii) Why was the United Front not more successful in its aims? [5] Part (c): this question tests your understanding and judgement. (i) Explain the importance of both of the following to Bengal: • The Language Movement 1947–1953 • The Mass Uprising of 1969. [8] (ii) Which of these do you think had the greater importance in bringing about an independent Bangladesh? Explain your answer. [2] [Total: 25] Copyright Acknowledgements: Question 3 The Battle of Plassey of 1757 (gouache on paper), Jackson, Peter (1922–2003) / Private Collection / © Look and Learn / The Bridgeman Art Library Question 4 © Martial Law Declared in Pakistan, Constitution Abrogated – October 7, 1958; http://nativepakistan.com/rare-newspapers/. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2014 series 0449 BANGLADESH STUDIES 0449/01 Paper 1 (History and Culture of Bangladesh), maximum raw mark 75 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 Introduction The questions on Paper 1 divide into several distinct types: * Questions which are either correct (or score one mark) or are incorrect (and score zero). These can be found in Part (a) of each of the four questions on the paper. * Questions which require candidates to relate historical information without analysis. These will usually be found in Part (b) (i) of Questions 2 to 4 and will be marked on a ‘one point = one mark basis’. * Questions where there is a hierarchy of correct responses, as in Part (b) of Question 1, Part (b) (ii) of Questions 2 to 4 and in all Part (c) questions. For such answers, a ‘levels of response’ mark scheme is used. The candidate’s response is placed in a level according to the best part of the answer and the mark within that level is awarded according to the criteria set out in the mark scheme.

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 The Culture and Heritage of Bangladesh 1 (a) One mark for each correct answer: (i) A [1] (ii) B [1] (iii) C [1] (iv) D [1] (v) A [1] (b) (i) Describe the life and work of Mir Mosharraf Hossein. [5] Level 0: No evidence submitted or response does not address the question [0] Level 1: Answers which give a generalised account about the life and work of Mir Mosharraf Hossein [1–2] (1 mark for simplistic statement e.g. he was famous; he wrote) e.g. He was a novelist, playwright, essayist and journalist; he wrote about Islamic people Level 2: Answers which offer accurate factual statements about his life and describe examples of his work [3–5] (Just life or just work max. 4) e.g. Novelist, playwright, essayist and journalist, living between 1847 and 1912. His first major works were produced when he was still a teenager. He wrote on the life and history of Islamic people. Bishad Shindru is seen as his masterpiece – deals with the Battle of Karbala. He wrote about everyday life, for example Zamindar Darpan (1872– 73). He also wrote satires and was a journalist and later a newspaper editor and textbook writer. He worked in Kolkata and Kumarkhali. (ii) Explain why he is so important in the culture of Bangladesh. [3] There will be no marks for description even if there is factual material not in (b) (i) Level 0: No evidence submitted or response does not address the question [0] Level 1: Generalised comment on importance only [1] e.g. He was versatile; wrote about a lot of different things; he started to write early showing how clever he was

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 Level 2: Supported explanation [2–3] e.g. His social concerns for the people in the peasant uprisings and his use of literature as a means of trying to help the countryside; his satires which tried to point out the faults of and thus reform contemporary society; his educational work and his importance in spreading awareness of Islamic life and history. (c) (i) Explain the importance of each of the following in the cultural life of Bangladesh. • The development of the Bengali language • Music [10] Level 0: No evidence submitted or response does not address the question [0] Level 1: Answers which do no more than describe the two elements given in the question without considering their importance. [1–4] (maximum 4 if just one element is considered) e.g. Language: Description would include old phase 1000–1350, seen in Buddhist monastic writings; 1350–1800 medieval phase, borrowing from Persian and Arabic; modern phase from 1800, borrowing from Sanskrit, English and other European languages. e.g. Music: Description would include there were different forms which developed at different periods – basic songs to Gods (Kirtan); C16 Jatras – more dynamic; from C16– C19 Pala – ballads reflecting aspects of social life; C18 classical ragas; modern songs associated with growth of urban life in C19 and C20; modern songs. Level 2: Answers which explain the importance [5–8] (maximum 6 if just one element is explained) e.g. Language: Importance would include extension of vocabulary and outside influences to enrich language; greater range of subject matter, giving access to more literature; extension of Bengali from spoken to written language able to unite country while still retaining valuable dialects. e.g. Music: importance would link songs to Gods with processions and festival drama; ballads with later plays and films as they show aspects of social life; the development is from simple religious songs to a wider range of music both abstract (ragas) and music which reflects everyday life. (ii) Which of these do you think has made the more important contribution to the cultural life of Bangladesh? Explain why. [4] No marks for simply saying which is the most important. No marks for additional description. [1–4] 2 marks for explaining the decision.

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 The Early Kingdoms in Bengal: The Pala dynasty and the Senas 2 (a) One mark for each correct answer (i) Who was the first ruler of the Pala dynasty? [1] Gopala (ii) What is the period of disorder known as in some sources? [1] matsyanyayam (iii) Who was the first ruler’s son and successor? [1] Dharmapala (iv) Which foreign people left most records about this period? [1] Arabs (v) Who was the first ruler of the Sena dynasty? [1] Hemanta Sena (b) (i) Describe how Pala rule gave way to the rise of the Sena dynasty. [5] One mark is awarded for each [1–5] e.g. The Palas faced internal rebellions which weakened their power. The later Pala kings were weak and fought each other. There were foreign attacks, for example by Chandela and Kalchuri kings. Though Mahipala I regained lost territories (995–1043) he was not succeeded by equally strong kings. There were more foreign invasions and internal wars and the Kaivarta Rebellion in north Bengal. The Senas under Samanta Sena established the new dynasty. His son was initially a feudal ruler under the Palas but then established his own independent rule and ousted the Palas c.1152–1153. (ii) Explain the strengths and weaknesses of the rule of Lakshana Sena? [5] Level 0: No evidence submitted or response does not address the question [0] Level 1: Answers which offer very simple generalizations. [1–2] e.g. He was a strong ruler who gained much support. He was defeated by his enemies. No marks for ‘He was strong.’ Or ‘He was weak’

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 Level 2: Answers which explain ONE element [3] e.g. His patronage of the arts, for example which increased his prestige and reputation. Level 3: Answers which explain TWO OR MORE elements [4–5] Strengths: Military reputation before becoming ruler Literary activities and promotion of the arts Generosity as a ruler Weaknesses: Too weak to control administration in the regions later in his reign Allowed independent chiefs to gain power Defeated by Muhammad Bakhtiyar Khalji in 1204 Power restricted to east Bengal for last two years of reign (1204–1206) (c) (i) Explain the importance of the following rulers: [8] • Dharmapala • Devapala Level 0: No evidence submitted or response does not address the question [0] Level 1: Answers which do no more than describe [1–4] (maximum 4 if just one element is considered) e.g. Dharmapala (781–821) He extended his kingdom; he founded a monastery. He also established shrines. He was tolerant. e.g. Devapala (821–861) He had a long reign; he conquered Orissa and Kamarupa and large areas of Northern India. He set up Buddhist seats of learning. He established strong relations with other Buddhist kingdoms of SE Asia. Level 2: Answers which explain the importance of the elements given. [5–8] Up to two marks for each element assessed. Therefore: One explained = 5–6 marks. Two explained = 7–8 marks e.g. Dharmapala (781–821) Importance: he consolidated rule; extended kingdom to Bihar; possibly also influential as far as the Indian region of Kanauj; founded Vikramshila monastery – very important as centre of Buddhist learning. He also established shrines. His religious toleration was a major legacy.

Page 7 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 e.g. Devapala. (821–861) Importance: he consolidated rule of the Palas in Bengal established by Gopala (756– 781) after a period of instability. Increased land under his influence: began extension of influence to other lands; major figure in promotion of Buddhism. He had a long reign, having time to increase the influence of Bengal in neighbouring areas; he conquered Orissa and Kamarupa and large areas of Northern India. Strengthened Buddhism: he set up a Buddhist seat of learning at Nalanda; he established strong relations with other Buddhist kingdoms of SE Asia; he patronised Viradeva, a major Buddhist scholar from Afghanistan. (c) (ii) Which of these two rulers do you think was the greater? Explain why. [2] No marks for simply saying which is the more important. No marks for additional description. 2 marks for explaining the decision. [2] e.g. This could be, for example, that Dharmapala was more important because he laid the foundation and priorities for work of his son; or that Devapala had wider influence and used diplomacy more to promote religion.

Page 8 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 The British period: The Arrival of the British 3 (a) One mark for each correct answer: (i) Name the war between Britain and France which began in 1756. [1] Seven Years War (ii) Who led the forces of the East India Company in that war? [1] Clive (iii) Who was installed by the British as the Nawab after their victory in 1757? [1] Mir Jafar (iv) Name any one of the three districts acquired by Britain in 1760. [1] Burdwan, Midnapur or Chittagong (v) Name the treaty signed in 1765. [1] Diwani (b) (i) Describe the Battle of Palashi. [5] One mark is awarded for each [1–5] After the seizure of Calcutta by Sirajuddaula, the British sent reinforcements under Clive who allied with Mir-Jafar and met the Nawab’s forces at Palashi 23 June 1757. The battle began at 8.00 in the morning. The British met unexpected resistance. This was from Mir Mardan, Mohanlal, Khwaja Abdul Hadi Khan, Naba Singh Hazari. Some leaders under Mir-Jafar did not engage – Yar Latif, Ray Durlabh Ram. A turning point was the death of Mir Mardan hit by a cannon ball in the afternoon. Mir-Jafar advised the Nawab to retreat, Clive took advantage and attacked. This led to a rout.The battle ended at 5 pm and Clive marched on the Nawab’s capital. (ii) Explain the reasons for the outbreak of conflict between Sirajudduala and the British. [5] Level 0: No evidence submitted or response does not address the question [0] Level 1: Answers which offer very simple generalizations. [1–2] e.g. The British were overbearing; the Nawab resented British influence. Level 2: Answers which explain ONE element [3]

Page 9 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 Level 3: Answers which explain TWO OR MORE elements [4–5] e.g. The British had fortified Fort William in Calcutta without his permission. The British were accused of abusing trade privileges given to them by the Mughals which had caused heavy losses in the revenue of the Nawab. The Nawab accused the British of conspiring with his enemies against him. The Nawab had seized the factory in Kasimbazar, marched on Calcutta and the British had suffered in the ‘Black Hole of Calcutta’ incident. (c) (i) Explain the impact of the following on the people of Bengal: [8] • The Great Famine 1769–1770 • The Permanent Settlement of 1793 Level 0: No evidence submitted or response does not address the question [0] Level 1: Answers which do no more than describe [1–4] (maximum of 4 if just one element is considered) e.g. The Great Famine was 1769–70. It led to many deaths. e.g. It was the reform of taxation in Bengal, Bihar and Orissa by Lord Cornwallis. Level 2: Answers which explain the importance of the elements given. [5–8] Up to two marks for each element assessed. Therefore: one explained = 5–6 marks, two explained = 7–8. e.g. The Great Famine 1769–70. The domination by the East India Company led to the suffering of local people and the decline of agriculture and manufactures. When a famine affected Bengal 1769–70 it destroyed a third of the population and two-thirds of cultivatable land was not farmed. The disaster led to the British government passing an act in 1773 insisting that the Company improve its government and was one of the reasons why Pitt’s government passed the India Act of 1784 and why Robert Clive lost his reputation. e.g. The Permanent Settlement of 1793 was the reform of taxation in Bengal, Bihar and Orissa by Lord Cornwallis. It ended the system of farming out tax collection. The tax collectors were often oppressive and sometimes failed to deliver the contracted amounts. Instead zamindars were given permanent ownership of land in return for paying fixed sums to the British. A body of landowners was created with a vested interest in being loyal to the British. However the actual boundaries of each landed estate caused disputes; also the peasants were left helpless against the new landowning class. Expected improvements did not always materialise as peasants had no interest in developing land they could not own and were subject to some oppression by the landowners.

Page 10 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 (c) (ii) Which of these affected the people of Bengal more? Explain your answer. [2] No marks for simply saying which had the most impact. No marks for additional description. 2 marks for explaining the decision. [2] e.g. The Permanent Settlement of 1793 could be seen as having a longer-term impact on the landowners and peasants; or the Great Famine could be seen as having more long term impact on the way Bengal was governed. The Great Famine could be seen as having more impact in human terms with the huge loss of life; but the suffering brought by the Permanent Settlement 1793 might be seen to have lasted longer. No set judgement is required. e.g. Changes to landowning had an impact across generations/ hundreds of years.

Page 11 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 From Pakistan to Bangladesh (1947–71) 4 (a) (i) One mark for each correct answer: Who was the first president of the Awami Muslim League? Moulana Abdul Hamid Khan / Bashani [1] (ii) What was the union of opposition parties called in 1954? Jukto Front (United Front) [1] (iii) Who was the new governor appointed in 1954? [1] Iskander Mirza (iv) Which General ruled under Martial law between 1958 and 1962? [1] Mohammed Ayub Khan (v) Name the conspiracy case which caused Sheikh Rahman’s arrest in 1968. [1] Agartala (b) (i) Outline the main programme of the United Front of 1953. [5] One mark is awarded for each e.g. Full regional autonomy Delegation to the Eastern Province of domestic affairs Recognition of Bangla as a state language Release of political prisoners The official residence of East Bengals’ chief minister should be the Bengal Academy Construction of Shaheed Minar at the site of the police firing of 1952 A public holiday every 21 February More freedom for Dhaka and Rajshahi Universities More economic and social rights for industrial workers Nationally set jute prices Price guarantees for producers Support for cooperatives and cottage industries [1–5]

Page 12 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 (ii) Why was the United Front not more successful in its aims? [5] Level 0: No evidence submitted or response does not address the question [0] Level 1: Answers which offer very simple generalizations. [1–2] e.g. 'It was too weak' or 'The central government did not give in' Level 2: Answers which explain ONE element [3] e.g. The failure to control industrial disturbances, partly as result of the nature of the coalition, showed the central government that the new government was too weak and justified the intervention to send a high ranking official, Iskanda Mizra to rule. Level 3: Answers which explain TWO OR MORE elements [1–2] e.g. Central Government wanted to keep control of Bengal and took the opportunity to reinstate its rule. (c) (i) Explain the importance of both of the following to Bengal of the following. [8] • The Language Movement 1947–1953 • The Mass Uprising of 1969 Level 0: No evidence submitted or response does not address the question [0] Level 1: Answers which do no more than describe [1–4] e.g. In 1947 an organisation to demand that Bangla should be an official state language was formed (Tammudin Majlish). e.g. The uprisings were between students and police. Level 2: Answers which explain the importance of the elements given. [5–8] Up to two marks for each element assessed. Therefore: One explained = 5–6 marks, two explained = 7–8. e.g. The Language Movement 1947–1953: There was a widespread feeling that the new government of Pakistan was favouring Urdu as a national language not as a matter of national unity but to restrict the culture of Bengal. In 1947 an organisation to demand that Bangla should be an official state language was formed (Tammudin Majlish). This failed to prevent Urdu being the official language from December 1947. There was a General Strike February 1948 to protest about the refusal to record the proceedings of the Constituent Assembly in Bangla. Protests were met by police resistance. A bill to make Bangla another state language was promised, but Jinnah/ West Pakistan/ Muslim League was against it. There was much student resistance to this policy. An all-party Sangram Committee called for a State Language Day of protest. This led to violence and increasing protests. In 1956 Bangla was made a state language.

Page 13 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0449 01 © Cambridge International Examinations 2014 Importance: major rift between east and West Pakistan; violence and broken promises made relations bad and paved way for future disagreements; mass protests united Bengal and showed power of public opinion – forerunner of later demands for independence. Showed gulf between east and west. e.g. Mass Uprising of 1969: Led by Student Action Committee after rejection by Ayub Khan of demands of Sheikh Mujib and the arrest of the Sheikh and supporters in 1968. Increasing clashes between students and police caused violence. A curfew was imposed. Importance: once again direct action had been met with repression and had brought serious breakdown. The mass uprising did lead to talks and concessions, but not enough. The situation led to the fall of Ayub Khan. The movement led to high expectations for more self-government on one side and fears that without repression the situation would get out of control on the other. (ii) Which of these do you think had the greater importance in bringing about an independent Bangladesh? Explain your answer. [2] No marks for simply saying which is the more important. No marks for additional description. 2 marks for explaining the decision. [2] e.g. The Language Movement showed from the start the importance of Bangla national feeling and the failure of the East Pakistan government to understand it. e.g. The Mass Movement had much more direct political consequences as the unrest was greater and helped to bring about the fall of Ayub Khan.