Oxford Cambridge and RSA - 2025
Friday 23 May 2025 – Morning
A Level History A
Y319/01 Civil Rights in the USA 1865–1992
Time allowed: 2 hours 30 minutes
(Verified Question Paper With Mark Scheme
Combined June 2025)
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2025 OCR A Level History A Y319/01 Civil Rights in the USA 1865–1992 Time allowed: 2 hours, Exams of History
2025 OCR A Level History A Y319/01 Civil Rights in the USA 1865–1992 Time allowed: 2 hours 30 minutes (Verified Question Paper With Mark Scheme Combined June 2025) INSTRUCTIONS •Use black ink. •Write your answer to each question in the Answer Booklet. The question numbers must be clearly shown. •Fill in the boxes on the front of the Answer Booklet. •Answer the question in Section A and any two questions in Section B. INFORMATION •The total mark for this paper is 80. •The marks for each question are shown in brackets [ ]. •Quality of extended response will be assessed in questions marked with an asterisk (*). •This document has 4 pages. ADVICE •Read each question carefully before you start your answer. OCR 2025 [Y/506/4306] DC (SL) 355285/1 OCR is an exempt Charity Turn over Section A Read the two passages and answer Question 1. 1 Evaluate the interpretations in both of the two passages.
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Oxford Cambridge and RSA - 2025
Friday 23 May 2025 – Morning
A Level History A
Y319/01 Civil Rights in the USA 1865–
Time allowed: 2 hours 30 minutes
(Verified Question Paper With Mark Scheme
Combined June 2025)
INSTRUCTIONS
- Use black ink.
- Write your answer to each question in the Answer Booklet. The question numbers must be clearly shown.
- Fill in the boxes on the front of the Answer Booklet.
- Answer the question in Section A and any two questions in Section B. INFORMATION
- The total mark for this paper is 80.
- The marks for each question are shown in brackets [ ].
- Quality of extended response will be assessed in questions marked with an asterisk (*).
- This document has 4 pages. ADVICE
- Read each question carefully before you start your answer. © OCR 2025 [Y/506/4306] DC (SL) 355285/ OCR is an exempt Charity (^) Turn over
© OCR 2025 Y319/ Jun Section B Answer any two questions. 2* To what extent did the aims of the campaigners for African American civil rights remain the same in the period from 1865 to 1992? [25] 3* ‘The Federal Government was the most important factor limiting the development of trade union and labour rights in the period from 1865 to 1992.’ How far do you agree? [25] 4* ‘Women in America gained greater gender equality in the period before the end of the Second World War than after it.‘ How far do you agree with this view of the period from 1865 to 1992? [25] END OF QUESTION PAPER
© OCR 2025 Y319/ Jun Oxford Cambridge and RSA Copyright Information OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series. If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the
Oxford Cambridge and RSA Examinations
GCE
History A
Y319/01: Civil rights in the USA 1865- 1992
A Level
Mark Scheme for June 2025
Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the report on the examination. © OCR 2025
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penalised themselves by attempting more questions than necessary in the time allowed.)
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Multiple-Choice Question Responses When a multiple-choice question has only a single, correct response and a candidate provides two responses (even if one of these responses is correct), then no mark should be awarded (as it is not possible to determine which was the first response selected by the candidate). When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure consistency of approach. Contradictory Responses When a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct. Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response) Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The response space should be marked from left to right on each line and then line by line until the required number of responses have been considered. The remaining responses should not then be marked. Examiners will have to apply judgement as to whether a ‘second response’ on a line is a development of the ‘first response’, rather than a separate, discrete response. (The underlying assumption is that the candidate is attempting to hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses.) Short Answer Questions (requiring a more developed response, worth two or more marks ) If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis – that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space). Longer Answer Questions (requiring a developed response) Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (deve loped) response and not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether the second (or a subsequent) response is a ‘new start’ or simply a poorly expressed continuation of the first response.
- Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the candidate has continued an answer there, then add the annotation ‘SEEN’ to confirm that the work has been seen and mark any responses using the annotations in section 11.
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- Annotations
Annotation Meaning
Blank Page
Highlight
Off-page comment
Assertion
Analysis
Evaluation
Explanation
Factor
Illustrates/Describes
Irrelevant, a significant amount of material that does not answer the question
Judgement
Knowledge and understanding
Simple comment
Unclear
View
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Annotation Meaning
Synthesis
Continuity/Change
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Question Answer Mark Guidance
Answers might argue the Wagner Act meant union monopolies were legal and unions were allowed to exclude African Americans. In locating the Interpretations within the wider historical debate , answers might suggest that Interpretation B argues that the New Deal improved the position of African Americans, although there were some limitations.
In evaluating Interpretation B, answers
might argue the New Deal gave support to African American culture, boosting their status. Answers might argue that Lena Horne, Duke Ellington and Richard Wright were aided by federal arts projects. Answers might argue federal arts projects cemented the influence of the Harlem Renaissance. Answers might argue African Americans benefited from the relief programme, slum clearance, housing projects and efforts to alleviate the problem of rural tenancy. Answers might argue B is correct as many African Americans did change their voting allegiance to the Democrats. Answers might argue B is correct as there
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were limits to their gains, particularly political as little was done to increase African American voting.
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Question Answer Mark Guidance
2 To what extent did the aims of the campaigners for African American civil rights remain the same in the period from 1865 to 1992? Answers might consider some of the following themes:* political, social, economic. In supporting the hypothesis in the question, It might be argued campaigners stressed social and economic improvement. Answers might consider all campaigners fought against discrimination. Answers might consider the campaign for voter registration throughout the period. Answers might consider the aim to remove segregation. Answers might argue that campaigners used the courts to challenge denial of constitutional rights established in Reconstruction. Answers might argue there was a stress on economic improvement throughout the period. In challenging the hypothesis in the question, It might be argued that some campaigners wanted integration, whilst others aimed for segregation. Answers might consider some wanted to
25 The^ indicative^ content^ lists^ features^ of^ the
period studied that relate to the question set. Neither significance nor relative importance are attributed to the features listed. The indicative content is intended to reflect the knowledge and understanding a candidate is likely to analyse and evaluate in order to arrive at a judgement in line with the question set. No set answer is expected. At higher levels answers might establish criteria against which to judge the key issue. To be valid, judgements must be supported by relevant and accurate material. Knowledge must not be credited in isolation. It should only be credited where it is used as the basis for analysis and evaluation, in line with descriptions in the levels mark scheme.
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win the support of whites, such as MLK, whilst Malcolm X wanted to promote African heritage. Answers might consider Du Bois wanted to achieve equality within the system, but Garvey