Environmental value systems at Higher Level: At HL, use the model to explain change: which input shifted, and which outputs followed.
Practise this as you read
- Rank the inputs by how much they shaped the view.
- Trace an output back to the input behind it.
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A farmer's view, traced: Leila farms in a valley hit by three dry years. She now backs a limit on how much water farms can take.
Her environmental value system (EVS) models how that view formed: what fed into her perspective, and what it now produces.
Inputs
- Information, teaching, beliefs
Perspective
- Water must be shared and saved
Outputs
- Judgements, positions, choices, actions
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Leila's inputs:
Media
- Reports of wells running dry across the region.
Education
- A course on drip irrigation from the farmers' union.
Worldviews
- Her community's belief that land is held for the next generation.
Weigh them: At HL, say which input mattered most. For Leila, three dry years of lived experience outweigh the rest.
What her perspective produces:
Judgement
Taking water freely will ruin the valley.
Position
She backs a limit on water use.
Choice
She switches to drip irrigation.
Action
She joins the committee that sets the limits.
Outputs feed back: Her action shapes others: neighbours who see her harvest survive may change their own inputs and views.
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How this comes up: Paper 2 part (a) [4], or picking inputs and outputs out of a Paper 1 source.
Outline the inputs and outputs of the environmental value system of a named person or group.
Model answer plan
See the mark-by-mark plan — for / against / judgement, with marking guidance — in study mode.
The trap: Describing the drought instead of Leila's EVS. Every point should be an input to, or an output from, her perspective.