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Markscheme

May 2024

Integrated humanities

On-screen examination

36 pages
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This markscheme is confidential and for the exclusive use of examiners in this examination
session.

It is the property of the International Baccalaureate and must not be reproduced or distributed
to any other person without the authorization of the IB Global Centre, Cardiff.
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The following are the annotations available to use when marking responses.

Annotation Explanation Annotation Explanation

Benefit of the doubt Highlight tool

Clear knowledge shown Irrelevant

Descriptive On page comment (text box)

Effective evaluation Underline tool (can be expanded)

Excellent use of sources Seen

Good analysis Synthesis

Good example Unclear

Good explanation Unfinished answer

Incorrect Point Vague

Good Response/Good Point

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The following are the command terms used in the exam, along with their definitions as provided in MYP: From Principles into Practice.

Command term Definition

Break down in order to bring out the essential elements or structure. To identify parts and relationships, and to interpret information
Analyse
to reach conclusions.

Describe Give a detailed account or picture of a situation, event, pattern or process.

Offer a considered and balanced review that includes a range or arguments, factors or hypotheses. Opinions or conclusions should
Discuss
be presented clearly and supported by appropriate evidence.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Explain Give a detailed account including reasons or causes.

Formulate Express precisely and systematically the relevant concept(s) or argument(s).

Justify Give valid reasons or evidence to support an answer or conclusion.

Outline Give a brief account or summary.

State Give a specific name, value or other brief answer without explanation or calculation.

Summarize Abstract a general theme or major point(s).

Synthesize Combine different ideas in order to create new understanding.

Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported
To what extent
with appropriate evidence and sound argument.
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Note to all examiners: The approach used in assessment in the application of assessment criteria is a “best fit” model. The examiner applying an assessment
criterion must choose the achievement level that overall best matches the piece of work being marked. It is not necessary for every detailed aspect of an
achievement level to be satisfied for that level to be awarded but it must reflect the balance of student achievement against the markband. For example, if
student work matches two of the three requirements within a markband but one is seriously lacking, the student should be awarded for the strands that have
been met well, but the mark awarded should be at the lower end of the markband to compensate for what is lacking in one strand. If the level of student work
spans multiple markbands, compensation depends on the performance in the higher order skills. It is worth noting that the highest level of any given criterion
does not represent perfection.

Note to all examiners: Examiners should mark positively rewarding what is correct and not take marks away for what is incorrect.
Please note that spelling errors should not impact the marks awarded in any part of the examination.
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Question 1

Identify one stakeholder who has benefitted from industrialization.

(1 mark)

Responses may include:

• Investors
• Business owners
• Traders
• Government policy makers
• Workers
• Labour unions
• Citizens
• Countries (can also be a named country/region)
• Specific named individuals

Accept any valid response.

Note: A response can reference any industrialization period.

Question 2

Outline one reason why industrialization occurred. (2 marks)

Note: A response can reference any industrialization period.

Note: Ease, speed, improvements are considered as changes/consequences and not reasons.

Marks Descriptor Notes

The student does not reach a standard

0 described by any of the descriptors
below.
The following is an example of the type of response that would be awarded (1 marks).
The student states one reason why
1
industrialization occurred.
Availability of resources.
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A (1 mark) response is likely to be one sentence that hints at a single reason.

The following is an example of the type of response that would be awarded (2 marks).

The student outlines one reason why Availability of natural resources to help run the factories.
2
industrialization occurred.
A (2 mark) response is likely to be a single sentence with a single reason that is elaborated
on; the detail provided will be brief.

Question 3

Describe how society changed after industrialization. (3 marks)

Note: A society can be considered as a nation, a country, or any structured group of people.
Note: A response can reference any industrialization period.

Marks Descriptor Notes

The student does not reach a standard

0 described by any of the descriptors
below.
The following are examples of the type of response that would be awarded (1 marks).

1.More people lived in cities.

The student states how society
1
changed after industrialization
2.Industrialization triggered rural-to-urban migration.

A (1 mark) response is likely to be one sentence that hints at a single change.

The following are examples of the type of response that would be awarded (2 marks)

1.More people lived in cities and worked in factories.

The student outlines how society
2
changed after industrialization 2.Industrialization triggered rural-to-urban migration and led to a rapid growth of cities.

A (2 mark) response is likely to be a single sentence with a way society changed that is
elaborated on; the detail provided will be brief.
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The following are examples of the type of response that would be awarded (3 marks).

1. More people lived in overcrowded cities and worked in machine-powered factories.

They had fixed working hours and regular wages.

The student describes how society 2.Industrialization triggered rural-to-urban migration and led to a rapid growth of cities
3 where workers faced the challenge of new ways of living.
changed after industrialization

How society changed should be considered in detail. An example may be used to support
the description.

More important than the length of the response is the quality and depth provided.
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Question 4

As a part of their research project, a group of MYP year 5 students in India has led an investigation into understanding the impact of
technical innovations.

Statement of inquiry: Technological innovations have changed lives at local levels.

The students chose to investigate the impact of smartphone use on farmers and their livelihood. They had one month to complete their
investigation.
One of the students kept notes on how they conducted their investigation. You will be asked to evaluate their investigation process.

Evaluate their investigation process. (8 marks)

Note: Students do not need to discuss both strengths and limitations of every part of the investigation to access full marks.
Marks are awarded based on the quality of the response, not the number of strengths or limitations referred to.

Strengths
Note: A statement with a reason in support is not an explanation. There needs to be details to reach an outline and details in support
of the reasoning.

Marks Descriptor Notes

The student does not reach a

0 standard described by any of the
descriptors below.
The following is an example of the type of response that would be awarded (1 mark).

The investigation includes primary and secondary sources.

The student states the strength(s) of
1
the investigation. Only one strength needs to be mentioned to warrant (1 mark). The quality of the response
is what is rewarded, not the number of strengths referred to.

A (1 mark) response can be one sentence that refers to a single strength.

The student outlines the strength(s) The following is an example of the type of response that would be awarded (2 marks).
2
of the investigation.
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The investigation includes primary and secondary sources, such as interviews with local
farmers.

Only one strength needs to be mentioned and elaborated on to warrant (2 marks). The
quality of the response is what is rewarded, not the number of strengths referred
to. However, if a student outlines 3 or more strengths, they can be awarded 3 marks.

A (2 mark) response is likely to be a single sentence with two clauses or two/three short
sentences; the detail provided will be brief.
The following is an example of the type of response that would be awarded (3 marks).

The investigation includes primary and secondary sources, such as interviews with local
farmers. This provides a first-hand account of how it changed their lives because cell
phones help with the work they need to do every day.
The student explains the strength(s)
3
of the investigation.
Only one strength needs to be mentioned and elaborated on in additional detail with
reasoning to warrant (3 marks). The quality of the response is what is rewarded, not the
number of strengths referred to.

If a student outlines 3 or more strengths, they can be awarded 3 marks.

Limitations
Note: suggesting alternative methods can be interpreted as addressing limitations.
Note: A statement with a reason in support is not an explanation. There needs to be details to reach an outline and details in support
of the reasoning.

Marks Descriptor Notes

The student does not reach a

0 standard described by any of the
descriptors below.
The following is an example of the type of response that would be awarded (1 mark).
The student states the limitation(s) of
1
the investigation. They did not consult a broad enough range of sources.
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Only one limitation needs to be mentioned to warrant (1 mark). The quality of the
response is what is rewarded, not the number of limitations referred to.

A (1 mark) response can be one sentence that refers to a single limitation.

The following is an example of the type of response that would be awarded (2 marks).

They did not consult a broad enough range of sources and mostly relied on the
interview with the farmers.

The student outlines the limitation(s) Only one limitation needs to be mentioned and elaborated on to warrant (2 marks). The
2
of the investigation. quality of the response is what is rewarded, not the number of limitations referred
to. However, If a student outlines 3 or more limitations, they can be awarded 3 marks.

A (2 mark) response is likely to be a single sentence with two clauses or two/three short
sentences; the detail provided will be brief.

The following is an example of the type of response that would be awarded (3 marks).

They did not consult a broad enough range of sources and mostly relied on the interview
with the farmers. Looking at a broader range of sources would have improved the
reliability of the team’s findings because they would be better informed about how
The student explains the limitation(s) cell phone usage has impacted on the livelihood of Indian farmers.
3
of the investigation.
Only one limitation needs to be mentioned and elaborated on in additional detail with
reasoning to warrant (3 marks). The quality of the response is what is rewarded, not the
number of strengths referred to.

If a student outlines 3 or more limitations, they can be awarded 3 marks.

Appraisal

Marks Descriptor Notes

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The student does not reach a standard

0 described by any of the descriptors
below.
The following is an example of the type of response that would be awarded (1 mark).

Overall the investigation is good but there is room for improvement.

The student states an appraisal of the
1 For (1 mark), the appraisal statement is likely to be a summary of the strengths and
investigation.
limitations or a brief judgment on the investigative process.

The appraisal can appear anywhere in the response; it does not have to be a concluding
statement.
The following is an example of the type of response that would be awarded (2 marks).

Overall the investigation is good as it has some strengths - it conducts interviews with local
farmers, however, they need to expand the number of sources to improve the investigation.

The appraisal will weigh up both positive and negative points (with examples for both sides)
and make an overall judgement on the students’ investigative process.
The student outlines an appraisal of
2
the investigation. The appraisal can appear anywhere in the response; it does not have to be a concluding
statement.

The appraisal needs to reflect the entire response/arguments made by the student to be
considered as such. If the appraisal is at the beginning of the response, it cannot be
linked to what is detailed after or in the next sentence. Otherwise, it isn’t an appraisal
and is related to either a strength or a limitation.
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Question 5a

You have been asked to investigate the impact of industrialization on the world. You have been given the following statement of inquiry:

Statement of Inquiry: Industrialization has changed lives around the world.

Formulate a clear and focused research question to help you investigate the statement of inquiry.
(2 marks)

Note: Rewording the statement of inquiry into a question should be awarded (0 marks).

Marks Descriptor Notes

The student does not achieve a

0 standard described by any of the
descriptors given below.
The following is an example of the type of response that would be awarded (1 mark).
The student formulates a research
To what extent have textile industries changed people’s lives?
question that is either clear or focused
1
and connected to the statement of
In the example above, the RQ is clear (you can easily understand the intention of the
inquiry.
investigation) and is connected to the statement of inquiry (textile industry). However, the
question lacks focus as it doesn’t specify, for example, a location or community.
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The following are examples of the types of response that would be awarded (2 marks).

To what extent have textile industries improved the social status of women?

To what extent have textile industries changed people’s lives in Bangladesh?

The student formulates a research
In the first example above, the RQ is clear (you can easily understand the intention of the
question that is both clear and
2 investigation), is connected to the statement of inquiry (textile industry) and focuses on a
focused and connected to the
specific group of people (women).
statement of inquiry.
In the second example above, the RQ is clear (you can easily understand the intention of
the investigation), is connected to the statement of inquiry (textile industry) and focuses on
a specific location (Bangladesh).

Although they are focused on different aspects of an investigation, both warrant being
awarded (2 marks).

b. Justify why the research question is worthy of investigation. (4 marks)

Marks Descriptor Notes

The student does not achieve a

0 standard described by any of the
descriptors given below.
The following is an example of the type of response that would be awarded (1 mark).

Bangladesh is a country with lots of textile factories.

The student states why the research
1 question is worthy of investigation. No detail is required/brief. This is likely to be a single sentence response that makes a
simple statement of why the RQ is worthy of investigation.

Responses may apply to any research (e.g. My question identifies a change relating to
industrialization).
The following is an example of the type of response that would be awarded (2 marks).
2
The student outlines why the research Bangladesh is a country with lots of textile factories that provide jobs for many people.
question is worthy of investigation.
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Likely to be a single sentence with two clauses or two/three short sentences that provides
brief detail on why the RQ is worthy of investigation.

Responses may include general or vague information (nothing specific) that repeats the
content of the question without adding new specific details.
The following is an example of the type of response that would be awarded (3 marks).

Bangladesh is a developing country with lots of textile factories that provide jobs for many
The student describes why the people, particularly women and improved their social status.
research question is worthy of
3 investigation. At least one specific argument/factor should be considered in detail without providing
reasoning why the RQ is worthy of investigation.

More important than the length of the response, is the quality and depth provided.

Responses include new information that derives from the question.

The following is an example of the type of response that would be awarded (4 marks).

Bangladesh is a developing country with lots of textile factories that provides jobs for many
people, particularly women. Studying the differences in social status over the period of
industrialization will reveal the extent to which their economic independence and
The student justifies why the research social empowerment improved their social status.
4 question is worthy of investigation.
At least one specific argument/factor should be considered in detail, along with
reasoning why the RQ is worthy of investigation.

More important than the length of the response, is the quality and depth provided.

Responses include a comprehensive reason that builds on the details of the description.

c. State one primary source you would use for your investigation. (1 mark)

Responses may include:

• Survey [relevant to the topic of investigation, the RQ and/or the SoI, e.g. with an expert on the topic]
• Interviews [relevant to the topic of investigation, the RQ and/or the SoI, e.g with an expert on the topic]
• Taking photographs [relevant to the topic of investigation, the RQ and/or the SoI]
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Note: Stating only ‘survey’ for example should be awarded (0 marks) as it is not specific to the investigation.
Note: Responses can be general as long as there are details in support.

Accept any valid response.

d. State one secondary source you would use for your investigation. (1 mark)

Responses may include:

• Use published articles [relevant to the topic of investigation, the RQ and/or the SoI]
• Conduct web research on previous studies [relevant to the topic of investigation, the RQ and/or the SoI]
• I would use newspaper reports [relevant to the topic of investigation, the RQ and/or the SoI]

Note: Stating only ‘newspaper reports’ for example should be awarded (0 marks) as it is not specific to the investigation.
Note: Responses can be general as long as there are details in support.

Accept any valid response.

e. Identify two people you would interview to broaden your investigation. (2 marks)

Responses may include:

• Officers of government's human resource department

• Relevant stakeholders such as factory owners, farmers, labourers, employees…
• History professor
• Women who are working in industries in Bangladesh

Note: Stating only ‘stakeholders’ for example should be awarded (0 marks) as it is not specific to the investigation.

Accept any valid response that relates to the student’s investigation. Award (1 mark) per valid response up to a maximum of (2 marks).

f. Outline the information you would gather from one of the people you identified in part (e). (2 marks)

Marks Descriptor Notes

The student does not reach a

0 standard described by any of the
descriptors below.
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The following is an example of the type of response that would be awarded (1 marks).

The student states the information Whether women make more money.
1
they would gather
A (1 mark) response is likely to be one sentence that hints at a single piece of
information.
The following is an example of the type of response that would be awarded (2 marks).

The student outlines the information Whether women make more money and if that really improved their social status.
2
they would gather
A (2 mark) response is likely to be a single piece of information that is elaborated on;
the detail provided will be brief.
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Question 6

As part of an MYP school project on the state of the economy around the world, your team has been tasked to create a short video about
labour shortage. You must work on the script to explain to one economic agent how they could help with labour shortage for a country of
your choice.

These are the economic agents you can choose from:

-Consumers
-Producers
-Governments
-Banks

Your script must:

• include an introduction and conclusion
• inform, engage, and convince so that your ideas lead the economic agent into action
• include two ways in which the economic agent could help.

Criterion A

Note: If the student only provides one way in which the economic agent can help, the maximum mark that can be awarded is (3
marks).

Note: for criterion A, students should only be awarded marks for the content of their argument(s) or explanation(s). Criterion A
does not assess the format, language style or organization of the response; this is assessed by Criterion C. The exemplar
response below demonstrates the argument(s) and explanation(s) only.

Marks Descriptor Notes

The student does not achieve a

0 standard described by any of the
descriptors given below.
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The following is an example of the type of response that would be awarded (1 mark).
The student demonstrates limited
knowledge and understanding by The government must pass laws to provide workers with better salaries. The need for better
outlining to one economic agent compensation has spread to almost all industries.
1 one way in which they could help
with labour shortage for a country, Responses are likely to be brief, with little detail.
using limited examples and There is requirement to include an example but the lack of one does not mean the student
limited relevant terminology. cannot be awarded (1 mark).
Terminology may be limited in terms of accuracy and/or frequency.
The following is an example of the type of response that would be awarded (3 marks).

Our first main point is that the government must pass laws to provide workers with better
salaries. The need for better compensation has spread to almost all industries, for example
healthcare, food services, and transport industries. To respond to this, the government
could provide subsidies to businesses.
The student demonstrates
Secondly, we propose that the government facilitate how and when work gets done.
adequate knowledge and
understanding by describing to
If the student only provides one way in which the economic agent can help, the maximum mark
one economic agent two ways in
that can be awarded is (3 marks).
2–3 which they could help with labour
It should be evident that the student has knowledge of how one economic agent could help
shortage for a country, using
with labour shortage for a country and they should be able to call on relevant example(s) to
satisfactory examples, and
support their point(s) but these examples might be lacking in detail or not be the most
appropriate relevant
appropriate.
terminology.
There is likely to be little or no reasoning provided in the response i.e. there may be some
reasoning provided but the examples/terminology/detail in the response is not sufficient
enough to warrant a mark in the higher band then a mark in this band should be awarded (see
best-fit guidance at the start of the document).

Terminology used should be accurately used in the correct context.

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The following is an example of the type of response that would be awarded (4 marks).

Our first main point is that the government must pass laws to provide workers with better
salaries. The need for better compensation has spread to almost all industries, for example
healthcare, food services, and transport industries because of the increased cost of living
and healthcare. To respond to this, the government could provide subsidies to businesses.
The student demonstrates
substantial knowledge and
Secondly, we propose that the government facilitate how and when work gets done by
understanding by explaining to
providing incentives to businesses that prioritize it.
one economic agent two ways in
4–5 which they could help with labour
At this level, students need to demonstrate good understanding of of how one economic agent
shortage for a country, using
could help with labour shortage for a country by providing a detailed response to the
accurate examples, and
question.
appropriate relevant
The student should call on appropriate example(s) that support their point(s).
terminology.
There may be some reasoning provided but if the examples/terminology/detail in the response
are not sufficient to warrant a mark in the higher band then a mark in this band should be
awarded (see best-fit guidance at the start of the document).

Terminology used should be accurately and effectively used in the correct context.
 – 21 –

The following is an example of the type of response that would be awarded (6 marks).

Our first main point is that the government must pass laws to provide workers with better
salaries. The need for better compensation has spread to almost all industries, for example
healthcare, food services, and transport industries because of the increased cost of living and
healthcare that is pushing workers to look for higher wages. To respond to this, the
government could provide subsidies to businesses to help with this increase in cost.
The student demonstrates
detailed knowledge and
Secondly, we propose that the government facilitate how and when work gets done by
understanding by thoroughly
changing certain laws or rules or by providing incentives to businesses that prioritize it
explaining to one economic
because employees now want more flexibility in jobs and location. However, most
agent two ways in which they
businesses are still insisting on remote working, making it harder to attract good
6 could help with labour shortage
candidates or retain current employees.
for a country, using accurate and
effective descriptions and
The response should be very detailed and provide clear reasoning, making use of example(s).
explanations, and appropriate
However, comprehensive understanding of how one economic agent could help with labour
relevant terminology.
shortage for a country should be included.

The student may have demonstrated an excellent understanding, however this does not mean
that the response must be perfect or the best example of a response you have seen; there are
multiple ways of demonstrating ability and quite different responses may be awarded the same
mark.

Terminology used should be accurately and effectively used in the correct context.
 – 22 –

C1: format

Marks Descriptor

0 The student does not achieve a standard described by any of the descriptors given below.

One of the following features are included:

1 • An introduction
• A conclusion
Two of the following features are included:
2 • An introduction
• A conclusion

C2: communicating information and ideas

Marks Descriptor Notes

The student does not achieve a standard

0
described by any of the descriptors given below.
The student communicates information and Language is rarely clear or appropriate to what would be expected in a script. The
ideas using a style and language that are rarely text reads more formally e.g. like an essay.
appropriate to the format of an informative and
1–2 convincing script for the chosen economic agent Language is basic/simple and doesn’t engage the audience effectively.
and the purpose of explaining.
Text may be extremely short (5-6 lines or less) so that not enough evidence is
available to award a higher level.
 – 23 –

The student communicates information and Language is clear and appropriate to what would be expected in a script.
ideas using a style and language that are
occasionally appropriate to the format of an The text reads at times more formally e.g. like an essay and at times like a
informative and convincing script for the chosen script. (A script that is written more like an essay is likely to be awarded 3 marks. If
economic agent and the purpose of explaining. it is written at times more like a script, it is likely to be awarded 4 marks. Best-fit
should always be applied.)

3–4 Some language features such as adjectives, adverbs, similes, hyperbole,

metaphor, imagery, rhetorical questions, concise sentences, and emotive
vocabulary are used to engage the audience. First-person plural may be used but
is not essential for a script.

To convince and engage, you must address a person/audience. If this is done once
in the script, then it can be awarded (4 marks). Other features are needed to be
awarded a higher level (see notes below).
The student communicates information and Language is clear and completely appropriate to what would be expected in a
ideas using a style and language that are script.
consistently appropriate to the format of an
informative and convincing script for the chosen The text reads like a script throughout. It will compel and convince the economic
economic agent and the purpose of explaining. agent as it’s giving details so they can identify with the issue and lead them into
possible action.

Language features such as adjectives, adverbs, similes, hyperbole, metaphor,

imagery, rhetorical questions, concise sentences, and emotive vocabulary are
5–6
often used to engage the audience.

An effective hook at the beginning of the script should be included to get the
viewer’s attention and introduce the message or topic.

First-person plural may be used but is not essential for a script.

To be considered as consistently appropriate, you should find a clear “call to

action” at the end of the script along with other language features.

C3: organizational structure

 – 24 –

Marks Descriptor Notes

The student does not achieve a standard

0 described by any of the descriptors given
below.
Ideas rarely build on each other in a logical manner.
The student structures information and When appropriate, the student rarely uses effective transitions within sentences and/or
ideas in a way that is rarely effective and between sentences and/or paragraphs to show relationships between ideas.
1
appropriate to the economic agent and
purpose of explaining. Text may be extremely short (5-6 lines or less) so that not enough evidence is available
to award a higher level. Text may read like a list of items.
Ideas occasionally build on each other in a logical manner.
The student structures information and
ideas in a way that is occasionally When appropriate, the student sometimes uses effective transitions within sentences
2 and/or between sentences and/or paragraphs to show relationships between ideas.
effective and appropriate to the economic
agent and purpose of explaining

The student structures information and Ideas frequently build on each other in a logical manner.
ideas in a way that is mainly effective and When appropriate, the student often uses effective transitions within sentences and/or
3 between sentences and/or paragraphs to show relationships between ideas.
appropriate to the economic agent and the
purpose of explaining.

The student structures information and Ideas consistently build on each other in a clear and logical manner.
ideas in a way that is consistently When appropriate, the student always uses effective transitions within sentences
4 and/or between sentences and/or paragraphs to show relationships between ideas.
effective and appropriate to the economic
agent and the purpose of explaining. Ideas flow seamlessly.
 – 25 –

Question 7a

In 2019, the Town Planning Council of Lyon in France introduced an urban plan aimed at combining its natural and cultural heritage in the
city centre. Source A shows the council’s website, which gives details of four of the methods they used to do this.

Look at Source A. You will be asked to analyse it in terms of its origin, purpose, value and limitations for an MYP student studying
sustainable management of urban environments.

State the origin of Source A. (1 mark)

Responses may include:

- Lyon Town Planning Council
- Lyon Council website
- https://eassessment.ibo.org/cms/index-cms.
- Lyon

Accept any valid response.

Question 7b

State the purpose of Source A. (1 mark)

Responses may include:

• to inform the residents of Lyon about the redevelopment of the city
• to inform people about the value of preserving cultural and natural heritage
• to raise awareness about cultural and natural environments
• to show how history and culture can be combined with modern life
Accept any valid response.
 – 26 –

Question 7c

Describe one value of Source A for an MYP student studying sustainable management of urban environments. (3 marks)

Note: The value of the source can relate to sustainable management in general and not only to the city of Lyon, as seen in the examples
below.

Marks Descriptor Notes

The student does not achieve a

0 standard described by any of the
descriptors given below.
The following is an example of the type of response that would be awarded (1 mark).
The student states one value of Source
A for an MYP student studying
1 It shows different ways that Lyon has managed its urban environment.
sustainable management of urban
environments.
For (1 mark), the response might be general or generic.
The following is an example of the type of response that would be awarded (2 marks).
The student outlines one value of
Source A for an MYP student studying It shows different ways that Lyon has managed its urban environment focusing on
2
sustainable management of urban cultural and natural aspects of the city.
environments.
To award (2 marks), the student must provide some brief detail.
The following is an example of the type of response that would be awarded (3 marks).
The student describes one value of
It shows different ways that Lyon has managed its urban environment focusing on
Source A for an MYP student studying
3 maintaining cultural and natural aspects of the city, such as forests and water-based
sustainable management of urban
recreational activities.
environments.
To award (3 marks), the student must give a detailed account
 – 27 –

Question 7d

Describe one limitation of Source A for an MYP student studying sustainable management of urban environments. (3 marks)

Note: Suggesting improvements to the source can be interpreted as addressing limitations.

Note: The limitation of the source can relate to sustainable management in general and not only to the city of Lyon, as seen in the
examples below.

Marks Descriptor Notes

The student does not achieve a

0 standard described by any of the
descriptors given below.
The following is an example of the type of response that would be awarded (1 mark).
The student states one limitation of
Source A for an MYP student studying
1 It doesn’t show if the plan was successful.
sustainable management of urban
environments.
For (1 mark), the response might be general or generic.
The following is an example of the type of response that would be awarded (2 marks).
The student outlines one limitation of
Source A for an MYP student studying It doesn’t show if the plan was successful, for example we don’t know the reactions of
2
sustainable management of urban the local residents.
environments.
To award (2 marks), the student must provide some brief detail.
The following is an example of the type of response that would be awarded (3 marks).
The student describes one limitation of
Source A for an MYP student studying It doesn’t show if the plan was successful, for example we don’t know the reactions of the
3
sustainable management of urban local residents or if their lives were improved after the implementation of the plan.
environments.
To award (3 marks), the student must give a detailed account.
 – 28 –

Question 8

Explain how one of the following methods used by the Town Planning Council of Lyon contributed to the economic development of the
city. (4 marks)

• Reuse of historic buildings

• Historic and modern buildings
• Areas of cultural interest
• Natural spaces

Marks Descriptor Notes

The student does not achieve a

0 standard described by any of the
descriptors given below.
The following is an example of the type of response that would be awarded (1 mark).
The student states how one of the four
ways the Town Planning Council of
1 The reuse of historic buildings provides the opportunity to attract visitors.
Lyon used contributed to the economic
development of the city.
For (1 mark), the response might be general or generic.
The following is an example of the type of response that would be awarded (2 marks).
The student outlines one of the four
ways the Town Planning Council of The reuse of historic buildings for things such as luxury hotels provides the opportunity
2
Lyon used contributed to the economic to attract visitors.
development of the city.
To award (2 marks), the student must provide some brief detail.
The following is an example of the type of response that would be awarded (3 marks).
The student describes one of the four
ways the Town Planning Council of The reuse of historic buildings for things such as luxury hotels provides the opportunity to
3
Lyon used contributed to the economic attract visitors and create revenue for the city.
development of the city.
To award (3 marks), the student must give a detailed account.
 – 29 –

The following is an example of the type of response that would be awarded (4 marks).

The reuse of historic buildings for things such as luxury hotels provides the opportunity to
The student explains how one of the attract visitors and create revenue for the city. This could be used to regenerate other
four ways the Town Planning Council of historic buildings and areas, which could attract more visitors and increase
4
Lyon used contributed to the economic economic development further.
development of the city.

To award (4 marks), the student must give a detailed account including reason(s) or
cause(s).

Question 9

Write a well-structured essay in response to the following question:

To what extent has the redevelopment of one place contributed to its sustainable management?

In your essay, you must:

• provide example(s) from your MYP studies and/or your own knowledge
• consider different perspectives.

You cannot use the redevelopment of the city of Lyon as an example. (24 marks)

Note: when marking, best fit should be applied to each criterion separately. Therefore, a candidate can achieve different marks for
each criterion.
 – 30 –

Criterion A

Note: A place can be an area, town, building…

Marks Descriptor Notes
The student does not achieve a standard described
0
by any of the descriptors given below.
• Responses are likely to be brief, with little detail.
The student demonstrates limited contextual and
• There is requirement to include an example but the lack of one does
1-2 conceptual understanding in an outline, using
not mean the student cannot be awarded a mark in this band.
limited examples and limited terminology
• Terminology may be limited in terms of accuracy and/or frequency.
• It should be evident that the student has knowledge of the
redevelopment of a place. Example(s) to support their point(s) are
accurate but might be lacking in detail or not be the most
appropriate.
The student demonstrates adequate contextual and • There may be some reasons provided but if the
3-4 conceptual understanding in a description, using
examples/terminology/detail in the response are not sufficient
satisfactory examples and appropriate terminology.
enough to warrant a mark in the higher band then a mark in this
band should be awarded (see best-fit guidance at the start of the
document).
• Terminology should be accurately used in the correct context.
• At this level, students need to demonstrate a very good
understanding of the redevelopment of a place by providing a
The student demonstrates substantial contextual response that is accurate and responds to the question posed. An
and conceptual understanding in an explanation, explanation requires reasons to be included.
5-6
using accurate examples and appropriate • The student should call on appropriate examples that support their
terminology. points.
• Terminology should be accurately and effectively used in the correct
context in most of the essay.

The student demonstrates detailed contextual and • The response should provide accurate detail throughout and
conceptual understanding in a thorough provide clear reasons that support the point(s) made, making use of
7-8
explanation, using accurate and effective examples that demonstrate a comprehensive understanding of the
examples and appropriate terminology. redevelopment of a place.
 – 31 –

• For (7-8 marks), the response must reference examples in detail to

support their points.
• Terminology should be accurately and effectively used in the correct
context throughout the essay.
• The student may have demonstrated an excellent understanding,
however this does not mean that the response must be perfect or the
best example of a response you have seen; there are multiple ways
of demonstrating ability and quite different responses may be
awarded the same mark.

Criterion C1: format

Marks Notes

0 The student does not achieve a standard described by any of the descriptors given below.
Two of the following elements are included: introduction, a main body of argument or a conclusion
1
Additional notes: The elements must appear as separate paragraphs. If this is not the case (0 marks) should be awarded.
Three of the following elements are included: introduction, a main body of argument and a conclusion
2
Additional notes: The elements must appear as separate paragraphs.

Criterion C2: communicating information and ideas

Note: The use of first-person singular is appropriate and formal in the context of a “to what extent question” (e.g.: “I believe that […]”).
Marks Descriptor Notes

The student does not achieve a standard

0
described by any of the descriptors given below.
The style and language used are rarely The style of writing is rarely consistent with what would be expected in an
1 appropriate to the audience and purpose of essay. Language is rarely clear.
informing.
 – 32 –

Text may be extremely short (5-6 lines or less) so that not enough evidence is
available to award a higher level.
The style and language used are occasionally The style of writing is not always consistent. Language is less clear in places.
2 appropriate to the audience and purpose of
informing.
The style and language used are consistently The style of writing is consistent with what would be expected in an essay.
3 appropriate to the audience and purpose of Language is formal and clear.
informing.

Criterion C3: organizational structure (essay should be easy to read with ideas logically connected to one another from one sentence to the
next)

Marks Descriptor Notes

The student does not achieve a

0 standard described by any of the
descriptors given below.
Paragraphs/ideas sometimes build on each other in a logical manner.

When appropriate, rarely uses effective transitions within sentences or between sentences and/or
The organizational structure is
1 paragraphs to show relationships between ideas.
rarely effective.
Text may be extremely short (5-6 lines or less) so that not enough evidence is available to award
a higher level.
Paragraphs/ideas build on each other in a mainly logical manner.
The organizational structure is
2
occasionally effective. When appropriate, sometimes uses effective transitions within sentences and between sentences
and/or paragraphs to show relationships between ideas.
Paragraphs/ideas build on each other in consistently clear and logical manner.
The organizational structure is
3 consistently appropriate and
When appropriate, uses effective transitions within sentences and between sentences and/or
effective.
paragraphs to show relationships between ideas.

Criterion D

Note: A response that includes one perspective is likely to be awarded (1-2 marks).
 – 33 –

Note: A place can be an area, town, building…

The perspectives must be considered depending on the place selected by the student (e.g. if a student selected cities as a place, two different
cities could be considered as two perspectives).
Note: A response that does not include a conclusion indicating to what extent the redevelopment of one place has contributed to its sustainable
management is likely to be awarded (1-2 marks).
Note: A conclusion shouldn’t present new aspects that haven't been included previously in the essay.

Marks Descriptor Notes

The student does not

reach a standard
0
described by any of the
descriptors below.

The student provides

one perspective in a • One perspective is included and is only considered superficially, i.e. only general or vague points
basic analysis and are made.
1-2 summarizes information • The response does not reach a conclusion or fully answer the question at this level
to a limited extent in • The response will show little or no evidence of examples being used to help inform the student’s
response to the question argument. The argument may not always be relevant or appropriate.
posed
The student provides • At least two perspectives (e.g. pros and cons of redevelopment; cultural, natural and economic
different perspectives in ways of redevelopment; impacts on different groups of people, before / after redevelopment) must
an analysis and be included with development of these to show some understanding and their implications; the
summarizes information perspectives will not be equally considered/balanced.
3-4
to make clear arguments
in response to the • A conclusion related to the redevelopment of a place and sustainable management is expected
question posed. but is likely to be not fully developed at this level.
• The response should include evidence of examples being used to inform the student’s argument
The student provides • At least two perspectives (e.g. pros and cons of redevelopment; cultural, natural and economic
different perspectives in ways of redevelopment; impacts on different groups of people, before / after redevelopment) must
an analysis and be included with substantial development of these to show a good understanding and their
synthesizes information
5-6 implications; the perspectives must be equally considered/balanced but might not be highly
to make clear arguments
detailed.
in response to the
question posed. • Ideas on the redevelopment of a place and sustainable management are combined to form a
clear and coherent conclusion.
 – 34 –

• The synthesis (combining ideas) could appear in the main body of the essay or in the conclusion.
• The response should include evidence of examples being used effectively to inform and support
an argument.

• At least two perspectives or more (e.g. pros and cons of redevelopment; cultural, natural and
economic ways of redevelopment; impacts on different groups of people, before / after
redevelopment) must be included with thorough development of these to show an excellent
understanding and their implications. The perspectives must be equally
The student provides considered/balanced and detailed.
different perspectives in • Ideas on the redevelopment of a place and sustainable management are combined to form a
a detailed discussion clear, coherent and convincing conclusion to give a judgment on whether the impact is
and synthesizes more positive or negative or equally balanced.
7-8
information to make
clear arguments in • The synthesis (combining ideas) could appear in the main body of the essay or in the conclusion.
response to the question • The response should include evidence of examples being used effectively to help inform and
posed. support a comprehensive argument.
• Although the student will have demonstrated critical thinking, this does not mean that the
response must be perfect or the best example of a response you have seen; there are multiple
ways of demonstrating analytical skills and quite different responses may be awarded the same
mark.