IB ESS HL 6.3.7 UN role

[Maximum number: 9]

To what extent have international agreements been successful in solving atmospheric air pollution and climate change?

• understanding concepts and terminology of international agreements (Montreal Protocol, Kyoto Protocol/Paris Agreement/UNCED/UNFCCC, Convention on LRTRAP, UNEP, UNECE, Agenda 21) in different environmental issues; climate change; air pollution; acid deposition; ozone depletion; solid domestic waste; resource depletion; population growth; energy choices;
• breadth in addressing and linking a wide range of international agreements with various solutions (laws/regulations/strategies/actions/projects) to issues of different forms of atmospheric pollution and climate change
• examples of international agreements; solutions to the problems requiring international agreements;
• balanced analysis discussing successful and less successful international agreements showing understanding of the factors involved in the amount of success;
• a conclusion that is consistent with, and supported by, analysis and examples given eg currently the Montreal Protocol is thought to be the most successful international piece of legislation tackling an environmental problem. The problem of ozone depletion was not challenged in the political sphere and there were solutions that industry could implement. It did not require any change to the way that people lived their lives. Climate change legislation, on the other hand has been politically controversial and despite all countries initially signing up to the Paris Accord in 2015, it is still struggling to be implemented as it requires system-wide changes to the way countries organise themselves;

Section B, part (c) markbands

The following guide for using the markbands suggests certain features that may be offered in responses. The five headings coincide with the criteria given in each of the markbands (although "ESS terminology" has been conflated with "Understanding concepts"). This guide simply provides some possible inclusions and should not be seen as requisite or comprehensive. It outlines the kind of elements to look for when deciding on the appropriate markband and the specific mark within that band.

These are possible inclusions, not required points. Assess with the official Section B, part (c) markbands below.

Marks	Level descriptor
0	The response does not reach a standard described by the descriptors below and is not relevant to the question.
1–3	The response contains: • minimal evidence of knowledge and understanding of ESS issues or concepts • fragmented knowledge statements poorly linked to the context of the question • some appropriate use of ESS terminology • no examples where required, or examples with insufficient explanation/relevance • superficial analysis that amounts to no more than a list of facts/ideas • judgments/conclusions that are vague or not supported by evidence/argument.
4–6	The response contains: • some evidence of sound knowledge and understanding of ESS issues and concepts • knowledge statements effectively linked to the context of the question • largely appropriate use of ESS terminology • some use of relevant examples where required, but with limited explanation • clear analysis that shows a degree of balance • some clear judgments/conclusions, supported by limited evidence/arguments.
7–9	The response contains: • substantial evidence of sound knowledge and understanding of ESS issues and concepts • a wide breadth of knowledge statements effectively linked with each other, and to the context of the question • consistently appropriate and precise use of ESS terminology • effective use of pertinent, well-explained examples, where required, showing some originality • thorough, well-balanced, insightful analysis • explicit judgments/conclusions that are well-supported by evidence/arguments and that include some critical reflection.

Section B, part (c) markbands (official markscheme p19)

IB ESS HL 6.3.7 Hl Un Role Questions

Exam points

IB ESS HL 6.3.7 Hl Un Role Questions question 1