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Afghanistan

Practise 50 exam-style questions on Afghanistan for AQA GCSE History (Gulf and Afghanistan 1990-2009). Write your answer as you would in the exam and get it marked in seconds against the mark scheme, point by point, with an AI tutor on hand if you get stuck.

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20 questions, marked as you go

Sample questions with model answers

Here are 4 of the questions in this topic, each with a model answer, an explanation of why it earns the marks and the mark scheme an examiner would use.

Question 1

2 marks

Figure 1 is a map of Afghanistan in 2001.

Name the anti-Taliban group that controlled the area labelled A, and the commander who led it until he was assassinated by al-Qaeda on 9 September 2001.

Map of a landlocked country and its neighbours. The heading reads "Figure 1". Map (north at the top) with borders, a scale bar and north arrow, showing a landlocked country in the middle with neighbouring countries to the west, north, north-east, south and east, and a narrow strip of it reaching east in the far north-east. Dots mark cities: a larger dot in the east, one east of it near the eastern border, one in the south, one in the far west and one in the north. A crossed-swords symbol is near the eastern border south of the eastern dot, and a pass symbol is on the eastern border. Green hatching covers the north-east of the central country and brown hatching an area in the south-west. The scale bar shows 400 km. Label A is written on the green hatched area in the north-east of the central country; the label "Kabul" points to the larger dot in the east of the central country; the label "AFGHANISTAN" is written on the landlocked country in the middle of the map; the label "PAKISTAN" is written on the country to the south and east; the label "TAJIKISTAN" is written on the country to the north-east.

Model answer

Area A was controlled by the Northern Alliance, which was led by Ahmad Shah Massoud.

Explanation

By 2001 the Taliban controlled about 90 per cent of Afghanistan, but the Northern Alliance, mainly Tajiks, Uzbeks and Hazaras, held the north-east, including the Panjshir valley. Its leader, the Tajik commander Ahmad Shah Massoud, was killed by al-Qaeda suicide bombers posing as journalists two days before 11 September 2001.

Mark scheme
  1. 1 mark

    The Northern Alliance.

    Accept 'the United Islamic Front' or 'the United Front'. Do not accept 'the mujahideen' alone.

  2. 1 mark

    Ahmad Shah Massoud.

    Accept 'Massoud' (any recognisable spelling). Do not accept Rabbani or Dostum.

Question 2

4 marks

Source A: a bar chart based on official Ministry of Defence figures, showing the number of British armed forces personnel killed in Afghanistan.

Source A suggests that the Taliban had become a much greater threat by 2009. How do you know?

Explain your answer by referring to Source A and your contextual knowledge.

British armed forces deaths in Afghanistan. Bar chart of deaths for each year: 2001-2005 (total) 5, 2006 39, 2007 42, 2008 51, 2009 108.

Model answer

Source A suggests that the Taliban had become a much greater threat because British deaths rose sharply. Between 2001 and 2005 only 5 British personnel were killed in total, but in 2006 the figure jumped to 39, and by 2009 it had reached 108, more than twenty times the total for 2001-2005. This reflects the resurgence of the Taliban. After their defeat in 2001 they had regrouped in Pakistan, and from about 2003 their attacks grew in the Pashtun south. In 2006 Britain sent about 3,300 troops to Helmand province, a Taliban stronghold, where small British garrisons in 'platoon houses' at places such as Sangin and Musa Qala were surrounded and attacked for weeks. The Taliban increasingly used roadside bombs and suicide attacks, which caused many of the British deaths, and in 2009 Operation Panther's Claw made it the deadliest year for British forces in Afghanistan. As these are official Ministry of Defence figures, they are accurate, although the rise also partly reflects the fact that there were many more British troops by 2009, operating in the most dangerous areas.

Explanation

Level 2 answers use the figures from the chart and explain them with context: the Taliban's resurgence, the 2006 deployment to Helmand, platoon houses, IEDs and the 2009 fighting. Noting that more troops in more dangerous areas also raised the death toll shows careful use of the source.

Mark scheme
  1. 4 marks

    Levels of response (4 marks).
    Level 2 (3-4 marks): Developed analysis of Source A based on its content and/or provenance, supported by relevant contextual knowledge, e.g. explains that British deaths rose from only 5 in 2001-2005 to 39 in 2006 and 108 in 2009, and links this to the resurgence of the Taliban in the south, the deployment of British troops to Helmand in 2006, the sieges of 'platoon houses', the growing use of roadside bombs (IEDs) and suicide attacks, and operations such as Panther's Claw in 2009; may note that the rise also reflects the larger number of British troops and their move into the most dangerous areas.
    Level 1 (1-2 marks): Simple analysis of Source A, e.g. 'More British soldiers were killed each year', with little or no contextual knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): content - only 5 British deaths in total in 2001-2005, when British troops were mainly in Kabul and the north; a sharp rise to 39 in 2006, then 42 in 2007 and 51 in 2008; more than doubling to 108 in 2009. Provenance - official Ministry of Defence figures, so accurate counts of deaths. Context - the Taliban regrouped in Pakistan after 2001 and from about 2003 their insurgency grew in the Pashtun south and east; in 2006 about 3,300 British troops were sent to Helmand, a Taliban and opium stronghold; small British garrisons in 'platoon houses' at Sangin, Musa Qala and Now Zad were besieged in 2006; the Taliban increasingly used roadside bombs (IEDs) and suicide attacks, copying tactics from Iraq; civilian deaths also rose (the UN recorded about 2,100 in 2008 and 2,400 in 2009); 2009 saw Operation Panther's Claw in Helmand and was the deadliest year for British forces; Obama announced 30,000 more US troops in December 2009. Limitations - the rise also reflects the increase in British troop numbers (to about 9,000 by 2009) and their move into the most dangerous areas.

Question 3

12 marks

Source B: from an interview given to a western journalist by a Taliban deputy minister in Kabul, 1997. (Written for practice.)

'We are not against education for women. But first there must be security, separate buildings and teachers who follow Islam. Under the communists and the warlords, women were dishonoured. Now a woman in a burqa can walk through the bazaar and no one will touch her. The West calls this oppression. We call it protecting the honour of our sisters.'

Source C: from an account by an Afghan woman teacher, written in 2002 for a book about life under the Taliban. (Written for practice.)

'From 1997 until the Taliban left, I taught twenty girls in my living room. They came at different times and hid their books under their burqas while my husband watched the street. Once the religious police knocked at the door and I told them it was a sewing class. Many of my pupils' mothers had been doctors and teachers themselves. Now they were forbidden to work, and some had to beg.'

How useful are Sources B and C to an historian studying the Taliban's treatment of women?

Explain your answer using Sources B and C and your contextual knowledge.

Model answer

Source B is useful because it shows how the Taliban themselves justified their treatment of women. The deputy minister claims they are not against education but that security, separate buildings and Islamic teachers must come first, and he presents the burqa as protection, saying that women had been 'dishonoured' under the communists and warlords. There is some truth in this, as there were real abuses of women by militias during the civil war of 1992-96, and it helps an historian to understand why some Afghans accepted Taliban rule. The provenance makes it valuable as the regime's official view, since it comes from a government minister. However, it was given to a western journalist in 1997, when the Taliban wanted international recognition and aid, so it was designed to make their policies sound reasonable. Its claim that girls would be educated once there was security is undermined by what actually happened: girls' schools remained closed until the Taliban fell in 2001, so the source is more useful as evidence of propaganda than of reality.

Source C is useful because it shows the effects of Taliban policies on ordinary women. The teacher's secret school confirms that girls were banned from education, and her fear of the religious police reflects the work of the Ministry for the Promotion of Virtue and Prevention of Vice, whose officers beat women in the street for breaking the rules. Her comment that her pupils' mothers had been doctors and teachers shows how many educated women in Kabul lost their jobs, and her reference to begging reflects the plight of the city's many war widows, who were forbidden to work. It also shows that women resisted, which official sources do not reveal. The provenance gives it value as a first-hand account over several years. However, it was written in 2002, after the Taliban had fallen, for a book about life under their rule, so it may have been written to emphasise suffering and courage. It is also one woman's experience in a city, and conditions in the countryside, where women's lives had always been more restricted, may have been different.

Overall, the two sources are very useful together. Source B shows the reasons the Taliban gave for their policies, while Source C shows the reality of those policies for women and girls. Source C is more useful for studying how women were actually treated, because it describes the consequences directly, while Source B is useful mainly for understanding the regime's thinking and propaganda. Neither, though, mentions other aspects such as the restrictions on women's health care or the harsh public punishments for women accused of adultery.

Explanation

A Level 4 answer evaluates both sources on content and provenance: B is the regime's own justification, valuable for its thinking but propaganda aimed at the West in 1997; C is first-hand evidence of the bans and of resistance, but written after the fall of the Taliban by one person. The judgement should weigh what each reveals and leaves out.

Mark scheme
  1. 12 marks

    Levels of response (12 marks).
    Level 4 (10-12 marks): Complex evaluation of both sources with a sustained judgement about their usefulness for studying the Taliban's treatment of women, based on content AND provenance, supported by relevant contextual knowledge, e.g. explains that B shows how the Taliban justified their policies (security, honour, Islam) and is useful as evidence of their thinking, although it is propaganda for a western audience and its promise of future education was never kept; that C gives a first-hand account of the effects of the bans on education and work and of women's resistance, though written after the Taliban's fall by one teacher; reaches a judgement on how far together they show the Taliban's treatment of women.
    Level 3 (7-9 marks): Developed evaluation of both sources based on content and/or provenance, supported by contextual knowledge.
    Level 2 (4-6 marks): Simple evaluation of one or both sources, e.g. 'Source C is useful because she was a teacher who lived under the Taliban.'
    Level 1 (1-3 marks): Basic analysis of one or both sources with little or no evaluation.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Source B content - the Taliban's justifications: security first, separate facilities, Islamic teachers; the claim that women had been abused under the communists and warlords (there were real abuses during the civil war of 1992-96); the burqa presented as protection; rejection of western criticism. Source B provenance - a Taliban minister, so it shows the regime's official view; given to a western journalist in 1997, when the Taliban wanted recognition and aid, so designed to sound reasonable; the promise that girls would be educated once there was security was never kept between 1996 and 2001. Source C content - shows the ban on girls' education and women working; women's resistance through secret home schools; the risk from the religious police (Ministry for the Promotion of Virtue and Prevention of Vice); the waste of educated women's skills; widows and families forced to beg. Source C provenance - a woman teacher with first-hand experience over several years; written in 2002, after the Taliban's fall, when she could speak freely but might also be influenced by the mood of the time and the purpose of the book; one person in one city (probably Kabul), and conditions varied, as rural women had always lived more restricted lives. Context - after September 1996 the Taliban banned women from most work (except some health care), closed girls' schools, enforced the burqa and the need for a male relative; women could not be treated by male doctors; the religious police beat women in the streets; Kabul had tens of thousands of war widows; secret schools were run at great risk; western governments and women's groups condemned the policies. Possible judgement - together very useful, B for why the Taliban said they acted and C for the reality; C more useful for the treatment itself, B for understanding the regime's thinking.

Question 4

20 marks

'Taliban rule brought more benefits than problems to Afghanistan in the years 1996-2001.'

How far do you agree with this statement?

Explain your answer.

[16 marks] [SPaG 4 marks]

Model answer

The Taliban ruled most of Afghanistan from 1996 to 2001. Compared with the chaos of the civil war that came before, their rule brought some real benefits, especially in security. However, I will argue that the problems their rule caused - repression, human rights abuses, economic collapse, continuing war and international isolation - were far greater.

The main benefit of Taliban rule was order. Between 1992 and 1996 rival mujahideen factions had fought a civil war that destroyed much of Kabul, and warlords had robbed travellers and abused civilians. The Taliban removed the checkpoints, disarmed many militias and made the roads safe for trade, which is why many traders and rural Pashtuns welcomed them. Crime fell sharply because of their harsh punishments, and by 2001 about 90 per cent of the country was under one government. Some Afghans, especially in conservative rural areas, approved of strict Islamic rule and the quick justice of the religious courts. In 2000 Mullah Omar's ban on opium also cut production by over 90 per cent in a single year.

However, these benefits came at a terrible price. The Taliban banned women from most work and girls from school, forced women to wear the burqa and used religious police to beat those who broke the rules. Music, television and kite flying were banned, and thieves had their hands cut off and adulterers were executed in public. Ethnic and religious minorities suffered especially: at least 2,000 people, mostly Hazara civilians, were massacred at Mazar-i-Sharif in 1998, and Taliban forces burned villages and drove thousands of Tajiks from their homes north of Kabul. Even the security the Taliban brought was incomplete, as the war with the Northern Alliance continued every year.

Taliban rule also brought economic and international problems. Educated people fled, health and education services collapsed, and when a severe drought struck in 2000-01, millions of Afghans faced hunger while millions more remained refugees abroad. The opium ban, though welcomed abroad, ruined many poor farmers. The Taliban's decision to protect Osama bin Laden made Afghanistan an international outcast: only three countries recognised the regime, the UN imposed sanctions in 1999 and 2000, and aid agencies found it increasingly hard to work. The destruction of the Bamiyan Buddhas in 2001 deepened this isolation. Finally, their refusal to hand over bin Laden after 11 September 2001 brought the US-led invasion and the end of their regime.

In conclusion, I disagree with the statement. The Taliban did bring some benefits, especially security and an end to the warlords' abuses, and these were real for many rural Pashtun men. However, half the population - women - lost almost all their rights, minorities were persecuted, the economy collapsed, the war never ended, and the Taliban's protection of al-Qaeda led to international isolation and invasion. The problems of Taliban rule far outweighed its benefits.

Explanation

Level 4 essays give real weight to the benefits (order, safe roads, lower crime, the opium ban) before weighing them against the problems (repression of women, massacres, continuing war, economic collapse, isolation and invasion). The best judgements consider who benefited and who suffered.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of the benefits of Taliban rule (e.g. order and security, the end of warlord abuses, safer roads and trade, lower crime, the 2000 opium ban) and of the problems (e.g. repression, especially of women; human rights abuses and massacres; continuing war; economic collapse, drought and refugees; international isolation and sanctions; the destruction of heritage; the protection of al-Qaeda leading to invasion), leading to a sustained judgement, supported by a range of accurate, specific knowledge.
    Level 3 (9-12 marks): Developed explanation of benefits and problems, supported by accurate knowledge; a judgement may be given but is not sustained.
    Level 2 (5-8 marks): Simple explanation of benefits or problems, with some accurate knowledge.
    Level 1 (1-4 marks): Basic explanation, with limited knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Benefits - ended the chaos of the 1992-96 civil war in most of the country; removed warlords' checkpoints and banditry, making roads safe for trade; crime fell sharply because of harsh punishments; many militias were disarmed; most of the country (about 90 per cent by 2001) was under one government; some Afghans, especially rural Pashtuns, welcomed strict Islamic rule and quick justice from religious courts; the 2000 ban cut opium production by over 90 per cent in 2001. Problems - women banned from most work and girls from school; the burqa, the religious police and harsh punishments (floggings, amputations, public executions in Kabul's stadium); bans on music, television, photography, kite flying; persecution of Hazaras (Mazar-i-Sharif massacre 1998, Yakaolang 2001) and scorched-earth campaigns against Tajik areas north of Kabul; war with the Northern Alliance continued every year; the economy collapsed, educated people fled, and health and education services were very poor; a severe drought in 2000-01 left millions short of food; millions of Afghans remained refugees; international isolation - recognised by only three countries, UN sanctions (1999, 2000), aid agencies restricted and foreign aid workers arrested (2001); the opium ban ruined many farmers; the destruction of the Bamiyan Buddhas (2001); protection of bin Laden and al-Qaeda led to US missile strikes (1998) and the invasion of 2001. Possible judgements - Taliban rule brought some real benefits in security, especially compared with the civil war, but the problems were far greater; or benefits were felt mainly by rural Pashtun men, while women, minorities and city dwellers suffered most.

  2. 4 marks

    SPaG. High performance (4 marks): spells and punctuates with consistent accuracy; uses rules of grammar with effective control of meaning overall; uses a wide range of specialist terms as appropriate.
    Intermediate performance (2-3 marks): spells and punctuates with considerable accuracy; uses rules of grammar with general control of meaning overall; uses a good range of specialist terms as appropriate.
    Threshold performance (1 mark): spells and punctuates with reasonable accuracy; uses rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall; uses a limited range of specialist terms as appropriate.
    0 marks: the student writes nothing, or the response does not relate to the question, or errors severely hinder meaning.

    SPaG marks are awarded only if the answer relates to the question.

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