HASS Book 9 PDF
HASS Book 9 PDF
HASS Book 9 PDF
FILE NAME: OBI_HUMS_WA_9_07660_CVR SIZE: 217 x 280 SPINE: 22.1 mm COLOUR: FULL/CMYK
oxford
WA
Leo Conti | Mark Easton | Geraldine Carrodus
big ideas
Joanne Wilson | Richard Smith | Annie Wilson
ISBN 978-0-19-030766-0
humanities and
9 780190 307660 social sciences
visit us at: oup.com.au or
contact customer service: [email protected] WESTERN AUSTRALIAN CURRICULUM
big ideas
Joanne Wilson | Richard Smith | Annie Wilson
PART 1
Biomes and food security
Geography
Chapter 2
Growing food ...............................................................................................40
Concepts and skills
Chapter 1 2A What are biomes?
The geography toolkit ............................................................................ 4 2.1 The world’s biomes ........................................................................... 42
2.2 Forest biomes..................................................................................... 44
1A What are the geographical concepts?
2.3 The grassland biomes ...................................................................... 46
1.1 Geographical concepts .......................................................................6
2.4 The tropical forest biomes ............................................................... 48
1B What are the geographical skills? 2.5 Going with the flow in the rainforest ............................................. 50
1.2 Geographical skills ........................................................................... 12 2.6 Australia’s biomes.............................................................................. 52
1.3 Questioning and researching .......................................................... 13 2A Rich task: The Kokoda Trail ............................................................ 54
1.4 Analysing ............................................................................................. 18
2B Why do some biomes produce more food than others?
1.5 Evaluating ............................................................................................ 26
2.7 Where our food comes from ......................................................... 56
1.6 Communicating and reflecting ....................................................... 28
2.8 The importance of a climate ........................................................... 58
1C What is fieldwork? 2.9 Soil – more than just dirt ................................................................. 60
1.7 Fieldwork in geography .................................................................... 32 2.10 Food production in Australia........................................................... 62
2.11 Influencing crop yield ........................................................................ 64
1D What are the career opportunities for geographers?
2.12 High-tech farming.............................................................................. 66
1.8 Careers in geography ....................................................................... 38
2.13 Rice – the grain of life ....................................................................... 68
2.14 Rice growing in Java......................................................................... 70
2B Rich task: Growing rice in Australia .............................................. 72
1
1
Chapter 16
Australia’s legal system ..................................................................... 478
Conducting a cost–benefit analysis Chapter 12 419 Analysing different points of view Chapter 16 507
contents by skill ix
Focus on inquiry
Each chapter of Oxford Big Ideas Humanities and Social Sciences is structured
around key inquiry questions from the Western Australian Curriculum. Each
unit of the text supports teachers and students as they adopt an inquiry-based
approach to the key learning areas in the Humanities and Social Sciences.
Geographies of
interconnection
An
The learning interconnected
world
sequence in each This is Gibraltar, a
tip of Spain in a body
British territory that
lies on the souther
of water that connec n
Ocean to the Mediter ts the Atlantic
chapter is clearly
ranean Sea. This
4
strategically significa means it is
nt for shipping betwee
the rest of the world. n Europe and
For this reason, dispute
territory have resulted s over the
in many wars over
years. the past 500
Stunning full-colour
r is now highly accessi
a busy international ble. It has
airport, container
harbour and is connec port, a cruise-ship
inquiry questions.
ted
almost 12 million tourists by road to Spain. It receives
chapter
a year. Connected
by trade, tourism, to the world
photography generates
transport and commu
illustrates how every nications, Gibralta
place on Earth is connec r
other place more
Students are
than ever before. ted to every
4B
means it has been at the southern tip
a highly sought-af of Spain. Its coastal
ter territory over location and access
the course of history. to many
4C
countries
make predictions
visiting tourist would? y than a other likely and food productio for farming
connections that n. Where do you
2 In what ways are not shown in people who live there think the
might a resident this picture?
feel differently about get most of their
Gibraltar compare food from?
d to a tourist?
126 oxford big ideas
humanities and
new topic.
chapter 4 an interconne
cted world 127
Focus on engagement
Each unit of the Student book combines a range of engaging source materials
– such as photographs, videos, data tables, graphs and illustrations – with
supporting questions and activities.
– such as
in the world live EASTERN AUSTRAL . Rainforests provide s 7B
for thousan
What were
ds ofthe keyThese
events of World War I?
Many of these are in tropical forests. IA: RAINFOREST
REGIONS many services, includin years. resources are known
among the wettest g the ones describe as
and are therefor places on Earth d in Source 3.
photographs,
for example, research ing. In Brazil, began in the world's
World War I
wars on returned tropical of a million servicemen returning to Australia at the end of the war. Many returned with
ers found that a YORK
Cooktown Area of rainforests. Potatoes,
contained more single pond map soldiers and corn, rice, physical or psychological injuries. Their care and families’ financial responsibilities fell
fish species than PENINSULA Rainforest
exist in all of Europe’s civilians avocados, oranges, bananas, on women in the community. The government established a Repatriation Department sinregulate the
rivers. In Peru, a Cairns
coffee, chocolate Earth's temperatu
single tree was found Daintree and hundreds 1917 to provide health, compensation, housing and job training for veterans. re and
species; this is more to contain 43 ant rainforest of other foods are rainfall, and hold
much
than the total number Commemorating Topic rainforest
9.18 plants.
• Commemoration services on Anzac Day and Remembrance Day both linked of to World
the world's fresh
British Isles. One in all of the Townsville water.
infographics,
hectare of South the war War I
may contain over American rainfore
750 different types st • Aspects of commemoration services still linked to World War I
World one-fifth
War I left Europe devastated. In January
of trees and emerged as a modern, secular republicMackay after the About 25% of the
of all of the world’s Tropic of Capricor drugs we
1919, the victorious birds live in
rainfore st. Thisnations met at the Paris
explosion of life
Peace
the Amazon break-up of the Ottoman Empire. n
Rockhampton
Differentuse to treat illnesses,
Topic 9.17
from
• The birth of the Anzac legend and its significance today Rainforests in Africa,
Asia,
Conference
growing in conditio
France to come up withisadue
planto the ideal leukaemia
perspectives on to headache • South
Differing perspectives on the place of Gallipoli in defining Australia’s national identity
America and
ns that occur However, World War I was AND
QUEENSL not only a historically s,
come
the Anzac legend
from rainforest plants. Australia are home
and ensuring in
political cartoons,
for rebuilding
TheseEurope peace tropics.
the significant event in Europe. Far way in Australia, Bundabergthe • Differing views on what Australia should most celebrate to
places experien Indigenous peoples.
ce the most stable Fraser Island
future.conditio
After months
ns on theof negotiations, the Treatyclimate events and experiences of the war had major effects
planet with Gympie
changes was
of Versailles signed on 28 Junevirtually
in rainfall, 1919. Thisno seasonal on our nation’s
SOUTH society and relationships with other Rainforest plants
temperature or Brisbane take in carbon
through
document officially
out the ended World War I available
year. Most and forced AUSTRALIA
sunlight countries. Australia had become a nation after dioxide and produce
oxygen. Products such as
rainfore days are the same in Lismore The Amazon rainforest
Germany st: hot and
to accept responsibility for starting the the Federation in 1901. Unlike alone is
graphs – simplify
wet. It rains NEW SOUTH thought to produce toothpaste, golf balls,
often virtually every day, Coffs Harbour about
in torrentia
conflict. It also ordered Germany rubber tyres, paints,
between
l downpo pay reparations
urs.toThe temperature hovers
such as the United StatesWALES and France, the founding
Port Macquarie
one-fifth of the world's
oxygen. cosmetics, steroids
to the about 26°C and
Allied Powers. of the Australian nation was achieved without the and
32°C all year round. cork are all made
Adelaide Sydney people Source 3 A scarlet from
As a result of the war, the map of Europe was need for revolution. Instead, the Australian macaw flies over the world’s rainforest plants.
ACT Wollongong largest rainforest
redrawn. Four major European empires – the Austria– created a nation founded on the principles of – the Amazon. The
Amazon provides
to Bloom’s Taxonomy –
exist nowhere else. which about 700 r both decrease d
These plants support Source natural processe
insect species, hundred thousands of Source 1 4AnTemperat
Anzac Daye rainforest
parade, commemorating
s are found
6 Whatsoldiers
Australian informati
whoon fought in World War I and allswars
from these
and since
human activities.
s of reptile and in the temperate pages would you
nearly 90 different bird species and climate zone. Like importance of rainfores use to explain the
Source 1 Tropical rainforests, they tropical ts?
rainforests cover types of mamma receive an abundanc
Queensland mountain the slopes of many rainforests of New ls. The subtropi rain and take in high e of 7 Clearing of rainfores
cal amounts of carbon
rainfall. The Daintree s and experience Australia’s highest
rainforest near Port also internationally
South Wales and
Queensland are Check
dioxide. yourthey
However, learning 7.4 makes the tropical
ts for farming, mining
and urban developm
same levels of biodiversdo not have the
240 oxford big ideas humanities and social sciences 9 western australian curriculum chapter 7 introduction to the industrial revolution 241
x oxford big ideas humanities and social sciences 9 western australian curriculum
1.1 Geographical
concepts
Rich task activities Geographers use
concepts provide
seven key concepts
a framework to
every geographical
to help investiga
thinking geograph
te and understa
nd the world. These
Space
To most people,
but to a geograph
space means the
empty universe
,
the park was establish
used for business
ed? Are the building
or housing purposes
s mainly
inquiry. At times ically and will help er it has a different • spatial distribut ?
encourage students to
guide you through
other times you
may focus on just
you will use several
of these concepts
Geographers use
the key What weremeaning
8Cconcept the short-. and long-term impacts
how many building of ion – geo
the Industrial Revolution?
graphers may investigate
one. The seven at once, while at investigating the of space when s there are per square
• place key concepts in way that things kilometre, how
geography are: are arranged on
8C rich task • sustainability
• space
• scale
• environment
Step 5 Draw theand
Earth’s surface.
use change
They also investiga
te the ways people
the
situated
sparsely or densely
from each other, they are
and how sparsely
they live. Apply the skill
• interconnection y-axis and mark your chosen
the spaces in which intervals densely they are or
• change. skilldrill Geograp populated.
Industrial Revolution
surface that is identifie surface 2 the difference
Earth’s than 26 000 in the number of babies on
thatEarth,
died at birthmore
with
d and given presented in writing or in tables can be difficult to first row of the table in Source 1, the y-axis title is people living in
meaning by people. • organisa in 1750 compared to 1900 every square kilometr
For example, the understand. Historians need to be able to read and ‘Population’ and thetion – h x-axis titleowisand ‘Year’.
why things are
New Yorkers would perceive e!
Serengeti – which
interpret this information and communicate it visually.
and managed on
the Earth’s
arranged
3 how manyaround more
them people were living and
in quite
use the
in towns in 1900
space
The Industrial Revolutionismeant
in Africa –
a vast ecosyste
the m Step 7 After • looking closely at your
spatial distribu
data, draw surfaceeachbybar. people livingto
compared
a different way
from someone
is a place. is famous Graphs can be a very effective communication form tion – th on1750.
a huge block in
transformation of countries’It populations from If the valuewhich falls between two of youremarked
shapes intervals
and patterns in an outer suburba
event or issue.
Places can be very specific and concise way. For example, into different
reproducing their graph
spaces, as aeach
whole, you must quote is organised
(that is, with its own purpose gathered, write a 200-word historical explanation
had become
shaped bythethefirst nation in history to have a when graphing the information in the first row (cite) There are spaces .
for what they see. how they overcom and identify that it has
For example, Step 3 Draw the e these
x-axis and mark where the bars been designated
a geographer visiting challeng es. They would recreation and enjoying as a space for
Namche Bazaar also investigate nature. They may
Everest
21 (see Source 1) would near Mount will be. the ways people have altered questions like, How ask
environment, and this
investigated.
Source 2 Graph showing population growth in Britain between toolkit 7
286 oxford big ideas humanities and social sciences 9 western australian curriculum chapter 8 the industrial revolution 287
Digital support
x 900
Large Desktop 1440
.AU DASHBOARD
OXFORDDIGITAL.COM
SEARCH...
ASSIGNED WORK
resources for students – such as videos, BOOK RESOURCES ASSESSMENTS
worksheets, interactives objects, online quizzes
8B
Go to page...
8.4 Key groups in
Egyptian society
and multimedia links – are linked to each unit Part 1: Geography Chapter 8Ancient Egypt
Part 2: History
in the book making them easier to access than
responsibilities were. were
and traditions. Some
by the society’s laws
beliefs. Other roles were
determined by religious
Egyptian society
as
wealth and abilities (such
determined by a person’s
and write).
whether they could read
hierarchy. At
Egypt was a hierarchy
The society of ancient
family: the pharaoh and his
the top was the royal
ever before.
Men usually did the trades
like apprentices learn
learnt the skills a bit a person’s
the key to improving
today. Education was farmer,
merchant, or even a
position in society. A
Overview
to read and write.
could do this by learning
igating
2 How might a farmer’s you draw up what you
Begin Topic
all scribes in ancient Egypt b Discuss your findings
3 Explain why almost social hierarchies
were men. what extent your modern
and change
are an example of continuity
ws ws
8.4 Key groups in
Egyptian society tn a
Teacher support is offered in digital format via 8.5 Pharaohs
8.4 Answers
8.4 Teacher notes rulers Answers
Teacher obook assess. Teacher notes, answers, Tutankhamun
Worksheet
Worksheet
using oxford big ideas humanities and social science western australian curriculum xi
The
geography
toolkit
Geography is the study of the places that make up
the world around us. Geographers are interested in
how human activities and natural processes change
the Earth’s places, as well as the links between these
places. More than ever before, geographers help
other people understand how change affects people
and places and how this change can be managed.
Geographers have a sense of wonder and
curiosity about the world and this leads them to
ask questions about what they see and experience.
Geographers use a range of key concepts and
skills to answer such questions. Each of these
concepts and skills is a tool that you can use to better
understand your world. As you master each of these
concepts and skills you will gradually fill your toolkit
with a range of useful geographical tools. These will
help you better understand this amazing planet.
1A
What are the geographical
1B
What are the geographical
concepts? skills?
4 oxford big ideas humanities and social sciences 10 western australian curriculum
1C
Mount Kilimanjaro, Africa’s highest peak
What is fieldwork?
1D
chapter
1
What are the career
opportunities for geographers?
Place
A place is a part of the Earth’s surface that is
identified and given meaning by people. For
example, the Serengeti – which is a vast ecosystem
in Africa – is a place. It is famous for its enormous
plains filled with a range of wildlife. Places aren’t
defined by size, however. They can be very large, like
a whole continent, or small, like a corner of a library.
Your home and school are important places for you,
because they are places where you live and spend a
lot of time.
Places can be natural (that is, shaped by the
environment and largely unchanged by humans), or
built (that is, constructed by humans). Each place is
unique, with its own set of characteristics.
The life of every person and animal on
Earth is influenced by place. Places determine
our relationships with one another. Our closest
relationships are likely to be with people in places
that are physically near. The environmental and
social qualities of a place all influence the way
we live. Climate, landscapes, types of plants and
resources, transport networks, entertainment venues
and workplaces all have a major impact on our daily Source 1 The town of Namche Bazaar lies at the base of
Mount Everest.
lives.
Geographers use the concept of place when they questions the geographer is aiming to explain, not
investigate what a place is like, and when they look just describe, a place.
for explanations for what they see. For example, Geographers use the concept of place when
a geographer visiting Namche Bazaar near Mount conducting any geographical inquiry. For example,
Everest (see Source 1) would be interested in the a geographer visiting Namche Bazaar would use the
forces that have shaped these mountains. concept of place to help understand why people
They would look for clues and begin to ask choose to live in this challenging environment and
questions, much like a detective. Why are the sides how they overcome these challenges. They would
of the mountains so steep? Why are the highest also investigate the ways people have altered this
mountain peaks in a line? Why are there stripes in environment, and assess the environmental and
the mountain peaks? By seeking answers to these social impacts of these changes.
6 oxford big ideas humanities and social sciences 10 western australian curriculum
Source 2 Manhattan Island in New York is one of the most densely populated places on Earth.
Source 3
Mount Kilimanjaro in Africa is a popular place for climbers to interact with the natural environment.
8 oxford big ideas humanities and social sciences 9 western australian curriculum
Sustainability
The concept of sustainability relates to the ongoing
capacity of the Earth to maintain all life. This means
developing ways to ensure the Earth’s resources
be used and managed responsibly so they can be
maintained for future generations.
Sustainable patterns of living meet the needs of
the current generations without compromising the Source 5 Logging in Myanmar (Burma) gives local
ability of future generations to meet their own needs. communities a source of income but leaves hillsides bare
Many of the world’s resources (such as oil, coal and and easily eroded by heavy rain.
10 oxford big ideas humanities and social sciences 9 western australian curriculum
Questioning • Identify current personal knowledge, gaps, misconceptions, currency of information, personal perspective and
and research possible perspectives of others
• Construct, select and evaluate a range of questions and hypotheses involving cause and effect, patterns and
trends, and different perspectives
• Analyse and clarify the purpose of an inquiry using appropriate methodologies, ethical protocols and concepts to
plan for, and inform, an investigation
• Use a range of methods to collect, select, record and organise relevant and reliable information and/or data from
multiple sources that reflect the type of analysis that is needed (e.g. questionnaires, surveys, emails, tables, field
sketches, annotated diagrams), with and without the use of digital and spatial technologies
• Identify the origin, purpose and context of primary sources and/or secondary sources
• Use appropriate ethical protocols, including specific formats for acknowledging other people’s information and
understand that these formats vary between organisations
Analysing • Use criteria to analyse the reliability, bias, usefulness and currency of primary sources and/or secondary sources
• Analyse information and/or data in different formats (e.g. to explain cause and effect relationships, comparisons,
categories and subcategories, change over time)
• Account for different interpretations and points of view/perspectives in information and/or data (e.g. from tables,
statistics, graphs, models, cartoons, maps, timelines, newspapers)
• Analyse the ‘big picture’ (e.g. put information and/or data into different contexts, reconstruct information by
identifying new relationships, identify missing viewpoints or gaps in knowledge)
• Apply subject-specific skills and concepts in familiar, new and hypothetical situations
Evaluating • Draw evidence-based conclusions by evaluating information and/or data, taking into account ambiguities and
multiple perspectives; to negotiate and resolve contentious issues; to propose individual and collective action in
response to contemporary events, challenges, developments, issues, problems and/or phenomena
• Critically evaluate information and/or data and ideas from a range of sources to make generalisations and
inferences; propose explanations for patterns, trends, relationships and anomalies; predict outcomes
Communicating • Select a range of appropriate formats based on their effectiveness to suit audience and purpose, using relevant
and reflecting digital technologies as appropriate
• Develop texts, particularly explanations and discussions, using evidence from a range of sources to support
conclusions and/or arguments
• Deconstruct and reconstruct the collected information and/or data into a form that identifies the relationship
between the information and the hypothesis, using subject-specific conventions, terminology and concepts
• Compare evidence to substantiate judgements (e.g. use information and/or data from different places or times;
use tables, graphs, models, theories)
• Generate a range of viable options in response to an issue or event to recommend and justify a course of action,
and predict the potential consequences of the proposed action
• Reflect on why all findings are tentative (e.g. the changing nature of knowledge, changes in circumstances,
changes in values) S
12 oxford big ideas humanities and social sciences 9 western australian curriculum
Is this a volcano?
Could it erupt?
Are there other mountains like this nearby?
Why is it so hot down here but there is snow
up there?
Is there more snow or less snow than in the past?
Why are there clouds near the top?
How does this mountain affect the climate?
How do people use this mountain?
Source 1 Asking questions is an important part of a geographical inquiry. This geographer is examining Mount Kilimanjaro,
off in the distance.
14
14 oxford big ideas humanities and social sciences 9 western australian curriculum
RIDGE SPUR
CLIFF PLATEAU
Cartograms
You will have already seen cartograms in the course
of your geography studies. These are the maps that
look distorted and have areas that appear thinner
or more enlarged than they would normally be,
depending on what they are showing. Cartograms
are sometimes called ‘value by area’ maps, which
means the spaces on the maps are distorted to show a
representation of a value rather than land area.
For example, while Vietnam is a relatively small
country in terms of land area, it is the fifth largest rice Source 5 This cartogram shows the percentage of the
growing country, so it would be exaggerated to a much population living on more than US$200 a day. The distortion
greater relative size. The United States of America, shows that the United States has many more people living
on this amount than Asia does.
which actually has a much larger land mass than
Vietnam, is the 10th largest rice producer, so would There are various software programs available
appear much smaller than actual size on a cartogram. that can generate cartograms.
16 oxford big ideas humanities and social sciences 9 western australian curriculum
as a digital terrain model. Source 6 In this digital map of the Mount Kilimanjaro region, land has been
shaded according to its height above sea level. Shadows have also been
added to help map users understand the shape and height of the land.
Source 7 This is a digital terrain model of Mount Kilimanjaro and the surrounding area. The data was collected by a NASA
space shuttle and an orbiting satellite. Cartographers have exaggerated the height of the landform so that it appears twice as
high as it actually is.
skilldrill
Evaluating the reliability of schools and universities, .biz by businesses and .mil
by military groups.
websites Step 4 If you cannot find out when the information
There is an enormous amount of material available online, was published or who published it, it is probably
but it is important to keep in mind that not all websites too unreliable to use in a geographical inquiry.
provide reliable information. You must be careful not Look for a more reliable source of information.
to naively accept that all information published online
is from a reliable source. Websites should be critically Apply the skill
evaluated for reliability by following these steps: 1 Common websites used for reference information
Step 1 Find out how old the information is. When was it include the CIA World Factbook, the Australian
first published? This will help you decide whether it is Bureau of Statistics, National Geographic and the
useful for your inquiry or not. United Nations Development Programme. Using the
Step 2 Find out who published the information. Is it steps listed above, assess the reliability of the data
possible they have a bias? You can often find out found on these websites.
more about the organisation publishing information Source 1
by going to their ‘home’ page or ‘about us’ page. This web
page offers
Step 3 Look at the extension at the end of the website
data about
address, as this gives you an important clue Tanzania.
about the origin of the information. For example, How can you
.com is used by commercial organisations such determine if
it contains
as online stores, .org is used by non-commercial reliable
organisations such as NGOs and welfare groups, information?
.gov by government departments, .edu refers to
18 oxford big ideas humanities and social sciences 9 western australian curriculum
M E D
I T
E R
R
A N
E A
S N
TAIN
M OUN S E A LEGEND
ATLAS Al Aziziyah
Cairo Desert
Open savannah
(mostly grassland)
Woody savannah
Tropic of Cancer (grassland with trees)
S a h a r a D e s e r t
RE
Forest
D
N ile
R iv
SE
Mountains
er
N iger
R iv
Cropland
er
Urban area
Country border
Disputed border
Largest city
R iver Town
AT L A N T I C Highest mountain
Equator
Lake
C ongo
OCEAN Victoria
Mt Kilimanjaro 5895 m
INDIAN
OCEAN 0
N
Na
mib
40 400 10 000
8000
Average temperature (°C)
30 300
Population (millions)
6000
20 200
4000
2000
10 100
0
1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050
Year
0 0
J F M A M J J A S O N D KEY South America
Oceania North America
and Caribbean
Source 3 A climate graph showing the average Source 4 A compound column graph showing the
monthly temperature and rainfall in Perth increase in world population by region, 1950–2050
(columns on the right provide projections)
20 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 5 Population pyramids showing growing (left) and contracting (right) populations
Source 6 Population pyramid for Australia, 1960 Source 7 Population pyramid for Australia, 2009
6
include geographic diagrams, sketches, geographers to show the 4
1920
1940
1960
1980
2000
2020
geographic information systems (GIS). Estimated line
2002
22 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 10 This table, based on data gathered by geographers in 2006, shows the change in area of seven glaciers (A–G)
on Mount Kilimanjaro, 1912–2003.
Areas Glacier Glacier Glacier Glacier Glacier Glacier Glacier Total
(10 3 m2) Area A Area B Area C Area D Area E Area F Area G
1912 5676 3 27 5011 811 372 158 12058
1953 3829 0 16 2156 493 181 0 6675
1976 2440 0 0 1409 209 113 0 4171
1989 1900 0 0 1168 147 90 0 3305
2003 1304 0 0 1025 132 49 0 2510
Geographical sketches
A geographical sketch can be an extremely useful
way of collecting information and presenting it
in a straightforward and immediate way. They are
often completed in the field (and are known as field
sketches) or are sketched from photographs. The aim
of a geographical sketch is to focus on those parts
of the environment that are relevant to the current
geographical inquiry. For example, a geographer
studying the role of waves in the erosion of a
coastline would sketch the rocks and landforms of
a beach while another geographer studying tourism
at the coast would sketch the buildings and roads
at the same beach. Sketches allow the geographer to Source 11 Field sketches are useful for capturing
simplify information to make it easier to understand. information quickly and directly.
Source 13 In this ground level photograph of Mount Source 14 In this oblique aerial photograph the camera
Kilimanjaro, the camera is being held by someone at the same is positioned above the landscape, but is angled towards the
level as the landscape being photographed. This angle allows scene being photographed (oblique means ‘at an angle’). This
you to clearly see the height of any object and the detail in allows you to see both the foreground and the background of
vertical surfaces. However, objects such as the mountain and the scene. You can also see both the height of an object and its
the tent hide the landscape behind them. width or area. Objects in the background, however, seem much
smaller than those in the foreground.
24 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 Geographers critically evaluate information to draw conclusions about deforestation on Mount Kilimanjaro and its
negative impact on surrounding communities.
26 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 2 Trends and patterns can be used to predict outcomes. For example, past climate information can be used to make
predictions about the changing climate of Mount Kilimanjaro.
skilldrill
28 oxford big ideas humanities and social sciences 9 western australian curriculum
30 oxford big ideas humanities and social sciences 9 western australian curriculum
32 oxford big ideas humanities and social sciences 9 western australian curriculum
Rural urban fringe Is the city growing in this region? What are the main drivers of this growth? How has this
impacted on food and fibre production in the past? What evidence is there for changing
land use patterns?
Geographies of Local business How is this business connected to people in other places? How have new
interconnections communication and information technologies changed this business? What is the size
and shape of the region served by this business?
Major shopping centre How many businesses in this centre are foreign owned? Where are the goods offered
in the shops in this centre manufactured? Where do the customers who use this centre
come from? How is this shopping centre connected to people in other places?
Environmental River or stream What natural processes are shaping this riverine or coastal environment? How do these
change and natural processes impact on human activities? What human activities have changed
management Coast the natural processes and environment in this place? How have these environmental
changes been managed? How effective has this management been? What further
management strategies could be used to better manage change in this place?
Geographies of Two contrasting What are living conditions like in these two suburbs? What are the similarities and
human wellbeing suburbs differences? How can these differences be mapped? Why do these differences occur?
How can wellbeing be improved in these places?
Program to improve What are the aims of this program? Why does this program exist? How successful is the
wellbeing program in reducing inequalities in wellbeing? How could it become more successful?
Could this program be applied in other regions and places?
Source 2 provides examples of fieldwork locations principles such as people’s right to confidentiality and
and inquiry questions that can be the beginning of an the right to refuse to take part in a survey. If your class
investigation at some of these locations. is planning a field trip to a natural environment such
as a forest or beach, you will need to ensure you do not
Conducting successful fieldwork damage the environment by trampling on plants or
animals, or by dropping litter.
Fieldwork is a type of geographical inquiry, so whenever
you take part in fieldwork you will need to follow the Stage 3 Analyse data and draw
stages that are outlined in this toolkit. conclusions
Stage 1 Observe, ask questions and plan Analyse the evidence you have collected and look for
patterns or clues that will help you to answer your
Begin by looking at an issue or location and compile a inquiry questions. This is usually done in the classroom
set of related inquiry questions that you would like to where you can more easily draw maps and graphs to
answer. There are some suggestions in Source 2 to get interpret your information and reach some conclusions.
you started. Plan what information you will need to
answer your key questions, how you will collect it and Stage 4 Communicate your findings
what equipment and skills you will need.
Communicate what you have found to an audience in
Stage 2 Collect, record, evaluate and the form of a written report, an oral presentation or an
annotated visual display (AVD).
represent data
Plan your fieldwork so that you can collect the evidence Stage 5 Reflect and take action
and data that you will need. There is a range of
Think about your fieldwork findings and reflect on ways
geographical skills that are well suited to field work.
to improve your investigation process. Finally, decide
These include taking photos, drawing field sketches,
on a course of action, if this is appropriate. This should
conducting surveys and collecting data such as stream
take into account environmental, economic and social
and pedestrian flows. You need to consider ethical
factors.
34 oxford big ideas humanities and social sciences 9 western australian curriculum
recreation area
Source 6 An annotated geographical photograph completed as part of a geographical inquiry by students at Gumtree College
• concluded that the changes in this area have discussion forum, and several parents from the school
been largely positive as the area had become an community added their own memories about the region
unattractive wasteland prior to the urban renewal as it was in the past. The class discussed the differences
project. Some students felt that the area could be and similarities between each of the case studies.
improved to make it more attractive for people to
live there. They suggested that a school would be Stage 5 Reflect and take action
an asset in the area, as would more open spaces and Following the submission of their field reports students
recreation facilities like a water park or skate park. reflected on their findings and the methods they used
to reach their conclusions. They decided that the key
Stage 4 Communicate your findings inquiry question they had chosen was a good one,
Students completed field reports based on their although several students commented that it was
geographical inquiry. Each student was required to difficult to work out why change had occurred in this
complete a sketch book that included a range of visual place over time. They completed a self-evaluation
and written material. Examples of visual material checklist to reflect on the findings of their fieldwork (see
included an overlay map to show change over time and Source 1 on page 30) and the ways in which they could
a range of annotated photographs. Written material improve.
included reports on the ways in which the area has Many students felt that the overlay map was a very
changed over time and a description of the ways in good way to demonstrate how an area has changed
which it is expected to change over the next 20 years. over time and suggested that this technique could also
Groups of students delivered presentations on their be used on old photographs. The fieldwork was used
selected case studies. Most used ICT programs such as as the basis for a class discussion about the positive
PowerPoint and Prezi to present photographs of their and negative impacts of the observed changes on the
site. These were posted on the school website and natural environment.
36 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 7 This site is the planned location for a fieldwork trip to investigate environmental change and management of a river.
Working indoors
Not all geography jobs involve working outside. New
information and communication technologies (ICT)
have increased the number and range of geography
careers that are completed indoors. Many of these are
involved with planning future strategies and changes
to the built environment. Planners are concerned about
the ways in which different parts of a suburb or city
fit together and the links between them. Like many
geographers, planners increasingly use GIS systems
Source 2 Lucy Johnson is an urban planner who helps to
and other ICT applications. A relatively new geography create liveable spaces in Melbourne.
38 oxford big ideas humanities and social sciences 9 western australian curriculum
Growing food
It may surprise you to learn that most of the world’s
people, including you, eat grass. It has been estimated
that there are about 50 000 edible plants in the world,
but of these, just 15 species provide 90 per cent of the
world’s food. Three types of plants – wheat, rice and
corn – make up over half of all food eaten each year
and they are all types of grass. Every day, foods from at
least one of these types of grasses will be consumed in
different countries all over
the world.
These hillsides in southern China have had flat ‘steps’
cut into them to create flat land for growing rice, which
is the most important staple food for more than half the
world’s population. Rice, like wheat and corn, grows in
the grasslands regions of the world. Grasslands around
the world share similar features and are therefore known
as a single biome.
2A
What are biomes?
2B
Why do some biomes produce
1 Grasslands are an important biome for producing more food than others?
food. There are about seven other main biomes on
1 What features of the landscape in Source 1 make
Earth. How many can you name?
this a productive area for the growing of food?
2 Grasslands have a climate that supports the
2 Virtually all of Australia’s rice is grown on the flat
growth of grass. What do you think are some of the
river plains of southern New South Wales. How will
features of this climate?
rice farming in this region differ from rice farming in
southern China?
40 oxford big ideas humanities and social sciences 9 western australian curriculum
2C
chapter
2
These mountains in China have had ‘steps’ (known as terraces) cut into them to create flat areas for growing rice.
biomes
Colder and dryer Polar lands
Tundra
Boreal forest
Mountain vegetation
Temperate forest
In order to study and understand the different environments Grasslands
on Earth, geographers divide the planet up into a number
Desert
of distinct areas called biomes. Biomes share similar features
Warmer and wetter Tropical forest
(such as weather, climate, soil and landforms) and are classified
according to the types of plants and animals that live there. Types of aquatic Freshwater
Each biome has particular features that make it unique biomes Marine
(water biomes)
(i.e. different to other biomes). For example, one biome Coral reefs
might be hot and rainy most of the time, while another biome
may be cold and dry most of the time. These different weather
and temperature conditions mean that the plants and animals
that live in these different biomes have adapted in different
ways over time and interact with each other in unique ways.
Types of biomes
Not all geographers and scientists classify biomes in the same
Source 2 The tropical forest biome is home to a
way. Some use a simple classification system that includes just
huge variety of different plant and animal species
two biomes: because of warm temperatures and high rainfall.
• terrestrial biomes – those found on land
• aquatic biomes – those found in water Biome Characteristics
Others use a more precise classification system that divides Polar lands Very cold and dry, very little animal
life, almost no vegetation
these two main biomes up into as many as 15 separate
subcategories. The most common types of terrestrial and Tundra Cold, short growing seasons, no trees
aquatic biomes are listed in Source 1 and their locations around Boreal forest Cold, wet, filled with coniferous trees
the world are shown in Source 4. Mountain Cold and windy, low lying vegetation
vegetation that won’t be blown over
Temperate Mild temperatures and wet weather,
Features of different biomes forest lots of trees and animal life
Grasslands Vegetation is mainly grasses that
In certain biomes, such as tropical forests, there is an
support many types of animals. Can
abundance of plant and animal life. This is because the weather be very dry or very wet, depending on
conditions favour a huge variety of species. For example, a location
recent study of a Colombian rainforest, for example, found 596 Desert Dry, almost no plants, often located in
bird species, 150 different species of amphibians and more than the centre of a continent (away from
200 species of mammals. This explosion of life is due to the the coast)
year-round high temperatures and rainfall in the region. Tropical Warm, wet, lots of plant and animal
forest life
At the other end of the scale are the tundra and the polar
Freshwater Low levels of (or no) salt in water,
lands. These are the coldest biomes. The tundra biome circles
supports animal and some aquatic
the North Pole and because of its location, it has very low plant life
temperatures and short growing seasons. As a result, there Marine Made up of three zones that get
is very little plant diversity. In fact, the word ‘tundra’ means colder and darker as the water gets
‘treeless plain’. deeper. Most marine life exists closer
to the surface
The polar lands biome is even colder than the tundra.
It includes the continent of Antarctica, which contains virtually Coral reefs Found in warmer waters, often close
to land, filled with coral and aquatic
no native species of plants or animals. life that depend on coral (such as fish)
42 oxford big ideas humanities and social sciences 9 western australian curriculum Source 3 Characteristics of the different biomes
WORLD: BIOMES
AR C T I C OC EAN
AR C T I C OC EAN
Arctic Circle
Arctic Circle
E URO P E
E URO P E
ASIA
ASIA
N O RTH ATL A NTIC
N O RTH ATL A NTIC
AM E RIC A
AM E RIC A OCEA N
OCEA N
Tropic of Cancer
Tropic of Cancer
Equator
Equator
ATLANTIC
ATLANTIC SOUT H
O CEAN SOUT H
O CEAN I N D I AN O C E A N AMER ICA
I N D I AN O C E A N AMER ICA
Tropic of Capricorn
Tropic of Capricorn
AU STRAL IA
AU STRAL IA
0 1000 2000 km
0 1000 2000 km
Antarctic Circle SOU T H ER N OC EAN
Antarctic Circle SOU T H ER N OC EAN
AN TARC TIC A
AN TARC TIC A
L
LEEG
GEEN
NDD ::
TERRESTRIAL
Check your learning 2.1
TERRESTRIAL BIOMES
BIOMES
Polar
Polar lands
lands Tundra
Tundra Boreal
Boreal Mountain
Mountain Remember and understand
forest
forest vegetation
vegetation
1 What is a biome?
2 What is the difference between terrestrial
biomes and aquatic biomes?
3 What does the word ‘tundra’ mean? Where is
the tundra biome located?
44 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 3
The spectacular deciduous
trees in the town of Bright
in Victoria’s high country
are mainly oaks and elms,
native to England half a
world away.
46 oxford big ideas humanities and social sciences 9 western australian curriculum
keyconcept: Change
The North American prairie
The prairies of North America were once dominated
by Indigenous American tribes, such as the Cheyenne,
Apache and Comanche tribes.
The Comanche lived in the grasslands in the region
that now includes Texas, Oklahoma and Kansas, in
the United States. They were typical of many of the
Indigenous tribes of North America. As their main food
source was bison, they followed the great herds across
the plains, as the bison travelled to find the best grazing.
When the bison stayed in one location to eat the plentiful
grass, the Comanche set up temporary villages. Then
they moved with the bison when better grazing lands Source 4 It is estimated that 30 million bison lived in North
were needed. The bison provided more than food for the America in the 1500s. Within 400 years this had fallen to
Comanche, their hides were used to make clothing and about 1000. In this photograph, taken in the 1870s, a pile of
bison skulls waits to be crushed for fertiliser.
the distinctive pyramid tents, called tepees.
Some tribes hunted bison by building fences that the tribes could move easily across the plains
from fallen logs, then herding the bison into a small following the gradual movement of the bison herds, the
area where they were killed with arrows and knives. grasslands now feeding both bison and horses.
Herding massive animals such as bison was difficult for But as European ranchers moved across the
tribesmen on foot. However, life for Native Americans prairies through the 16th to 19th centuries, the numbers
changed dramatically with the arrival of European of Native Americans and their way of life gradually
explorers, and their horses, about 400 years ago. disappeared. Much of the vast grasslands of the prairie
Many tribes, including the Comanche, quickly were turned into grazing land and farmland by the
realised the potential of the horse in their culture and European settlers. However, the open plains remain
soon became expert horsemen. As well as being faster an iconic image of American history and the American
and more nimble than a bison, the horse had one other pioneering spirit. For more information on the key
great advantage for the grasslands tribes. Like bison, concept of change, refer to page 10 of ‘The geography
horses are grazing animals that eat grass. This meant toolkit’.
Australia’s rainforests
Though much of Australia was once covered in forest,
now there are only a few small pockets near the east
coast (see Source 2). Rainforests now make up only
2.5 per cent of Australia’s remaining native forest. This
surviving forest, however, is a real Noah’s Ark for many
plant and animal species, many of which exist nowhere
else in the world. There are more than 1000 species of
plants in Australian rainforests, of which about 700
exist nowhere else. These plants support thousands of
insect species, hundreds of reptile and bird species and
nearly 90 different types of mammals. The subtropical
rainforests of New South Wales and Queensland are
Source 1 Tropical rainforests cover the slopes of many
also internationally recognised for their direct links to
Queensland mountains and experience Australia’s highest
rainfall. The Daintree rainforest near Port Douglas is the oldest the world’s first flowering plants, which occurred about
continuously surviving rainforest in the world. 100 million years ago.
48 oxford big ideas humanities and social sciences 9 western australian curriculum
Ecosystem services
Products such as
Rainforest plants take in carbon toothpaste, golf balls,
dioxide and produce oxygen. rubber tyres, paints,
The Amazon rainforest alone is cosmetics, steroids and
thought to produce about cork are all made from
one-fifth of the world's oxygen. rainforest plants.
Source 3 A scarlet macaw flies over the world’s largest rainforest – the Amazon. The Amazon provides many ecosystem services.
50 oxford big ideas humanities and social sciences 9 western australian curriculum
50 m
Sun's energy
evaporates
water from
ground and
Heavy tropical rainfall
plants.
waters the plants.
EMERGENTS
40 m
30 m
20 m
UNDER CANOPY
10 m
10 m
Source 2 About one-third of Australia’s total land area is used Source 3 Stony plains in the Simpson Desert
for cattle farming.
52 oxford big ideas humanities and social sciences 9 western australian curriculum
Ningaloo reef, WA
(coral reef)
20°S
20°S
C apricorn
Tropic of
Kosciuszko
National Park, NSW
Leeuwin-Naturaliste 30°S
30°S (mountain vegetation)
National Park, WA
(temperate forest)
LEGEND
Mountain vegetation
Temperate forest
(outside the tropics)
Grassland
Step 1 Determine the height of the two points. For 3 Explain why you think this relationship occurs.
example, examining Source 2, Owens Corner
(186, 530) is at 600 metres and The Gap (241, 588)
is at 2190 metres.
Step 2 Estimate the difference in height between these
two points (known as the rise): 2190 – 600 = 1590.
Step 3 Estimate the straight line distance (known as the
run) between these two points using the line scale.
This is 40 km or 40 000 metres in this example.
Step 4 Divide the rise by the run and multiply this by Source 1 The rugged terrain of the Owen Stanley Range,
100: (2190/40 000) × 100 = 5.5% slope. Papua New Guinea
54 oxford big ideas humanities and social sciences 9 western australian curriculum
Oi
3668 m i Cr
10
River
vi
e Airstrip
k
Eb
00
ee
River
Mt Victoria
Cr
Dala Poope
Koiasi Kovelo
Cre
4072 m 00
20
Hoi
400 Pirive
ek
400
mo
63
k
Mt Service Sisireta
ee
Deniki
Ko
Cr
3801 m
k
Mt Musgrave
ee
3000 Gorari
Cr
3025 m Fa
la
Kepara
ek
1400
1800 Mt Thumb
Cre
Creek
ee
Mt McIlwraith
ek
3265 m 600
Cr
Kito
Cre
3058 m
62 ek i 1000
Cre ad 800
Eora
M
a
Asu
O
1600
Kaili
Mt Lotili
W
1653 m Isurava
ni
E
1200
Luwu
N
Alola
x rest house
S
9°00’S 1000
TA
61 Farisa
N
Creek
LE
Y
x Eora Creek, lean to shelter,
R
2000
Creek 1000
600
A
memorial plaque
N
80
0
G
60
NO RTHERN
E
r
ve
Ri x Templeton’s Crossing
Manumu
uoia
Mt Totola Ove
ia
Boridi PR OV I N CE
Rog
1558 m Mt Bellamy
59 2286 m
The Gap
400
Highest point on
track 2190 m
radio, telephone,
Mt Kenevi
Kai
rest house/guest house x Kagi
200
vai 3445 m
0
58 er
Hailago Riv
200 Launumu
Myola ek
Lake Myola Lake Myola No. 2 Ami Cre
r 1000 x rest house
me
No. 1
Rive Brigade Efogi
gu
Hill C
River
9°10’S
Fa
reek
Brown Enili
57
Menari E
C E N T RA L Naoro
Rive
mun
i
Creek
800 r
56
P ROV I N C E River
Ed
ev Mt Shera
u
1472 m Naoro
Mt Ball Cusacks Twin Peak LEGEND
551 m 937m Principal road
55
River
Ofi
M Secondary road
a
Cr
ril
Ua-Ule ee AG
Eo
Tah
Cre Ioribaiwa k x grass UL
ek Kokoda Trail
u
e shelter
ldi River Ridge I R
Go x small shelter AN Other track/trail
Inimu
Riv
GE
Ioribaiwa Province/district border
er
54
Mt Mumkainala Location; Mountain peak
1232 m
9°20’S Go
1000
River Cr
ad
Cr
ee Mountain forest
a
ee
k Iar
k
a
Misted mountain forest
40
0
Bisiatabu Mission Eworogo k Lake/dam; Watercourse
52 ee
20 Wai Cr
La Fulimuti Creek
Ri
0 lok
ve
i Sogeri
r
51 Sirinumu
me
Griffiths Sugarloaf
Ad
Dam M
AD
Un eek
ai
Cr
da
U Riv
Ri
AD er
ve
U
r
RA
NG
50 E
9°30’S
16 17 18 19 20 21 22 23 24 25 26 27
147°30’E 147°40’E 147°50’E
1 Cornflakes, Wales 2 Apple sauce, 3 Chocolate hazelnut 4 Strawberry jam, 5 Baked beans, Italy
Belgium spread, Germany Poland
14 Dried 1 2 3 4
sultanas,
Turkey 5
14
11 6 Instant noodles,
Malaysia
10
6
9
LEGEND
8
Ocean
13 7
12
Land
Country border 7 Peach halves,
13 Fruit salad, 1 Country of origin Chile
Swaziland 0 2000 4000 km
12 Crumbed fish fillets, 11 Frozen cut beans, 10 Pickled onions, 9 Pineapple slices in 8 Choc mint slice
South Africa China India natural juice, Indonesia biscuits, Fiji
56 oxford big ideas humanities and social sciences 9 western australian curriculum
In a recent study, the origin of the home brand products were made or grown in Australia with
products sold in large supermarkets was studied in the rest coming from overseas. Source 1 shows the
detail. The researchers found that about 50 per cent origin of some common foods sold in Australian
of Coles’ products and 38 per cent of Woolworths’ supermarkets.
keyconcept: Space
Agricultural suitability
WORLD: AGRICULTURAL SUITABILITY
Limitations of climate such
as extremes in temperatures ARCTIC OCEAN
or low rainfall mean that
many regions cannot support
farming. Other areas may have NORTH
low soil fertility, be covered in EUROPE AMERICA
rainforest, be too mountainous ASIA ATLANTIC
PACIFIC OCEAN
or covered in ice caps. This OCEAN
AFRICA
means that the world’s farms
are concentrated in certain INDIAN LEGEND
SOUTH
areas where the soil, climate ATLANTIC OCEAN Agriculture suitability
AMERICA
Not suitable
and availability of water make OCEAN
AUSTRALIA Somewhat suitable
farming possible. Source 2 Suitable
ranks regions of the world in Completely suitable
skilldrill
58 oxford big ideas humanities and social sciences 9 western australian curriculum
LEGEND
ARCTIC OCEAN Polar: extremely cold all year;
nearly all snow and ice; less than
250 mm precipitation per year
Arctic Circle Cold wet: cold winters, cool to
hotsummers; moderate rain all year
Cold dry winter: cold dry
winters, cool to hot summers;
EU ROP E NORT H moderate rain all year
AS I A Cold semi-desert: hot in
A MER I C A summer, cold in winter; 250 mm
to 500 mm rain per year
ATLANTIC Cold desert: hot in summer,
OCEAN cold in winter; less than 250 mm
Tropic of Cancer rain per year
Mild wet: mild; rain all year
A FR I C A
PACIFIC OCEAN Highlands: cool to cold occuring
in mountains and high plateaus;
Equator snow cover increases with altitude
ATLANTIC Subtropical wet: warm;
INDIAN SOU T H rain all year
OCEAN A MER I C A
OCEAN Subtropical dry winter: warm
all year; dry winter
Tropic of Capricorn
Subtropical dry summer:
AU ST R A LI A warm all year; dry summer
Hot semi-desert: hot all year;
250 mm to 500 mm rain per year
Hot desert: hot all year; less
than 250 mm rain per year
0 2000 4000 km Tropical wet and dry: hot all
year; wet summers, dry winters
Tropical wet: hot; wet
for most of the year
0 2000 4000 km
60 oxford big ideas humanities and social sciences 9 western australian curriculum
Dairy Wheat
cattle
Sheep and
Crop type
lambs
Canola
Pigs
Sorghum
Chickens for
meat
Potatoes
Chickens for
eggs Oats
0 10 20 30 40 50 60 70 80 0 5 10 15 20 25 30
Number of livestock on Australian farms (millions) Production (millions of tonnes)
Source 1 This graph shows the number of livestock Source 2 This graph shows the crops grown on Australian
on Australian farms by type. farms by type each year.
LEGEND PACI FI C
Extensive grazing
I NDIAN O CEA N
Cattle for meat
O CE AN
Sheep for wool
South Johnstone
Intensive grazing
Cattle for meat
Sugar cane
Rice
Non-agricultural use
0 500 1000 km
62 oxford big ideas humanities and social sciences 9 western australian curriculum
ENVIRONMENTAL FACTORS
Source 1 A range of environmental factors need to be taken into account when making decisions on a farm, such as this wheat
farm near Stirling Ranges National Park
64 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 2 A range of technological and economic factors can influence crop yield on a farm.
Source 1 Layered maps using Source 2 Using precision farming tools, such as layered maps and GPS, farmers can
GPS data can clearly show determine precisely the best places to plant their rows of crops.
farmers different elements they
need to consider.
66 oxford big ideas humanities and social sciences 9 western australian curriculum
ARCTIC OCEAN
EUROPE NORTH
ASIA AMERICA
ATLANTIC
PACIFIC OCEAN OCEAN
AFRICA
LEGEND
INDIAN
ATLANTIC Rice production (million
SOUTH
OCEAN metric tonnes per year)
OCEAN AMERICA
Over 160
50 to 160
AUSTRALIA 15 to 50
5 to 15
Under 5
Non rice producing
or data not available
Country border
0 2000 4000 km
skilldrill
skilldrill
Describing patterns on choropleth Step 2 Describe the general pattern that is apparent
on your map. Use the names of continents and large
maps regions.
The map in Source 1 is a choropleth map.
Step 3 Quantify your description of the pattern by
Geographers use choropleth maps to give a quick
giving the names of specific countries and the
impression of a spatial pattern by using dark and light
mapped data related to these countries.
shades of the same or similar colours. Darker shades
usually show ‘the most’ and lighter shades show ‘the Step 4 Point out any exceptions to the general pattern
least’. You can describe the pattern on choropleth maps that you have described. For example, this may be a
by following the PQE (Pattern–Quantify–Exceptions) country that produces a lot of rice despite being far
method. For more information on the PQE method refer away from any other major rice-producing country.
to page 19 of ‘The geography toolkit’.
Apply the skill
Step 1 Read the title and examine the legend carefully
1 Describe the pattern of global rice production using
so that you understand what the map is showing.
Source 1 and the PQE method.
68 oxford big ideas humanities and social sciences 9 western australian curriculum
Rice-growing around the world their crops. This is known as the rainfed lowland
system of rice growing. These farmers face many
Rice growing occurs in many different environments – challenges to produce a reliable crop, notably poor
in areas that flood every year and also where rain is soil quality and unreliable rain.
far from reliable. These variations make it possible to 3 Upland rice: In West Africa, Central and South
identify four main systems of rice growing. America, and highland regions of Asia, upland rice
1 Irrigated rice: Irrigated ecosystems account for growing dominates. Usually grown beside other
about three-quarters of global rice production. crops, productivity is generally low as soils are often
Irrigated rice is grown in fields, called rice paddies, poor and little or no fertiliser is used. Rainfall may
where series of embankments and terraces are built be unreliable and erosion may be a problem in
to control the flow of water across the fields. This some areas, as the rice fields do not usually have
system is most common in East Asia, particularly embankments to control the flow of water.
Indonesia, Vietnam, the Philippines and Thailand. 4 Flood-prone rice: In some flood-prone zones in
2 Rainfed rice: Many farmers in low-lying areas in Cambodia, Vietnam and Myanmar (Burma), a rice
countries such as Bangladesh, Myanmar (Burma) crop may be grown in areas characterised by periods
and Thailand rely on natural rainfall rather of flood and drought. The rice grown is tolerant to
than irrigation to water their rice crops. Annual being covered by water but yields tend to be low and
monsoonal rains may cover their fields with unreliable.
50 centimetres of water into which they plant
Kalianda t
i
ra
St JAVA SEA
a
u nd
S
JAKARTA
0 50 100 km
Indramayu
Labuan
Purwakarta
Bogor
Kudus
Sukabumi BANDUNG Brebes Pekalongan Blora Tuban
SEMARANG Bangkalan Madura Sumenep
er
Garut Riv Pamekasan
Tasikmalaya Java Solo SURABAYA
Sindangbarang Purwokerto Mojokerto Madura Strait
Surakarta Bangil
Madiun
Cipatuja Cilacap Kediri Probolinggo
Yogyakarta
MALANG
BrantaBlitar
s Rive
LEGEND r
Puger Bali
Rice paddy area
Ba
INDIAN OCEAN
li
Area of map Urban area
St
ra
it
Source 1 Source: Oxford University Press
The Indonesian island of Java is one of the world’s • Farmers tend to be poorly educated and have little
most populated islands and one of the most densely money to invest in new technologies.
populated places on Earth. It is home to almost 150 • Farm sizes are declining because land is divided
million people. The Javanese people have developed between family members after the death of a farmer.
a way of life that uses the island’s natural resources to • More than 100 000 hectares (1000 km2) of rice
provide them with ample food. Java is a volcanic island paddies have been lost, they have been used to grow
with abundant rainfall, and eruptions over millions of other crops such as palm oil, or to build houses and
years have produced fertile soil for the growing of crops factories.
such as rice. • Little government money is spent on improving and
In fact, Java is home to some of the world’s most repairing irrigation systems.
productive rice fields. Over three-quarters of Javanese • There are few qualified experts to advise farmers how
farmers grow rice, mostly in small family-owned fields to increase crop yields through the introduction of
of less than 1 hectare (0.01 km2). Farmers tend to live
new varieties of rice and pest control.
in villages and towns and walk every morning to their
rice fields. Everyday tasks are determined by the 40.0
Production (milled)
season. Most rice farmers in Java are able to grow 38.0
Consumption
two crops throughout the year, but on more fertile 36.0
ground some farmers are able to grow three. Fertiliser 34.0
is usually added to the soil to complement its natural
32.0
Million tons
fertility.
30.0
In recent years, Java’s population has grown faster
28.0
than increases in rice production and this has meant
that the island has had to import rice from other 26.0
70 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 3 Terraced
rice fields in Java
Step 5 Label your sketch with the location and date. Evaluate and create
6 Imagine that the Australian Government has
Apply the skill
decided to give aid to Indonesia to increase its
1 Follow the steps provided to complete a field annual rice yield. Write a letter to the Foreign
sketch of Source 3. On your sketch, label key Minister outlining how you think this money should
natural and managed features of the environment. be spent.
Australia this already, you can draw your own. You might like to do
this onto a piece of tracing paper that you can then place
on top of the map.
There are about 1600 rice farms in Australia
and virtually all of them are in southern New Step 1 Count the number of grid squares in which the
mapped feature you want to estimate fills the entire
South Wales and northern Victoria. This
square. Write this number down.
region is suitable for the growing of rice
Step 2 Now count the number of grid squares that
because of several key environmental factors.
contain some, but not all, of the mapped feature. Take
The most important of these is the availability this number and divide it by two.
of water. Rice farmers in the region irrigate
Step 3 Add these numbers (the result from Step 1 and
their crops with water from nearby rivers – the result from Step 2) together.
the Murrumbidgee and the Murray. The soil
Step 4 Multiply this number by the area of each square.
is also ideal for rice growing as the heavy In the following map each square is 20 km × 20 km, or
clay that is present stops water from seeping an area of 400 km2.
away. Year-round warm temperatures help
the rice to grow and the flat land makes flood Source 1 These formulas can be used to estimate the size of
differently shaped features on a map.
irrigation possible.
Shape of feature Formula
Triangle The base × the height, divided by two
Circle π (approximately 3.14) × radius squared.
The radius is the distance from the
Although Australian rice growers are the most productive centre of its circle to the edge.
in the world, rice is a controversial crop in this country. Square and rectangle Width × length
Some people feel that growing rice is not a sustainable
use of Australia’s river water. They argue that the natural
environment is suffering because water is being taken Apply the skill
from the rivers. A large part of Australia would not be able 1 Follow the steps provided to estimate the areas of the
to support a crop such as rice because its dry soil and low three main rice-growing regions shown in the map in
rainfalls could not sustain the amount of water needed for Source 3.
a good crop yield. Supporters of the rice industry believe
that rice is a valuable export crop and that Australian rice
farmers are becoming better at using less water to grow
more rice.
skilldrill
72 oxford big ideas humanities and social sciences 9 western australian curriculum
nR
Lach
la Murrumbidgee
Irrigation Area Yenda Conduct some further research on rice
Griffith growing in Australia and then complete
Benerembah
Mur r u mbidgee River
Murrami the following tasks.
er
Hay Willbriggie
Riv
Gogeldrie
dg
i
M urr
u mb Balranald relationship between rivers and rice-
Walsh
Coleambally
Narrandera growing regions.
N ew S o u t h Wa l e s Coleambally
Irrigation Area 2 Compare the photograph of the
Edw Emery
d Bi e
rice-growing area in Java (Source 3
k
ar
l lab on Cre
Moulamein
River Ya n c
o
on page 71) with the rice-growing
g
Cr eek
region of Australia (Source 2). Make
Murray Valley
Swan Hill Livestock, pasture a list of all of the differences that you
Wa
ol R
i ver
Hogan
grains and others can find. Discuss with a partner why
Deniliquin
Blighty
Cotton these
1.841 differences occur. Consider
LEGEND Caldwell
Finley
Berrigan
both natural and human factors in your
Rice mill capacity M
ur
(tonnes per hour) ra
y
Rive
r Tocumwal
Rice discussion.
1.643
Over 50 Type of agriculture
Under 50
Sugar
3 Examine Source 4. What do these two
Rice growing 1.236
region graphs tell you about the relationship
Rice storage depot
capacity
(thousand tonnes)
Echuca Fruit between rice-crop profitability and
0.704
Over 50 Area of water usage? What questions could
Under 50 Victoria map Grapes 0.649
you ask to assess if Australian rice
Major road
Type of agriculture
0 2 4 6 8 10 0 1 2 3
Water used Money made by irrigators
(million megalitres) ($ billions)
Source 4 pasture
Livestock, Graphs showing the amount of water used for agriculture in Australia (left); and the money made from these types of
agriculture
grains and(right)
others $2.45
Cotton $1.128
Rice $0.310
Type of agriculture
Sugar $0.517
Grapes $0.613
Vegetables $1.119
0
02_SAL_OBl_HUMS_WA_9_07660_TXT_UB1_SI.indd 73 1 2 3 20/10/2016 7:15 am
2.15 Alterations
to biomes
The last 300 years have seen more extensive change to the
Earth’s biomes than in any other period in the Earth’s history. Farming releases gases such as methane
Over half of the world’s land area that is considered habitable which contribute to climate change.
has now been converted into farmland or housing to provide
food, fibre, shelter and fuel to the world’s people – and this
area is expanding.
All around the world the natural biomes of forests,
Farm residue such as animal waste
grasslands, tundra and even deserts are being converted into and fertiliser pollutes waterways and
farms. In some places, large corporations are converting the can cause problems downstream.
land, but in most places it is the work of small-scale farmers,
each motivated by the need to provide food for their own
families. Source 1 shows the extent of biome change around
the world since 1700.
Taking water from the
ground can reduce the
amount held in aquifers.
100%
75%
Irrigation can raise the water
table which may result in salt
Percentage of land
50%
25%
Source 1 Changing land use patterns worldwide between 1700 and 2000 Source 2 Some of the changes made to a
landscape in China that is being used for farming
74 oxford big ideas humanities and social sciences 9 western australian curriculum
LEGEND
Check your learning 2.15
Changes to farming
Remember and understand
Changes to water
1 How much of the world’s habitable
Changes to vegetation land area has been converted into
Changes to soil farms?
2 Name three potentially negative
impacts that farming can have on the
environment.
3 List two changes made on the
Chinese farm in Source 2 that involve
altering irrigation practices.
hectares of forests and woodland have been cleared Scarce forest and low poverty Sambava
for farming or affected by logging since European Scarce forest and high poverty
Antsohihy Antalaha
settlement began. Plentiful forest and high poverty
Maroantsetra
In the developing world, there is a strong link Mahajanga
Mandritsara
between deforestation and poverty. Millions of Marovoay
people who live below the poverty line and
Besalampy
struggle to meet their daily food requirements are Mahajanga
Toamasina
becoming small-scale slash-and-burn farmers.
They use a machete to slash the undergrowth in Maintirano
Ambatondrazaka
Toamasina
forests and then set it alight to clear the land.
Mozambique Antananarivo
Antananarivo
Channel
Miandrivazo
Antsirabe INDIAN
Morondava OCEAN
Fianarantsoa
Mananjary
Manja Fianarantsoa
Morombe
Ihosy
Farafangana
Toliara
Toliara
Bekiy
Area of map
Androka Tolanaro
0 100 200 km
Source 1 A woman in Madagascar plants a food crop Source 2 Source: Oxford University Press
on a burnt hillside.
76 oxford big ideas humanities and social sciences 9 western australian curriculum
Changes to grasslands
Because the world’s most important food crops − rice,
wheat and corn − are grasses, they grow best in the
world’s grasslands biome. However, clearing of native
grasses to plant these crops can have devastating effects
on the natural environment. Across much of Australia,
North and South America, Asia and Africa, native
grasses have been cleared and replaced by these three
crops to provide food.
This farming then has a further impact on the
biome. Because the rice, wheat and corn crops are Source 3 Fields of wheat have replaced native grasslands
harvested for human consumption, none of the across much of central USA.
nutrients from the plant material are returned to the
soil. As a result, the soil fertility falls. This means and insects also pollute the air, soil and water and may
farmers need to add chemical fertilisers to the soil, kill native plants and animals. Exposed soil becomes
which further changes its composition. This can impact vulnerable to erosion by wind and rain and is washed
on the ability of the soil to hold water and can pollute away. Clearing of native grasses to make way for farming
waterways and coasts. Pesticides used to control weeds has many flow-on effects.
78 oxford big ideas humanities and social sciences 9 western australian curriculum
keyconcept: Sustainability
Greening the desert
The types of changes being made to
tropical rainforests and grasslands in South
America and Africa for agricultural use
are also being made to biomes in other
parts of the world. In Saudi Arabia, for
example, sections of the desert have been
transformed into farmland for the purpose of
growing crops.
Only a few centimetres of rain fall
naturally in the Saudi Arabian desert each
year, but crops can still be grown there
thanks to large aquifers deep beneath the
Earth’s surface. These aquifers contain
water that was trapped between layers of
rock during the last ice age. They also store
water that has fallen as rain over hundreds
of thousands of years.
In Saudi Arabia, water is extracted from
the aquifers by drilling deep into the ground
under the desert floor and pumping it to the 0 10 20 km
surface. Once on the surface, the water is
pumped through a circular sprinkler system. Source 2 Satellite image of the Saudi Arabian desert in 2000.
This is known as centre-pivot irrigation.
Sources 2 and 3 show the dramatic
increase in centre-pivot irrigation in Saudi
Arabia from 2000 to 2012. These satellite
images show healthy vegetation in bright
green, dry vegetation in orange and barren
soil in pink. Each circular field shown in
green is approximately 1 kilometre wide.
Because of the increasing rate at
which water is being used, geographers
and environmental scientists now believe
that this type of farming has become
unsustainable – both environmentally and
economically. In time, supplies of water in
the aquifer will become totally depleted as
they are being used far more quickly than
they can be replenished. The high cost
associated with accessing water from the
aquifers also means that crops grown in this
way will soon become too expensive to buy.
For more information on the key concept
of sustainability, refer to page 9 of ‘The 0 10 20 km
geography toolkit’.
Source 3 Satellite image of the Saudi Arabian desert in 2012.
Source 1 The Loess Plateau in northern China is home to more than 50 million people. Centuries of overuse and overgrazing
have resulted in some of the highest rates of soil eroson in the world.
Soil degradation
In many places around the world, soils are being
degraded to such an extent that the amount of food
that can be grown is in decline. It is estimated that
about 2 billion hectares of land have been affected in
this way, an area that is home to about one-fifth of the
world’s population. Soil degradation occurs because
human activities impact on the soil’s ability to support
plants and animals. These activities include clearing
Source 2 A terraced rice field in Mu Cang Chai, Yen Bai
forests to make way for farms and towns, increasing the province, Vietnam
numbers and density of farm animals, poor irrigation Human impact is related to the irrigation of soil to
practices and overfarming, growing so many crops that grow crops. Salts in the irrigation water are left in the
the natural nutrients of the soil are removed and not soil, and eventually the soil becomes too salty for plant
replaced. life to survive. Secondary salinity also occurs when trees
Soil degradation takes many forms. At its worst, the that have deep roots are removed by humans to make
soil is broken down and washed away (see Source 1). It way for crops with short roots. Salt held in the water
is estimated that 75 billion tonnes of fertile soil is lost table is then able to move up to the soil’s surface, killing
this way each year. This is largely as a result of forest virtually all plant life. Approximately 2 million hectares
clearing that allows fragile soils, particularly on sloping of Australian farming land is degraded in this way.
land, to be attacked directly by heavy rain. Without the
roots of forest plants that help bind the soil together,
soil is washed away. In other places, nutrients in the
Terracing
soil, such as nitrogen and potassium, have become so The shape of the land and soil can be altered through
depleted that the soil is unable to support plant life. terrace farming. Commonly used so that sloping land
can be farmed productively, terracing does not always
Salinity have a negative impact on the landscape. For example,
by dividing the land into flatter sections, farmers
In Australia, soil degradation often takes the form of decrease soil erosion by slowing down water running
salinity. Salinity is a condition where the amount of downhill. But terracing can sometimes catch too much
salt causes problems in the soil, and impacts on the water, especially during heavy rainfall. This saturates
environment. There are two types of soil salinity: the soil, leading to overflowing terraces that can cause
• primary salinity, which is a natural condition that more soil erosion than the normal run off. While
develops in the landscape over time. terracing can improve soil erosion, it must be carefully
• secondary salinity, which is caused by human maintained so that it does not cause further damage
impact. to soil.
80 oxford big ideas humanities and social sciences 9 western australian curriculum
keyconcept: Sustainability
Managing salinity farmers to combat soil salinity. The most successful
strategy used so far appears to be lowering the level of
Many Australian farmers, particularly in Western
the water table which keeps salt in the water away from
Australia, have responded to the threat of soil salinity by
plants.
changing the ways in which they farm the land. Some of
these changes have been more successful than others For more information on the key concept of
but all are designed to use the soil in a more sustainable sustainability, refer to page 9 of ‘The geography toolkit’.
way. Source 3 shows some of the strategies used by
Construction of levees and banks Fencing areas of
channel water flow, directing salty native vegetation away
water away from plants. from grazing animals
helps prevent erosion
Planting of native trees
and keeps soil healthy.
helps prevent erosion.
ARCTIC OCEAN
Arctic Circle
Equator
ATLANTIC LEGEND
OCEAN INDIAN OCEAN Vulnerability to
desertification
Tropic of Capricorn
Not vulnerable
Low
Moderate
High
Very high
Existing dryland
0 2000 4000 km
SOUTHERN OCEAN Antarctic Circle
82 oxford big ideas humanities and social sciences 9 western australian curriculum
keyconcept: Environment
The Green Wall of China Despite some local success stories, not all experts
are convinced the wall will halt desertification. In fact,
Over the next few decades, the Chinese government
some geographers argue that it may even add to
has plans to plant over one billion trees in an attempt
desertification over the longer term as the trees require
to halt the advance of the Gobi desert over productive
large amounts of water to help them grow.
farmland across vast areas of China. Nicknamed the
Green Wall of China, this line of trees is expected to For more information on the key concept of
extend for 4480 kilometres and cover 4 million square environment, refer to page 8 of ‘The geography toolkit’.
kilometres on the desert margins.
Source 2 A line of trees on the edge of the Gobi Desert in China helps to protect crops from being covered in sand.
The impact of
changing diets
The diets of many people around the world
are changing and the foods they are choosing
to eat are having significant impacts on the
environment. As the wealth and wellbeing
of people in countries such as China and
India increase, the diets of people there are
gradually changing. With greater wealth, Source 1 A new KFC store opens in China at the rate of
many people in India and China are moving about one per day. As of 2015, there were 5003 KFC stores
across China, many open 24 hours a day.
from a diet based almost entirely on grains
commenting on a situation or place at a particular point
and plants to a diet with more protein from
in time?
meat and dairy products. Food-production
Step 5 Remember to check the information on graphs
industries – such as the fast-food sector –
carefully. Pay particular attention to ranges of figures
are also changing to take advantage of this
and make sure that you understand the classifications.
growing demand. Are things being measured in kilograms or tonnes, for
example? If the figures are in kilograms in one source
and in tonnes in another, you will need to convert the
skilldrill figures to the same units of measurement in order to
understand and compare them.
Analysing secondary geographical Step 6 Remember to think about bias – ask why the
data and drawing conclusions author has written the piece of information. Are they
trying to influence opinion on an issue? Are you getting
It is important for geographers to be able to correctly
the complete picture? Try to find a range of sources
interpret data that has been collected and represented
on the same subject to ensure you have the most
by other people. They often need to use secondary
complete data available.
data sources to draw conclusions about what they have
found. By following these steps you will learn to interpret Step 7 Compare the facts and figures you have
a range of secondary data sources (e.g. graphs, tables, summarised. It may be helpful to use the PQE method
reports) and use them to reach conclusions about your to do this.
investigation. Step 8 Use your notes to reach your own conclusion
Step 1 Once you have gathered a range of secondary about the key question or issue that you are exploring.
data sources for your investigation, look at each Support your conclusion with information from the data.
source carefully. Step 9 Present your conclusion to an audience. This
Step 2 For each source of information, write down two may be done verbally, graphically or in a written
or three key facts that are presented. form. Whatever form you choose, make sure you
use the evidence you have gathered to support your
Step 3 Try to summarise the key focus of each data
conclusion.
source in one or two sentences. Identify any patterns
or exceptions that you notice. Apply the skill
Step 4 Pay particular attention to the title, the date of
1 Examine the information presented in Sources 2, 3 and
the data and its source. Is the information contained
4 and follow the steps provided to draw a conclusion
in the source already dated, is it still relevant, or is it
about the environmental impact of changing diets.
84 oxford big ideas humanities and social sciences 9 western australian curriculum
other
Country
1500
+309%
other cereals
South Asia
+63%
1000
+61%
wheat East Asia
+68%
Source 2 A compound column graph showing observed and Source 4 Projected changes in meat and dairy consumption
predicted changes in the human diet between 1964 and 2030 from 2005 to 2050
Source: http://www.unep.org/pdf/foodcrisis_lores.pdf Source: http://ccafs.cgiar.org/bigfacts/dietary-change/
Food security
Compared to most people around the world, Australians
have very reliable access to a wide variety of different
foods. High wages and a strong economy mean that
many Australians can afford to buy and prepare the
food they need and rarely worry about where their next
meal is coming from.
Unlike people in Australia, these Somali women are
waiting in line to receive food from an aid organisation
in the capital city, Mogadishu. They are victims of a
food shortage that affected 10 million people in African
nations in 2011–12. A widespread shortage of food is
known as a famine. Famine can be caused by many
factors including drought and war. Food experts are
warning that famines are likely to become more severe
and widespread as the Earth’s climate changes and the
human population continues to grow. Some argue that
food security is the greatest single issue facing the world
today.
3A
What is food security?
3B
What are the main challenges to
1 Make a list of the different things you have eaten food production?
in the last 24 hours.
1 Brainstorm some of the ways in which food
2 How different do you think your list would look production is threatened around the world, including
compared with one of the women shown in in Australia.
Source 1?
2 Some areas of the world, such as the Horn of Africa,
are more at risk of famine than other places.
Why do you think this is the case?
86 oxford big ideas humanities and social sciences 9 western australian curriculum
3
Source 1 These people are victims of the famine in the Horn of Africa. Drought, conflict and restrictions on delivery
of food aid caused the famine (one of the world’s biggest humanitarian emergencies) in 2011–12.
3C
How can we improve food
security?
1 What is being done in Somalia to improve the food
security of people affected by famine?
2 The United Nations set the target of halving hunger
by 2015. Do you think this was possible?
Give some reasons for your answer.
Food availability
Food availability means people have enough food
of appropriate quality available on a consistent basis.
This may include production, storage, distribution
and exchange of foodstuffs, provided reliably and
regularly. People whose food availability relies solely Source 1 In many coastal communities in Arnhem Land, the
on the production of a single crop, for example, may ocean provides food security. Local knowledge ensures the
find themselves at great risk of food insecurity if that catch will be prepared in a safe and appropriate way.
crop fails.
Many countries have strategies in place, such as
growing a variety of crops, to maximise their food
availability and ensure food security. Management
of fishing and fishing industries is also used by some
communities to ensure a constant supply of fish is
available to sustain them. Food availability alone,
however, does not guarantee food security.
Food accessibility
Food accessibility means physical and economic access
to food. That is, there needs to be enough food available
and it must be in reach of those who need it. Many food
researchers believe that the world’s farmers produce
more than enough food to meet the needs of every
person on Earth. However, the food is not distributed
evenly. Developed countries have more food than
they need and high levels of wastage, while many
people in developing countries struggle to access
enough food to meet their daily needs. The reasons for
this uneven distribution are many and complex. They Source 2 Australia is a country that has a high level of food
include social, political and economic factors, such accessibility – many people enjoy good access to a wide variety
as rising prices, trade agreements and quotas set up of food.
between countries.
88 oxford big ideas humanities and social sciences 9 western australian curriculum
Knowledge and resources to use for example, insects and other invertebrates such as
scorpions and spiders are regularly eaten as part of a
food appropriately balanced diet (see Source 3). Local cultural knowledge
means these insects are prepared properly, making
Appropriate use of food means using food safely and
them safe to eat and nutritious. This is an example of
applying knowledge about nutrition, clean water and
appropriate use of food. Knowing how to use such foods
sanitation when preparing food.
appropriately could potentially stave off the incidence
What is appropriate use of food varies between of food insecurity. In fact, the United Nations has
different places and cultures. What is appropriate and identified insects as the ‘forgotten food crop’ as they
usual to eat in one part of the world might be viewed could help alleviate food insecurity, particularly in
as unusual somewhere else. In many Asian countries, developing countries.
Source 3 Deep-fried
scorpions ready for
sale at a Beijing street
market
Yemen
Eritrea
Liberia Sudan
LEGEND
Somalia Risk of food
DR Congo insecurity
Kenya
Angola Extreme
Rwanda
Malawi High
Burundi
Zambia Medium
Tanzania
Zimbabwe Low
Ocean
No data
Country
0 2000 4000 km border
Latin America
Central Asia (9) Remember and understand
and the Caribbean (65) Oceania (1)
1 How are poverty and food insecurity linked?
Developed regions (20)
South-Eastern Asia (131) 2 Compare the food security of the two individuals
Southern Asia (327)
shown in Sources 1 and 2. Comment on the food
availability, accessibility and appropriateness for
each of these people.
SUDAN ERITREA
Khartoum Asmara YEMEN
At its most severe, the drought and subsequent famine
brought food insecurity to more than 13 million people in Gulf
of A
de n
DJIBOUTI
the Horn of Africa as well as in neighbouring countries, Djibouti
Area
92 oxford big ideas humanities and social sciences 9 western australian curriculum
of map
Typical season Drought 2010–11 aspects of a situation (i.e. things that can be expressed in words
not numbers). The best complex questions can open up a whole
Sep 2010
Rains bring pasture Very poor livestock new area to explore and result in an in-depth understanding of the
production
south-eastern Kenya
exceed record levels
to complete the following tasks.
1 Develop a set of five simple questions about the famine
Aug
in the Horn of Africa in 2011–12. Use your answers to list
some main facts about the situation.
Source 3 This timeline shows the rainy season failure of 2010–11, 2 Now investigate the famine more deeply by constructing
compared to a typical season. three complex questions that focus on its causes. You may
want to develop a complex question that focuses on the
skilldrill political situation in the region and the effects this had on
the countries that suffered.
Developing geographical questions 3 Prepare a brief report explaining the famine based on your
It is important that geographers ask lots of questions. answers. Check that you have included causes as well as
These questions can be simple or complex, and can guide effects in your report to give a well-rounded viewpoint.
understanding of places, events, and the causes and effects
that various factors have on an environment. Extend your understanding
For example, in the case of an event such as a famine,
Conduct some further research and then complete the following
a geographer may start the process of understanding the
tasks.
situation by asking a simple question such as, ‘How many
people died in the famine?’ Often a simple question will look 1 How did the ongoing conflict in southern Somalia contribute
at the more quantitative aspects of a situation (i.e. facts that to the famine?
can be expressed in numbers). 2 Research how organisations such as Caritas, UNICEF,
Then, to investigate further and deepen their understanding, AusAID, Mercy Corps, World Vision and Oxfam helped bring
a geographer may ask a more complex question, such as, food security to this region during 2011 and 2012.
‘Was there a change in climate that caused food crops to fail?’ 3 What means do you think can be adopted to establish long-
Often, a complex question will look at the more qualitative term food security in a region that experiences famines?
Climate change The term climate change refers to long-term changes in weather
events and patterns worldwide. The effects of climate change
include rising global temperatures and changes in levels of rainfall.
Such changes impact on the environment and the sustainability of
agricultural production. Places that are able to grow certain crops
because of the reliable rainfall, for example, may find that increases
or decreases in rainfall affect the viability of that crop. Climate
change may also cause more frequent droughts or floods in some
regions, both disastrous to crops. The effect on crop growing is just
one example of the way climate change can directly impact on food
security.
Threats from non-native plants The introduction of non-native plants, animals or insects into an
area can have devastating effects on the natural environment.
This, in turn, can develop into a situation where food security is put
at risk. Pests such as the Khapra beetle, which live and breed in
stores of grain, can destroy up to 70 per cent of a store and make
it inedible. A native of South Asia, the Khapra beetle is now one of
the top invasive species globally. In countries where rice is a food
staple, the damage caused by this beetle puts food security at risk.
94 oxford big ideas humanities and social sciences 9 western australian curriculum
The use of land for fuel instead of food One of the biggest emerging threats to food security in recent years
has come from the growth in the amount of land being used to
produce crops used to feed cars, not people. These crops are used
in biofuels – fuels that are produced, or partly produced, by some
types of plants. Researchers, trying to reduce carbon emission
caused by traditional fuels, developed biofuels. This has meant that
land previously used to grow food crops has been taken over in
order to supply the produce for biofuel (see Source 4).
Armed conflict Armed conflict is another complex and severe threat to food
security. Armed conflicts have the potential to affect the food
security of entire regions and may even result in famine. In cases of
armed conflict, the food security of a population can be affected in
various ways. Food may be stolen from the local people by armed
forces, land used for growing food crops may be destroyed, or the
young men – even children – who would normally tend fields may
instead go off to fight. The effect of armed conflict on food security,
and how to deal with it, is a major global concern to organisations
such as the United Nations and UNICEF.
Economic factors
Greater prosperity and socioeconomic development
also places greater demands on water supplies.
Industrial development and an increase in the number
of individual households means increased water Source 1 A farmer searches for water in the Mekong
consumption. At current usage rates, water needed for river basin.
industry around the world is predicted to at least double
by 2025.
Rapid economic growth and Westernisation in
countries such as China and India are also affecting
water usage. According to environmentalists and 8 000
academics, water scarcity and quality are the most
food production (km3/year)
1970
1980
1990
2002
2015
2030
2050
96 oxford big ideas humanities and social sciences 9 western australian curriculum
ek
Thailand:
ong
water flow is declining. A lack 50% of Thailand’s
arable land is
of water to grow crucial crops is located here.
predicted to have a severe impact
R iv
er
on food security for people in Cambodia:
50% of Cambodians THA IL A ND
these regions. depend on Tonle Sap
Lake for water and
fish.
Case study:
the Mekong Basin Bangkok
CA MBODIA
South
China
Sea
The Mekong River begins on the LEGEND
northern slopes of the Himalayas Forest mainly in
mountainous area
and crosses six countries before Phnom Penh
Scrubland or VIETNAM
reaching the South China Sea. grassland
On its journey it is dammed Rainfed and
irrigated croplands
for electricity and diverted for Gulf of Mekong Delta:
Thailand More than 50% of
irrigation, providing water to Mainly rice paddy Vietnam’s rice is grown
meet the needs of more than Country border here.
98 oxford big ideas humanities and social sciences 9 western australian curriculum
LEGEND
Decrease
15 to 50%
0 to 15%
Increase
15 to 35%
0 to 15%
No data
Country
0 2000 4000 km border
food production a Which regions that currently have stable food security are
predicted to experience significant change by 2080?
The effects of climate change on b Which regions currently at risk of extreme food insecurity are
food production will vary across the predicted to lose more than 15 per cent of their food production
world. Some regions may even be by 2080?
able to increase food production with
the changes in climate. However, for Evaluate and create
most parts of the world, and most 6 Compare the predicted changes in food production for Australia
significantly, for the most populated and New Zealand. Which impact of climate change do you think
parts of the world, climate change will most affect their food security in the future? Give some reasons
will cause a decrease in potential food for your answer.
production (see Source 3).
E U R O P E
A S I A
A F R I C A
AT L A N T I C INDIAN OCEAN
OCEAN
LEGEND
Locust invasion area
Locust recession
(low activity) area
Locust breeding area on
India–Pakistan border
Country border
0 1000 2000 km
Source 1 A swarm of locusts can
devour a vast area of crops in a stunningly Source 2 Source: Oxford University Press
short period of time.
BI Geo/Hist 9 - Old world desert locusts 12-11-13
0223_22167
100 oxford big ideas humanities and social sciences 9 western australian curriculum
Case study: desert locusts has now spread throughout West and East Africa. Feeding
on the stored maize and cassava, it can quickly reduce
Desert locusts are usually solitary insects causing no stores to piles of dust unfit for human consumption.
great harm to farmers’ crops. When conditions are right Farming families are then forced to try and buy food
for them, however, they become one of the world’s most from other farmers. In many cases, however, all the
destructive pests, bringing widespread food insecurity stored crops in a region have been destroyed.
to communities in Africa, Asia and the Middle East.
Drought conditions in their usual recession area (the
area where they normally withdraw and are not active)
combined with good rains in their breeding area cause
the locusts to form vast swarms that invade surrounding
areas (see Source 1). A swarm may cover 1000 square
kilometres, with up to 80 million locusts per square
kilometre. Travelling up to 100 kilometres per day, they
devour entire crops in minutes. One swarm in Ethiopia,
for example, is believed to have consumed enough grain
to feed a million people for a year.
Asmara
LEGEND
Built up area
Water International Airport International Airport International Airport
Irrigated land
Plantation
Rainfed
agriculture
Grazing land 0 3 6 km
102 oxford big ideas humanities and social sciences 9 western australian curriculum
Land for tourism and recreation together consume about 200 square kilometres of
land. About three-quarters of these courses were
In some places, productive farmland is also being built on existing farmland, the rest on land that was
converted into tourism and recreation facilities. Many previously forested. This area represents a loss of
developing countries, for example, recognise that about 89 000 tonnes of rice every year. Furthermore,
attracting tourists provides them with a reliable source golf courses put great pressure on the freshwater
of income. These tourists, most of them from developed resources of the local area. Each Thai golf course
countries such as Australia and the USA, are drawn to consumes the same amount of water as 60 000 Thai
these countries for a range of factors including climate, villagers would.
stunning scenery and unique cultures. But tourists This trend is not confined to Thailand. In other
often also want a high standard of accommodation and Asian countries such as Indonesia, Cambodia and
recreation facilities like hotels, pools and golf courses (see Vietnam, as well as in island nations throughout the
Source 3). Caribbean, productive farmland and scarce fresh-
A study of the impact of golf course development water resources are being consumed by golf courses
in Thailand found that 250 courses in the country and other recreation facilities.
skilldrill
Analysing complex maps Step 5 Note any patterns you can find on the map
between different features and locations.
Complex maps contain more than one set of
information. Geographers use complex maps to analyse Step 6 Describe the degree to which patterns are
different features, reveal patterns and explain links connected.
between features in a given area. You can analyse a Step 7 Try to suggest reasons for the connection
complex map by following these steps. between the two patterns.
Step 1 Look carefully at the map and read its title to
Apply the skill
make sure you understand what is being shown.
Look at the map of South America (Source 1) showing
Step 2 Examine the map’s legend. Complex maps
biofuel infrastructure.
can have more than one part to a legend, and these
parts will be represented on the map in different 1 Find the symbol for ethanol and biodiesel plants in
ways. For example, in Source 1 areas of colour are the legend then locate these on the map. Describe
used to show the location of soya bean and sugar the concentration of these.
cane crops. Different coloured symbols are also 2 What relationship is there between the concentration
used, to show biodiesel and ethanol plants. of ethanol plants and the location of sugar cane
Step 3 Train your eyes to look for one set of information crops?
at a time. For example, look at solid blocks of colour 3 What does the location of the ethanol pipelines
on the map and work out what they tell you. tell you about the production and consumption of
Step 4 Look for concentrations of the same symbol in biofuels?
areas to see if patterns exist.
104 oxford big ideas humanities and social sciences 9 western australian curriculum
VENEZUELA GUYANA
SURINAME French
Guiana
COLOMBIA
AT L A N T I C O C E A N
BRAZIL
Olinda
PERU
BOLIVIA
PACIFIC
OCEAN
PARAGUAY Rio de Janeiro
CHILE Sao Paulo
LEGEND
Crops for biofuel AT L A N T I C O C E A N
(share of total available land)
Soya bean
More than 75%
50 to 75%
Sugar cane
More than 75%
URUGUAY
50 to 75%
Infrastructure ARGENTINA Area of map
Biodiesel plant
Ethanol plant
Proposed ethanol plant
Proposed ethanol pipeline
Country border 0 250 500 km
Germany
France
Argentina
China
Canada
Indonesia
Thailand
Colombia
USA
106 oxford big ideas humanities and social sciences 9 western australian curriculum
International aid
While international aid agencies such as the Red Cross
and United Nations work hard to address the lack of food
security in these war-torn areas, the environment can be very Source 1 Western armed forces distributing food aid in
dangerous. In Somalia alone, 14 employees of the United Somalia
Nations World Food Program were killed while distributing
aid between 2008 and 2011 (see Source 2). Corruption, theft
and a lack of law enforcement all contributed to the terrible
situation.
Transporting food and farming supplies by road in these
countries is risky, with aid often being seized by fighters
for their own use. In Somalia, sacks of grain, peanut butter
and other foodstuffs meant for starving Somali people were
often stolen. Some families receiving aid were even forced
to give it back after journalists taking photos of them with
the food had left. With local food supply markets disrupted,
food aid that has been stolen is often sold on in markets,
taking relief efforts away from the starving and needy (see
Source 2).
Distributing food aid is also often complicated by
difficulties in reaching war-torn areas. Groups in remote
areas can be difficult to locate and delivery of food aid to
these places may be slow. Source 2 Food supply is affected as local markets are
In such situations, hunger can be used as a weapon. targeted. In Mogadishu, the capital of Somalia, relief aid
was commonly looted at the distribution points and then
The government can deliberately keep food away from sold at the markets.
opposition fighters and the local people who support them.
chapter 3 food security 107
108 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 5 Amnesty International reported that in Somalia, Source 7 Food security can be threatened for years, as the
children as young as eight years old were recruited to take up land bears the ravages of war.
weapons and fight in the conflict.
Zero hunger by
2030?
At a meeting of the United Nations in 2000,
189 member countries agreed on a set of
goals designed to improve the living conditions
of people in developing countries. Eight goals,
known as the Millennium Development Goals
(MDGs), were developed. One of these goals
was to halve the proportion of people suffering
from hunger by 2015. This goal was almost
achieved, but there is still a lot of work to be
done. On 1 January 2016, the UN launched a
new Agenda to replace the MDGs. It calls on
member countries to begin efforts to achieve
17 Sustainable Development Goals (SDGs)
by 2030. One goal is to ‘End hunger, achieve
Source 1 In 2016, the United
food security and improved nutrition and Nations officially launched the
promote sustainable agriculture’. 17 Sustainable Development
Goals to be achieved by 2030.
Goal 2 is to achieve zero hunger.
WORLD: HUNGER LEVELS 2016
EUROPE NORTH
AMERICA
ASIA
AFRICA
LEGEND
Proportion of total SOUTH
population malnourished AMERICA
Very high
High
AUSTRALIA
Moderately high
Moderately low
Very low
No data
110 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Presenting an oral report to
an audience
Geographers often present their findings to an audience
by giving an oral presentation. You may find giving an oral
presentation a little scary at first, but if you follow these
steps you will be able to confidently deliver a successful
report.
Step 1 Decide on a topic that will interest both you and Source 3 Try to find relevant images and visual materials (such as
your audience. Consider your audience and think maps and graphs) to add variety and interest to your oral report.
about what they already know about the topic. What Step 6 Deliver your presentation. Make sure that you
would you like them to understand by listening to your speak clearly and vary pitch and tone. Stand up
presentation? straight, keep your hands out of your pockets and
Step 2 Research your topic. Geographers start with don’t lean on a desk. Take a few deep breaths to calm
inquiry questions and then seek to answer them. yourself and then pretend that you are speaking to only
Collect information from a wide variety of sources and one person.
keep a bibliography of these sources. Step 7 Invite your audience to ask questions and do your
Step 3 Organise your findings into a draft report. It should best to answer them. If you are unsure of an answer
have a clear introduction and conclusion. In your don’t make something up, just do your best.
introduction it is often a good idea to use something to
‘hook’ your audience. It may be a question, a personal
Apply the skill
story or a challenging image. After your introduction, 1 Prepare and deliver an oral report on an aspect of the
develop your report in a series of clearly defined Millennium Development Goal target to halve hunger
sections (like paragraphs in a written report). by 2015. Your report must be supported by visual
Your conclusion usually summarises your key points. material and include responses to questions asked
If your report is going to be assessed, make sure you by the audience. Here are some possible topics to
have fulfilled the criteria for assessment. choose from, or you may like to develop your own.
Step 4 Support your report with clear visual material. This • There will always be hungry people in the world.
may be a set of graphs, maps or images. Do not • It is possible to halve hunger in some places but not
just read your report to your audience. others.
Step 5 Practise your presentation. Make sure that you • The solution to halving hunger is to …
do not exceed the time limit and that you know your • If we address the causes of poverty we will meet
information well enough to avoid having to read it. It the goal of halving hunger.
may be a good idea to have some memory cards with • The proportion of hungry people in the world is
key words or ideas written on them. more likely to rise than to fall.
6.00
agricultural resources such as
fresh water and soil. They also 5.00
1970
1975
1980
1985
1990
1995
2000
2005
2010
2015
2020
2025
2030
2035
2040
2045
2050
112 oxford big ideas humanities and social sciences 9 western australian curriculum
e keyconcept: Environment
The Green Revolution For more information on the key concept of
environment refer to page 8 of ‘The geography toolkit’.
The Green Revolution refers to sweeping and
widespread changes that occurred in farming regions
across the world over the period 1950 to 1979.
Beginning in Mexico and spreading through North
America and much of Asia, these changes brought
food security to hundreds of millions of people. The key
changes were:
• the development and planting of new and improved
varieties of grains, including wheat and rice, that
produced much higher yields
• the widespread use of fertilisers and pesticides to
increase farm productivity
• the adoption of mechanical vehicles and systems,
such as tractors, pumps, sprays and irrigation
systems.
As these and other related changes swept through
countries such as India and China, many farming
practices changed from small, subsistence farms to
larger, more efficient farms. Although the Green Revolution
Source 3 Farm workers in the Punjab region of India use
has its critics, it is important to note that many of the
a tractor to pull a load of grain. Part of the Green Revolution
African countries most at risk of food insecurity have yet to in India has been the introduction of high-yielding seed
adopt many aspects of the revolution. varieties, such as wheat, to encourage self-sufficient farming.
Source 1
Maize crops
planted beneath
acacia trees in
Africa are three
times more
productive than
others nearby as
the shade reduces
evaporation and
the falling leaves
provide a natural
fertiliser and mulch.
114 oxford big ideas humanities and social sciences 9 western australian curriculum
2.5
1.0
0.5
0
Rainfed Full Supplemental
production irrigation irrigation of
rainfed production
Source 2 These Cambodian schoolgirls are learning how some insects Source 3 Productivity of wheat production under
can be used to control pest species in their rice crops. various irrigation techniques, including supplemental
irrigation
for example, can triple the amount of wheat grown build-up of chemicals in the soil, loss of biodiversity
compared to irrigation systems that water the crops all and an immunity of some pests to the chemicals
year round (see Source 3). – have damaged some of the natural processes on
which farmers depend. A range of techniques are now
Pest control being developed and put into place around the world
to reduce reliance on pesticides. Using natural pest
The Green Revolution promoted the use of pesticides controls such as ladybirds to reduce numbers of aphids
such as chemical sprays that helped to increase the on crops, for example, has been highly successful in
amount of food grown in many places. Some of the many places (see Source 2).
side effects of using these pesticides, however – such as
Cold tolerance
Plants affected by frost can be modified to
help them survive the cold.
116 oxford big ideas humanities and social sciences 9 western australian curriculum
Opposition to GM foods
Many people are opposed to the genetic modification
of food. They are concerned that GM foods are
gradually becoming a part of our everyday diet without
us knowing very much about the long-term effects.
They are also concerned about the possible impacts
of GM crops on other organisms such as the animals
that eat the crops, which are then used for human
consumption.
Environmentalists are worried about the impacts
of GM crops on the environment and on the balance
of ecosystems. They believe that some characteristics Source 4 In Australia, foods with genetically modified
from GM plants, such as a resistance to herbicides ingredients must disclose this on the label.
(weed killers), may be passed onto other plants within GM crops such as canola have been growing in
the environment and even the weeds themselves. Western Australia for over a decade. The Department
of Agriculture and Food, Western Australia (DAFWA) is
GM foods in Australia contributing to the development and productivity of
safe GM foods in the state to ensure food security and
In Australia, many foods containing GM plants are profitability for farmers into the future. DAFWA also
already available on our supermarket shelves. You have manages research facilities in Merredin and Katanning
probably eaten some GM foods today. These foods are called New Genes for New Environments, which
checked for their safety and must be labelled as being support the development of GM crops designed to
genetically modified (see Source 4). thrive in Western Australian conditions.
Source 1 Principle 1: Do not disturb the soil by tilling (turning it over). Plant crops by drilling seeds instead. Tilling leads to soil
erosion and disturbs the microorganisms in the soil that are crucial for fertility.
118 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 3 Principle 3: Grow a range of plants including trees, shrubs, crops and pastures. This encourages natural biodiversity and
crop nutrition and aids resilience to pests.
keyconcept: Sustainability
120 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 6 Dual satellite images of the Zinder area of southern Niger in 1975 (left) and 2005 (right)
Source 2 This Mongolian boy is transporting milk without refrigeration, which could lead to a high level of food loss.
122 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Source 3 Infographics
use pictures and symbols to
represent complex ideas and
data.
124 oxford big ideas humanities and social sciences 9 western australian curriculum
Food
1 Keep track of your household’s
food waste for a week. This
means taking note of all edible
Waste
food that is not eaten, and
includes food that is wasted
during meal preparation (such
as peelings), food served but not
eaten, or food that is spoiled and
discarded. This could be placed
into a bucket and weighed every Approximately
1360 kg of food is
day. Multiply the total amount by
wasted every second
52 to find out the amount of food in America.
wasted per year at your house.
Compare this result to those of
1360 kg of food would feed 650
your classmates. Americans for an entire day.
2 One of the main reasons why
Wealthy countries waste
food is wasted in Australia is approximately 6800 kg
linked to consumer demand of food every second.
for fruit and vegetables that
The amount of food wasted
are pleasing in shape and in wealthy countries every
appearance. Blemished items year is about the same
such as curved carrots or as the total amount of
spotted apples are often taken food produced in
Sub-Saharan
out by the food producer, Africa.
discarded by the retailer or
not chosen by the consumer. Per capita waste is between 95 and 115 kg per year in Europe and North America.
Design an advertising campaign
to reduce this aspect of food
waste. Your campaign may
take the form of a television, Per capita waste is approximately
6–11 kg per year in
newspaper or social media
Sub-Saharan Africa and
advertisement, or a combination South/Southeast Asia.
of these.
Source 5 Infographics are a good way to convey a lot of information in a simple,
visual way so that it can be quickly understood.
An
interconnected
world
This is Gibraltar, a British territory that lies on the southern
tip of Spain in a body of water that connects the Atlantic
Ocean to the Mediterranean Sea. This means it is
strategically significant for shipping between Europe and
the rest of the world. For this reason, disputes over the
territory have resulted in many wars over the past 500
years.
Though once heavily fortified to protect its inhabitants
from invasion, Gibraltar is now highly accessible. It has
a busy international airport, container port, a cruise-ship
harbour and is connected by road to Spain. It receives
almost 12 million tourists a year. Connected to the world
by trade, tourism, transport and communications, Gibraltar
illustrates how every place on Earth is connected to every
other place more than ever before.
4A
How do people connect to
4B
How are people and places
places? around the world connected?
1 Gibraltar is famous for a 426-metre high rock, the 1 Describe some of the ways in which Gibraltar is
Rock of Gibraltar, which is a popular drawcard for connected to other places around the world using
tourists. Do you think the people who live within evidence from this picture. Are there other likely
sight of the Rock would regard it differently than a connections that are not shown in this picture?
visiting tourist would?
2 In what ways might a resident feel differently about
Gibraltar compared to a tourist?
126 oxford big ideas humanities and social sciences 9 western australian curriculum
4
Source 1 Gibraltar is a compact country at the southern tip of Spain. Its coastal location and access to many countries
means it has been a highly sought-after territory over the course of history.
4C
How does trade connect people
and places?
1 Gibraltar has little land that is suitable for farming
and food production. Where do you think the
people who live there get most of their food from?
Source 1
Uluru is a place that
has been identified
and given meaning.
Like all places it
has both tangible
(able to be touched)
and intangible (not
able to be touched)
characteristics. The
rock, the plants
and the soil are
all tangible while
the scenic beauty,
cultural significance
and economic value
are intangible.
128 oxford big ideas humanities and social sciences 9 western australian curriculum
keyconcept: Place
Comparing different perceptions a friend, but the same park might seem very different to
you if you found yourself there in the middle of the night
of place alone. Factors that influence how you perceive places
How you perceive and use a place can be influenced include:
by many different factors. The same place can be
• your age
perceived in different ways by different people – a
historian might perceive a museum as a fascinating • your ethnic origin
place to visit, for example, while a teenager might think • your gender
it is quite boring. The same place can be used in very • the time of day or night you are visiting the place
different ways, too. The steps outside the museum • whether you are travelling to the place alone or in a group
could be used as a place to go skateboarding, or at
• whether you have a disability or are able-bodied.
other times as a backdrop for wedding photos.
A park that is filled with families on a bright sunny For more information on the key concept of place,
day might seem like a safe, enjoyable place to go with refer to page 6 of ‘The geography toolkit’.
Source 2 There are many factors that might influence the way someone perceives a place.
Source 1 For Jeffrey Lee, the spiritual importance of the land far outweighs any potential monetary gain.
130 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 2 A van parked in Broome protesting the gas extraction in the Kimberley region shows how the economic connection
to place can be at odds with those who have other factors that influence their connection.
I’m not interested in white people offering me this or many people for heating and cooking. Many protests
that … it doesn’t mean a thing. I’m not interested in have been held to try and influence state and federal
money. I’ve got a job; I can buy tucker; I can go fishing governments to more closely control or stop the
and hunting. That’s all that matters to me.’ mining of this gas.
Case study: Vietnamese in Perth Australia, about the terrible suffering that the first wave
of Vietnamese refugees went through as they crossed
As a result of the Vietnam War in the 1960s and 1970s, dangerous seas to arrive in a safer place.
millions of people fled Vietnam to find refuge elsewhere. Two plaques at the bottom of the monument
Many Vietnamese refugees crammed into small boats connect the community to both their home in Vietnam
to escape and became known as ‘boat people’. More and their home in Australia. They read:
than 112 000 Vietnamese came to Australia in the 20 ‘In memory of the Vietnamese refugees who perished in
years after 1975, with strong populations in Cabramatta, the exodus since 1975’
Sydney, and Springvale, Melbourne. Perth is now home
‘This monument represents our gratitude to Australia,
to well over 15 000 people from Vietnam. They joined a
for embracing the Vietnamese refugees into this great
large and growing migrant population from many other
nation.’
places.
Like many other migrant groups, Vietnamese Historical factors
Australians in Perth are able to stay connected with Events that happened in the past can also result in
their culture and serve their community through a non- people forming special connections to particular places.
profit organisation called the Vietnamese Community These may be recent events or events from hundreds of
Association (VCA). Activities of the VCA in Western years ago, but they can form powerful links between
Australia include promoting and preserving Vietnamese people and places. For many people, the places they
culture through traditional events and festivals, helping visited on holidays as children remain special places
Vietnamese refugees settle into Australian society well into their adulthood because of the memories these
and fostering community spirit among Vietnamese places hold.
Australians. On a wider scale, important historical events can
In 2013, the Western Australian chapter of the give particular places a special meaning. Such historical
Vietnamese Community Association unveiled the events could include a war or battle such as Gallipoli
Vietnamese Boat People Monument of Gratitude in (see Source 5), a terrorist attack such as the Bali
Northbridge. As a symbol of special cultural significance bombings, or the birthplace or burial place of a famous
in the history of Vietnamese Australians, the monument person. In some towns and cities, places of historical
was built to remind the next generation, and the rest of significance might be marked with a statue or other
132 oxford big ideas humanities and social sciences 9 western australian curriculum
commemorative marker. In London, for example, many feel strongly about the demolition of old buildings or
places that are connected with historical events and the development of a site for a new apartment block.
people are marked with blue memorial plaques (see It also helps to explain why people may have a special
Source 4). connection to battle sites thousands of kilometres away
The strong connection some people feel with a place or to the wharf where they first arrived in Australia as
for historical reasons can explain why many people a refugee.
Mental maps versus found that using a GPS rather than our internal mental
map reduces the ability of our brain to build up a mental
GPS
picture of our environment. While our brains build up
layers of information to develop mental maps, a GPS
device reduces all of the information to a simple list of
A mental map is a map that we keep in our distances and directions. By not using the mental maps
heads, rather than on paper or in our phone. we have stored, we may risk losing the ability to create
We all carry a map in our head of our local them in the first place.
area. This allows us to find our way quickly The report concludes with this advice:
and easily between places. We tend to know ‘Next time you’re in a new place, forget the GPS
the places we use often and the spaces device. Study a map to get your bearings, then try to
between them much better than the places focus on your memory of it to find your way around.
City maps do not tell you each step, but they provide
and spaces we rarely use or visit. As we all
a wealth of abstract survey knowledge. Fill in these
use different places, we each have a unique memories with your own navigational experience, and
mental map of our local area. give your brain the chance to live up to its abilities.’
134 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 Australia’s Cadel Evans (left) rides a stage in the 2011 Tour de France. He is surrounded by cyclists from Spain,
Kazakhstan, Colombia, Belgium and Norway. The race was televised in 190 countries and watched by an estimated 3.5 billion people
around the world.
136 oxford big ideas humanities and social sciences 9 western australian curriculum
keyconcept: Interconnection
How submarine cables connect the world through communication
In the past, most countries used their own resources to the Atlantic Ocean in 0.00072 seconds. The latest
feed and clothe their own populations. Today, however, submarine cables are about the thickness of a garden
all nations increasingly rely on each other to supply hose but contain enough bandwidth for 20 million
goods and services to their populations. We are more Internet users.
connected to the rest of the world than we have ever For more information on the key concept of
been before. This increasing interconnection between interconnection, refer to pages 8 – 9 of ‘The geography
countries is referred to as globalisation. toolkit’.
Globalisation has increased
rapidly over the last 50 to 60 years. WORLD: NETWORK OF SUBMARINE TELECOMMUNICATION CABLES
In 2008, for example, the same
amount of trade took place in one
day as in a whole year in the 1940s.
This increase is largely due to rapid Russia
improvements in information and Europe North
America
communications technology (ICT) China
Japan
Middle
such as the Internet. Virtually all of North Africa East
India Central
the world’s Internet connections are America
Sub-Saharan
made through submarine cables on Africa Southeast Asia
South
the ocean floors that link together America
Source 1 Narrow gorges near the Khyber Pass in northern Pakistan have acted as natural barriers to trade and communication.
138 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
140 oxford big ideas humanities and social sciences 9 western australian curriculum
From Australia to EU
EU import tariffs ($A a tonne)
Skim milk powder $2508
Butter $3792
Cheese $3500
EU
USA
From EU to Africa CHINA
EU export subsidies
($A a tonne)
$400 – $1000
Source 3 The port of Maputo, Mozambique. Corruption, in the form of bribery, added 14 per cent to shipping costs and
increased the salary of some port officials at Maputo by 600 per cent.
142 oxford big ideas humanities and social sciences 9 western australian curriculum
144 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1
This amazing image
uses the digital traffic
created by the social
network site Twitter and
the photo-sharing site
Flickr to map the use
of digital technologies
in Europe and North
Africa. The red dots
show places where
Flickr pictures are
uploaded and the blue
dots where tweets were
sent. White dots are
locations that produced
posts to both websites.
146 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 2 This data is from the International Telecommunications Union, a specialised branch of the United Nations, and shows
the developing rates of mobile and Internet use in developed and developing nations as a percentage of the population.
2005 2006 2007 2008 2009 2010 2011 2012 2013
Mobile phone Developed 82.1 92.9 102.0 108.3 112.5 115.0 119.0 123.6 128.2
subscriptions Developing 22.9 30.1 39.1 49.1 58.3 69.0 78.3 84.3 89.4
Homes with Developed 44.7 48.2 53.4 57.7 62.6 66.3 70.2 74.0 77.7
Internet Developing 8.1 9.6 11.2 12.5 14.1 16.4 20.2 24.0 28.0
People using Developed 50.9 53.5 59.0 61.3 62.9 67.3 70.5 73.4 76.8
the Internet Developing 7.8 9.4 11.9 14.7 17.5 21.2 24.5 27.5 30.7
3 5
2 1 8
6 10
9
176 178 7
177 175
174
LEGEND
Digital access rank
1st to 20th
21st to 50th
51st to 100th
101st to 150th
151st to 178th
0 2000 4000 km Country border
148 oxford big ideas humanities and social sciences 9 western australian curriculum
Connections in
the outback
Australia is one of the world’s largest
countries and some people live
vast distances from the goods and
services they need. This has resulted
in unique problems that require
unique solutions. The Royal Flying
Doctor Service and School of the Air,
for example, have helped to bring
medical services and schooling to
some of the world’s most remote
communities.
The Northern Territory
Aboriginal community of
Mungalawurru lies 90 kilometres
north-west of Tennant Creek.
In 2011, there was little contact
between the community and
people in other places. There Source 3 The Internet is providing connections in remote places where there was
were no home phones or mobile previously little contact with other communities.
phone coverage and the pay
phone was usually out of order. This situation is typical seen computers with Wi-Fi and satellite connections
of many remote communities but an experiment in installed in most homes, and education given to the local
Mungalawurru may be about to change connections in community about their use. Within months they became
the outback forever. Since 2011, a partnership between widely used, particularly for music downloads, online
several technology providers and social researchers has banking and emails.
150 oxford big ideas humanities and social sciences 9 western australian curriculum
Step 6 Conduct your survey. Ask the questions and fill 2 Once you have completed the survey, analyse the
in the forms yourself, or you can get your participants results and present them in table and graph formats.
to fill them in. Make sure the responses have been
entered correctly and that you have accurate records. No Internet at home 8.4%
Step 7 Once you have completed your surveys it is time At least once
a month
to put the results together into a form you can use – 4.2%
this is called data analysis. This is often best done in a
table like the one shown here.
Total 24 100
At least once
Step 8 Present your survey results in a way that makes a day 58.3%
At least once a week
them easy to understand. Rather than a lot of numbers 29.1%
and writing, use graphs. Make sure you clearly label More than 90 per cent of the people
each graph with the question you asked and below in my class have access to the
each graph write a short summary of the results. Internet at home. More than half the
class use it at least once a day.
Apply the skill Source 3 How often do you use the Internet at home?
1 Design and complete a survey about the ways in
which people in your class and members of your
family use the Internet. Include a minimum of 10 Extend your understanding
questions. Survey a minimum of five classmates
and five family members (or other people you 1 Compare your findings with those of a classmate.
know outside of class). You might want to include Write a report based on both sets of results
questions like: explaining how often and in what ways you used
Do you watch television shows online? the Internet.
Yes 2 Present the results of your study to the class. Use
No your table or graph from the previous question
If yes, how many hours a week would you watch as a visual aid, and talk through the most popular
on average? websites that people used, as well as the
0–2 hours differences or similarities between the ways your
2–6 hours family members and classmates used the Internet.
6–10 hours
10 hours or more
Source 1 This is the world’s second largest cargo plane. It can carry 150 tonnes of cargo over 3000 kilometres.
In the last 50 years or so there has been an explosion for countries and the amount of trade taking place
in the amount and value of goods traded within and between countries grows bigger each year.
between nations. When your grandparents were your International trade is dominated by a few big players.
age they probably ate food grown and processed in their The United States, Germany and Japan together account
local area. Most of their clothes were probably made for about one-quarter of all exports and have done so for
locally, and they most likely bought things they needed several decades. This dominance is threatened, however,
from local shops. Communication with other places in by the rapid growth in emerging economies, particularly
the world would have come through the letterbox. China, India and Brazil. In 2011, Brazil had record trade
Today, homes contain many items made in other figures, with its exports market reaching around $US256
countries and we tend to shop globally. Today, trade billion, and trade between India and China also grew to
between nations is valued at about US$18 trillion a year a record level of $US73.9 billion in the 2011–12 period.
and international trade links people and places around Australia accounts for about 1.5 per cent of global
the world. To make these connections there are: trade and is ranked 21st in a list of the world’s biggest
• approximately 6000 planes in the air right now exporters.
• approximately 17 000 cargo ships crossing the world’s
seas and oceans Source 2 Australia's top 5 import and export countries
• pipelines transporting gases, oil and water a total Australia’s top 5 import Australia’s top 5 export
distance of about 2 million kilometres countries (% of total countries (% of total
imports) exports)
• more than 1 million kilometres of railway track.
1 China (18.2%) 1 China (28.8%)
152 oxford big ideas humanities and social sciences 9 western australian curriculum
European
Union Eastern
Europe
$1243bn
$5086bn North
$2565bn America
$845bn
$334bn
Sub-Saharan $1107bn
Africa South
America
LEGEND
0 2000 4000 km Annual trade value
Over $500 bn $250 bn to $500 bn $100 bn to 250 bn Under $100 bn
Australia’s vast
55000
50000
45000
154 oxford big ideas humanities and social sciences 9 western australian curriculum
AR C T I C O C E AN
UNITED OTHER
KINGDOM EUROPE
$5515 $4704
SOUTH
CHINA KOREA JAPAN
$37 733 $13 330 $31 172 AT L A N T I C
PAC I F I C O C E AN
40 000
AFRICA
$567 S I A
ATL A N TIC A
OCEAN 30 000
AUSTRALIA
20 000
10 000
OCEANIA 5000
$1471 2000
500
0 1500 3000 km Country border
United States
China (2008)
South Korea
India (2007)
Switzerland
Philippines
Singapore
Germany
Australia
Mexico
Taiwan
Japan
Brazil
and Nike.
MNCs choose to base their manufacturing in
developing countries for a variety of reasons, but Country
the main one is cost. Labour costs are much lower Source 1 Hourly rates of pay (including all benefits)
in many of these countries (see Source 1) and this for manufacturing workers in different countries
allows MNCs to spend less on manufacturing and
Source 2 Estimate of iPhone market share by country
thereby increase their profit. as at June 2009
Rank Country Estimated number
Case study: Apple – a global of iPhones sold
1 United States 13 250 216
giant 2 Germany 1 937 824
Apple is one of the world’s largest and most profitable 3 France 1 793 753
multinational companies in the world today with 4 United Kingdom 1 682 491
annual revenues of over US$150 billion. The company 5 Canada 805 594
began in 1976 and at the time proudly boasted that
6 Australia 762 161
all of its computers were made in the United States.
7 Japan 525 658
Now virtually all of the 159 million products it sells
8 Italy 490 451
every year are made outside the United States, mostly
in China. While the cost of labour was a major factor 9 Switzerland 334 649
in moving to China, other considerations were also 10 Russia 326 458
important. Other 4 490 745
Virtually all of the components used in Apple Total 26 400 000
products, such as glass screens and computer chips,
are also made in China so it made sense to locate
the assembly plant in the same place. Apple also
found that Chinese plant owners and workers were
much more flexible and willing to change than their
American counterparts.
This is very important in a rapidly changing
business such as electronics. The end result is that
Apple can make an iPhone in China for about $8
in labour costs. The same phone would have labour
costs of $73 in the United States.
Source 3 Thousands of Chinese job-seekers queue
outside the Apple manufacturing plant in Shenzhen city,
keen to become part of the global giant.
156 oxford big ideas humanities and social sciences 9 western australian curriculum
ARCTIC OCEAN
Russia
United
Kingdom Germany
Canada
France Switzerland
United States
Italy Japan ATLANTIC
OCEAN
PACIFIC OCEAN
INDIAN
OCEAN
ATLANTIC
OCEAN
Australia
LEGEND
Number of iPhones Gross Domestic Product per capita (US$)
13 000 000 Over 25 000 1000 to 2000
10 000 to 25 000 Under 1000
2 000 000
500 000 5000 to 10 000 No data available 0 2500 5000 km
2000 to 5000 Country border
Russia
Canada
Kazakhstan
Kyrgyzstan United States
Tajikistan South Korea of America
China Japan
Mexico
Guinea
Colombia
Democratic
Republic Indonesia
Brazil
of Congo Peru
Zimbabwe
Australia
South Africa Chile
Argentina
LEGEND
North Country
Africa Europe America border
Asia Oceania South 0 2000 4000 km
America
158 oxford big ideas humanities and social sciences 9 western australian curriculum
160 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Source 1 The relationship between sport, business and the media is often referred to as the ‘golden triangle’.
162 oxford big ideas humanities and social sciences 9 western australian curriculum
Case study:
Serena Williams – Wilson
a global brand
Like many sports stars, tennis player
Serena Williams links together people and
places all around the world. She has won OPI
tournaments in Britain, France, the United
States, Australia, Japan, Switzerland, Qatar,
Italy, Canada, South Korea, Germany and
Luxembourg. She once travelled 77 000
kilometres in a two-month period to reach
all of her tournaments in time. Nike
Williams has been one of the highest
paid female athletes in the world for
a number of years. This is due to her
continued success on the tennis court,
along with the $US20 million she Berlei
receives in endorsements from a range of
companies around the world.
She has her own website and there are
many fan websites dedicated to her as
well. Serena Williams’ fans all around the Gatorade
world can connect to her wherever she is
by watching her play when her games are • Nearly 8 million Facebook likes
broadcast, following her on Twitter and • 6.37 million Twitter followers
Facebook, and buying the products she
endorses. Source 2 Serena Williams' many product endorsement deals and brand
ambassadorships illustrate how people and places can be interconnected
globally through sport.
The geography
of you
You are a global citizen, and the things you
use and consume come from different places
all over the world. The decisions you make
about the things you buy link you to people
and places both near and far. This connection
means that your decisions can impact on
these people and places in both positive and
negative ways. This broadsheet contains a
series of activities that will make you more
aware of the ways in which you are connected
to producers of products and services from
all around the world – and how they are
connected to you.
skilldrill
164 oxford big ideas humanities and social sciences 9 western australian curriculum
Step 1 Construct a key inquiry question to begin your Collect the countries of origin for any of the 10 items you
investigation, for example, ‘Where do my clothes come have researched, record the data and represent it in a
from?’. Select 20 different clothing items from your suitable format of your choice.
wardrobe and record where each item was made. 3 Exploring your communication links
Try to select a range of clothing made from a variety Monitor your Internet and smartphone use for a week,
of fabrics. The tags on your clothing will often include recording the names and locations of people you
some information about where the item was made. communicate with via email, SMS, Facebook, Twitter,
Step 2 Collect and record the information for your inquiry Instagram and online games. Enter the results into a table
by creating a table or spreadsheet and entering your or spreadsheet.
results into it.
Step 3 Choose the best way to represent your findings.
Choose a format that clearly communicates the
information. You may choose to represent this data
as a table, a graph (e.g. pie chart, bar graph or
line graph), an infographic or a map (e.g. a spatial
distribution map or a choropleth map) – or even a
combination of these things.
The effects
of global
connections
The increased movement of goods, services, people
and ideas across the world has the potential to improve
the lives of millions of people and bring cultures closer
together. It also has the potential to degrade natural
environments and to deepen the divide between the
wealthy and the poor.
These men are employed as ship breakers at the
Chittagong ship-breaking yard in Bangladesh. They pull
apart old container ships and oil tankers by hand so the
steel can be recycled and reused. Many of the ships
are owned by the wealthiest multinational companies
in the world. It is dirty and dangerous work and there
are virtually no health and safety regulations to protect
workers. A ship-breaker here can earn about $1.50 a day.
Ships arrive in the South Asian breaking yards at the rate
of about one a day.
5A
How does global trade affect
5B
How does global tourism affect
people? people and places?
1 There are about 100 000 people in Asia employed as 1 Tourism is one of the world’s largest industries. What
ship breakers. In what ways do these workers benefit areas
from their employment? of Australia and the world are most visited by
2 Brainstorm the threats to health and safety for the tourists?
workers at the Chittagong ship-breaking yard. 2 In what ways does tourism change the natural
environment in these places?
166 oxford big ideas humanities and social sciences 9 western australian curriculum
168 oxford big ideas humanities and social sciences 9 western australian curriculum
170 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 These overseas students are studying at the Source 2 Crumpler is an example of an Australian company
University of Sydney. Chinese students are the largest group of that has achieved global success.
overseas graduates there followed by those from India, South
Korea, Malaysia and Brazil.
172 oxford big ideas humanities and social sciences 9 western australian curriculum
Philippines, Singapore and China. The head office is in From an economic perspective, a successful
Berlin, Germany. A key factor of the brand’s success has multicultural society makes Australia an attractive
been the high level of international sales, with stores destination for tourism, education and business.
supported by online sales and distributors in many other
countries as well.
Crumpler has 1500 Twitter followers and almost
10 000 likes on Facebook, extending its global reach
and consolidating its urban ‘street’ image.
50
40
South Korea is an example of a nation
1960
1965
1970
1975
1980
1985
1990
1995
2000
2005
2010
that has embraced global trade and Year
the benefits that it can bring. It has
Source 1 The increase in the average life expectancy of South Koreans
transformed itself from a poor nation presents an interesting picture when compared to the Gross Domestic Product
with a large rural peasant population (GDP). These graphs, which show the data for the country from 1960, could be
50 years ago to a modern, urbanised used as secondary sources for a geographical inquiry.
society with one of the highest levels of
wellbeing in the world. Along with Hong
Kong, Taiwan and Singapore it is known
as an ‘Asian Economic Tiger’. These four
countries are now seen as a role model
for other expanding economies including
Indonesia, Malaysia, the Philippines,
and Thailand (known as the Tiger Cub
Economies).
In 1960, South Korea was considered
one of the world’s poorest nations. It is
now Asia’s fourth largest economy and Source 2 Samsung is one example of a South Korean company that
the world’s 15th largest. South Koreans has achieved massive global success. Samsung Electronics is the largest
enjoy an average wealth greater than the company in South Korea and the world’s largest producer of smartphones,
computer chips and televisions.
174 oxford big ideas humanities and social sciences 9 western australian curriculum
176 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 Rescue workers search for survivors in the rubble of the collapsed Rana Plaza building – Dhaka, in Bangladesh.
178 oxford big ideas humanities and social sciences 9 western australian curriculum
ARCTIC OCEAN
Inupiat Kalaallit
1 Saami Nenet
Arctic Circle Saami Nenet Inuit Inuit Kalaallit
Yakut Chukchi Inuit
Evenk
Inuit
Cree Cree
EUROPE Cree Cree
Gypsy ASIA Nez Perces Sioux
Mongol Chippewa
Basque Northern Cheyenne Mohawk
Uigur Mongol Ainu
Navajo NORTH
Kurd Hopi AT L A N T I C
Berber Apache AMERICA
Tibetan
Tropic of Cancer Santal Miao Zhuang Huichol OCEAN
Tuareg Bhil Chakma 3 Mazatec Maya
Bedouin PA C I F I C
Karen Bontoc Zapotec
Fulani AFRICA Lenca Arhuaco
Dinka Vedda
4 6 Mentawi Bribri
Pygmy Iban OCEAN Yanomami
Tutsi 2
Equator Acehnese Penan Secoya
Masai Dayak Dayak Amungme Kayapo
AT L ANTIC Pygmy Hutu I N D I A N East Timorese SOUTH
Torres Strait Islander Quechua
Yolngu 5
O C EAN OCEAN Fijian AMERICA
Tropic of Capricorn Bushmen Quechua
Aborigine Kanak
Rapa Nui Wichi
AUSTRALIA
Mapuche
Maori
LEGEND Qawaskar
Nomadic herding Subsistence farming Gypsy
Shifting cultivation Indigenous group 0 2000 4000 km
180 oxford big ideas humanities and social sciences 9 western australian curriculum
182 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 2 Source: Oxford University Press Guatemala 3750 Austria 454 791
WORLD: CLIMATES
LEGEND
ARCTIC OCEAN Polar: extremely cold all year; nearly
all snowand ice; less than 250 mm
precipitation per year
Cold wet: cold winters, cool to hot
Arctic Circle summers; moderate rain all year
Cold dry winter: cold dry winters, cool
to hot summers; moderate rain all year
Cold semi-desert: hot in summer,
EU RO P E NORTH cold in winter; 250 mm to 500 mm
AS IA rain per year
AMERIC A
Cold desert: hot in summer, cold in
winter;less than 250 mm rain per year
ATLANTIC
Mild wet: mild;
OCEAN rain all year
Tropic of Cancer
Highlands: cool to cold occuring in
A F RIC A mountains and high plateaus; snow
PACIFIC OCEAN cover increases with altitude
Subtropical wet: warm;
Equator rain all year
ATLANTIC SOUTH Subtropical dry winter: warm
INDIAN all year; dry winter
OCEAN A MERIC A Subtropical dry summer: warm
OCEAN
all year; dry summer
Tropic of Capricorn
Hot semi-desert: hot all year;
AUSTRA LIA 250 mm to 500 mm rain per year
Hot desert: hot all year; less
than 250 mm rain per year
Tropical wet and dry: hot all
year; wet summers, dry winters
0 2000 4000 km Tropical wet: hot; wet for most
of the year
Source 1 Times Square in New York City is among the most popular destinations in
the world for recreational tourists because of the many attractions there.
Historical tourism Historical tourists are generally interested learning more about important events that may
have taken place in the past, by visiting the places where they happened. They visit important
buildings, view artefacts and monuments and sometimes listen to stories from local experts.
The Great Pyramid in Egypt, Stonehenge in England and Machu Picchu in Peru (see Source
2) are all popular destinations for historical tourists.
Source 2 Machu Picchu in Peru attracts visitors because of its historical significance.
Up to 2000 people visit every day.
Wilderness tourism Wilderness tourists enjoy the challenge of visiting wild places such as the Amazon rainforest,
Antarctica or the Himalaya. For these travellers, the lure of remote lands, rugged landscapes
and even challenging weather conditions is much more attractive than a cosy hotel and a bit
of sightseeing. The chance to visit places that relatively few others have and be exposed to
the people and landscapes of these remote places makes wilderness tourism an attractive
option for many, despite the potential risks involved.
Source 3 Climbers on Mount Everest wait for their turn to reach the summit. Climbers
like these must wait up to two hours to reach the top of the mountain.
184 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 4 In Central Africa, ecotourism brings about $20 million a year to the region –
much of this is used to preserve the habitat of mountain gorillas.
Cultural tourism Cultural tourists are interested in learning more about the culture of places (such as the
religion, art, festivals and other components that shape a society) and experiencing a
different type of lifestyle. For example, some cultural tourists travel to places like China or
Singapore during the Chinese Lunar New Year holiday to experience the festivals, music and
food of a culture that they cannot replicate at home.
Source 5 Fireworks are a popular highlight of Lunar New Year celebrations in China.
Source 1 Tourist
development in
Cancun, Mexico
186 oxford big ideas humanities and social sciences 9 western australian curriculum
188 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 3 Crowds,
such as those shown
here, flock to the
Great Wall of China
during national
holidays in China.
190 oxford big ideas humanities and social sciences 9 western australian curriculum
Protection
Check your learning 5.11
Tourism in Antarctica is self-regulated by the International
Association of Antarctic Tour Operators (IAATO). The Remember and understand
association has strict guidelines for its members and their
1 Why do so few tourists visit Antarctica?
ships, such as limiting the size of ships allowed into Antarctic
2 Would you like to visit Antarctica?
waters. The numbers of people that can land at sites are
also limited. The association is seen as being successful Give some reasons for your answer.
in managing tourism in the area; after all, if damage to Apply and analyse
Antarctica occurs, the attractiveness to tourists will be lost.
3 Examine Source 2.
Membership of IAATO, however, is not compulsory, and there
is still the possibility of businesses that don’t belong to the a What are the two most popular activities
association bringing in larger ships carrying more people in Antarctica?
and causing more damage. This has not happened so far but, b What are some of the potential
if it did, nothing could be done to prevent it as there are no environmental impacts of these
international laws governing the area. activities?
c What percentage of tourists take a flight
The future of Antarctic tourism in an aircraft?
d Why might this percentage increase in
While virtually all tourists currently access Antarctica by boat,
the future?
this may be about to change. The Australian government has
spent $46 million to put a regular air service in place between 4 Discuss some of the potential and real
Hobart and Casey Station in Antarctica. This has meant the environmental impacts of aeroplane flights
construction of a reliable runway on a 700-metre-thick glacier. to Antarctica.
Airbus A319 planes have been modified with long-range fuel
Evaluate and create
tanks added so that a return flight to Hobart can be made
without refuelling. This minimises the chances of a fuel spill 5 Design a poster that will be displayed in
in the pristine environment. the rooms of a cruise ship that will sail to
Antarctica. Your poster should outline a
The service will be for scientists and researchers working
from the Australian bases in the summer months and will code of behaviour for tourists who will travel
reduce the current three-week sea journey to a four-and-a-half- on the ship, to educate and guide them on
hour flight. This will allow more scientists to visit Antarctica. how to reduce their environmental impact.
While tourist flights from Australia currently do not land in Because not all passengers will speak
Antarctica, the technology used to construct this runway may the same language, you will need to use
be employed by tour operators in the future. It is important pictures and symbols rather than words on
to remember, however, that Antarctica remains a challenging your poster.
environment to visit and this will always keep the number of
tourists relatively low.
Source 3
The passengers and
crew of the first flight
from Hobart to Antarctica
in 2008 gather beside
the runway. In the centre
of the front row is Peter
Garrett, Australia’s
environment minister at
the time.
Capah
opportunities to reduce these impacts. In response River Walking path Airfield
Kusutk
to this growing awareness, many destinations are
ari u
ECUADOR
a
developing ecotourism options. These tend to be
u
Kusutkau Ishpingo
nature-based, educational and designed to have a Kapawi
Riv
Lodge
Bo
er
Kapawi
bo
River
minimal impact on the environment. Ecotourism is
Pas
na
Riv
Lo
Riv
nz
er
bo
az
a
er
now one of the fastest growing tourism sectors.
Riv
er
r Patococha
COLOMBIA
Rive Lagoon
Pitzacocha Ishpingo
Quito Lagoon
Case study: Kapawi Ecolodge,
Wachirpas
ECUADOR
Kapawi
Lodge
Ecuador PERU
0 5 10 km
PERU
The Kapawi Ecolodge and Reserve is located in the Source 2 Source: Oxford University Press
Amazon Basin, 250 kilometres south-east of Quito
The Kapawi project began in 1996 as a partnership
(see Source 2). It is close to the border of Ecuador
between Conodros (an Ecuadorian tour company) and
and Peru on the Pastaza River, a major tributary of
the Achuar people. They wanted to start a sustainable
the Amazon. People can really only reach Kapawi by
business that would preserve the unique cultural and
air or by a three-day canoe trip – it is a 10-day walk
environmental assets of Ecuador’s Amazon Basin.
to the nearest town. Because of this, Kapawi is one
Conodros provided the initial funding, management
of the most pristine and remote areas of the Amazon
and technological expertise to get the project started.
Basin. It is also one of the most biologically diverse
Full management of the project was handed over to
areas on Earth with 10 000 species of plants and
the Achuar on 1 January 2008. They now have total
more than 570 species of birds. The lodge is located
ownership and responsibility for the Kapawi Ecolodge
in the territory of the Indigenous Achuar people,
and Reserve. As management of the environment is an
which covers 5000 square kilometres and is home to
ongoing process, Kapawi continues to strive to improve
6000 Achuar.
management processes, and involves guests in this too.
192 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 3 Achuar
people teach tourists
staying at the Kapawi
Ecolodge about the
biodiversity of the
Amazon rainforest.
Before Kapawi, most of the Achuar had earned drainage process. Plastic, glass and metal waste is
money from raising beef cattle. This agricultural packed and taken away to be recycled. Paper waste is
activity causes significant damage to the environment. burned. Biodegradable garbage is composted. Batteries
Today, members of the 56 Achuar communities earn a are collected and taken to countries with recycling
significant percentage of their income from ecotourism. facilities. The entire lodge is powered by a hybrid
For the communities near the lodge, up to 60 per cent system of solar energy and a diesel generator. Showers
of their total income comes from direct employment at have solar-heated water.
the lodge, supplying products and selling handicrafts. Tourists who visit Kapawi can take part in many
activities, including hiking, bird-watching, visits to
Leave nothing but footprints, local Achuar communities, learning about traditional
take nothing but photographs foods and medicine, camping and canoeing.
The lodges at Kapawi are built using traditional Kapawi Ecolodge is a successful sustainable tourism
Achuar architecture techniques combined with business. Tourism has been managed so that the
modern technologies. This includes building on environment and the culture of the Achuar people can
stilts to minimise the impact on surrounding be maintained. In addition, the Achuar people have
vegetation. All soaps, detergents and shampoos used found sustainable ways to become part of the world
are biodegradable. Sewage goes through a three-step economy while still maintaining their traditions.
Source 1 Namibia is predicted to be the ‘next big thing’ in African safari tourism as traditional areas in South Africa, Kenya and
Tanzania become too ‘busy’ for many travellers.
194 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 Tourists attending the Anzac Day service at Lone Pine cemetery, Gallipoli
196 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Source 4 For many tourists, a visit to Gallipoli at a quiet time allows them to connect more closely with this place.
198 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 6
I have had this rant to all of my mates who go to Gallipoli
Extend your understanding
for Anzac Day.
1 Research the environmental impact that visitors
It is a problem when Anzac Day starts to resemble the
Big Day Out. There are the bogans draped in the Aussie are having at Gallipoli, and the ways in which local
flags who have been up all night. There are the stages, the authorities are responding. Present your findings in
microphones, the cameras, the celebrities, the spotlights, a short written report.
the lead up that could confuse the upcoming rendition of
2 Design a code of behaviour for visitors attending Anzac
the ‘Last Post’ with an upcoming rock band. There are the
people who have fought online and forked out hundreds for Day services at Gallipoli, to help them minimise their
tickets. And now, there will even be ballots. impact on the environment.
Erin, in her blog ‘Lessons for the 20s something 3 Write a few paragraphs or a short speech about
wanderer’ attending Anzac Day services at Gallipoli, framing
http://lessonsforthe20somethingwanderer.blogspot.com. your viewpoint from a single perspective (historical,
au/2013/04/lesson-28-why-im-not-at-gallipoli.html#!/2013/04/ economic, cultural or spiritual). For example, you might
lesson-28-why-im-not-at-gallipoli.html
write your piece from the economic perspective of a
tour bus operator to Gallipoli.
200 oxford big ideas humanities and social sciences 9 western australian curriculum
Overview
The making of the modern world 228
(1750–
1918)
The history
toolkit
History is the study of the past. Historians seek to piece
together pictures of what life was like in days gone by.
They also look for patterns – what has remained the
same, what has changed and why.
Historians follow a process of historical inquiry in
order to understand the past. They ask questions, form
opinions and theories, locate and analyse sources,
and use evidence from these sources to develop an
informed explanation about the past. Oral accounts,
documents, artefacts and archaeological finds form
the basis of research and investigation in history.
Historians investigate important events from the past
and want to know more about them. To help in their
investigations, historians use a range of concepts and
skills. Each of these is like a tool that can be used to
help you understand how events that took place in the
past have influenced our modern world. As you master
the concepts and skills, you will gradually fill your toolkit.
Welcome to the wonderful world of history!
6A 6B
What are the historical What are the historical skills?
concepts?
202 oxford big ideas humanities and social sciences 9 western australian curriculum
6
Source 1 This photograph – taken during the Gallipoli campaign of World War I in 1915 – shows the Australian camp at Anzac
Cove in Turkey. Today, Anzac Day is one of Australia’s most important national commemoration days. It marks the anniversary of
the landing of Australian and New Zealand forces at Anzac Cove during World War I.
6C
What are the career
opportunities for historians?
Perspectives
The concept of perspectives is an important part
of any historical inquiry. A person’s perspective
is their point of view – the position from which
they see and understand events going on in the
world around them. People often have different
points of view (or perspectives) about particular
events, historical figures, civilisations or artefacts
depending on their age, gender, social position
and their beliefs and values. Just like anyone
else, historians have perspectives, which can
influence their interpretation of the past and the
ways in which they write about it. Regardless of
their own perspectives (and what they may think
about something personally), historians must try
to understand the different values and beliefs
that shaped and affected the lives of people who
Source 1 By the beginning of the 20th century, the British
lived in the past. Empire covered one-quarter of the world’s total land mass and
For example, the period from 1750 to 1914 ruled over around one-fifth of the world’s total population. For
was a time when the European powers competed these reasons it became known as the ‘empire on which the
sun never sets’.
with each other to expand their territories
and influence around the world by acquiring
colonies. This was known as imperialism. The From the perspective of most Europeans at the
European powers spread their reach over Asia, time, the Indigenous cultures of Asia, Oceania and
Oceania and Africa, desperate to get hold of Africa were inferior. They saw it as their right and
the valuable natural resources found in these duty to bring European culture and belief systems
countries. By the beginning of the 20th century, to the ‘backward’ societies they colonised.
most of Asia and Africa were ruled by foreign From the perspective of the Indigenous
powers. populations in these regions, the arrival of
European colonies were forced to adopt the Europeans was seen as an invasion of their lands
laws, languages, customs and religions of their that resulted in the devastation of their traditional
imperial masters. Over time, Europeans also ways of life. In the worst instances, as with Belgian
shared new technologies with their colonies. They rule in the Congo, the Indigenous population was
established roads, railways and communication subjected to a brutal, violent rule with a great loss
networks, modernising many of these nations. of life.
204 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 4 The Australian gold rushes of the mid-1800s brought people and wealth to Australia and led to a period of growth
and expansion, as these illustrations of Melbourne in 1860 show.
206 oxford big ideas humanities and social sciences 9 western australian curriculum
208 oxford big ideas humanities and social sciences 9 western australian curriculum
210 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 The four stages of every historical inquiry and the skills commonly used at each stage
Questioning • Identify current personal knowledge, gaps, misconceptions, currency of information, personal perspective and possible
and research perspectives of others
• Construct, select and evaluate a range of questions and hypotheses involving cause and effect, patterns and trends,
and different perspectives
• Analyse and clarify the purpose of an inquiry using appropriate methodologies, ethical protocols and concepts to plan
for, and inform, an investigation
• Use a range of methods to collect, select, record and organise relevant and reliable information and/or data from
multiple sources that reflect the type of analysis that is needed (e.g. questionnaires, surveys, emails, tables, field
sketches, annotated diagrams), with and without the use of digital and spatial technologies
• Identify the origin, purpose and context of primary sources and/or secondary sources
• Use appropriate ethical protocols, including specific formats for acknowledging other people’s information and
understand that these formats vary between organisations
Analysing • Use criteria to analyse the reliability, bias, usefulness and currency of primary sources and/or secondary sources
• Analyse information and/or data in different formats (e.g. to explain cause and effect relationships, comparisons,
categories and subcategories, change over time)
• Account for different interpretations and points of view/perspectives in information and/or data (e.g. from tables,
statistics, graphs, models, cartoons, maps, timelines, newspapers)
• Analyse the ‘big picture’ (e.g. put information and/or data into different contexts, reconstruct information by identifying
new relationships, identify missing viewpoints or gaps in knowledge)
• Apply subject-specific skills and concepts in familiar, new and hypothetical situations
Evaluating • Draw evidence-based conclusions by evaluating information and/or data, taking into account ambiguities and multiple
perspectives; to negotiate and resolve contentious issues; to propose individual and collective action in response to
contemporary events, challenges, developments, issues, problems and/or phenomena
• Critically evaluate information and/or data and ideas from a range of sources to make generalisations and inferences;
propose explanations for patterns, trends, relationships and anomalies; predict outcomes
Communicating • Select a range of appropriate formats based on their effectiveness to suit audience and purpose, using relevant digital
and reflecting technologies as appropriate
• Develop texts, particularly explanations and discussions, using evidence from a range of sources to support
conclusions and/or arguments
• Deconstruct and reconstruct the collected information and/or data into a form that identifies the relationship between
the information and the hypothesis, using subject-specific conventions, terminology and concepts
• Compare evidence to substantiate judgements (e.g. use information and/or data from different places or times; use
tables, graphs, models, theories)
• Generate a range of viable options in response to an issue or event to recommend and justify a course of action, and
predict the potential consequences of the proposed action
• Reflect on why all findings are tentative (e.g. the changing nature of knowledge, changes in circumstances or values)
212 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
214 oxford big ideas humanities and social sciences 9 western australian curriculum
EXAMPLE:
Easton, M., Carrodus, G., Delany, T., Howitt, B., Smith, Identifying the origin, purpose
R., 2016, Oxford Big Ideas Humanities and Social Sciences 9
Western Australian Curriculum, Oxford University Press,
and context of primary and
Melbourne, pp. 18–19. secondary sources
As explained earlier, historians use two types of sources
When citing an online source in a bibliography, include
to gather evidence about the past:
the following information, if available:
• primary sources – objects created or written at the
time being investigated; for example, during an
1 author surname(s) and initial(s) or organisation
event or very soon after
name
• secondary sources – accounts about the past that
2 year of publication or date of web page (last were created after the time being investigated and
update) which often use or refer to primary sources and
3 title of document (article) enclosed in present a particular interpretation.
quotation marks Both primary and secondary sources are useful, but it is
4 date of posting important to understand:
5 organisation name (if different from above) • where they came from (origin)
6 date you accessed the site • why they were created (purpose)
7 URL or web address enclosed in angle brackets • the historical setting in which they were created
<…> . (context).
216 oxford big ideas humanities and social sciences 9 western australian curriculum
HYPOTHESIS: That the Gallipoli campaign played a significant role in the formation of the Australian identity, both at the time and to this
day.
Source 3 Pros:
Cons
Source 4 Pros:
Cons
1
2
3
4
218 oxford big ideas humanities and social sciences 9 western australian curriculum
220 oxford big ideas humanities and social sciences 9 western australian curriculum
222 oxford big ideas humanities and social sciences 9 western australian curriculum
Structure of a description Conclusion Provide a short and clear overview of the main
(optional) ideas presented in the body.
Introduction Introduce the subject.
State a conclusion drawn from the evidence.
State the name of the person or event.
Outline why the topic is important.
Source 2 Structure of an explanation
Body Provide details about the person or event
(including dates and important facts).
Selecting and using a range of
Information must be organised in paragraphs,
with a new paragraph for each detail. communication forms and digital
Quotations and descriptive words should be
used where relevant.
technologies
The presentation of your findings is one of the most
Conclusion Revisit the most important details and provide important aspects of your inquiry because it draws
(optional) a concluding statement.
together all of the sources, evidence and findings of
your investigation.
Source 1 Structure of a description There are a number of ways to effectively and
impressively communicate your findings. For example:
Writing explanations • oral – speeches, class presentations, re-enactments,
Explanations tell how or why something happened. interviews and role plays
They provide the reader with a greater understanding of • graphic – posters, cartoons, graphic organisers and
the causes and effects of past events. Use the structure models
in Source 2 or ask your teacher to provide you with a • written – descriptions, explanations, class
template. Explanations must be clear and factual. They newspapers, scripts, letters and diaries
should not contain opinions or emotional language.
• digital – audiovisual presentations, websites, films,
There must be supporting evidence from a variety of
blogs, wikis and apps.
sources for each point made.
All of these communication forms can add colour
and life to the presentation of historical information.
224 oxford big ideas humanities and social sciences 9 western australian curriculum
226 oxford big ideas humanities and social sciences 9 western australian curriculum
Related opportunities
Bill Gates, the founder of Microsoft and one of the richest men in
the world, has often employed history graduates. Gates commented
that he prefers history graduates because of the way they learn to
think about the world and because they are able to consider many
different aspects of an issue at once. History graduates are also sought
after in fields such as law, politics and foreign affairs. History not
only teaches us to understand more about societies and cultures
around the world today but also how to locate, evaluate and analyse
information. Most importantly, a study of history teaches us to test
assumptions and support statements and hypotheses with evidence.
The ability to sift through large amounts of information and work Source 2 Michelle Stevenson helps share
Museum Victoria’s collections with new audiences
out what is important in the detail is essential in professions such as online.
law and politics.
The making
of the modern
world
The years from 1750 to 1918 are some of the most
interesting and significant in human history. It was a
time during which our modern world was born. During
the period, enormous changes took place that affected
the way in which people all around the world lived,
worked and thought. It was a period of empire building
that saw the colonisation of new territories such as
Australia. It was also a period of rapid industrialisation
that saw the spread of new technologies and birth of
many new ideas and social movements. These changes
were so dramatic, that they became known as the
Industrial Revolution. Towards the end of the period, in
1914, World War I broke out. By the war’s end in 1918,
the world was a very different place. Once-powerful
empires were broken up and new nations were created
in their place.
7A
What factors shaped the modern
7B
What were the key events of
world from 1750 to 1918? World War I?
228 oxford big ideas humanities and social sciences 9 western australian curriculum
7
Source 1 The invention of the steam engine was one of the most significant events leading to the Industrial Revolution.
It led to the development of many steam-powered engines and machines such as the steam locomotive.
230 oxford big ideas humanities and social sciences 9 western australian curriculum
Dutch
British
North Europe
French
Russian America Asia
Pacific
Portuguese
Atlantic Ocean
Spanish Ocean
Danish Africa
Pacific
Ocean
South
America Indian
N Ocean
Australia
0 4000 km
Dutch
British
French Europe
Russian North Asia
America
Portuguese
Pacific
Spanish
Atlantic Ocean
German Ocean Africa
American Pacific
Italian Ocean
Belgian South
America Indian
Ocean
N Australia
0 4000 km
232 oxford big ideas humanities and social sciences 9 western australian curriculum
Key inventions and innovations Source 4 Communications industry: the telephone, first
of the Industrial Revolution patented in 1876
Over the course of the Industrial Revolution many to affect others. For example, the development of
industries across Britain underwent a period of coal-powered steam engines led to an increased
huge change. These changes were brought about demand for coal. The expansion of new and deeper
by new inventions (such as machinery) and ways coalmines required better steam engines for the
of organising workers (such as the invention of the pumping machines that removed water from the
factory). The industries in Britain that underwent the bottom of mines. Improved steam engines could
most serious and rapid change included: power hundreds of spinning and weaving machines
and led to the spread of large factories and mills
• the textiles industry – see Source 1 across England. As steam engines developed, they
• the manufacturing industry – see Source 2 also powered new modes of transport, including
• the transport industry – see Source 3 steam-powered trains and ships, and were later used
• the communications industry – see Source 4. to generate electricity.
Source 5 This illustration shows a girl employed as a ‘hurrier’ at a coalmine. Her job was to pull heavy coal carts along dark,
narrow tunnels, using a harness and belt.
234 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 6 People living in a 19th-century London slum. Conditions were often crowded and unsanitary.
Source 1 On 25 April 1915, members of the Australian Imperial Force (AIF) landed on the beach at Anzac Cove in Turkey with
troops from New Zealand, Britain, and France. This was the first major military action fought by Australian and New Zealand forces
during World War I. Each year it is commemorated on Anzac Day.
236 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 2 New weaponry used in World War I, such as machine guns and poisonous gas, changed the nature of warfare from
previous wars.
The causes of World War I, why men enlisted and where Australians fought
Causes of World Topic 9.3 • Long-term factors contributing to the outbreak of conflict in 1914, including nationalism,
War I rivalry over colonies, the arms race in Europe, Europe’s alliance system and military plans
• Events leading to war after the ‘July crisis’, which followed the assassination of Archduke
Franz Ferdinand
Where was Topic 9.7 • Major campaigns involving Australian forces: Gallipoli campaign (Turkey) 1915; campaigns
World War I on the Western Front (France and Belgium) 1916–18; campaigns in the Middle East
fought? 1916–18
Australia’s entry Topic 9.5 • Varied reasons motivated men to enlist, including loyalty to Britain, spirit of adventure,
into World War I the experience of war unknown to most Australians
The Western Topic 9.8 • Defensive warfare using machine guns, trenches and barbed wire
Front • Series of attacks and counter-attacks using artillery fire, then infantry charges involving
close fighting with rifles, bayonets and grenades
• Appalling conditions for soldiers living in the trenches
The nature of Topic 9.6 • Theatres of war in World War I: the Middle East, the Western Front and the Eastern Front
warfare in World in Europe, the North Sea, Turkey, northern Africa
War I • New weapons technology – machine guns, heavy artillery, poison gas, tanks, planes and
Zeppelin airships
• New communications technology – telephone, wireless radio
• Both sides evenly matched, resulting in stalemate on the Western front
Use of Topic 9.14 • During World War I, the government issued pro-conscription and anti-German propaganda,
government including flyers and posters. Propaganda was designed to glorify the efforts of Australian
propaganda soldiers overseas, maintain public anger towards the enemy, motivate people to join the war
effort and regulate their behaviour.
Changing Topic 9.13 • During World War I, women moved into previously male occupations to support the war effort,
roles of with an expectation they would return to domestic roles and traditional occupations after the
women war.
Internment of Topic 9.15 • During World War I, people with German backgrounds or who were born in countries at war
‘enemy aliens’ with Australia were interned (imprisoned) in remote camps to isolate them from the general
public.
War time Topic 9.12 • During World War I, extension of Commonwealth powers allowed the government to collect
controls and income tax, censor media and communications, control the movement of ‘enemy aliens’,
censorship among other war time controls.
Participation Topic 9.5 • During World War I, Indigenous Australians attempting to enlist were initially turned away,
of Aboriginal but by 1916 changes were made so that ‘half-castes’ could enlist. Over 400 Indigenous
and Torres Australians fought in the army, although at this time they could not vote and were not counted
Strait Islander as Australian citizens.
Peoples
Source 3 Tins of Fray Bento and Heinz eaten by soldiers during World War I
238 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 4 An Australian
propaganda poster produced
in Australia around 1918.
The poster was designed to
encourage Australians to vote
in favour of compulsory military
service (conscription) in a public
vote that was held in Australia
during the war. The word ‘Hun’
is a derogatory term used to
refer to Germans.
Source 1 A parade of Australian soldiers at the trenches on the Western Front, following capture of Pozières on 23 July 1916
240 oxford big ideas humanities and social sciences 9 western australian curriculum
Commemorating Topic 9.18 • Commemoration services on Anzac Day and Remembrance Day both linked to World
the war War I
• Aspects of commemoration services still linked to World War I
Different Topic 9.17 • The birth of the Anzac legend and its significance today
perspectives on • Differing perspectives on the place of Gallipoli in defining Australia’s national identity
the Anzac legend
• Differing views on what Australia should most celebrate
Source 1 An Anzac Day parade, commemorating Australian soldiers who fought in World War I and all wars since
The Industrial
Revolution
The Industrial Revolution was a period of rapid
technological change that took place from around
1750 to 1914. It began in Great Britain before quickly
spreading to Europe and other parts of the world. Huge
developments in farming and manufacturing changed
not only the way things were produced and sold, but
also how people lived and where they worked. The
changes were so significant that they revolutionised many
societies.
The RMS Titanic was one of the most important
achievements of the Industrial Revolution. On 10 April
1912 after more than a century of industrial development,
it set out from England on its maiden voyage to New
York. The night Titanic sank, over 1500 people died.
Like the Industrial Revolution itself, the Titanic was an
immense achievement and a triumph
of technology. It was also a disaster.
8A
What technological innovations
8B
How did the Industrial
led to the Industrial Revolution? Revolution affect the lives of
1 The Industrial Revolution was brought about by a men, women and children?
range of technological, economic and social changes.
1 During this period people gave up farming to find
As a class, brainstorm some examples of each.
work. How do you think this affected their lives?
2 Do you agree that we are in the middle of a digital
2 What do you think living conditions would have
revolution?
been like at the time?
242 oxford big ideas humanities and social sciences 9 western australian curriculum
8C
chapter
8
The RMS Titanic leaving Southampton, England, on its maiden voyage to New York, 10 April 1912
Brun
1709 1709 the T
Abraham Abraham Darby discovers
Darby discovers how to how to
make cokemakefrom
coke from
coal – acoal
more– a more
efficientefficient fuelproduction
fuel in the in the production
of iron of iron
IsambarI
start
under
1765 1765 1792 1792
1710 1710 w
James Hargreaves’
James Hargreaves’ spinningspinning inventorinventor
William William
Murdoch Murdoch
ThomasThomas
NewcomenNewcomen jenny one
jenny allows allows one worker
worker to to uses
uses coal gascoal
for gas for
builds abuilds
steama engine
steam toengine to make eight
maketimes
eightthe
times the previous
previous house lighting
house lighting
pumpfrom
pump water water from coalmines
coalmines amountamount
of yarn of yarn
244 oxford big ideas humanities and social sciences 9 western australian curriculum
Brunel’sBrunel’s
engineering feat: feat:
engineering The steamship
The steamship
Great Eastern laying the
Great Eastern firstthe first The Brooklyn
laying Bridge under
The Brooklyn Bridge under
the Thames tunnel tunnel
the Thames successful AtlanticAtlantic
successful cable cable construction, c. 1878c. 1878
construction,
1885 1885
1863 1863 Karl BenzKarluses
Benz anuses an
bulk
bulk steel steel creation
creation is madeispossible
made possible internal internal
combustion
combustion 1912 1912
3 1821 1821 throughthrough the open-hearth
the open-hearth processprocess engine in the first
engine in the first the Titanic,
the Titanic, then thethen the
s MichaelMichael
FaradayFaraday createdcreated by Siemens-Martin;
by Siemens-Martin; the usethe use ‘automobile’
‘automobile’ world’sworld’s
largest largest
passenger passenger
n demonstrates the
demonstrates the of steel of steel combined
combined with reinforced
with reinforced 1876 1876 steamship,
steamship, hits an hits an
h principleprinciple
of an of an concreteconcrete
enablesenables the construction
the construction Alexander GrahamGraham
Alexander Bell Bell icebergiceberg in the north-west
in the north-west
e electric electric
motor motor of skyscrapers
of skyscrapers patentspatents
his ‘acoustic
his ‘acoustic AtlanticAtlantic
Ocean andOcean and
f telegraph’, or telephone
telegraph’, or telephone sinks;people
sinks; 1517 1517 people
die die
n
1811 1811
Riots lasting
Riots begin, begin, lasting
untilin1815,
until 1815, whichin which Check your learning 8.1
workersworkers
smash up smash up
factories
factories and and Remember and understand Evaluate and create
equipment
equipment in protest,
in protest,
fearing fearing
machines machines
will will 1 What was the ‘flying shuttle’ used for, 4 Conduct some Internet research to find
replacereplace them. These
them. These and when was it invented? out the dates of some other significant
people people
becomebecome 2 When was the first transatlantic telegraph inventions and discoveries that occurred
known known as Luddites.
as Luddites. during the Industrial Revolution. Add these
cable laid?
events to a new timeline in your notebook.
Apply and analyse
3 Using the timeline, calculate how many
years there were between when the first
steam engine was invented and the first
aeroplane flight.
246 oxford big ideas humanities and social sciences 9 western australian curriculum
AR CT IC O C E AN
UNITED
KINGDOM CANADA
& IRELAND
AT LA NT IC
OCEA N
EGYPT PACIF IC
INDIAN BAHAMAS
EMPIRE O C E AN BR. HONDURAS
NIGERIA BR.WEST INDIES
UGANDA BR. GUIANA
BR. EAST AFRICA MALDIVES
SOLOMON ISLANDS
I N D I AN
ATLANTI C
OCEAN
OCEA N
AUSTRALIAN
COLONIES
CAPE COLONY LEGEND
The British Empire NEW ZEALAND
in 1900 FALKLAND IS
0 2000 4000 km
248 oxford big ideas humanities and social sciences 9 western australian curriculum
Other factors
In addition to the power of the British Empire, England – such as banking, investment and insurance
historians have proposed a range of reasons why Britain – expanded to support and protect that trade. Britain’s
was the first country to experience the Industrial banking sector was more advanced and modern than
Revolution and why it became the world's leading those of other European countries. There was a ready
economic and industrial power for a time. The answer supply of capital (money) available at very low rates of
lies in a combination of factors related to Britain’s interest. This meant that money was available to start
history, geography and culture. Some of these are up new businesses and pay for experiments to develop
discussed briefly below: new inventions. Two of the key inventions of the
• Britain’s coal supplies – Britain was fortunate to have Industrial Revolution, the steamship and the telegraph,
large supplies of coal, a vital fuel for the steam power were important in helping Britain administer their
that drove the Industrial Revolution. None of the colonies around the world.
other European powers had such large quantities of
accessible coal.
• naval power and trading power – as an island nation,
Check your learning 8.3
Britain had always relied on skilled sailors, a strong
Remember and understand
navy and experienced fleets of merchant ships. Its
largest merchant trading company was the East India 1 List the main changes that took place across
Company (EIC). At its peak, the EIC rivalled many Britain between 1750 and 1850.
smaller European powers in terms of wealth and 2 Why were large coal deposits in Britain so
influence. significant during the Industrial Revolution?
• individual freedom and the capitalist spirit – unlike 3 What was the name of the largest British merchant
many of the other European powers, there was trading company?
a greater measure of individual and intellectual 4 List three colonies under British rule and the
freedom in Britain. These freedoms provided a fertile raw materials they provided to fuel the growth
ground for those willing to try new methods and of industries in Britain during the Industrial
take risks. In other parts of Europe, government Revolution?
restrictions and less individual freedom limited
opportunity. Apply and analyse
• stable government – before the start of the Industrial 5 What percentage of the Earth’s surface was under
Revolution, Britain had enjoyed a prolonged period British rule by 1900?
without much political or social conflict, compared 6 Use Source 1 and your own research online to
to many other countries in Europe. This sense answer the following: By 1900, 25 per cent of the
of stability and order encouraged the growth of world’s total population was ruled by the British.
business. How many people was this?
• superior banking system and capital for investment
– increased trade meant that financial services in
250 oxford big ideas humanities and social sciences 9 western australian curriculum
Cotton and wool production spinning wheel could only spin one thread at a time.
The first factories of the Industrial Revolution were The water frame
cotton mills. Inventions such as the flying shuttle, The water frame, invented by Richard Arkwright in
spinning jenny, water frame (Source 1) and Crompton’s 1768, was a spinning frame that improved on James
mule (Source 2) in Britain paved the way for the mass Hargreaves’ invention, as it could be powered by a
production of cotton and wool. waterwheel and produce yarns of any type.
252 oxford big ideas humanities and social sciences 9 western australian curriculum
LEGEND
Coalfield
Textile production
Canal
Navigable river
Railway
Glasgow Edinburgh
to spin the raw cotton into yarn, and then weave the
0 150 km Brighton
yarn into cloth. The very first mills were powered Exeter
by waterwheels, so they needed to be located close
to strong-flowing rivers and streams. After the
development of steam power, mill owners were able Source 3
0270_SAL_BAH3 Industrial
Source: Oxford Britain
University Press
to build mills in cities – closer to a constant supply 7-10-11 1800s
of workers and potential customers.
As a result of these developments, over time the
skills of traditional weavers (see Source 4) were no
longer needed. Weavers were replaced by workers
who were only required to feed the raw cotton or
cotton yarn into machines. Many mill owners,
keen for increased profits, wanted their machines
running all of the time. This meant long working
hours – up to 16-hour working days – and shift work
for labourers. Because mill workers did not need to
be skilled, women and young children became part
of the workforce as they were cheaper to employ.
Overall, conditions for workers during the first
decades of the Industrial Revolution were poor.
Brutally long hours for low pay, in badly lit and
uncomfortable conditions became commonplace.
Although harsh working conditions for the men,
women and children working in factories and
mines were common, there were also exceptions.
For example, at the cotton mills operated by Robert
Owen in New Lanark in Scotland, the children of Source 4 Weavers originally worked from their homes, using their
workers were well cared for and educated. own looms, rather than in factories.
Source 5 Coalbrookdale ironworks operating at night, 1801 Source 7 Foundry workers using a large steam hammer to
shape red-hot iron, Manchester, England, 1832
254 oxford big ideas humanities and social sciences 9 western australian curriculum
256 oxford big ideas humanities and social sciences 9 western australian curriculum
developed to replace the easily damaged The internal combustion engine also allowed for the
paddle wheels of the early steam ships. development of an engine that would be light yet strong enough
By 1838, ships were crossing the Atlantic to power flying machines. American brothers Wilbur and Orville
Ocean driven purely by steam power. In Wright used a petrol engine connected to two propellers fitted onto
1843, the great British engineer Isambard a wooden glider to fly for 59 seconds in 1903. Powered flight was to
Kingdom Brunel (see the Significant develop rapidly, triggered by World War I.
Individual section on pages 260–261)
launched the SS Great Britain, the first iron-
hulled steamship with a screw propeller
designed to cross oceans. Steamships
quickly began to replace sailing ships as the
preferred means of ocean-going transport.
Although their cargo space was reduced
by the large amount of space required for
storing coal, they were faster and more
reliable.
Source 5 This bridge in the town of Ironbridge, England, Source 7 An artist’s impression of Tyburn Turnpike in London
designed by Thomas Pritchard and built by Abraham Darby in in 1813 showing the toll house and a toll being collected from
1779, is the world’s first iron structure. a horseman passing through the gate
258 oxford big ideas humanities and social sciences 9 western australian curriculum
Just like roads, these new railway lines required Remember and understand
strong, reliable bridges that could carry locomotives and 1 How did developments in the use of canals lead to
their cargo across wide rivers and gorges. The designs a drop in coal prices?
of iron bridges – already being used to carry cars and 2 Use the information provided to answer the
other small vehicles – were modified so they would be following:
strong enough to carry much larger, heavier loads over a How were roads maintained in Britain before
larger distances (see Source 8). The surge in demand for the Industrial Revolution?
these types of railway bridges in turn led to increased
b What led to better upkeep of roads during the
demand for iron production.
early 1800s?
c Where and when was the world’s first railway
Canals line built?
Over 100 canals were dug across Britain from 1760 to 3 What commodities became more easily available
1820, linking the major rivers and creating a transport
as a result of improvements to the railway network
network for the transportation of food and freight. One
in Britain?
of the longest canals was the Liverpool to Leeds canal at
4 How were ships powered prior to steam power?
204 kilometres long. Work on it was begun in 1770 and
finished in 1816. Apply and analyse
5 What evidence is there in Source 2 to suggest
that the launch of the SS Great Britain was a
significant historical event? In groups, construct a
list of modern events that you believe to be equally
significant. Discuss your lists as a class and decide
which characteristics or impacts of both events
make them significant.
6 Why was steam power regarded as ‘more reliable’
than earlier forms of transport? What role did it
play in furthering the Industrial Revolution?
Early life
Brunel was born in 1806 in the town of Portsmouth
in south-east England. His father was a French civil
engineer who taught him technical drawing and
observational techniques from the age of four. When
Brunel was 15, his father was sent to prison for failing
to pay debts of more than £5000. After three months,
however, the British government ended up paying off
his debts to keep him from offering his engineering
skills to the Russians.
Although Brunel received a traditional education,
his main hobby was building model boats. After
completing an apprenticeship as a clockmaker in
France, Brunel returned to Britain, where he worked
with his father on a ground-breaking engineering Source 1 Isambard Kingdom Brunel, in front of the launching
project – the Thames Tunnel – a railway line under chains of the SS Great Eastern, c. 1850
the river. This project was plagued by accidents and
challenging engineering problems, but eventually
resulted in success. It also provided many opportunities might be embarrassed or shackled by recording or
for Brunel to develop his skills. registering as law the prejudices or errors of today.’
At the age of 27, Brunel was appointed the chief
Bridges and railways engineer for the Great Western Railway, whose tracks
eventually stretched 230 kilometres from London to
Although there was strong competition from other Exeter. Brunel surveyed the route himself in order to
engineers, the young Brunel’s plans for the Clifton ensure the trains would have the smoothest passage.
Suspension Bridge (see Source 3) in south-west England He also designed numerous iron bridges to carry the
beat all other contenders. Brunel replaced old- trains, as well as massive iron-supported train sheds
fashioned designs with a modern look. He believed that and buildings, such as the vast Paddington station in
innovation and experimentation were important and London. Brunel was personally involved in the design
would be welcome: ‘I am opposed to the laying down of of the railway itself, claiming that the ‘standard gauge’
rules or conditions to be observed in the construction was a relic from the days when rails were only used for
of bridges lest the progress of improvement tomorrow mining carts, and that better speeds could be obtained
by using wider rails.
260 oxford big ideas humanities and social sciences 9 western australian curriculum
262 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 2 France’s emergence as an ‘industrial’ country, with industries such as large-scale coal mining, came later than Britain’s.
264 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 Physicist and chemist Marie Curie Source 2 Faraday’s electromagnetic induction experiment, 1882
in her laboratory
266 oxford big ideas humanities and social sciences 9 western australian curriculum
Inventions of the
Industrial Revolution Source 2 The flying shuttle allowed the thread to be shot
back and forth across a wider weaving bed, producing much
wider lengths of cloth much faster.
During the Industrial Revolution, new
technologies and inventions transformed the
way that people lived and worked. Major
changes in farming, mining, agriculture,
communication and manufacturing changed
almost all aspects of life.
skilldrill
Creating and delivering an audiovisual
presentation
You have probably created several PowerPoint
presentations already. You may have also tried out
some other audiovisual presentation software, such as
Prezi, which is freely available on the Internet. Whichever
program you choose, it is important to use it effectively,
and avoid some common problems of these types of
presentations. Use the following steps to help you avoid
Source 1 A reconstruction of James Watt’s steam engine these issues.
268 oxford big ideas humanities and social sciences 9 western australian curriculum
Step 1 Design your presentation • One thing at a time! At any moment, what is on
• Plan your presentation carefully so it has a clear the screen should be the thing you are talking
beginning, middle and end. about. Your audience will quickly read every slide
• Make sure you present the content in clear, concise as soon as it’s displayed. If there are four points
dot-point form, not as large slabs of text. on the slide, they’ll have read all four points while
• Don’t fill up your PowerPoint with lots of random you are still talking about the first point. Plan your
pictures that are not related to the content. Make presentation so just one new point is displayed at
sure each visual is accompanied by a caption that any given moment. Navigate to the next point only
explains why it is relevant to the presentation. when you are ready to talk about that next point.
• A common mistake is to have objects and text • Speak clearly – not too fast, not too slow. Vary your
moving on the screen in a way that just distracts tone and pitch to make your presentation more
the audience. Use graphics, sounds, video, interesting.
animations and transitions only if they add value to • Make eye contact with different members of your
the point being made, not just because you think audience. Do not just look down at your cue cards.
they will look or sound good.
Apply the skill
• Use a design that ensures your audience can
clearly see and read the slides. Make sure there is 1 Research, prepare and present an audiovisual
enough contrast between the text colour and the presentation about three significant inventions
background colour on the slide, and make sure created during the Industrial Revolution that were not
your font size is large enough. discussed in this section. Use the following questions
to structure your presentation:
Step 2 Deliver your presentation
a Who invented it?
• When delivering a PowerPoint presentation to an
audience, you should do more than just stand up b When was it invented?
and read out the text on each slide. Instead, talk c How did it work?
in a way that develops and expands on the points d Why was it significant?
on each slide. Carefully plan in advance what you 2 Your presentation should be well researched and
are going to say during each slide. Record this plan based on relevant and reliable sources. For detailed
on cue cards, and refer to these cards during your information on this skill, refer to page 241 of ‘The
speech to remind you what to say. history toolkit’.
Child labour
When the Industrial Revolution began, children were
seen as ideal employees. They were small enough to fit
between the new machinery, they were cheap to employ
and their families were grateful for the extra income.
At the time, there was no real concern about their
education being affected as education was not compulsory.
Most working-class families could not afford to send their
Source 1 A 19th-century engraving showing copper children to school anyway.
foundries in Swansea, Great Britain
270 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 5
I work at Mr Wilson’s mill. I think the youngest child
is about seven. I daresay there are 20 under 9 years.
It is about half past five by our clock at home when we
go in … We come out at seven by the mill. We never
stop to take our meals, except at dinner.
William Crookes is overlooker in our room. He is
Source 4 Children working in factories were frequently cross-tempered sometimes. He does not beat me; he
exploited and injured.
beats the little children if they do not do their work
right … I have sometimes seen the little children
Children often started work at the age of four or five.
drop asleep or so, but not lately. If they are catched
Their jobs were often simple, but physically demanding and
asleep they get the strap. They are always very tired
dangerous. They included collecting dropped fluff from
at night … I can read a little; I can’t write. I used to
underneath the weaving machines or acting as helpers
go to school before I went to the mill …
in coalmines. In many cases, child workers were orphans
provided to the factories or mills by the local authorities. Evidence from a young textile worker, Factory Inquiry
Commission, Great Britain, Parliamentary Papers, 1833
Living conditions for the aristocracy Living conditions for the middle class Living conditions for
(nobility) the poor
• Birth mattered more than income. The poor • Many middle-class people aspired to join • Working-class people lived in
and lazy cousin of a duke would be acceptable the upper classes. Wealthy middle-class cramped houses in city slums
in high society over a millionaire industrialist businessmen would socialise with the and had no access to running
from a lower class. aristocracy. Some donated large sums of water or sewerage systems.
• Some lords had large country houses, and money to be granted a knighthood. • Crime in the slums was rife
town houses in London. They were waited on • Middle-class people lived in houses in the and overcrowding led to the
by servants. suburbs and commuted to work in the city. spread of many diseases.
• During the 1800s, members of the aristocracy Even the poorest middle-class home would • At the start of the 19th
dominated all levels of government. have a servant. century, few poor people
• A young aristocratic lady who was eligible for • Many middle-class Victorian women enjoyed received an education.
marriage would ‘come out’ as a debutante, shopping – the first department store opened in In 1880, a new law made
when she was presented to Queen Victoria. London in 1863. primary school compulsory
On this special occasion she wore a white • Over time, some middle-class women for all children.
dress and a headdress. sought a university education. They also • Working-class leisure
• Boys of the nobility had governesses and became involved in the women’s suffragette activities included playing or
nannies, then attended elite schools. Girls movement. watching football, bicycling
were mostly educated at home then prepared • Many middle-class boys went to grammar clubs, reading the newspaper
for marriage. Some girls went to boarding schools. Girls increasingly went to school, but and attending the music hall.
school. By the late 1800s, a small number were still expected to find a husband and learn
were able to go to university. how to run a home.
for children during use of child labour and the length of the workday.
Each of the following sources provides different views
the Industrial about the nature of working conditions for children during
the Industrial Revolution.
Revolution Source 2
Q: Explain what you had to do.
Many of the early textile factory owners A: When the frames are full, they have to stop the frame, and
take the flyers off, and take the full bobbins off, and carry them
employed large numbers of children. Children
on to the roller, and then put the empty ones on.
were seen as good workers because they Q: Suppose you slowed down a little, what would they do?
were paid less, and were small enough to A: Strap us. The girls had black marks on their skin many a time,
crawl under the machines to repair broken and their parents dare not come in about it, they were afraid of
threads. They were often forced to do this losing their work.
when the machines were operating, and Q: What part of the mill did you work in?
many children were injured as a result. The A: In the card-room. It was very dusty. The dust got up my lungs,
I got so bad in health. When I pulled the baskets all heaped
factory owners paid overseers to make sure up, the basket pulled my shoulder out of its place and my ribs
the children worked as hard as they could. have grown over it. I am now deformed.
The more work the children did, the more the An extract from an interview with Elizabeth Bentley, who
overseers were paid. began working in factories at the age of six. The interview was
conducted as part of a parliamentary inquiry into conditions in
the textile factories in 1832.
Source 3
I have visited many factories, both in Manchester and the surrounding districts,
during a period of several months and I never saw a single instance of corporal
punishment inflicted on a child. The children seemed to be always cheerful
and alert, taking pleasure in using their muscles. The work of these lively elves
seemed to resemble a sport. Conscious of their skill, they were delighted to
show it off to any stranger. At the end of the day’s work they showed no sign
of being exhausted.
An extract from ‘The Philosophy of Manufactures’, 1835, by Dr Andrew Ure.
Dr Ure was a supporter of the new industries.
Source 4
… In such an establishment [i.e. a factory] … between 700 to 1400 persons,
of all ages and both sexes, almost all working by the piece, and earning wages
of every amount between two shillings and 40 shillings a week, are engaged
in producing one ultimate effect, which is dependent on their combined
exertions. Any stoppage, even any irregularity in one department, deranges
the whole. A strict and almost superstitious discipline is necessary to keep this
vast instrument going for a single day. Now how, ask the mill-owners, could
this discipline be kept up, if the sub-inspectors were at liberty to walk over our
establishments at all hours; listen to the complaints and jealousies of all our
servants, and at their instigation [urging] summon us as criminals before the
magistrates?
An extract from a letter of complaint by Nassau Senior, a factory owner,
Source 1 This photograph, taken in 1908, to parliament after the Factory Act of 1833 was introduced to give some
shows a young barefoot girl standing next to a
protection to child workers. He believed that the Act would allow government
spinning frame in her workplace, a North Carolina
inspectors to interfere with the smooth running of cotton factories.
cotton mill.
274 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Using information from a range of • Title: What were conditions like for children in
Britain working in 19th-century factories?
sources as evidence in a historical
• Introduction: The Industrial Revolution led to a
argument massive increase in … (introduce the context of
The primary sources that historians use to form opinions your piece and the focus on the working conditions
and arguments about the nature of working conditions of children within that context).
for children in the early-19th-century factories tell different • Paragraph 1: Some sources say … (explain which
stories. It is the job of historians to analyse these sources, sources indicate that conditions were bad; give
identify what evidence they provide to support or refute examples of some of the bad conditions).
(not support) particular arguments, and come to a • Paragraph 2: However, other sources say …
conclusion about their usefulness and reliability. (explain which sources indicate that conditions
It is important to: were acceptable or necessary; give examples of
• identify who created each source and the reason why some of the arguments provided).
it was created • Paragraph 3: We have to be careful about which
• identify any potential bias sources we use because … (explain the problems
• write your argument, using the sources as evidence with some of the sources in terms of reliability and
bias).
• explain why each particular source supports your
argument • Conclusion: Overall, the evidence suggests …
(summarise the evidence and give your informed
• give reasons why you consider the sources that do
opinion about the nature of working conditions for
not support your argument to be not as important or
children in this period).
as valid.
276 oxford big ideas humanities and social sciences 9 western australian curriculum
Luddites
The first violent reaction to the Industrial
Revolution occurred in Britain in 1811, when
factory owners and manufacturers in Nottingham
received threatening letters signed by ‘General Ned
Ludd and the Army of Redressers’. In protest at wage
reductions and job losses caused by the adoption
of stocking frames and automated looms in textile
mills, former weavers attacked factories, smashed
machines and killed the owner of one cotton mill.
In response, the British Parliament made it a capital
offence (a crime punishable by death) to destroy
machines. Twenty-three Luddites (as the protestors
became known) were executed in 1812 and many
more were transported to Australia as punishment.
The Luddites were stamped out, but their
actions showed that there was a need for political
action that would benefit workers and improve the
conditions that they were forced to accept.
278 oxford big ideas humanities and social sciences 9 western australian curriculum
Poor Laws and the rise of Britain and emigrated to other countries such as the
USA, Italy and Australia.
Chartism
Source 3 The Chartist claims
In 1834, the British Parliament attempted to deal with
changing social and economic conditions by reforming The six points of the People’s Charter
the 233-year-old Poor Law. The Poor Law Amendment 1 A VOTE for every man twenty-one years of age, of
Act 1834 decreed that any poor or homeless person sound mind, and not undergoing punishment for
requiring assistance from the state (except for the old crime.
and sick) had to enter a government workhouse. These
2 THE SECRET BALLOT—To protect the elector in the
institutions kept people off the streets but often fed
exercise of his vote.
their residents poorly, worked them extremely hard and
broke up families. 3 NO PROPERTY QUALIFICATION for members of
Widespread discontent over the Poor Law Parliament—thus enabling the constituencies to
Amendment Act reminded many people that they return the man of their choice, be he rich or poor.
had little say in government. Reform bills in 1832 had 4 PAYMENT OF MEMBERS, thus enabling an honest
extended the right to vote, but only to about 600 000 tradesman, working man, or other person, to serve
out of three million men over the age of 21. At this a constituency, when taken from his business to
time, all members of parliament were required to own attend to the interests of the country.
property, which limited the number of men who could
5 EQUAL CONSTITUENCIES, securing the same amount
afford to stand for office. In 1838, a group of reformists
of representation for the same number of electors,
published a People’s Charter written as a bill that could
instead of allowing small constituencies to swamp the
be presented to parliament, demanding a better life for
votes of larger ones.
people through the use of parliamentary change (see
Source 3). 6 ANNUAL PARLIAMENTS, thus presenting the most
effectual check to bribery and intimidation, since
The movement in support of the People’s Charter
though a constituency might be bought once in
became known as Chartism. It spread through Great
seven years (even with the ballot), no purse could buy
Britain and in June 1837, Chartists held a general
a constituency (under a system of universal suffrage)
meeting at the British Coffee House in Cockspur Street,
in each ensuing twelve-month; and since members,
London. One faction wanted to use peaceful persuasion
when elected for a year only, would not be able to
while another suggested physical force, even revolt.
defy and betray their constituents as now.
The House of Commons rejected the Chartist petition,
even though it had 1.2 million
signatures. The Chartists suggested
that a general strike be called on 12
August but then called it off. Other
groups were involved in destroying
factory machinery and in strikes,
often clashing with police and
soldiers. By 1840, over 500 Chartists
had been put in prison.
A second petition was drawn up in
1842 and presented to parliament in
May, this time with over
three million names. Again it was
rejected by parliament. A third
petition was drawn up in 1848, when
revolutions in Europe encouraged
a revival of the Chartist ideas. This
petition was signed by two million
people but again it was ignored. As
a result, many Chartists gave up on
Source 2 An illustration of a Chartist meeting in 1848
280 oxford big ideas humanities and social sciences 9 western australian curriculum
Emergence of modern lifestyles were pulled down, and open spaces were created for
sport and entertainment. Sport was encouraged in
Robert Owen was not the only factory owner who came ‘leisure time’ in order to keep workers healthy.
to see that happier workers would work harder. Titus Increased leisure time led to other changes. Mass
Salt, an industrialist and politician from the English entertainment, such as theatres and spectator sport,
town of Bradford began experimenting with the idea developed alongside newspapers and magazines for
of providing well-built homes with drainage for his people of all classes – not just literature for the well
employees, as well as a local hospital, public baths, educated.
churches and schools. Compulsory education for children eventually grew
In France, workers were allowed to gradually buy the into educational opportunities for other workers, with
cottages in which they lived. These workers’ cities also Mechanics’ Institutes offering courses in technology
had schools, hospitals and baths. Similar ‘cities’ were and self-improvement. Eventually, these broadened to
developed in other European nations. offer other subjects, including literacy and arithmetic.
Improving health conditions led to fewer outbreaks Improvements in agricultural production gave
of disease and more efficient workers. Even the harshest people better diets and reduced the risk of famine
of mill owners began to clear slums. Cesspools were through crop failure. Workers could now afford more
removed, tenements (overcrowded rooming houses) and better food that, in turn, helped them stay even
healthier.
Source 5 Young
American boys working
as mine helpers,
c. 1900, before the
introduction of child
labour laws in the USA
282 oxford big ideas humanities and social sciences 9 western australian curriculum
Environmental impacts
One of the most significant long-term impacts of the
Industrial Revolution is related to the environment. New
sources of air and water pollution were introduced that we
are only now beginning to acknowledge as directly linked
to 19th-century industrial processes. Coal burnt in the
production of steam power produced heavy layers of smog
that hung over the factory towns and cities. Evidence
of the effects of this pollution was found when modern
scientists tested hair samples from famous people such as
Isaac Newton and Napoleon Bonaparte. They discovered
high concentrations of lead and mercury.
Today, not much has changed. The modern world is
still heavily dependent on fossil fuels such as coal and
oil. Not only do we use petroleum products in our cars,
ships and planes, we also use them in the manufacture
of our tablets, smartphones, computers and similar
devices. The only difference is that these fuels we burn
to maintain our affluent lifestyles are running out.
Air pollution Source 2 The effects of industrialisation are seen in scenes such as
The British were aware of the soot and dirt that hung this, where chemicals from a nearby chemical plant have killed the trees.
over their industrial towns, but they could not foresee
the long-term effects of their industry into the 21st example of the industrialised nations by becoming large
century. They did not realise fossil fuels such as coal and producers of pollution as they strive to improve the
oil could run out or have a global environmental impact. living conditions and wealth of their populations (see
The Industrial Revolution left humanity dependent on Source 3).
carbon fuels (such as petrol and gas). In recognition of By the mid-1900s, the effects of these changes to the
this, governments worldwide are encouraging the search Earth’s atmosphere were becoming apparent. In the 1960s,
for greener energies through policies aimed at limiting a new environmental movement sought to stem the tide
carbon production or taxing those that produce it. of pollutants flowing into the planet’s ecosystem. It is now
The developing world and its growing economies, widely accepted that pollution has changed the Earth’s
particularly those of India and China, have copied the climate and could lead to further unexpected changes.
keyconcept: Significance
‘Smellbourne’
In the 1850s, the majority of sewage and human waste
from houses across Melbourne was emptied into open
drains that flowed into street channels. This waste mixed
with other waste from stables and industries making
these open street channels extremely smelly. As a result,
Melbourne was given the nickname ‘Smellbourne’.
Although there was a collection system (waste
products collected from outhouses or ‘dunnies’ behind
city homes by ‘nightmen’) it was disorganised and often
resulted in the outbreak of diseases like typhoid.
After hundreds of people died, the Melbourne and
Metropolitan Board of Works (MMBW) was established
to build an underground sewerage system and a
treatment plant at Werribee. This treatment plant still
operates today.
The system was opened in February 1898, when the
chairman of the MMBW, Mr Fitzgibbon, proudly stated,
it ‘was not a question of how much the scheme was
going to cost, but how much it was going to save in the
lives of the citizens’.
For more information on the key concept of
significance, refer to page 209 of ‘The history toolkit’.
Source 5 An engraving showing works on the new
sewerage scheme for Melbourne, 1892
284 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 6 A modern
example of the effects
of deforestation in Haiti
28
Step 3 Draw the x-axis and mark where the bars
21 will be.
Step 4 Determine the scale for the y-axis (the
14 vertical axis). The y-axis is usually used to show
the frequency of something happening or the
7 amount. Again, you need to consider the data
you are using to make your graph. (For example,
0 when graphing the information in the first row of
1750 1900
Year the table in Source 1, we have used a numerical
Population growth in Britain between 1750 and 1900 scale which goes from zero to 37 million). You
then need to choose an appropriate scale interval
Source 2 Graph showing population growth in Britain between
1750 and 1900 (e.g. 1 cm = 10 million).
286 oxford big ideas humanities and social sciences 9 western australian curriculum
Step 5 Draw the y-axis and mark your chosen intervals Apply the skill
with the appropriate numerical labels (e.g. 10 million, Using the information in Source 1, follow the steps outlined
20 million). to create three bar graphs in your notebook that show:
Step 6 Write an appropriate y-axis title beside the y-axis 1 the difference in life expectancy of men and women in
and an appropriate x-axis title underneath the x-axis. Britain in 1750 and 1900
For example, when graphing the information in the
2 the difference in the number of babies that died at birth
first row of the table in Source 1, the y-axis title is
in 1750 compared to 1900
‘Population’ and the x-axis title is ‘Year’.
3 how many more people were living in towns in 1900
Step 7 After looking closely at your data, draw each bar.
compared to 1750.
If the value falls between two of your marked intervals
on the y-axis, approximate where the correct value
would lie.
Step 8 Each graph should be uniquely numbered, for
example, ‘Figure 1’. (Note that all other images such as Extend your understanding
diagrams, pictures, photos and maps are also included
1 Conduct some independent Internet research
in this numbering series.)
to find out why populations increased so rapidly
Step 9 Whether creating your own graph using
during the Industrial Revolution, both generally
another source’s data, adapting their graph, or
and within cities. Using the information you have
reproducing their graph as a whole, you must quote
gathered, write a 200-word historical explanation
(cite) the source. Place the citation below the graph,
describing the population boom and the reasons
and precede it by either ‘Source:’ (for an exact
why it occurred.
reproduction) or ‘Data source:’ (when you have
modified the original).
World War I
(1914–1918)
World War I is often called ‘the Great War’,
‘the first modern war’ or ‘the war to end all wars’.
It was the first war in which modern machine guns,
chemical weapons, tanks, fighter aircraft and
submarines were used to cause devastation on
a global scale. Regardless of what it is called, the
events of World War I destroyed entire cities and
towns and took the lives of millions of soldiers
and civilians.
At the end of World War I, the map of Europe
was redrawn. Once-powerful empires were broken
up and new nations were created in their place.
The war also tested Australia’s commitment to
Great Britain. Although Australia displayed a strong
sense of loyalty to Britain by committing troops and
resources, the Australian public was divided over the
issue of conscription.
Today, the sacrifice of those who fought and died
in World War I is commemorated in many nations
around the world – including Australia.
9A
What were the causes
9B
How and where was
of World War I? World War I fought?
1 There were several short-term and long-term 1 During World War I, there were major developments
factors that led to the outbreak of World War I in in warfare and weaponry. Much of this new
1914. Make some predictions about what some of technology was blamed for extending the war.
these might have been. Why do you think this might have been?
288 oxford big ideas humanities and social sciences 9 western australian curriculum
9
Source 1 Trench warfare was a major part of the fighting that took place across Europe during World War I.
This photograph shows the remains of a fallen soldier photographed in the trenches during World War I.
It illustrates the horror of daily life in the trenches for soldiers on both sides.
9C
What impact did World War I
9DHow is World War I remembered
have on Australia? and commemorated?
1 World War I had a significant impact on people 1 It has been argued that wars are essential to a
at home in Australia, especially for women and nation’s development and sense of national identity.
people of German background. Explain why and Do you believe this is true? Discuss your ideas as a
how the war might have affected these two groups class, making reference to the way in which World
of people in particular. War I is commemorated each year.
Source 1 A timeline of key events leading up to, during and immediately after World War I.
290 oxford big ideas humanities and social sciences 9 western australian curriculum
July–November 1916
the Battle of the
Somme; tanks are
used for the first time
8 August 1918
1917 the Battle of Amiens begins;
Fighting continues this day will later come to be
on the Western Front. known as the ‘Black Day for
Battles are fought at the German Army’
Passchendaele, Ypres,
March 1916 Pozières and Bullecourt.
March 1918 January–June 1919
the Australian Imperial
the Ludendorff Offensive the Paris Peace Conference
Force (AIF) joins the fight
begins – a final attempt by is held to decide the fate
against Germany on
Germany to break through of Germany; the Treaty
the Western Front
the Allied lines and win the war of Versailles is drawn up
Europe in the lead-up to war middle classes across Europe had fought for greater
political rights and now enjoyed a higher standard of
In 1901, the situation in Europe appeared peaceful. living. The working classes had also won some basic
Queen Victoria had occupied the British throne rights, such as the right to vote in Britain after 1867.
for over 60 years and many of her relations and However, this prosperity masked both
descendants had married into royal houses all over international and domestic tensions. Despite their
Europe (see Source 2). As a result, many of the royal close family ties and relationships, there were
families of Europe were closely related. Tsar Nicholas jealousies among many of the royal families in
II of Russia, Kaiser Wilhelm of Germany and King Europe. Issues such as the different rates of economic
George V were all first cousins (see Source 3). The wife progress, the size of colonial empires and the
of Tsar Nicholas II was also one of Queen Victoria’s development of weapons, armies and ships all
granddaughters. caused rivalry between major European nations.
292 oxford big ideas humanities and social sciences 9 western australian curriculum
For example, the rate of economic progress and Many working-class families lived in cramped,
improvements in the standard of living were unevenly unsanitary conditions or in urban slums. Women were
spread across Europe. The Industrial Revolution of still not allowed to vote in Europe, and new political
the 18th and 19th centuries led to many advances movements divided people along class and ethnic lines.
in Britain and Germany, but had little impact on the Many governments and people were afraid of the rising
nations of Eastern Europe such as Austria–Hungary, influence of radical political movements like socialism
the Balkan states and Russia. This contributed further and anarchism.
to the rivalry between nations. Even in industrialised So although Europe seemed to be peaceful before
nations like Britain and Germany there was a huge World War I, these rivalries and tensions bubbled away
gap between rich and poor. beneath the surface.
Source 2 Queen Victoria (seated front centre) photographed with members of her Source 3 Tsar Nicholas II of Russia (left)
extended family in 1894. Kaiser Wilhelm II of Germany is seated front left. with his cousin King George V of England
(right) – their mothers were sisters
EUROPE: BEFORE THE OUTBREAK OF WORLD WAR I EUROPE: DEVELOPMENT OF ALLIANCES 1879–1907
LEGEND
Triple Alliance
Triple Entente
Neutral countries
ATLANTIC
OCEAN Norway Norway
Sweden Sweden
Sea
Sea Sea
Denmark Great Britain Denmark
lti lti
c
Ba Ba
The Russian Empire
Netherlands Netherlands
AT L A N TIC The Russian Empire
Belgium Germany Belgium Germany
OCEAN
France France
Switzerland Austria-Hungary Switzerland Austria–Hungary
Portugal Romania Portugal Romania
Black Sea Black Sea
Spain Corsica Bulgaria Spain Bulgaria
Italy Corsica Italy
Sardinia Albania The Ottoman Empire Sardinia Albania
The Ottoman
Mediterr Mediterr
ane ane Empire
an an
Morocco Morocco
N Tunisia Sea N Tunisia Sea
0 1000 km 0 1000 km
Source 1 Source: Oxford University Press Source 2 Source: Oxford University Press
294 oxford big ideas humanities and social sciences 9 western australian curriculum
PACIFIC
PACIFIC OCEAN
ATLANTIC
OCEAN
OCEAN
INDIAN
Belgium OCEAN
France
Germany
Great Britain
Italy N
Netherlands
The Ottoman Empire
0 3000 km
Portugal
The Russian Empire
Spain
Source 5 Military spending and soldier numbers of key European powers, 1913–14
Country Size of population Military spending Soldier numbers
(millions) (US$ millions) (millions)
Germany 67 60 8.25
Britain 45.8 50 0.75
France 39.6 40 1.5
Austria–Hungary 52.8 22.5 0.65
Russia 139 15.5 1.25
Italy 35.5 10 0.75
296 oxford big ideas humanities and social sciences 9 western australian curriculum
LEGEND Budapest
Countries and their associated territories
AUSTRIA–HUNGARY
France Italy
Germany The Ottoman Empire Zagreb
Great Britain Spain
Norway
ROMANIA
BOSNIA-
Belgrade Bucharest
Sweden HERZEGOVINA
Sarajevo
Great Britain North SERBIA
BULGARIA Black
Sea
Ba Adriatic
The Russian Empire Sea
Netherlands Constantinople
ATL ANTIC Tirane
(Istanbul)
Belgium Germany ITALY ALBANIA
OCEAN
France
THE OTTOMAN
Switzerland Austria–Hungary EMPIRE
Aegean
Portugal Romania GREECE Sea
Black Sea
Spain Corsica Bulgaria
Italy Athens
Sardinia Albania
The Ottoman
Mediterr
ane Empire
an
Morocco N
N Tunisia Sea
Source 1 Source: Oxford University Press Source 2 Source: Oxford University Press
298 oxford big ideas humanities and social sciences 9 western australian curriculum
keyconcept: Contestability
The Schlieffen Plan Zuber points out that the Schlieffen Plan was for
a war against France on a single front, yet in 1914
Historical events can become contestable with the
Germany was planning for a war against France and
release of new sources of information. The Schlieffen
Russia. The actual document outlining the Schlieffen
Plan is a good example of this because it has become
Plan was also in the possession of Alfred von Schlieffen’s
the accepted explanation of German tactics in 1914.
daughters in 1914, rather than with the military.
More recently, however, historians like Terence Zuber
have used material released from German archives after Historians have to be prepared to accept the
the fall of the Berlin Wall to challenge this view. They emergence of new evidence that challenges accepted
argue that the 1905 Schlieffen Plan was not a practical beliefs. The Schlieffen Plan has long been accepted as
war plan, but actually a theoretical training exercise. fact, but as Zuber argues, it can now be regarded as
This argument is based on inconsistencies between contestable.
the 1905 Schlieffen Plan and the German mobilisation For more information on the key concept of
plans implemented in 1914. contestability, refer to page 210 of ‘The history toolkit’.
300 oxford big ideas humanities and social sciences 9 western australian curriculum
302 oxford big ideas humanities and social sciences 9 western australian curriculum
Why Australians feelings towards the mother country at this time. I sincerely
hope that international arbitration will avail before Europe is
enlisted to fight convulsed in the greatest war of any time. All, I am sure, will
regret the critical position existing at the present time, and pray
that a disastrous war may be averted. But should the worst
When Britain declared war on Germany, happen after everything has been done that honour will permit,
Australians will stand beside our own to help and defend her to
Australia (part of the British Empire) was also
our last man and our last shilling.
obligated to enter the war. The Prime Minister An excerpt from a speech by Andrew Fisher, Leader of the Opposition
of Australia Joseph Cook said in August 1914: (later Prime Minister), in 1914 just before the outbreak of war
healthiest men were accepted. I have joined the Australian Army … it’s not bad money here,
5/- [shillings] a day and clothes and food … nearly as good as
cabinet making and not half as hard. You may [think] it’s funny
[my] turning up such a good job, but … this [employer] had only
about three days work left for us … things are so bad out here
for there is a drought on and we haven’t had any rain for months,
so I thought I would join the army.
Corporal RE Antill in a letter to his parents, 1914 (defencemagazine)
Source 5
I have enlisted and I don’t regret it in the very least. I believe it is
every young fellow’s duty. There are far better men than any of us
have already gone… we are the sort of men who ought to go.
Private AJ McSparrow (in B Gammage, The Broken Years, p. 7)
usefulness of sources
Evaluating the reliability and usefulness of sources is
one of the most important, and perhaps most difficult,
Source 1 historical skills you need to master. The first thing to
A recruitment understand is that these terms ‘reliable’ and ‘useful’ are
poster for World not interchangeable. A source can be both unreliable and
War I issued by
the Queensland useful at the same time, or both reliable and not useful at
Recruiting the same time.
Committee
304 oxford big ideas humanities and social sciences 9 western australian curriculum
Step 1 Evaluating reliability For example, anti-Chinese propaganda during the gold
To determine the reliability of a source, you need to rushes may be very useful when considering Australian
identify whether it is biased. Being biased means having attitudes towards migrants in the 19th century, but not
an unbalanced or one-sided opinion. Bias is found in much use as evidence about the important role that
secondary and primary sources. It is natural for people Chinese migrants played in the development of the
to show their opinion when they write something. To Australian economy. So to reach a conclusion about
recognise bias in a source, ask yourself the following whether a source is ‘useful’, you need to be very clear
questions: about what you want to use the source for.
• Who wrote it or made it? Use the following steps to evaluate a source’s
usefulness.
• When was it written or made?
• Be clear about what historical question you are
• Why was it written or made?
investigating.
• Was the person who wrote or made it paid? If so,
• Identify whether the source is biased/reliable using the
who paid them?
process described.
• Does it distort the facts?
• Look at what the source is telling you and compare it
• Does it give one side of the story, or is it balanced? to what you need/would like to know. Remember to
• Can the views expressed in this source be verified by consider both explicit and implicit messages.
another source? • Ask yourself: what are the uses of this source for
By finding the answers to these questions, you can answering my historical question?
come to a conclusion about whether the source is biased. • Ask yourself: what are the problems of using this
Make sure you give specific reasons for your conclusion. source to answer my historical question?
You need to explain how and why a source is biased,
• Make a final judgement about the source’s usefulness
and how this bias affects its reliability. The more biased
for your purposes.
the source, the less reliable it is. But remember, no single
source is ever completely reliable or unreliable. Apply the skill
Step 2 Evaluating usefulness Read each of the sources provided in this section.
Some historical sources are more useful than others. Then, using the steps provided:
But sources are not simply useful or not useful in their 1 Evaluate each source’s reliability.
own right. They are useful or not useful depending on 2 Evaluate how useful each source would be in
what you wish to find out from them. explaining the factors that motivated Australian men to
Just because a source is biased does not enlist.
automatically mean that it is not useful. It may be 3 Evaluate how useful each source would be in
extremely useful if you are investigating the opinions of a explaining the methods used by the Australian
particular group at a particular time. However, if you are Government to encourage men to enlist.
investigating ‘the facts’ of an event, a biased source may
be much less useful. Be sure to explain how you reached your conclusions.
Source 1 British aircraft like the ones shown here played a vital role in World War I.
306 oxford big ideas humanities and social sciences 9 western australian curriculum
Gas
In April 1915, Germany introduced poison gas as a
weapon of war (see Source 4). Chlorine, which was
blown over the enemy trenches, burned and destroyed
the respiratory tracts (airways) of anyone without
a gas mask, causing terrible pain and death. Other
gases were introduced throughout the war, including
mustard and tear gas. Poison-gas attacks were so
horrific that the use of chemical and biological Source 4 A soldier and dog wearing gas masks work to
weapons was banned under a treaty signed in 1925 find the wounded in areas where poison gas has been used.
known as the Geneva Protocol.
Aircraft
Tanks Large-scale aerial warfare was conducted for the first
The British army introduced the first tanks into the time during World War I. At first, small planes were
war in September 1916 at the Battle of the Somme used to scout for enemy positions. Later, planes armed
in France. While they were successful at overcoming with machine guns were used in aerial combats, known
barbed-wire obstacles and trenches, the mechanical as dogfights.
unreliability of these early tanks meant they were Huge airships called zeppelins (named after their
not always so useful. The first tanks were designed inventor Count Ferdinand von Zeppelin) were used
and built quickly, so they frequently broke down or by the Germans in the first air raid over England in
became stuck in muddy trenches. The crews inside January 1915. Made of a cylindrical metal frame covered
the tanks had to endure unbearably hot and noisy with fabric and filled with gasbags full of hydrogen,
conditions, almost constantly choking on the fumes zeppelins were able to fly higher than conventional
inside the cab. By the end of 1917, improvements in aircraft and drift almost silently over their targets. This
the design and manufacture – and tank battle tactics – made zeppelins difficult to shoot down with normal
made tanks more effective. anti-aircraft guns. The ability to hit targets accurately
from a zeppelin was poor though, and they were also
vulnerable to strong winds that could blow them off
course. Towards the end of the war, zeppelins were
largely replaced by multi-engine bomber planes, such as
the Gotha G.V. bomber (see Source 3). Britain responded
with its equivalent, the Handley Page Type O bomber
(see Source 1, bottom left corner).
Communications
Advances in communication technologies Source 6 Dogs were sometimes used to carry messages to and from the
during World War I allowed faster contact battlefield. This dog is bringing orders to a soldier in the trenches.
between commanding officers behind the
scenes and soldiers fighting on the front
Check your learning 15.6
line. The development of telephone and
wireless (radio) systems allowed instant Remember and understand
reports from the battlefield to be passed
1 Identify three ways in which the technologies used in World
to command centres. Tactical decisions
could be made much more quickly. On the War I were different from those used in earlier wars.
downside, telephone lines had to be laid 2 In what ways did submarines change the way World War I was
in each new location where fighting took fought?
place and were easily damaged by artillery.
Apply and analyse
Wireless radios were also very heavy and
difficult to move. Despite the increased use 3 Do you think new developments in technology actually
of these new technologies, soldiers still acted prolonged the war? Explain your answer.
as runners to relay information. Motorbike 4 Why do you think that the use of poison gas was banned
couriers, carrier pigeons and even dogs were under the Geneva Protocol in 1925, while the use of other
used at times (see Source 6). types of weapons was not?
5 What were the advantages and disadvantages of new
developments in communication technologies?
308 oxford big ideas humanities and social sciences 9 western australian curriculum
SEA
18
BRITAIN SEA
TIC
DENMARK
fought
Moscow
BAL
Jutland 1916
Dogger Bank 1915 17
14
NETHERLANDS Eastern RUSSIAN
London 14 15
Berlin Warsaw Front EMPIRE
14 16
18 GERMANY 15 18
18 14
FRANCE 14 16
18
17
Western Front
AUSTRIA-
WORLD WAR I: MAJOR BATTLES AND ALLIANCES 18
SWITZERLAND 18 HUNGARY
CA
LEGEND
SP
Isonzo 1915 16
16 Eastern Front
IA
PORTUGAL 18 Sarajevo
N
MONTENEGRO 15 ROMANIA Neutral states
SE
SERBIA
16 BLACK SEA 16
A
16
SPAIN 15 16
Rome BULGARIA 15 Allies
18 15
ITALY
OTTOMAN PERSIA 14 Allied offensives, year
Gallipoli 1915 EMPIRE 15
ATLANTIC
GREECE Battle front
FINLAND 16
OCEAN ALBANIA
SWEDEN 18
ALGERIA NORWAY 18
Major battle
(France) Petrograd 17
GREAT NORTH
SEA
M E DI T E RRANE18
AN SEA 15
BRITAIN SEA Central Powers
KUWAIT
TIC
17
DENMARK
Moscow Beersheba 1917 Occupied by the Central Powers
BAL
Jutland 1916
Dogger Bank 1915 LIBYA Suez Canal
0 500 1000 km 17 ARABIA
(Italy) 14 EGYPT 14 Central Powers offensives, year
NETHERLANDS Eastern RUSSIAN
London 14 15
Berlin Warsaw Front EMPIRE
14 16
18 GERMANY 15 18
FRANCE
18
14
14
16
Australian forces had driven
18
Western Front AUSTRIA-
17
the Germans out of New
18
SWITZERLAND 18 HUNGARY Guinea by the end of 1914.
CA
LEGEND
SP
Isonzo 1915
16 16
World War I was also Eastern Front
IA
PORTUGAL 18 Sarajevo
N
MONTENEGRO 15 ROMANIA Neutral states
SE
SERBIA
16 BLACK SEA 16 fought in the Middle East.
A
16
SPAIN 15 16
BULGARIA Allies
Rome
18
15
15 The Gallipoli campaign,
ITALY
OTTOMAN PERSIA for14example, was designed
Allied offensives, year
Gallipoli 1915 EMPIRE 15
GREECE
16
to open up access
Battle front for the
ALBANIA 18
Allies. They needed this
ALGERIA 18
Major battle
(France) 17 access in order to get troops
MEDITERRANEAN SEA 15
Central Powers
and supplies into Russia to
17 KUWAIT
Beersheba 1917 aid the Occupied
campaign by theon thePowers
Central
LIBYA Suez Canal
0 500 1000 km
(Italy) EGYPT ARABIA Eastern
14
Front. In the end,
Central Powers offensives, year
the Gallipoli campaign was
Source 1 Source: Oxford University Press abandoned, but not before
the deaths of around 140 000
In World War I, the greatest loss of life took place in soldiers from countries including Britain, Canada,
Europe. Many of the best-known land battles of World France, Australia, New Zealand, India and Turkey. More
War I were played out in an area in France and Belgium than half of those killed were from Turkey.
known as the Western Front (see Source 1). However, the Following the withdrawal from Gallipoli in
Eastern Front was also very important, especially in terms December 1915, some of the Allied troops, including
of the conflict between Germany and Russia. A third the Australian Light Horse, were redeployed to Palestine
front, along the border between Italy and Austria, was the where they fought alongside Arab tribes against Turkish
scene of fierce fighting and great loss of life. troops from the Ottoman Empire.
Because so many European nations had large colonial Japan, a rapidly modernising nation, was also
empires, people from all over the world participated in involved on the side of the Triple Entente. In response
the conflict. Members of the British Commonwealth to a request from Britain in 1914, Japanese ships led
(such as Australia, India, South Africa, Canada and New raids on German naval vessels around Chinese waters.
Zealand) were involved in the conflict. The war came close The Japanese further provided 17 battleships to assist
to Australia because Germany had colonies in Samoa British naval actions in the Mediterranean Sea and
and New Guinea. As early as August 1914, New Zealand in South Africa. Japan also took advantage of the war
forces occupied German Samoa with no loss of life. situation to extend its power and influence in China.
Source 3
The USA enters the war A sketch of
the passenger
At the start of the war in 1914, the USA remained a ship Lusitania
neutral country, but its sympathies definitely lay with sinking on a trip
from Liverpool
the members of the Triple Entente – Britain, France
to New York
and Russia. In the early years of the war, the USA after it was hit
continued to trade with Britain and provided indirect by a torpedo
support for the war effort in Europe by transporting from a German
U-boat
supplies across the Atlantic Ocean.
In an attempt to stop this trade, the Germans
began to use submarine warfare. On 7 May 1915, Check your learning 9.7
the British passenger ship Lusitania was sunk by a
German submarine, killing 1198 passengers (see Remember and understand
Source 3). Among the dead were 128 Americans. 1 World War I was predominantly a European war.
Following the sinking of two more British ships Why then were people from so many other parts of
carrying American passengers, Germany agreed to the world involved?
stop submarine attacks on ships carrying civilians. 2 What was the main purpose of the Gallipoli campaign?
This pledge lasted until March 1917, when German
submarines sank American ships. As a result of these Apply and analyse
attacks, on 6 April 1917, the USA declared war 3 What impact do you think the early Australian and
on Germany. New Zealand successes in the Pacific would have
Another suggested motivation for the USA joining had on attitudes to war in Australia?
the war was the large amount of money that American
bankers had lent to the British and French. It was Evaluate and create
important that the Triple Entente countries win the 4 Using the information provided, together with your
war in order for them to pay back the debt to the USA. own research, identify the main reasons why the USA
The USA also supplied extra food, facilities and became involved in World War I. Which do you believe
money to fund the final months of the campaign. to be the most important? Why?
310 oxford big ideas humanities and social sciences 9 western australian curriculum
Ostend
ine
Antwerp
tended to follow a pattern. Initially ofNieuport
Dunkirk Cologne
there would be a long and sustained Calais BELGIUM
it
Loos
r
Source 2 The two-trench system along the Western Front ran unbroken from the
Belgian coast to Switzerland. Source: Oxford University Press
312 oxford big ideas humanities and social sciences 9 western australian curriculum
Nurses on the Western Front Sister Kelly, an Australian nurse in France describing
her experiences when a bomb hit a casualty clearing
At the start of the war, a small number of women station behind the lines
wanted to join the services but were told that war was
‘no place for ladies’. The only women allowed to enlist
and serve overseas were nurses.
The nurses worked under appalling conditions,
especially on the Western Front where makeshift field
hospitals were often set up in trenches behind the
lines (see Source 6). The nurses became known as ‘the
roses of no man’s land’.
Over the course of World War I, 2562 Australian
nurses joined the AIF as members of the medical
units. Out of this number, 2139 served overseas in the
Middle East and on the Western Front. Twenty-five
women lost their lives while serving overseas and 388
received military honours.
Many soldiers
suffered greatly
from the trauma
of battle, and
shell-shocked
Field hospitals, troops were
transport depots frequently
and staff positions regarded as
were located cowardly.
behind the lines,
and often featured
bunkers.
Source 1 An artist’s impression of trench warfare during World War I
314 oxford big ideas humanities and social sciences 9 western australian curriculum
Observation balloons
were used to locate
enemy positions.
316 oxford big ideas humanities and social sciences 9 western australian curriculum
On 25 April 1915, ground troops Hamilton’s decision to persist with the campaign was supported
from Britain, France, Australia, New by news of the success of the Australian submarine AE2. On 25 April
Zealand, India and the British dominion 1915 (the same day as the landing), the AE2 became the first Allied
of Newfoundland (now part of Canada) warship to penetrate the Dardanelles. It attacked a Turkish gunboat
landed on the Gallipoli Peninsula. but was eventually discovered on 30 April and destroyed.
The campaign was in trouble from the In May 1915, the Turks launched a great counter-offensive to take
beginning. As the Australian and New back the territory taken by the Allies, but were driven back.
Zealand troops landed at what is now
called Anzac Cove, they faced cliffs up to
100 metres high and heavy gunfire from ALLIANCES IN EUROPE AND THE MIDDLE EAST
behind the Turkish fortifications. Those
LEGEND
soldiers who made it to the beach were A Moscow Neutral
GREAT NORTH DENMARK SE
IC
unprotected as they faced the Turkish BRITAIN SEA
BA
LT Allies
NETHERLANDS
guns. The Anzacs managed to secure the ATLANTIC London
Berlin Warsaw RUSSIAN
Central Powers
beach and made limited progress up the OCEAN GERMANY EMPIRE Occupied
CA
S
PI
7 kilometres of territory, the day ended PORTUGAL Sarajevo
AN
MONTENEGRO ROMANIA
SE
SERBIA BLACK SEA
with barely a single kilometre achieved.
A
SPAIN
Rome BULGARIA
More than 600 Australian soldiers were ITALY Constantinople
PERSIA
Gallipoli OTTOMAN
killed on the first day of the campaign. GREECE EMPIRE
(France)
landing, the British commander of the N MEDITERRANEAN SE A
campaign, General Sir Ian Hamilton, KUWAIT
LEGEND Suvla
Bay TURKEY
Turkish
Troops
It is stated in messages from
Battery (weapons unit)
Cairo that the majority of Fortress
wounded who have arrived Minefield The Nek
Anzac Cove
there deny the stories of Anzacs
ir
Lone Pine
Ba
Objective
that the Turks are fighting Territory gained
most fairly. In one case, a Battleship
Turk dressed the wounds of
a British soldier under fire.
Another left his water bottle
with a wounded Australian. 0 10 km
Chanak
An Australian who was taken Kilid Bahr Plateau
prisoner, but subsequently
escaped, stated he was very well AEGEAN SEA
treated.
An extract from the
Melbourne newspaper Cape Helles
The Argus, 22 June 1915
British battleships hit by mines
es
Dardanell
Kum Kale TURKEY
318 oxford big ideas humanities and social sciences 9 western australian curriculum
Withdrawal
Check your learning 9.10
In December 1915, the Anzacs were finally ordered to withdraw from
Gallipoli. To hide the fact that they were leaving, they rigged up some Remember and understand
rifles to fire at random. They did this by attaching tins to the rifles’
1 What does the term ‘ANZAC’ stand
trigger mechanisms with string. When the tins filled with water
for?
dripping from other tins suspended above, their weight caused the
triggers to be pulled and the rifles to fire. This tactic became known 2 What was the outcome of early
as the ‘ghost guns of Gallipoli’. Soldiers also carefully wrapped the attempts by Allied forces to pass
horses’ hooves in cloth to muffle the sound of their leaving. The last through the Dardanelles?
Australian soldiers were evacuated overnight on 19–20 December. 3 Where was the Australian infantry
Because of its efficiency, the silent withdrawal is usually remembered (soldiers who fought on foot) deployed
as the most successful part of the Gallipoli campaign. to after the Gallipoli campaign?
Over the course of the campaign, 8709 Australians died, and What happened to members of the
19 000 were wounded. Over the same period, over 80 000 Turks were Australian Light Horse (soldiers who
killed. During their time on Gallipoli, the ‘diggers’ – as Australian fought on horseback)?
troops became known – displayed a courage and ingenuity that
would form the basis of the Anzac legend. This legend would
Apply and analyse
contribute to the Australian sense of identity over the course of the 4 Write a paragraph explaining why
20th century. the Gallipoli campaign was ultimately
unsuccessful.
The Australian Light Horse 5 Why do you think the Anzac soldiers
Following the withdrawal from Gallipoli, the Australian infantry earned high praise, even though they
were deployed to the Western Front in France and Belgium. However, did not achieve what they hoped to?
the mounted troops remained to continue fighting against the Turks 6 Explain why some people argue that
in Egypt. They became involved in what was known as ‘the Sinai and the withdrawal of the Anzacs from
Palestine campaign’. Gallipoli was the most successful part
The Australian Light Horse was a combination of cavalry and of the campaign.
mounted infantry that had been developed during the Boer Wars
in Africa (1899–1902). Traditional cavalry forces were becoming
Evaluate and create
obsolete as nations developed more powerful infantry and artillery 7 Do you think the Gallipoli landing and
weapons. However, Australia’s vast distances made military leaders the Anzac legend would have become
reluctant to do away with mounted soldiers. The answer was a as central to Australian culture and
mounted force of trained infantry soldiers who would ride swiftly folklore if it had not been the nation’s
into battle, but fight on the ground like regular infantry. Australian first experience of war? Explain your
mounted troops made a significant contribution to the defeat of answer.
Turkish troops in the Middle East. 8 Draw a sketch of the beach at Anzac
The most famous battle fought by the Light Horse was the Battle Cove where the troops landed
of Beersheba in October 1917. The charge was aimed at capturing during the Gallipoli campaign (see
the important Turkish base of Beersheba, and has been called the Sources 1 and 4). Label your sketch,
last successful cavalry charge in history (see Source 7). and highlight the difficulties that the
soldiers faced on arrival.
Source 1 US President
Woodrow Wilson
320 oxford big ideas humanities and social sciences 9 western australian curriculum
322 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Identifying and locating relevant sources, using ICT and other methods
Being able to locate relevant primary and secondary • What is the purpose of the website? Is it trying to
sources using the Internet is an important historical skill. inform, persuade or sell?
However, you need to keep in mind that not all information • Is the site objective? Is the author’s point of view
you find on the Internet is necessarily true, accurate, biased?
reliable or credible. So, in addition to being able to find • Is the information accurate? Can the information be
source material online, you need to be able to evaluate verified if you cross-check it with other sources of
the reliability and credibility of the information you find. information?
Use the following steps to apply this skill: • Does the site contain spelling mistakes or
Step 1 Identify key words related to your topic and type grammatical errors? (If so, this is usually an
these into a search engine such as Google. (Use only indication that the site is not particularly reliable.)
these key words – do not type in whole sentences or • Is the information current? Can you find evidence
questions.) of recent updates?
Step 2 Add further relevant key words to refine your
search if you cannot find what you want on your first Apply the skill
attempts. 1 Conduct an Internet search to find relevant, credible
Step 3 Look beyond the first page of results. The best and reliable source material about life in the trenches
results do not always appear first. during World War I using the steps outlined.
Step 4 Assess the reliability of each site by asking yourself: 2 Copy the data chart below into your workbook. Read
• Who is the author or creator? If it is an individual, the source material you have located and record the
do they have their credentials listed (e.g. a degree key points in the appropriate column. Make sure you
or title)? If it is an organisation, is it a reputable also record the URLs of the sites you have used.
organisation like a government or university
department?
Source 2
Source 3
Source 4
324 oxford big ideas humanities and social sciences 9 western australian curriculum
The redirection of
raw materials to the war
effort and the needs
of wartime industries
caused inflation. As a
result, the cost of living
in Australia rose by up
to 50 per cent during the
war years. The war also
disrupted international
trade. Naval blockades and
the use of shipping for
military purposes meant
fewer ships were available
to move trade goods to
overseas markets. The
Australian government
had introduced tariffs
(taxes) on imported goods
to protect its local wartime
supplies. Many countries Source 3 Aspro was Source 4 Wool, used to make soldiers’ uniforms, was a valued
looked elsewhere for trade developed in Australia as commodity during the war.
and discovered new sources a direct result of the war.
in Japan and the USA. However, many workers felt that they were not sharing
On the positive side, however, Australia developed in the wartime profits. Wages fell but the cost of living rose.
new industries. The fact that fewer goods could This led to some resentment and even strike action in the
be brought in from overseas meant that inventive coal industry, and on the railways and the wharves. These
Australians began to develop alternatives that were strikes drew much criticism. The strikers were described as
made here. By the end of the war, 400 new products unpatriotic and selfish, and they were largely unsuccessful.
were being manufactured in Australia. The Newcastle
steelworks, opened in 1915, was flourishing, the
Australian National Shipping Line had been established
Check your learning 9.12
and the role of the Commonwealth Bank expanded
Remember and understand
considerably.
One new product, developed as a direct result of the 1 How many Australian men died in World War I? How
war, was a medication called Aspro (see Source 3). Before does this figure compare with the losses suffered by
the war, aspirin (which at the time was a trademarked other Commonwealth nations?
German-made pain reliever called Aspirin) had been 2 What were some of the factors causing division
widely used for pain relief in Australia. After the in Australian society by 1916?
outbreak of war, the use of Aspirin became unpopular 3 What did the Australian federal government do in
and unpatriotic because it was made by the German order to cover the great cost of the war effort?
company Bayer. Two Australian pharmacists, George
Nicholas and Henry Smith, analysed Aspirin and came Apply and analyse
up with an Australian version, which they called Aspro. 4 Explain how the war influenced Australian
Aspro became one of the most widely used over-the- manufacturing.
counter medicines available in Australia.
Evaluate and create
There were people who profited from supplying
goods needed for the war effort. These included 5 Aspro was developed because Bayer Aspirin was
farmers who supplied wheat, dairy products and meat no longer imported from Germany. Research other
to feed the soldiers here and overseas. Wool was in products that were imported from Germany and
great demand for soldiers’ uniforms (see Source 4) and Austria before the war to see if the bans placed on
munitions factories were working overtime to support them led to the development of Australian alternatives.
the war effort.
326 oxford big ideas humanities and social sciences 9 western australian curriculum
328 oxford big ideas humanities and social sciences 9 western australian curriculum
Australia divided
Supporters of conscription tended to be middle- and upper-class
people of British and Protestant background. These people, known
as pro-conscriptionists, argued that it was the patriotic duty of
Australians to continue to support the war effort. They accused
opponents of being lazy and selfish, of being ‘German lovers’
and of letting down the thousands who had already given their
lives. In pro-conscription propaganda, images of noble Australian
soldiers and their families are shown suffering for the good of the
country as they fight the Germans.
Opponents of conscription were more likely to be working
class, Catholic and of Irish background. Catholic Archbishop
Daniel Mannix was the unofficial leader of the anti-conscription
campaign and he urged Catholics to vote ‘no’. Those who opposed
conscription claimed that Australia had already given enough of
its young men. They said that it was not really Australia’s war.
They also argued that several hundred thousand soldiers had
gone voluntarily to the war and that it was not necessary to force
Australians to fight. Anti-conscription propaganda urged people
to vote ‘no’ in the plebiscite or ‘Death Ballot’ (see Source 4).
Many trade unionists opposed conscription, arguing that
Source 3 A pro-conscription poster produced in
the war was a capitalist war and should not be supported. Some
Australia around 1918. The word ‘Hun’ is a derogatory
trade unionists also argued that if the majority of able-bodied term being used here to refer to the Germans.
Australian men were sent to the front, employers would begin to
employ non-whites at lower wages, undermining the gains that
Australian workers had made. Women were equally divided on
the issue and were used by both sides of the campaign. Images
of women and children frequently appeared in conscription
propaganda (see Source 3).
330 oxford big ideas humanities and social sciences 9 western australian curriculum
Internment
Over the course of the war, nearly 7000 people were
classified by the government as ‘enemy aliens’ and
imprisoned in internment camps. Most of these people
were of German or Austro–Hungarian descent who had
been residents in Australia when the war broke out. Some
had lived here for many years or had even been born in
Australia. There were no hearings or appeals.
Initially, internment camps were set up all across
Australia, but in July 1915, all internees were moved
to camps in New South Wales. Here, the three main
internment camps were at Trial Bay Gaol, Berrima Gaol
and Holsworthy Army Barracks. Germans who were not
placed in camps were carefully watched by the police
and neighbours.
Hostility towards Germans in Australian society at
the time was so strong that many people of German
or Austrian heritage decided that life inside the
internment camps would be preferable. Many of them
had lost their jobs and could not feed their families.
During the war, 1500 people chose to enter internment
camps voluntarily. Source 3 Australian propaganda cartoons, such as this one
by artist Norman Lindsay (published around 1915), did much to
fuel anti-German sentiment in Australia. The cartoon shows a
Other reactions to ‘enemy aliens’ ‘Hun’ (a derogatory word used to refer to Germans) as a brutal
ape-like monster reaching out to crush the world, the blood of
In response to the threat of German–Australians, its victims dripping from Europe down towards Australia.
the government closed down German schools and
changed the names of towns that it thought sounded Check your learning 9.15
‘too German’. In New South Wales, Germantown
became Holbrook; in Tasmania, the town of Bismarck Remember and understand
became Collinsvale; and in Victoria, Mount Bismarck
1 How many people of German descent were living
was renamed Mount Kitchener – after the British Field
in Australia at the start of World War I?
Marshal, Lord Kitchener. In Townsville, the German
2 What were some of the suspicions held about
Gardens became the Belgian Gardens.
German–Australians after war broke out? Who
Many families of German descent changed their
held these views?
names to stop harassment from the government and
a war-mad community. German schools and churches 3 What restrictions were placed on German–
were closed, German music was banned, and German Australians as a result of the War Precautions Act?
food was renamed. 4 Why did some German–Australians voluntarily
After the failure of the second conscription plebiscite enter internment camps?
in 1917, the anti-German campaign was increased
Apply and analyse
further. People of German descent were stopped from
joining the army, and from holding civil positions such 5 Negative attitudes towards Germans, even
as local councillors or Justices of the Peace. those who were born here or were naturalised
Many Australians also refused to work beside people Australians, were widely held by British–Australians
of German descent, striking until they were sacked during World War I.
from their jobs. People refused to buy anything from a How do you explain this reaction?
German-owned businesses. b Do you think the same reaction would happen
today if Australia were at war with a country
from which many Australian citizens had
migrated?
332 oxford big ideas humanities and social sciences 9 western australian curriculum
relationship with Britain was also reflected by Prime Over time, trade and military agreements with the
Minister Robert Menzies when he announced in 1939, United States led to Australia looking away from Europe
‘Great Britain has declared war upon her (Germany) ... and strengthening ties with the United States. Although
as a result, Australia is also at war.’ the Australian government had extended military
connections to the USA as far back as 1908, it was only
Australia’s relationship with Asia in the lead-up to World War II that the United States
came to be seen as a major ally of Australia.
Prior to World War I, Australia did not have a very
positive relationship with Asia. Instead, Australia’s
international relationships were heavily focused on
Britain and countries in Europe. At the time, Australia
also had very strict and discriminatory immigration
laws towards people from Asia.
One of the outcomes of the Paris Peace Conference
was the formation of the League of Nations – an
international organisation designed to prevent future
wars and promote peace. When the charter (founding
statement) for the League of Nations was debated, Japan
argued that a clause be added outlining ‘the equality
of all nations and fair treatment of all peoples’. Prime
Minister Hughes argued strongly against this clause
being added and was successful. The Japanese were Source 2 At the end of World War I, the leaders of the
offended by Australia’s position on the issue and it victorious Allied Powers met in Paris. This photograph of the
strained relations for many years. Despite this, trade Paris peace talks shows Australian Prime Minister Billy Hughes
seated in the centre of the front row.
between Australia and Japan increased steadily (as it did
with other Asian countries such as China).
In the 1930s, Japan began to flex its military muscle Check your learning 9.16
in Asia and expand its territory by force. As a result,
Australia was forced to take a more independent Remember and understand
approach to foreign policy. Australia’s closeness to Asia 1 What was the Paris Peace Conference and when
meant that the government had to look at Australia’s was it held?
interests in its own region and respond to local events.
2 What was Prime Minister Hughes’ major
achievement at the Paris Peace Conference?
Australia’s relationship with the 3 What was the League of Nations and what was it
USA designed to achieve?
334 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
purpose of primary and secondary • Why was the source written or created?
Source 1 The State War Memorial in Kings Park, Perth, commemorates Western Australians who gave their lives in World War I.
Even before World War I had ended, Australians Despite the disastrous landing and loss of life,
began looking for ways in which the whole nation Australians at home met the news from Gallipoli with
could recognise the efforts of the Australian forces a sense of pride. In the first news reports that reached
and commemorate their sacrifices. Today, we Australia, the soldiers were praised for their courage and
continue to remember World War I with two official gallantry. British war correspondent (journalist) Ellis
commemoration days – Anzac Day and Remembrance Ashmead-Bartlett wrote of the Anzacs, ‘There has been
Day – along with a number of other symbols and no finer feat in this war than this sudden landing in
traditions. the dark and storming the heights, above all holding on
For Australians, commemoration of World War I has whilst the reinforcements were landing’. (The Argus, 8
always been closely tied to the Gallipoli landing on 25 May 1915). His views were echoed by British General Sir
April 1915. Despite Australians being involved in more Ian Hamilton.
successful campaigns and battles during World War I, it
is Gallipoli that has come to symbolise Australia’s war Source 2
experience. … History contains no finer record of dauntless
bravery than is here described, while the
336 oxford big ideas humanities and social sciences 9 western australian curriculum
Anzac Day
commemoration
Anzac Day, 25 April, was made a day
of commemoration in 1916. That year,
ceremonies and marches were held all
around Australia. A march was also held in
London, England, where the Anzac troops
were hailed by local newspapers as ‘The
Knights of Gallipoli’. By 1927, Anzac Day
had become a public holiday in Australia,
with marches and dawn services held
around the country annually.
The events of 25 April 1915, on a
peninsula in Turkey, continue to resonate
with Australians today. More than any other Source 3 This plaque near the State War Memorial in Kings Park
commemorates the 2500 Anzacs who lost their lives at Gallipoli. The area
event in Australia’s history, the Gallipoli
was renamed Anzac Bluff in 1974 because it resembles the site at Anzac
landing occupies a special place. A legend Cove where soldiers first landed.
has developed around Gallipoli that grows
stronger as the years pass. Schoolchildren
learn about the Gallipoli landing and
relish legends such as the story of Simpson
and his donkey. Hundreds of thousands
of Australians join in or watch Anzac
marches through large capital cities and
small country towns. Many more take part
in commemorations and wreath-laying
ceremonies at war memorials throughout the
country.
Each year, increasing numbers of young
Australians find their way to Gallipoli to
be present at the Anzac Day dawn service
there. It has become something of a rite of
passage. Anzac ceremonies, wherever they
are held, traditionally conclude with the
words from Laurence Binyon’s poem ‘For
the Fallen’: Source 5 A dawn memorial service is held on 25 April each year at Anzac
Cove, Gallipoli.
338 oxford big ideas humanities and social sciences 9 western australian curriculum
keyconcept: Significance
Alec Campbell
The last living direct
Australian link to the
Gallipoli campaign
was lost on 16 May
2002 with the death
of Alexander William
(‘Alec’) Campbell,
aged 103. Campbell
enlisted in the AIF at
age 16, after lying
about his age to meet
the required minimum
age of 18. Campbell
landed at Gallipoli in
November 1915. He
carried ammunition,
supplies and water to
the trenches. He was
discharged on medical
grounds around a
year later. Campbell’s Source 10 Alec Campbell
funeral in 2002 was
attended by the then Prime Minister John Howard
and the chiefs of the defence forces. On this day,
around Australia and overseas, flags were flown at
half-mast to pay respect to this final link to Gallipoli.
Source 9 As this photo (taken on 19 August 1966 during For more information on the key concept of
the Vietnam War) indicates, Australian soldiers have significance, refer to page 209 of ‘The history toolkit’.
maintained the spirit of ‘mateship’ in battle first evident
at Gallipoli 50 years earlier.
340 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 3
… on some hill-top – still, beautiful, gleaming
white and silent, a building of three parts, a
centre and two wings. The centre will hold the
great national relics of the A.I.F. One wing will
be a gallery – holding the pictures that our artists
painted and drew actually on the scene and
amongst the events themselves. The other wing
will be a library to contain the written official
records of every unit.
CEW Bean, 1918, cited in Australian
War Memorial website
The Australian War Memorial features a Roll of Source 5 An aerial view of the Australian War Memorial,
Canberra, 1945
Honour that lists all those who died in World War I, as
well as a Commemorative Roll which lists all those who
died as a result of war injuries after the war finished.
Check your learning 9.18
Remember and understand
1 Why are red poppies worn on Remembrance Day?
2 What is the purpose of the RSL?
The Anzac legend dead from all wars and grieves and mourns their death and their
sacrifice. But there’s another quite different aspect of it, and that
today is it’s suggesting that the actual landing at Anzac was an event of
overwhelming historic importance, and in fact many people would
argue, and do so, that is was the creation of the Australian nation.
The Anzac legend has not remained static. … We … fully accept and appreciate that every nation has some
It was expected that as the last of the World kind – some day – in which to remember the sacrifice of those
who have gone to and have died in war, or have suffered in war.
War I diggers died, the significance of Gallipoli There’s no problem with that whatsoever. It is what is built upon
would begin to fade. There was some decline in that. We are simply pointing out that the whole interpretation of
interest in Anzac Day in the decades after World Australian history is distorted by this view of Anzac.
War II, but since the 1980s Anzac Day has AG: Australia’s achievements in nation building and social areas –
a living wage and decent working conditions, the 1967
grown in significance. referendum relating to Aborigines – all these things … are cast
aside in favour of a new militarised view of history.
HR: [Governments in the last 15 years] have put a great deal
The reasons for this resurgence of interest in the Anzac of money, particularly addressed at children, … at schools,
legend and the Gallipoli story are complex. The attention curriculum material, films … an unprecedented amount of
paid to the declining numbers of World War I veterans government money going into promoting a particular view of
combined with the popularity of films such as Gallipoli history.
have brought the events of 1915 to the attention of the … we can only presume it was done with a view that Australians
wider community. The pilgrimage of Gallipoli survivors needed a unifying myth; they needed something to feel proud
about their country. But …, by 1914, Australia was … a society
in 1990, to mark the 75th anniversary of the campaign,
which would be the envy of many countries even today. And yet
brought widespread media and popular awareness of the the argument of the militarists is that this achievement wasn’t as
Gallipoli landing. great because, at the time, there was this view that nations didn’t
Today, interest in Anzac Day has never been stronger. become complete until they’d had their baptism of fire.
School assemblies, church services, television and … Our argument is not with the mourning-aspect of Anzac Day,
radio programs and even sporting events are linked to it’s more with the way in which a whole interpretation of history
the commemoration of the Gallipoli landing. The nation has been built upon that and, in a way, sanctified by that.
commemorated the centenary of Gallipoli in 2015, and the
An extract from an interview with the historian Professor Henry Reynolds,
place of the Anzac legend is firmly and securely at the centre ABC, News, AM, Brisbane, 24 April 2010. Henry Reynolds [HR] is
of national consciousness. speaking with reporter Annie Guest [AG] about the book What’s Wrong
with Anzac? The Militarisation of Australian History, UNSW Press, 2010,
Yet despite the significance of Anzac Day in Australian
which he and Professor Marilyn Lake co-edited.
society, opinions on its origins and importance vary. The
following sources (see Sources 1 to 3) show how Australians
have debated the meaning of the Anzac legend across time.
Source 1
No one can express all that this day means to us Australians and
New Zealanders. ‘It is’, said Australia’s great historian Manning
Clark, ‘about something too deep for words.’ But in the stillness
of the early dawn, and in the silence that will settle once more
along this shoreline, we feel it in the quiet of our hearts. The sense
of great sadness. Of loss. Of gratitude. Of honour. Of national
identity. Of our past. Of the spirit, the depth, the meaning, the very
essence of our nations. And of the human values which those first
Anzacs – and those who came after them – embodied and which
we, their heirs, must cherish and pass to the future.
May they rest with God.
Address by His Excellency the Governor-General Sir William Deane Source 3 Australian soldiers in a boat heading towards Anzac
at Gallipoli, 25 April 1999 Cove, 25 April 1915 (AWM AQ2781)
342 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
344 oxford
oxford
bigbig
ideas
ideas
economics
humanities
& business
and socialcivics
sciences
& citizenship
9 western 9australian
& 10: australian
curriculum
curriculum
The economics
and business
toolkit
Economics – why is everyone so concerned about
it? It is important because economics is about people
producing goods and services to be consumed,
used and shared. It is about maximising the goods and
services that can be produced with a limited amount of
resources.
Over 23 million people live in Australia, which
amounts to a lot of production and consumption of
goods and services. To coordinate and organise these
processes we have an economic system that is
modelled on how a market works.
The government and the Reserve Bank also have
roles to play in managing the Australian economy.
At the heart of every economy is business. Business
is about producing goods or providing services in
exchange for money. In the 21st century, young people
will need to adapt to change and seek new and
innovative ways to do business in a global marketplace.
10A
What are economics and
10B
What are economics and
business concepts? business skills?
346 oxford big ideas humanities and social sciences 9 western australian curriculum
10C
What career opportunities
10
chapter
Source 1 The Internet allows buyers and sellers to easily exchange goods and services on a global basis. It’s an exciting time to be
348 oxford big ideas humanities and social sciences 9 western australian curriculum
350 oxford big ideas humanities and social sciences 9 western australian curriculum
• Identify current personal knowledge, gaps, misconceptions, currency of information, personal perspective and
possible perspectives of others
• Construct, select and evaluate a range of questions and hypotheses involving cause and effect, patterns and
trends, and different perspectives
• Analyse and clarify the purpose of an inquiry using appropriate methodologies, ethical protocols and concepts to
Questioning plan for, and inform, an investigation
and research • Use a range of methods to collect, select, record and organise relevant and reliable information and/or data from
multiple sources that reflects the type of analysis of information that is needed (e.g. questionnaires, surveys, emails,
tables, field sketches, annotated diagrams), with and without the use of digital and spatial technologies
• Identify the origin, purpose and context of primary sources and/or secondary sources
• Use appropriate ethical protocols, including specific formats for acknowledging other people's information, and
understand that these formats vary between organisations
• Use criteria to analyse the reliability, bias, usefulness and currency of primary sources and/or secondary sources
• Analyse information and/or data in different formats (e.g. to explain cause-and-effect relationships, comparisons,
categories and subcategories, change over time)
• Account for different interpretations and points of view/perspectives in information and/or data (e.g. from tables,
Analysing
statistics, graphs, models, cartoons, maps, timelines, newspapers)
• Analyse the ‘big picture’ (e.g. put information and/or data into different contexts, reconstruct information by
identifying new relationships, identify missing viewpoints or gaps in knowledge)
• Apply subject-specific skills and concepts in familiar, new and hypothetical situations
• Draw evidence-based conclusions by evaluating information and/or data, taking into account ambiguities and
multiple perspectives; to negotiate and resolve contentious issues; to propose individual and collective action in
Evaluating response to contemporary events, challenges, developments, issues, problems and/or phenomena
• Critically evaluate information and/or data and ideas from a range of sources to make generalisations and
inferences; propose explanations for patterns, trends, relationships and anomalies; predict outcomes
• Select a range of appropriate formats based on their effectiveness to suit audience and purpose, using relevant
digital technologies as appropriate
• Develop texts, particularly explanations and discussions, using evidence from a range of sources to support
conclusions and/or arguments
• Deconstruct and reconstruct the collected information and/or data into a form that identifies the relationship
Communicating between the information and the hypothesis, using subject-specific conventions, terminology and concepts
and reflecting
• Compare evidence to substantiate judgements (e.g. use information and/or data from different places or times; use
tables, graphs, models, theories)
• Generate a range of viable options in response to an issue or event to recommend and justify a course of action,
and predict the potential consequences of the proposed action
• Reflect on why all findings are tentative (e.g. changing nature of knowledge, changes in circumstances or values)
Source 2 The four categories of skills used in economics and business inquiries
352 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
354 oxford big ideas humanities and social sciences 9 western australian curriculum
356 oxford big ideas humanities and social sciences 9 western australian curriculum
business Activity that involves producing goods or providing services in exchange for money
cost–benefit analysis Estimating what will need to be paid (costs) and possible profits (benefits) derived from a business proposal
economics The study of how people produce, consume and share wealth
Gross Domestic The total market value of all goods and services produced within Australia in a given time frame
Product (GDP)
interest rates The amount a borrower must pay to a lender for the use of assets such as money; usually expressed as a
percentage of the total amount borrowed
investing Putting money into shares, property or other financial schemes in the hope of making a profit
opportunity cost The cost of the next-best alternative use of resources
unemployment rate The percentage of people who are in the labour force who are unemployed; the labour force includes those
who are employed and unemployed
Career Description
A person who owns a business and earns an income by making profit from the success of the business. You can
Business owner
become a business owner by buying or starting your own business.
A person who supervises the activities and employees of a business from day to day. A manager can have a
Business manager
diverse range of responsibilities depending on the business they work with.
Accountant A person who inspects and helps individuals or businesses to organise their finances.
Auditor A person who audits (inspects and analyses) an individual’s or business’ accounts.
Bank manager A person in charge of the business of a local bank branch (or number of bank branches).
A person who studies the activities and trends of the economy. They can be employed by businesses or
Economist governments to understand and make recommendations on economic issues. There are many fields of economics,
including market analysis, financial analysis, statistics, and many more.
A person employed by a business to analyse different aspects of their business (such as their operations, use
Business analyst of resources, structure or processes) and assess them. They can identify a business’ needs and recommend
solutions to help the business to improve or become more successful.
Stockbroker A person who buys and sells shares on the stock market on behalf of an individual or business.
Human resources A person who organises the hiring, firing, and employee wellbeing on behalf of a business. Human resources is a
manager good career for people who enjoy working with other people.
Sales consultant/ A person who works with consumers and businesses to sell goods and services. Sales consultants can work with
manager individual customers or large companies on behalf of the business they work for.
A person who gathers information about consumer wants, needs and preferences to help businesses make
Market researcher
decisions about what to produce and for whom to produce.
358 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 2 Jessica Harris works for a market research firm, helping businesses to understand what consumers want.
Understanding
the economy
At its most basic level, economics is the study of
how people produce goods and provide services for
other people to consume or use. More specifically,
economics is about maximising the amount of goods
and services that can be produced from a limited
supply of resources. Every country has its own way of
organising the production and consumption of goods
and services. This is known as an economic system.
In Australia, we use a market capitalist system. Under
this system, producers exchange goods and services
with consumers in return for money.
Countries all over the world also exchange goods
and services with each other. This is called trade.
Today, international trade is more common than ever
before.
11A
How does the economy work?
11B
How does Australia participate in
1 Make a ‘wish list’ of all the items you would love the global economy?
to buy. Explain why most of us can’t just buy
1 Do you buy Nike runners or have an Apple iPad?
everything we want. Why can’t the economy
These are imported goods. What other imported
produce everything that people wish to consume?
goods do you like to buy? Why?
2 Have you ever purchased an item on sale?
2 Have you ever bought any of the items in Source 1?
Why do you think the price of the item was
Many foods are produced by foreign-owned companies
reduced? Why is buying the sale item good
operating in Australia or are imported from overseas.
for both the buyer and seller?
Why might a country such as Australia import food?
360 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 Today, many food products that were once made and sold in Australia by Australian companies are produced by
multinational corporations. More than ever before, Australia is part of a global economy.
11C
How do businesses create a
competitive advantage?
1 Do you know a business that has closed down?
Why did it close?
2 Why do you think fast food chains regularly change
the products on their menu?
casestudy
What do you spend your secondary school students had a part-time job.
Many teenagers now have the technology that
money on? allows businesses to market and advertise their
products. Advertising through social networking
How much money do you spend per week and what
sites and emails keep teenagers abreast of the latest
do you spend it on? According to market research
consumer goods on the market. Video games have also
company TRU, average spending per week ranged
become a popular marketing tool to reach teenagers.
from $56 for those aged 12 and 13 to $192 for 18 and
19 year olds. Based on an online questionnaire, and
using the answers of a sample of 810 young people,
the study found that the most popular items to spend
money on were clothes, transport, mobile phones,
electronics and fast food. Favourite brands were Apple,
Coca-Cola, Nike, McDonald’s and Adidas. Source 2 Many
businesses are now
Teenagers receive money from parents, part-time
using social networking
jobs, gifts and allowances. According to the Australian sites to market their
Bureau of Statistics (the ABS) a third of full-time products.
362 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 2 If you were stranded on a desert island with your classmates, how would you organise what had to be done?
364 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Could you live without money? Boyle, an Irishman now living in Bath in the UK, is one
of a number of individuals who live without money. An
Mark Boyle, pictured in Source 4, is also known as the American man by the name of Daniel Suelo stopped using
‘moneyless man’. He embarked on a life without money in money in 2000 and currently lives in a cave in Utah.
2008. He now lives by growing his own food and foraging,
scavenging and bartering.
Surviving has led to some creative thinking as Boyle
runs his laptop and shower using solar power. His stove
is made of huge olive tins. Going to the toilet just requires
a spade and some recycled newspaper to use as toilet
paper. Toothpaste is no problem when you can make
it from cuttlefish and fennel seeds. Nettles found in the
forest make a healthy green tea.
Boyle says, ‘If we grew our own food, we wouldn’t
waste a third of it as we do today. If we made our own
tables and chairs, we wouldn’t throw them out the
moment we changed the interior decor. If we had to clean
our own drinking water, we probably wouldn’t contaminate
it.’
Source 4 Mark Boyle lives without money. Could you?
366 oxford big ideas humanities and social sciences 9 western australian curriculum
1 2 3 4 5
Traditional or Market capitalist Planned Market socialist Planned
subsistence economy capitalist economy socialist
economy You have two cows… economy You have two cows… economy
You have two cows… You sell the cows’ milk You have two cows… The government owns You have two
You milk the cows and and have enough money You continue to own your cows but you cows…
make enough cheese to buy a sheep. You sell the cows but the decide what to The government
for your own needs. the wool from the sheep government tells you produce (perhaps takes your cows,
This allows you to feed to buy a chicken and what to do. For cheese), how to sets up a dairy farm
your own family. then sell the eggs. example, they may produce and who to produce milk
You’re getting rich, but want you to produce you will sell your and decides who the
some others in your butter. product to. milk will be sold to.
community might
be poor.
Source 6 The tale of two cows – how different economic systems work
casestudy
What are some of Australia's booming businesses?
Carman’s Fine Foods Adriano Zumbo Patissier
When Carolyn Creswell was 18, she used her $1000 Adriano Zumbo is an Australian patissier and chef.
in savings to buy a muesli business. Twenty-one years You may have seen him on television making his
later in 2014, she was ranked 25th on the BRW Young intricate desserts. After Year 10, Adriano finished
Rich list, with her wealth estimated at $83 million. school and started an apprenticeship as a pastry
Carman’s Fine Foods chef. Although he now
produces a range of owns six patisseries in
muesli products that are Sydney and Melbourne,
Australian made and employing more than 100
owned. Carman’s is a staff, Adriano started out
major food retailer, small, selling homemade
exporting to over cakes and pastries to
32 countries and local cafes.
employing up to 20 staff.
Source 1 Carolyn Creswell Source 2 Adriano Zumbo
368 oxford big ideas humanities and social sciences 9 western australian curriculum
with regulations. Businesses similar to those in the case country’s currency. For example, $1 in Australian
study benefit the economy because the government currency might be worth 72 US cents. If the Australian
is able to collect more tax (boosting its revenue), dollar rises in value against other currencies, it means
consumers are provided with goods and services, Australian exports will be more expensive and imports
and individuals are employed and earn a wage. The cheaper. If the Australian dollar falls in value against
individuals in the case study used their own resources other currencies, Australian exports will become
to establish their businesses. cheaper and imports will become more expensive (see
The Australian economy doesn’t just consist of Topic 11.4 for more information on Australian trade).
consumers and producers. The government and
financial institutions also play an important role, as Australia and the global
outlined in Source 5.
Economic decisions made by any of the participants economy
in Source 5 will have economic consequences. For Globalisation is a term you will have heard before,
example, if you decide to set up your own IT business, probably in the news. It means that all the countries
you will need capital equipment such as computers, of the world are linked and should be seen as one
desks and chairs. People will be employed making these worldwide, or global, economy.
capital products, and you may also have to employ IT
Australia is linked to the global economy because of:
consultants and administrators to help you run the
• trade with other nations – we import goods and
business. These people will in turn earn wages, and
services made overseas into Australia, and export
they will spend their earnings on more goods and
goods and services from Australia to other countries
services after they have paid tax to the government.
Some of the wages earned will also be saved by financial • foreign direct investment – foreign funds used to
institutions, which will then use those savings to lend establish new or existing businesses in Australia
to consumers. In this way, participants in the Australian • an international market for labour – Australians work
economy are interconnected. overseas and people from other countries come to
The overseas sector, where we are linked to work in Australia
international markets, is another key part of the • technology – allowing us to quickly and efficiently
Australian economy. communicate with potential customers all over the
Australians buy imported goods and services from world
other countries and we also export goods and services • migration – settlers come to live in Australia.
overseas. This trade with other nations directly affects Australian businesses are crucial to the economy’s
our economic welfare. There are many factors that success and have had to adapt to the changing business
influence trade, especially the constantly changing environment. Many businesses now source products
exchange rate. The exchange rate is the value of from overseas or have part or all of their products made
one country’s currency when swapped with another overseas.
Source 5 Key participants in the economy are consumers, producers, the government and financial institutions.
Dress
designed
Dress
in Australia
imported back
to Australia to
sell in various
Australian
stores
Source 7 An anti-sweatshop protest in Washington, D.C.
370 oxford big ideas humanities and social sciences 9 western australian curriculum
The decline of the brands and 365 car models to choose from, making it
the most competitive automotive market in the world.
automotive industry • The more cars that are produced, the cheaper they
become, and Australia did not produce cars in large
ions
Holden closes its Australian operat Toyota close
s its Australi
operations in an
in 2017. Expects 2900 job losses. 2017. Expect
2500 job loss s
es.
an
Ford closes its Australi
operations in 2016 .
.
Expects 1200 job losses
Mitsubishi
closed its la
Australian st
manufactu
in 2008. Jo ring plant
bs lost: 100
0.
372 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
United Arab
6 South Korea 16 26 Brazil
Emirates
Source 1 Australia is rich in natural resources such as gold, Source 2 This table, constructed using figures from the CIA
which we export to the world. Australia is one of the largest gold World Factbook website, shows the ranking of countries
producers in the world. according to the value of export goods in 2015.
374 oxford big ideas humanities and social sciences 9 western australian curriculum
Australia’s major trading Britain. This strong relationship continued into the
1950s, seeing Australia trading mainly with the United
partners Kingdom and other European countries. Since then,
there has been quite a dramatic shift in the countries
The United Kingdom was Australia’s major trading
we predominantly trade with. As you can see in Source 3,
partner in 1900, receiving nearly 60 per cent of all
the United Kingdom now only receives 2.4 per cent of
Australian exports. This was because Australia was once
our exports, while China receives almost a third of our
a British colony and had strong historical ties with
total exports of goods and services.
9
United Kingdom
2.4%
1 3
China Republic of Korea
32.5% 6.8% 4
2 United States
Japan 15.4%
5.1%
8
Taiwan 2.5%
7 10
India Malaysia 2.2%
3.2%
6
Singapore
3.3%
5
New Zealand 3.5%
Coal
Natural gas
Australia’s principal exports
Education-related
2013–14
travel services
2012–13
Personal travel
(excl. education) services 2011–12
Gold
Crude petroleum
Beef f.c.f
Wheat
Source 6 This iron ore mine in Kalgoorlie, Western Australia, is one of the largest artificial
holes in the world. Iron ore and other mineral concentrates are by far Australia’s largest export.
Source 7 A huge coal loader prepares shipments of Australian coal for export to China. Source 8 In 2013–14, gold represented
Coal is Australia’s second-largest export. Australia’s sixth-largest export.
376 oxford big ideas humanities and social sciences 9 western australian curriculum
Personal travel
(excl. education) services
Crude petroleum
Australia’s principal imports
Refined petroleum
Telecom equipment
and parts
Medicaments
(incl. veterinary)
Computers
Passenger transport
services
Goods vehicles
Wing tips
Busan, Korea (KAL-ASD)
Wing
Mid forward fuselage
Nagoya, Japan Nacelles Forward fuselage
Nagoya, Japan
Fixed trailing edge (Mitsubishi) Chula Vista, Wichita, Kansas US
(Kawasaki)
Nagoya, Japan California, US (Spirit)
(Kawasaki) (Goodrich) Cargo access doors
Moveable trailing edge Linköping, Sweden (Saab)
Melbourne, Australia (Boeing) Centre fuselage
Flap support fairings Grottaglie, Italy
Busan, Korea (KAL-ASD) (Alenia)
Tail fin
Frederickson
Washington, US
(Boeing) Wing/body fairing
Landing gear doors
Tail cone Winnipeg, Canada
Centre wing box
Auburn, (Boeing)
Nagoya, Japan (Fuji)
Washington, US
(Boeing) Passenger entry doors
Toulouse, France
Aft fuselage (Latécoère)
Aft fuselage Charleston,
Basan, Korea Sth Carolina, US
(KAL-ASD) (Boeing)
Engines
Main landing Evendale, Ohio, US (GE)
gear wheel Derby, UK (Rolls Royce)
Horizontal
stabilser Nagoya, Japan
Landing gear
Foggia, Italy (Kawasaki)
Gloucester, UK Fixed and moveable
(Alenia) (Messier-Dowty) leading edge
Tulsa, Oklahoma,
US (Spirit)
Source 14 Countries from all over the world work together to make the Boeing 787 Dreamliner.
378 oxford big ideas humanities and social sciences 9 western australian curriculum
Retail –
The chocolate
Distribution – is sold in places
Chocolate bars such as supermarkets,
are transported vending machines
Marketing and and petrol stations
from the factory
advertising –
to retailers all
Chocolate bars
over the country,
are marketed to
Manufacturing – and sometimes all
consumers on
Materials are over the world
television,
turned into billboards, internet
chocolate bars, ads and YouTube ads
a process that
Supply –
requires a
Materials,
workforce
such as
and equipment
cocoa beans
and sugar,
are sourced
380 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Who made your T-shirt? mean not only cheaper clothes but also higher profits
for businesses that sell clothing. Unfortunately it is the
The T-shirt you are wearing is most probably not made worker who is sometimes exploited.
in Australia. Perhaps it was made in Bangladesh, Transnational companies have a responsibility
because wages are much lower there. Wages are to ensure that workers who are part of their supply
a significant cost of production and if they are low it chain are working in safe conditions and are paid
means the costs of production are lower. Low wages appropriately.
382 oxford big ideas humanities and social sciences 9 western australian curriculum
The impact of global events on agricultural exporters who had to find new markets for
their products.
the supply chain Disruption to the importing of oil to Australia is
another factor that could disrupt Australia’s supply
Australia is part of the world or global economy and is
chains, affecting our production and transport systems.
therefore affected by events overseas. Natural disasters
Australia is oil dependent, importing just over 90 per
such as tsunamis and earthquakes can have an impact
cent of its crude oil and refined petroleum from the
on supply chains. For example, the earthquake and
Middle East.
tsunami in Japan in 2011 slowed down the manufacture
of Toyota cars in Australia. This is because Australian
manufacturers relied on Japanese factories to supply
them with parts that could not be accessed in the
aftermath of the natural disaster.
Political unrest in and between countries can also
affect the flow of trade and therefore our supply chains.
For example, in 2014, Russia imposed a ban on food
imports from many Western countries, including
Australia, in retaliation for sanctions imposed on Russia
caused by its military intervention in the Ukraine. This
ban was extended in 2015 and impacted Australian
Source 5 The manufacture of Toyota cars in Australia slowed
down after the tsunami and earthquake in Japan, 2011.
Food item A Was it made in Australia? If the product was made totally or partly
B Was it totally made overseas? overseas, suggest reasons why this might be the
case.
C Was part of it made overseas?
1
The rise of China as Since 1979, China’s economy has grown very
rapidly. It is estimated that this growth has helped
Total imports from China to Australia (A$ millions) 37 399 41 029 44 030 46 402 49 329
Source 1 The value of Australia’s imports and exports with China, between 2009 and 2013
384 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Reading and interpreting data Step 2 Now try to make some observations about the
data you see. As you read the value of exports for
tables each year, try to observe whether there is a trend. Are
the numbers generally increasing or decreasing or do
A table consists of rows of data that run horizontally and
they fluctuate? It’s not enough to say that Australian
columns of data that run vertically. The first row and
exports to China have increased over the last five years
column of the table typically do not include any numerical
to 2013. Has there been a gradual increase from one
information. Instead, they identify the names of what is
year to the next or has there been drastic growth in
being shown.
the value of exports to China? Are there any years that
Being able to read and interpret a table of statistics
stand out as exceptionally good or poor? It may also
provides the information we need to solve problems,
help if you calculate the percentage change from one
investigate reasons why a problem has occurred, prove a
year to the next.
point and strengthen an argument we are trying to make.
Step 3 Consider drawing a chart from the data so you
Step 1 Read the table heading to gain an overall idea
can more easily see the trends. Copy the table into an
of what the table is about. Then, read the names of
Excel spreadsheet, select the table, click the ‘Insert’
the columns and rows that do not have numbers in
tab and choose a chart.
them. The first row in Source 1 tells us that the data is
annual data. The second row of column 1 tells us that Apply the skill
the data contained in each square or cell is the value
1 Interpret the table in Source 1 and describe the
of total exports in millions of Australian dollars. Read
change in Australia’s total exports to China in the
across to the year 2009 and then down to the next
five years to 2013. Provide an Excel chart with your
row to see the value of total exports from Australia
description.
to China for that year (A$47 763 000 000, or over
47 billion!).
Choose chart
13
590
329
1 Compare imports and exports in the year 2013. Did 2 Explain why the performance of the Chinese economy
we export more goods and services to China than we may affect Australia’s export performance.
imported from them?
386 oxford big ideas humanities and social sciences 9 western australian curriculum
38 Gucci 10 151
54 Hermès 7 616
60 Cartier 6 897
72 Prada 5 570
Being more responsive to ensuring staff are properly trained. Technology may
also assist a business to deliver faster, more efficient
consumer needs customer service. For example, airports that provide
customers with self-check-in facilities minimise delays.
Being responsive to consumer needs may be as simple
Responding to consumer needs is not just about
as bringing products to market ‘on time’. The motor
customer service and fast delivery. Businesses who
mechanic that is known for their quality work will
produce new products in response to consumer needs,
soon grow out of favour if the customer has to wait an
such as Nick D’Aloisio did, also gain a competitive edge.
unreasonable amount of time for their car to be repaired.
Many consumers also demand that ethical business
Responding to consumer needs also means treating
practices are used in the production of goods and
the customer well. Helping the customer when and if
services. Ethics are standards that provide us with
they need help is called customer service. Depending
a guide to what is right and wrong. Goods or services
on the product, many customers need staff that have
produced without harming humans, animals or the
product knowledge. After-sales service is also important.
environment are considered favourable by many
Businesses can improve their customer service by consumers today.
388 oxford big ideas humanities and social sciences 9 western australian curriculum
Larger supermarket
chains can afford to invest Larger supermarket
in better technology chains can create their own
such as inventory retail brands, taking a larger
management share of the market for
software that tracks orders, that product.
sales and deliveries.
Source 6 Supermarkets use many methods to gain a competitive advantage. In Australia, the two largest supermarket chains are
Coles and Woolworths. These supermarkets combined take up 71 per cent of the national food market share in Australia.
casestudy
How do marketers reach young particularly among younger adults. The ‘Share a Coke’
campaign used both traditional and online marketing
people? to get their message across. Sales increased by 7 per
cent after the campaign. The company printed 150 of
Marketers now have to communicate with consumers the most popular Australian names on Coke bottles,
in the digital world to ensure they continue to influence inviting consumers to share a Coke with a friend.
buying decisions. This means communicating via Consumers could go online and create a personalised
websites, email, apps and social networks. Recent virtual Coke can and even SMS one of their friends’
statistics found that both teenage boys and girls spend names, which would then display on a huge Coca-
2.5 hours a day using the internet, so businesses that Cola billboard at Kings Cross in Sydney. The campaign
wish to connect to a younger audience of consumers succeeded in creating awareness among younger
need to have online marketing strategies. users and gaining media attention, and was rolled out
In 2011, Coca-Cola Australia embarked on an successfully in other countries, including the United
innovative marketing campaign to increase sales, Kingdom in 2013–14.
Source 1 Coca-Cola’s
‘Share a Coke’ campaign
390 oxford big ideas humanities and social sciences 9 western australian curriculum
Geographical
Where the consumer comes from,
market
for example their nation, state or region
segment
Demographic
The age of the consumer, gender, amount
market
of income, ethnicity and religion
segment
Would you like to work for this Waitrose supermarkets in the United Kingdom.
All workers, from top management to cashiers,
business? receive the same percentage cash bonus each year,
provided that the company makes a profit. In 2013 this
Imagine working for a business that divides a
amounted to 15 per cent of each worker’s annual pay;
percentage of its annual profit among the people
an amount roughly equivalent to eight weeks’ wages.
who work in the business. At John Lewis, a chain of
The radical idea to give employees a share of the
upmarket department stores in the UK, this is exactly
profits came from John Spedan Lewis (1885–1963) who
what happens. The 91 000 employees (who are referred
began distributing profits to employees in his stores in
to as ‘partners’ rather than ‘employees’) each own a
1926. The John Lewis department stores and Waitrose
share of the 31 John Lewis department stores and 319
supermarkets have been a financial success, with
both increasing their share of the market for the fifth
consecutive year. The chairman of John Lewis, Charlie
Mayfield, believes that ownership by the partners plays
a key role in the businesses success.
Employee ownership is popular in the United
States, Britain and Europe but is yet to catch on in
Australia. Research suggests that there are significant
productivity gains to be made through employees
owning a share in the business they work for.
John Lewis’ business success cannot only be
attributed to its profit share policy. The company has
been leading the charge in online retailing and actively
uses technology to appeal to its customers. In-house
Source 4 Employees or ‘partners’ at John Lewis find out staff have just produced an app which shows a sofa in
about their annual bonus, which is linked to the business' 3D, where the shape and colour of the fabric can be
performance.
changed to give the customer a more informed choice.
Source 5 Innovative ideas can sometimes occur when many people work together on a project.
392 oxford big ideas humanities and social sciences 9 western australian curriculum
The importance
a competitive edge. One of the keys to innovation,
though, is realising that change is necessary. Change
in technology has meant that businesses must change
of innovation in the way they produce their product or service, or be left
behind. One small business operating a 1950s clothes
business shop in the historic country town of Braidwood in NSW
understands the importance of innovation. The co-
owner of the business, Michelle Watkins-Sully, knew the
Innovation can be the key to business
business could not survive on local custom alone, so set
success. Take the Rubik’s Cube, for up an online store to capture customers further afield.
example, invented by sculptor and professor The business has also used social media to build a strong
of architecture Ernö Rubik in 1974. We customer base.
had all seen puzzles before, but not a 3D Innovative products or services that allow other
combination puzzle that was so entertaining businesses to reduce labour costs, reduce materials
it became the best-selling puzzle game in needed to make a product, or reduce environmental
the world. damage are much sought after. Japanese scientists have
just unveiled their first robotic newsreader that has perfect
language skills and can read the evening news (see
Innovation isn’t always about the creation of novel (i.e. Source 2).
new and original) products such as the Rubik’s Cube,
though. Innovation can be used in all businesses to add
value to existing products and services. For example,
we all need and are familiar with shoes, but normally we
buy them ready-made in a shop or online. One Australian
business called Shoes of Prey is changing the way we
think about shoes, as customers can design their own
shoes, choosing the shape, colour and height of their
shoes, which are then custom-made and delivered.
Source 1 The Rubik’s Cube is an example of a novel innovation Source 2 The world’s first robotic newsreader was unveiled in
that has enjoyed huge commercial success. Tokyo in 2014.
394 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Mobile phone
Can of drink
Chair
Calculator
Getting a haircut
Source 3 This table can help you practise your innovation skills.
396 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 4 Vegemite, Earth Hour, Pink Lady apples and the Sydney Opera House are just a few Australian innovations.
Managing
financial risks
and rewards
This man is practising an extreme balancing sport
known as highlining. Managing your finances can be like
walking on a tightrope – both exciting and risky at the
same time.
Sometimes, we can spend or borrow too much
money or make risky investment decisions in the hope
that we will secure our financial future. Other times,
we can be tricked by scammers who set traps to steal
our money or encourage us to invest in bad business
opportunities.
Thankfully, people can protect themselves from
financial risk. Knowing how to save and invest properly
can provide financial rewards that will keep you
balanced and safe on that tightrope. Knowledge of
scammers who try to throw you off balance can also
protect you from a financial fall.
12A
How can I save more and
12B
What strategies can be used to
spend less? increase financial rewards?
1 Do you save more money than you spend, or is it 1 Some people lose money on their investments.
often the other way around? Are your family and Would you be willing to trade greater risk for the
friends like you? Why do you think people are chance of higher returns on your investment?
different in this way? 2 Why do you think people invest in real estate? What
2 If you bought a car, would you expect to eventually risks could be associated with buying property as
sell it at a higher price? Why or why not? What an investment?
factors do you think might affect the sale price?
398 oxford big ideas humanities and social sciences 9 western australian curriculum
12C
How can individuals safeguard
12
chapter
casestudy
problems would be solved if we earned a bigger
Is it really a bargain?
income. Experience has taught me this isn’t always a
If you love going to sales, those bargains paid for by magic cure. We have a tendency to increase spending
credit card might be quite expensive, especially if you as our income rises.’
cannot quickly pay your credit debt. Recent Reserve
Bank figures show that Australians owed $51.07 billion
on credit cards. Credit card holders are wise to pay the
balance on their credit card each month to avoid paying
interest. It’s advisable to reduce spending if monthly
repayments cannot be made.
Even if you pay the minimum monthly credit card
repayment you will most likely be paying a considerable
amount in interest. The MoneySmart website has
a credit card calculator that allows you to calculate
how much interest you would pay if you only pay the
minimum monthly repayments. Based on an 18-per-
cent interest rate it would take 33 years to pay a $5000
credit card debt off. The interest you would repay on this
debt would be $12 181.
Source 2 Getting into debt
Financial commentator Paul Clitheroe comments
can become hard to beat.
that getting into debt is more about spending too It’s like a cat chasing its tail,
much. He says, ‘I often encounter the view that money running around in circles and
never quite getting anywhere.
400 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Where is the best place to keep my valued at $4000 in 2009 would have cost $4612.58 in
2015, because prices on average rose by 2.6 per cent
life savings? per annum over this period. Theft or fire could also
Some people keep their savings at home in what destroy savings kept at home.
they consider to be a safe place – perhaps under the
mattress or even buried in the backyard. One Californian
couple recently reaped the rewards of this practice when
they came across some rusty cans containing gold coins
worth 10 million dollars. The cans were buried under an
old tree on their property.
Those who keep their money at home, however,
risk losing it. A Chinese couple recently found their four
year-old son had ripped up their savings for a house
deposit. Their little boy was regularly in the habit of
ripping up books – a habit they thought was harmless
until he destroyed the paper money that was their life
savings.
In another alarming incident in Tel Aviv, Israel, a
daughter surprised her mother with a new mattress,
only to find out her mother’s life savings was hidden in
the old one she had thrown away!
It’s not advisable to keep savings at home for
another reason – it will be earning no interest. Money
Source 4 A couple in California found rusty cans buried
kept at home will also lose value over time because of in their backyard that contained gold coins worth millions
rising prices. For example, the same basket of items of dollars.
Source 5 Banks, credit unions and building societies make money from taking deposits and then loaning these deposits and
charging interest.
1750
1500
1250
Your strategy:
Savings ($)
0
1 2 3 4 5
Years
Source 6 This diagram was created using the compound interest calculator on the MoneySmart website. A five-year investment of
$1000 using compound interest will earn an extra $611.
Setting savings goals Interest is often calculated per annum, or year. This is
how to calculate simple interest:
Saving regularly can be easier if you set a savings goal. • Take the amount deposited (called the principal),
This is how to go about it: multiply by the interest rate, then multiply by the
1 Identify what you would really like to have in the length of time (e.g. number of years).
future and how much it will cost. • For example, if you deposit $1000 in an account at
2 Identify the amount of money you can put aside per 10 per cent for two years it would be worth $1200.
week or month. Compound interest is interest added to the
3 Identify how long it will take you to reach your goal. principal. This amount is then used to calculate interest.
For example, if your goal is to go on a holiday For example, if compound interest is calculated on
costing $2000 and you can save $100 per month, it a deposit of $1000 for two years at 10 per cent, $100
will take you one year and eight months to reach your interest would be earned in the first year. Then, in
saving goal. the second year, the interest rate would be calculated
on $1100, giving a total of $1210. Source 6 shows the
Earning interest compounding interest over a five-year period using the
MoneySmart website compounding interest calculator.
Saving is not enough on its own. When we put aside Which would you rather – simple or compound interest?
money for future use, we must decide where we are
going to put it so that it earns additional money. This
is called investing. Putting money in the bank, for
Good and bad debt
example, will most likely mean the bank will pay an Sometimes it is not possible or convenient to wait until
additional sum of money, called interest. The amount savings grow. Debt occurs when money is owed to
of interest you earn depends on the amount deposited, another party (the lender) and must be paid back (by
how long the deposit is left in the bank, the current the borrower) within a certain timeframe with interest.
interest rate and what type of interest is being paid. Generally, debt can be considered to be ‘good debt’ if
402 oxford big ideas humanities and social sciences 9 western australian curriculum
the money borrowed is used to purchase something Debt is usually considered to be ‘bad’ if it is used to
that will provide income or increase in value. For purchase something that will decrease in value over
example, a loan to pay for university tuition fees might time and/or will not earn an income. A car loan may be
generally be considered ‘good debt’ as it increases considered to be ‘bad debt’ as a car is likely to lose value
a person’s ability to secure a job and earn a higher (depreciate) over time.
income. A loan taken to purchase a house could also be Before taking out any loan, careful consideration
‘good debt’ if the value of the property increases must be given to whether the borrower has the ability to
over time. comfortably make future repayments.
9 Go to the MoneySmart website and read about the simple ways to save money. Decide which of these
suggestions may be helpful for you and your family, and add them to your table.
10 What do the following sayings mean? Write a short paragraph on each, explaining whether you think the saying
is relevant to you and your spending habits.
a ‘A penny saved is a penny earned.’
b ‘Beware of little expenses. A small leak will sink a great ship.’
11 Identify an item you would like to buy, such as a new phone, and explain why it might it be better to save up for it
rather than just borrowing the money to purchase it immediately.
skilldrill
404 oxford big ideas humanities and social sciences 9 western australian curriculum
Step 5 Once you have your questions written, go over Apply the skill
them to ensure that they are all focused on the 1 Design and complete a survey about the ways in which
subject of your study and are geared to find out the people in your class and members of your family shop
information you want. Make sure they are clearly on the Internet. Include a minimum of 10 questions.
worded and cannot be misinterpreted by people Survey a minimum of five classmates and five family
completing the survey. Ask a friend to read over your members (or other people you know outside of class).
questions if you are uncertain. You might want to include questions such as:
Step 6 Conduct your survey. Ask the questions and fill Do you shop online?
in the forms yourself, or you can get your participants Yes ________
to fill them in. Make sure the responses have been
No ________
entered correctly and that you have accurate records.
If yes, how many hours a week would you spend
Step 7 Once you have completed your surveys, it is time browsing online stores?
to put the results together into a form you can use –
0–2 hours ________
this is called data analysis. This is often best done in a
2–6 hours ________
table such as the one shown in Source 1.
6–10 hours ________
10 hours or more ________
How often do use the Number Percentage (%)
Internet at home for 2 Once you have completed the survey, analyse the
shopping? results and present them in table and graph formats.
At least once a day 14 58.3
Total 24 100
Relaxed Distressed
Source 2 Some of us are bigger risk takers than others. If a high-risk investment is causing a person to worry and lose sleep,
a lower-risk investment is advisable.
406 oxford big ideas humanities and social sciences 9 western australian curriculum
Each individual has to decide the level of financial risk they need access to their money. For example, money in
they are willing to take (see Source 2). the bank can be converted to cash more quickly than
Another factor when considering risk is the money invested in a property, which may take months
timeframe of your personal investment goal. If you have to sell.
25 years to wait for your investment return, you may Many people would prefer that decisions about
decide to take a higher risk, understanding that there investments are made by a professional, and some
may be some short-term losses. However, over a more may choose to invest in a managed fund. Money from
substantial timeframe, your investment is expected to investors is pooled together and an investment manager
grow. For example, the price of a property may have decides where the money will be invested. This provides
fallen in the short-term, but over a longer period the the investor with the opportunity to invest in a wider
price may increase as the property market improves. variety of options, such as equities, property and
fixed-interest investments. Managed funds help spread
Investment options the financial risk – the loss suffered from one poor
investment may be countered by other investments in
Source 3 outlines the many investment options the fund that have performed well.
available. Investors should consider how volatile, or There is much to gain and much to lose when
subject to change, the investment is likely to be. They investing money. Many people enlist the services of a
should also consider the likely money that can be made financial planner to help them establish and achieve
from the investment – sometimes called ‘return on their investment goals.
investment’. Investors should also consider how readily
There are many types of interest-earning investments. Term Property is an investment where a house, unit, factory, building or
deposits are a common form of interest-earning investment where land is purchased with the aim of that property increasing in value.
money is invested for a fixed term at a fixed rate of interest. Bonds The property may be rented out, raising additional money.
are another interest-earning investment, where money is lent to
the government or a company at an agreed interest rate for a
certain amount of time.
Equities Superannuation
Equities are shares, sometimes called stocks. A share is a unit of Superannuation is a method of saving for retirement. Employers
ownership in a company. Share investors become part-owners contribute to their employees’ super funds, and personal
of the company and hope the value of their shares will rise. If the contributions can also be made to a super fund. For most people,
company makes a profit, it may also make a payment, called a superannuation is taxed at a lower rate than other non-super
dividend, to the shareholders. BHP Billiton is an example of a investments.
company that the general public can buy shares in.
Earnings
‘If the business does well, the stock eventually follows.’
408 oxford big ideas humanities and social sciences 9 western australian curriculum
21–30 years
31–40 years
41–60 years
Playing the value. The company may also pay a dividend, a payment
made if the company makes a profit.
sharemarket
There is risk associated with investing in the
sharemarket. Shares purchased may decrease in value,
and will make a loss.
The sharemarket is like any other market Playing a hypothetical share investment game can
where goods are bought and sold at a provide valuable knowledge before you take risks with real
certain price. In a sharemarket, shares are money. John Forsyth won the ASX Schools Sharemarket
Game in 2013 and makes the following comments.
bought and sold – this is called trading.
Over the past few months I have taken part in the
A share is a unit of ownership in a publicly
ASX Sharemarket Game…I started with $50 000 like
listed company. Myer, David Jones, Harvey everyone else in Australia, and over the course of 10
Norman and Telstra are public companies you weeks I watched my portfolio grow to nearly $61 000
might know. dollars. With the money, I thought it would be best to
buy fewer types of shares, but of greater amounts…
I put roughly $12 500 on each share, and with the
left over money I purchased two other shares. I only
The Australian Securities Exchange (ASX) operates made a few trades throughout the entire game; I
the sharemarket. It approves companies that wish to be knew I would benefit from this, because if I was to
on its trading list and ensures they abide by trading rules. constantly change my shares around there would not
be any real growth. My main investment strategy was
You can become a shareholder in a company through
to wait and watch; patience was probably my main
purchasing shares from a stockbroker. A stockbroker can strategy to be honest. So overall, the three keys to
buy and sell shares through ASX on your behalf for a fee. my game were: not to trade often, to spend all the
This is called brokerage. money I was given and to be patient.
Game 2 winner 2013: John Forsyth, Year 11,
Mercedes College, South Australia
skilldrill
Using a game to understand the Step 1 Go to the ASX website using the link in your
obook and choose company information from the
sharemarket ‘Prices and research’ tab. View the complete list of
Playing games in economics is fun, and it can also be a stocks by clicking on the ‘View all companies’ link
great way to learn about how the sharemarket works. below the ‘Search by code or company’ search bar.
In this activity, you will be playing a hypothetical Step 2 Scroll though the list and investigate a company
sharemarket game. It is important to understand that you recognise or have heard about. Each company will
there is a lot to learn about the sharemarket. Don’t be have a three letter code (hyperlinked) so click on that
disheartened if, like Warren Buffett, your shares lose value code to take you to more specific information about
soon after you buy them! that company.
In this game, you will select a portfolio of shares in up Step 3 Use the menu bar on the left to find out more
to five companies and calculate their value over the next information about your chosen company. In particular,
five weeks. You will have $50 000 to ‘spend’. Remember look at the price history for the last five days. The
that this is a learning exercise so you will be guessing last price is the price the share sold for at the end of
which stocks to choose at this stage. Before you play this that trading day. Also check the chart showing the
game on paper you will need to: share price history for the company you have chosen.
Remember that even if the chart shows the share price
is performing well, it may decrease tomorrow!
410 oxford big ideas humanities and social sciences 9 western australian curriculum
Step 4 You can ‘buy’ shares to the value of $50 000 by Apply the skill
completing the table below, and hold them until the 1 After holding your share portfolio for five weeks, did
end of the game. Choose up to five companies to you make or lose money?
invest in. You may spread ‘your’ $50 000 over these
2 What did you learn about the risk involved in buying
five companies, or choose to invest in just one.
shares?
Step 5 Each week, fill in the table, again using the last
3 What could you do to make a more educated guess
price the shares sold for. Complete the total value of
about companies to invest in?
the portfolio into the table below.
4 If you had actually bought these shares, what is the fee
you would have been charged called?
Company Code (unique abbreviation Last share Number of shares Value of shares
that identifies the price purchased in each company
company) (share price x
number of shares
$ $
$ $
$ $
$ $
$ $
Total value of Total value of Total value of Total value of Total value of
portfolio at Week 1 portfolio at Week 2 portfolio at Week 3 portfolio at Week 4 portfolio at Week 5
Date Date Date Date Date
1 Ask your teacher to set up an account on the ASX choose from 200 stocks, play in teams or individually,
website, playing the Sharemarket Game online (follow and see how you would do in real market conditions
the link in your obook) where you can actually trade without actually risking any real money.
shares online for a period of ten weeks. You can
scams Be patient
quickly. If you are interested in a deal, get
a second independent opinion on what
There are a range of investment scams that offer the is being offered.
investor a ‘rare’ opportunity to make money very
quickly. These operators may make an unsolicited
phone call, or send an email. Some investment
scammers promise huge tax reductions. Check bank and credit card statements
Be alert
for any unexplained transactions.
Paying for goods and doing banking online can be
convenient, but consumers need to be aware of scams
such as:
• phishing emails that pretend to be sent on behalf of
your bank asking for account details Understand that there is little chance of
Be wise
• phone calls from a scammer informing you there is getting rich quickly from a business scheme.
a problem with your account, asking you to provide
your account details or passwords
• the copying of information from the magnetic strip Source 1 Some golden rules to help you avoid
being scammed
of an ATM or credit card so that a ‘clone’ of your
card can be produced and used illegally.
412 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
How would you feel if your online Many victims of romance scams never see their
money again, but the woman in this case was able to
romance was a scam? recall some of the repayments from the bank, once she
Nigerian online dating scams have become notorious learned Gary was a conman.
in recent years. In one such case, a 51-year-old woman
from Perth lost thousands of dollars. The Perth woman
(who does not wish to be identified) developed an
online relationship in 2013, with a man who called
himself Gary. He was, however, a Nigerian scammer
who had stolen a photograph from a website and set
up a fictitious profile on the RSVP dating site.
Shortly after meeting online, Gary quickly declared his
love for the woman and asked her to send him money
because he was in financial crisis. The woman sent
three payments, and then Gary asked the woman for
her bank details so he could transfer some money into
her account. This is when the victim realised she was
probably part of a fraud and contacted police. The police
actually caught the scammer by matching fingerprints
found on a document he had sent, to a person who was
known to the Nigerian police. ‘Gary’ has been charged Source 2 If someone you’ve met online through a dating
with obtaining money under false pretences. site asks you to give them money, it could be a scam.
casestudy
What would you do if money was 1 Don’t tell anyone your PIN.
stolen from your bank account?
Criminals with knowledge of the latest technology 2 Don’t write your PIN on your card.
steal millions of dollars each year through ‘skimming.’
Skimming involves copying card details while also 3 Don’t keep your recorded PIN with your card.
video recording people as they enter their PIN into an
ATM. These video-recording devices have become Don’t use your birthdate or part of your name as
more sophisticated as they are able to record a person 4
your PIN.
entering their PIN from a variety of angles now. Once
retrieved, this information is used to create a copy of the Check bank statements for unauthorised
5
card to withdraw or spend the victim’s money. transactions.
Many people are in the habit of covering their hand
when entering their PIN but it is also advisable to Cover your hand over the keyboard when entering
6
use a newspaper or purse to ensure the keyboard is your PIN.
completely blocked out.
To combat skimming, many new ATMs now have A financial institution should not need to ask you for
7
your PIN.
what is called ‘jitter’ technology so that the ATM card
vibrates as it enters the existing machine, making it
8 When using internet banking, remember to log out.
impossible to capture card details. If, however, you
are a victim of skimming, the banks will cover the
Source 1 Your PIN is the key to your money so make sure
loss, provided you have not contributed to the loss by it is safe. If you think that someone knows your PIN or
disclosing your PIN, for example, or accidentally leaving your card is lost or stolen, you should contact your bank
your card in an ATM. immediately.
414 oxford big ideas humanities and social sciences 9 western australian curriculum
416 oxford big ideas humanities and social sciences 9 western australian curriculum
Your rights when buying online there is no opportunity to try the clothes on so you
must make sure that you are able to return the items if
If purchasing goods online from an Australian business, they do not fit. There is also the added danger that you
the Australian Consumer Law still applies. The same will purchase the item but never receive it, or that you
protections may not apply, though, when purchasing will be sent a faulty or worthless item. Some scammers
goods online from a business overseas. also set up websites offering cheap items for the sole
Buying online can be tricky as you can only view a purpose of stealing your credit card details. Source 2
photograph of the item and may not adequately be able provides some tips on how you can minimise the risk
to assess its quality. If you are buying clothes or shoes, involved when you shop online.
are
k t here l
c a
Che ddition s
o a o s t
n en c y from
hidd the Use websites that If you bu an
ali
and ness is and start with 'https' an Austr ou
i y ,y
Pay for y bus worthy and have a closed compan d by
ou t te
using a s r goods tr s le.
u padlock symbol to are pro te c
afe relia
b
ensure others A u s tr alian
method the
such as e r Law.
PayPal,
BPay, or
cannot access your Consum
your cre private information.
dit card.
decision – buying
providing some protection should faults or defects occur.
Used cars sold by a licensed motor car dealer also have
a statutory warranty if they are less than 10 years old
a car and have travelled less than 160 000 kilometres. The
consumer should check the terms of the warranty to
ensure they know how long the car is under warranty for.
Now that you’ve learned about minimising
financial risk, it’s time to put what you have Taking out a loan
learned into practice. Buying a car is a major Check the interest rate and how much interest you will
purchase so it is important to do some have paid on the loan after you have repaid it. Shop
research so you make the right decision. around for the best loan deal rather than just accepting a
Here is a guide to help you get started. loan deal the car dealer may offer you.
Insurance
Choosing the right car at the Comprehensive car insurance protects you against car
fire, theft, accident and damage to your car and damage
right price to other cars and property. Third-party property insurance
After you have determined whether you are going to buy a gives you less cover, protecting you only against damage
new or used car, there’s some extensive research to do, caused to other cars and property. The amount of car
both online and on foot, to ensure you purchase the car insurance you pay will vary depending on the car make
that is right for you. and model chosen.
Don’t be afraid to ask for a discount. Car dealers
often match the deal another car dealer makes in order Service and repairs
to get the sale. If you do make a decision in haste, or are Whether you buy a new or used car, you need to maintain
pressured into buying a car, you can change your mind a car in good condition to avoid breakdowns and more
provided the car is purchased from a licensed motor car extensive repairs. New cars may come with capped
trader and you notify the dealer in writing. A cooling-off pricing schemes so that you know the cost of maintaining
period of three clear business days commences when a your car upfront, but it is important to check and compare
contract to purchase the car has been signed. the servicing schemes being offered.
418 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Assess
Attempt to Assess
whether the
Identitfy costs put a value on whether the
costs
and benefits those costs project is
outweigh the
and benefits worth it
benefits
Car 1
Car 2
Car 3
Source 3 Cost–benefit analysis table
The changing
work
environment
‘Choose a job you love, and you will never have to work
a day in your life.’ For actors such as Chris Hemsworth
and Anthony Hopkins, working involves using acting
skills to portray characters in a film. However, a film
is more than its actors. Costume designers, hair and
make-up artists, film crew, special effects artists and
stunt performers are just a few of the workers that may
also be involved.
When choosing a career, you should consider factors
such as skill, ability, educational requirements, pay and
working conditions. While you are studying, you may
work part-time to gain experience and earn extra money.
It’s important to understand what is expected of you
once you enter the workforce and what you can expect
from your employer.
13A
How do changes in the
13B
What are the roles and
workplace affect people? responsibilities of people in the
1 In what ways have new technologies changed the workplace?
work of a teacher, builder and shop assistant? 1 Why might an employee be dismissed from a job?
2 Why do you think people today change jobs more Can you think of any reasons this might be justified?
often than they did in the past? 2 Imagine you start a new part-time job. On your first
3 What careers interest you the most and why? six-hour shift you do not get a break, you have to use
the cash register without any prior training, then your
boss says he is going to reduce your hourly rate of
pay. Is your employer meeting his responsibilities?
420 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 Just another day at the office for actors Anthony Hopkins and Chris Hemsworth on the set of the blockbuster Hollywood
film, Thor.
422 oxford big ideas humanities and social sciences 9 western australian curriculum
3
200
200
200
200
200
200
200
201
201
201
201
9%
retired less than five years ago
Technology alters the way was 63.3 years, while the average
age of retirement for women was
we work 59.6 years according to a recent
• Fewer workers may be required to do the
Employees job hop ABS study.
same job. more frequently The age at which a person can
• New jobs may arise in areas such as than ever before qualify for a pension will increase
Information Technology. to 67 by 2023, meaning many
• Global products can be created increasing Nearly one in ten people have Australians will have to work
work opportunities for some people. changed their job in the previous longer.
• Employees can work remotely. 12 months, according to the
latest ABS statistics.
Source 1 There have been many changes in the workplace in recent years.
chapter 13 the changing work environment 423
casestudy
Could you be enterprising?
Morgan Hipworth, a 14-year-old student from
Melbourne, has taken the café world by storm with
his twist on the simple doughnut. Morgan started out
small, supplying his homemade doughnuts to a café
in Melbourne, and now supplies up to 500 doughnuts
a week. He fits 40 hours of baking a week into his
schedule and still has time for school, homework and
sport.
Morgan’s doughnuts are not your regular doughnuts,
though. He bakes the doughnuts at home and ‘injects’
his own flavours into them. Some even come with Source 1 Morgan Hipworth’s doughnut creations are a
a syringe of flavour for consumers to inject into the hit with café customers in Melbourne.
doughnut themselves! Morgan doesn’t skimp on quality
either, using the best ingredients, such as real butter. Enterprising skills and examples
At the age of seven, Morgan was inspired by Junior
Masterchef and has turned his passion into a growing Creativity and innovative skills
Creating a unique product that solves a problem
business. After completing a business degree, Morgan
plans to open his own restaurant and café. Analytical skills
Being enterprising encompasses a whole range of Identifying a problem and how it can be solved
skills. Someone, for example, may have a fantastic idea
Digital literacy skills
but lack the determination or project management skills
Using social media effectively
to see their idea materialise into a successful product
or service. Source 2 lists some of the associated skills Financial literacy skills
that enterprising individuals may possess. Enterprising Working within a budget
skills such as these are said to be a more powerful
predictor of long-term job success and performance Project management skills
Ensuring tasks are completed properly and on time
than technical knowledge.
Communication skills
Source 2 An enterprising individual usually has a range of Winning others over with a persuasive argument
different skills.
424 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Going with the flow? honey. The product called ‘Flow Hive’ is gentle on the
bees and it reduces the chance of the beekeeper being
Father and son team Stuart and Cedar Anderson have
stung, because the honey flows directly out of the hive.
created a product beekeepers can use to harvest
honey straight from the hive. Their unique product All business ideas need to be funded, though, so
solves the problem of dismantling a bee hive to remove the Andersons turned to crowdfunding. Crowdfunding
is a practice where money is raised by a large number
of people to finance a project or venture. A record
$17.8 million dollars was raised for the ‘Flow Hive’
via the Internet through a crowdfunding site called
Indiegogo. ‘Flow Hive’ is being manufactured in
Australia with orders from 148 countries around the
world wanting the new product. Success didn’t come
overnight, though. It took 10 years to perfect the
product. Cedar says, ‘We always dreamed it would be
successful one day. But you really don’t know.’
Source 3 The successful beekeeping invention ‘Flow Hive’
developed by Cedar Anderson (pictured) and his father Stuart
Anderson used crowdfunding to finance the idea.
It’s a question we are all asked from an early Mining engineers 23.5 10.1
age and many of us change our mind several Internal medicine specialists 20.5 8.0
times before we even begin our first career. Other medical practitioners 20.5 13.2
Indeed, it is common now for people to have
Registered nurses 20.5 274.8
multiple careers in a lifetime instead of just one.
Aged and disabled carers 20.4 140.6
Source 1 The ability to earn a good salary is a factor many Health and welfare services 16.0 21.4
consider when choosing a career. The highest paid workers managers
in Australia are surgeons, according to the Australian Taxation Child carers 16.0 133.4
Office report 2012–13.
Chief executives/managing 16.0 75.6
Interest in a chosen field, ability, educational directors
requirements, pay and working conditions are just Source: Department of Education, Employment and Workplace
some of the factors to be considered when choosing a Relations, 2015
career. Overall employment prospects for your chosen
occupation could also be considered. Source 2 shows
the occupations that have the brightest employment
prospects in the future. As you can see, most of the
growth areas are in the service sector. You can find
employment prospects for most occupations at the
Department of Employment website.
426 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Searching for relevant and reliable Step 4 Assess the reliability of each site by asking
yourself:
information online – Who is the author or creator? If it is an individual,
Have you ever forgotten your keys or wallet? The best do they have their credentials listed (e.g. a degree
approach to finding your lost possession is to ‘refine’ your or title)? If it is an organisation, is it a reputable
search, perhaps by thinking where you were when you organisation such as a government or university
first lost your keys or wallet and checking there first. It’s department?
the same with searching for information on the Internet. – What is the purpose of the website? Is it trying to
In order to find what you are looking for, you need to inform, persuade or sell?
narrow down your search using keywords. You must
– Is the site objective? Is the author’s point of view
also evaluate the reliability and credibility of each website
biased?
you find.
– Is the information accurate? Can the information be
verified if you cross-check it with other sources of
information?
– Does the site contain many spelling mistakes or
grammatical errors? If so, this may be an indication
that the site is not particularly reliable.
– Is the information current? Can you find evidence of
recent updates?
Now that you have some basic understanding of the stating that you are interested in talking to a staff
earning potential and likely job prospects for your chosen member about their career.
occupation, you may wish to talk to someone in that field. 2 Write a list of questions that will guide you through
1 Use any contacts you have to arrange a five-minute your five-minute chat beforehand. After learning more
chat, either on the phone or in person. If you don’t about your chosen occupation, are you still interested
have any contacts, consider writing a letter or email in pursuing it?
Employer obligations
Employers have specific legal obligations to their
workers (see Source 3). In Australia, employers must
pay employees the minimum wage – a base rate of pay
for ordinary hours worked. Minimum pay and other
minimum employment conditions are set out in a legal
Source 2 Under enterprise agreements, employers must
agreement called a modern award. There are 122 of
not provide lesser entitlements than the national employment
these modern awards, each applicable to a particular standards. For example, all employees are entitled to four
industry or occupation. weeks of annual leave per year.
428 oxford big ideas humanities and social sciences 9 western australian curriculum
Employer responsibilities
Source 3 Employees expect their employers to fulfil their legal obligations such as paying the correct wage and providing a safe
work environment.
Employee responsibilities
Source 4 Employers also expect their employees to fulfil their legal obligations, such as fulfilling their job requirements and
completing work.
430 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Did these employees behave Behaving inappropriately in the workplace can also
involve sexual harassment of colleagues, bullying,
inappropriately in the workplace? violence and discrimination.
Video footage of a Pizza Hut employee in West Virginia,
United States, urinating into a kitchen sink at work
made the news in many parts of the world. It’s the type
of incident that an employer never wants to hear about.
Not only is it against health and safety regulations, it
can damage the reputation of a business.
Employees have obligations to their employers
to behave appropriately in the workplace. Closer to
home in Australia, former Federal MP Craig Thomson’s
misuse of his former employer’s money gained much
media coverage. Thomson was found guilty of 65 fraud
charges, relating to the misuse of his work credit card,
when he worked at the Health Services Union. Among
other things, the work credit card was used to pay for
sex services.
A former manager of the Romeo Retail Group,
Sonya Bernadette Murphy, was also found guilty of Source 7 In the NSW case Goldsmith v Spotless Services
a crime in the workplace. Murphy was sacked when Limited [2004], an employee was dismissed after she
it was discovered she had used false invoices to pay was found to have been sleeping under her desk during a
nightshift. Evidence from co-workers indicates it wasn’t an
herself $885 515.29 over a four-year period. Murphy
isolated occasion. The employee was dismissed.
was jailed for 18 months.
Source 1 Types of workplace discrimination Source 2 It is illegal to discriminate in the workplace on the
basis of age.
432 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Have you ever been bullied
at work?
Teenage waitress Brodie Panlock was bullied so much
at work it eventually led her to take her own life in 2006.
The four men responsible for bullying Brodie at Café
Vamp in Hawthorn, Victoria were convicted and fined
a total of $115 000. The company that runs the café
were also convicted and fined $220 000 for not taking
reasonable care for the health and safety of Brodie. The
bullying occurred between June 2005 and September
2006 and included Brodie being spat on, having fish oil
poured on her and being told she was ugly.
Brodie’s case was such a serious case of workplace Source 1 Brodie Panlock’s death highlighted the human
bullying it resulted in the Victorian Government passing cost of workplace bullying. Bullying also has an economic cost
legislation in 2011 to make serious bullying a crime with the Productivity Commission estimating workplace bullying
in Australia costs between $6 billion and $36 billion annually.
punishable by up to 10 years in jail.
434 oxford big ideas humanities and social sciences 9 western australian curriculum
3 Was the person given an opportunity to respond to any reason for the dismissal that related to their capacity or
conduct?
4 Did the employer unreasonably refuse to allow the employer to have a support person present to assist at any
discussions relating to dismissal?
5 If the dismissal was related to unsatisfactory performance, had the person been warned about that
unsatisfactory performance before the dismissal?
6 Did the size of the employer’s enterprise impact on the procedures followed when dismissing the person?
7 Did the absence of dedicated human resource management specialists or someone who had expertise in the
enterprise have an impact on the procedures followed in dismissing the person?
8 Are there any other matters that are relevant to this dismissal?
Source 2 The Fair Work Comission considers these questions to determine whether dismissal was unfair.
Sometimes employers must make what is known Fair Work Australia warned that employees should
as a summary dismissal. This means that the be extremely careful about making comments about
employer dismisses the employee without notice managers and colleagues on social media.
or warning because they believe on reasonable
grounds that the employee’s conduct is sufficiently
serious to justify immediate dismissal. Examples of
serious misconduct include theft, fraud, violence
and not following important health and safety
procedures.
A Linfox truck driver was dismissed for making Source 3 Employees
comments about his managers on Facebook. The truck should be extremely
driver had not intended for the comments to be seen careful abvout
by members of the public, and Fair Work Australia making comments
about managers and
(now the Fair Work Commission), ordered the dismissal colleagues on social
was unfair. In handing down the decision, however, media.
Unfair dismissal
An employer should have a thorough
knowledge of unfair dismissal laws before
dismissing a worker. As discussed in
the previous section, for dismissal to be
considered unfair it must be considered to be
harsh, unjust or unreasonable.
A Coles Warehouse employee was suspended, then dismissed from Coles Warehouse
for serious and wilful misconduct. He had taken Milo provided at work to his home,
mixed it with other ingredients, then brought it back to drink at work.
Source 2 This diagram shows how knowledge of unfair dismissal can be applied to the facts in the Milo case.
436 oxford big ideas humanities and social sciences 9 western australian curriculum
The swearing case Salesman: Well I guess that means that you wasted
my ******* time.
In the case RM v SCT Pty Limited T/A Sydney City An independent witness stated the salesman’s
Toyota [2013] FWC 1077, a car sales executive working behaviour was ‘pretty aggressive’. A day after the
for Sydney City Toyota was summarily dismissed after incident, the car salesman was asked to attend a meeting
swearing at a customer. It was the salesman’s specific to discuss allegations about his conduct and its impact on
duty to assist government customers in relation to the the businesses reputation. He was asked if he would like
sale of Toyota cars. The salesman was annoyed that to bring another person along to the meeting for support
the customer had given the sale to another Toyota car and was assured that if he needed more time the meeting
dealership and a couple of months later spoke to the could be rescheduled. At the meeting, the car salesman
customer about it. Despite initially denying he had sworn was given the opportunity to respond to the allegations.
at the customer, the salesman later conceded in cross- Shortly after the meeting, the salesman was given a
examination that the following conversation had taken termination letter which said his conduct ‘caused an
place in the reception area: imminent risk to the reputation and profitability of Sydney
Salesman: I thought that we were going to get the City Toyota’.
order for that one.
Customer: I don’t know what happened. We got it at
Chatswood.
skilldrill
Applying business knowledge, For example, if someone has broken the law, look
specifically at what constitutes breaking the law and
skills and concepts to new not whether the law was broken.
14A
What are civics and
14B
What are civics and
citizenship concepts? citizenship skills?
440 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 Parliament House in Canberra is the meeting place of the elected Parliament of Australia.
14C
What career opportunities are
there within the field of civics
and citizenship?
Source 1 The Australian House of Representatives is the upper house of federal parliament. It is made up of the
people who have been elected to represent us.
442 oxford big ideas humanities and social sciences 9 western australian curriculum
444 oxford big ideas humanities and social sciences 9 western australian curriculum
• Identify current personal knowledge, gaps, misconceptions, currency of information, personal perspective and
possible perspectives of others
• Construct, select and evaluate a range of questions and hypotheses involving cause and effect, patterns and
trends, and different perspectives
• Analyse and clarify the purpose of an inquiry using appropriate methodologies, ethical protocols and concepts to
Questioning plan for, and inform, an investigation
and research • Use a range of methods to collect, select, record and organise relevant and reliable information and/or data from
multiple sources that reflects the type of analysis of information that is needed (e.g. questionnaires, surveys, emails,
tables, field sketches, annotated diagrams), with and without the use of digital and spatial technologies
• Identify the origin, purpose and context of primary sources and/or secondary sources
• Use appropriate ethical protocols, including specific formats for acknowledging other people's information, and
understand that these formats vary between organisations
• Use criteria to analyse the reliability, bias, usefulness and currency of primary sources and/or secondary sources
• Analyse information and/or data in different formats (e.g. to explain cause-and-effect relationships, comparisons,
categories and subcategories, change over time)
• Account for different interpretations and points of view/perspectives in information and/or data (e.g. from tables,
Analysing
statistics, graphs, models, cartoons, maps, timelines, newspapers)
• Analyse the ‘big picture’ (e.g. put information and/or data into different contexts, reconstruct information by
identifying new relationships, identify missing viewpoints or gaps in knowledge)
• Apply subject-specific skills and concepts in familiar, new and hypothetical situations
• Draw evidence-based conclusions by evaluating information and/or data, taking into account ambiguities and
multiple perspectives; to negotiate and resolve contentious issues; to propose individual and collective action in
Evaluating response to contemporary events, challenges, developments, issues, problems and/or phenomena
• Critically evaluate information and/or data and ideas from a range of sources to make generalisations and
inferences; propose explanations for patterns, trends, relationships and anomalies; predict outcomes
• Select a range of appropriate formats based on their effectiveness to suit audience and purpose, using relevant
digital technologies as appropriate
• Develop texts, particularly explanations and discussions, using evidence from a range of sources to support
conclusions and/or arguments
• Deconstruct and reconstruct the collected information and/or data into a form that identifies the relationship
Communicating between the information and the hypothesis, using subject-specific conventions, terminology and concepts
and reflecting
• Compare evidence to substantiate judgements (e.g. use information and/or data from different places or times; use
tables, graphs, models, theories)
• Generate a range of viable options in response to an issue or event to recommend and justify a course of action,
and predict the potential consequences of the proposed action
• Reflect on why all findings are tentative (e.g. changing nature of knowledge, changes in circumstances or values)
Source 1 The four categories of skills used in civics and citizenship inquiries
446 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Source 2 You need to ensure that sources of information Apply and analyse
gathered online are accurate and reliable. 4 Kim wants to know why housing is so expensive in
A lot of research today is conducted online. In order Australia. Where might she go to find the answer
to ensure that sources gathered online are accurate, to a question like this?
reliable and relevant, a number of guidelines should be 5 Katie has noticed that a local swimming pool
followed: has been closed for a long time. Despite a local
• Search engines such as Google are useful research politician promising to reopen the pool, nothing
tools, but much of the material on these sites is not has happened. Suggest three questions Katie
reliable and may contain inaccuracies, misleading might ask about this as an active citizen.
448 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Identify and describe points of Step 1 Identify a controversial issue. You can choose
one of the issues listed or choose a more localised
view, attitudes and values in issue such as the use of mobile phones at school or
sources your school’s efforts to protect the environment.
Step 2 List those affected by the issue.
A person’s perspective is their point of view – the
position from which they see and understand events Step 3 Locate sources depicting each point of view.
going on in the world around them. The more Step 4 For each point of view, describe the point
controversial an issue is, the more likely that there will of view being expressed. Why is the view being
be strong, competing points of view. Controversial civics expressed? Who is expressing it? What are they
and citizenship issues include: saying?
• Australia becoming a republic Step 5 What affects this person's point of view?
• Australia’s treatment of asylum seekers Think about the person’s role, personal experience,
• the treatment of Indigenous Australians whether they stand to benefit financially and their
• retaining the jury system ability to tolerate difference in others.
• policy on climate change
Apply the skill
• foreign investment in Australia.
1 Use the steps above to look closely at another
controversial issue of your choice. You can choose
one of the issues listed or a more localised issue
such as the use of recycled goods at school or your
school’s efforts to provide healthy food and drink
options at the canteen.
450 oxford big ideas humanities and social sciences 9 western australian curriculum
citizen A citizen is a person who legally lives in a geographical area such as a town or country.
citizenship A person’s status as a citizen. In a wider context, citizenship encompasses the rights and responsibilities that
citizens exercise.
civics The study of the rights and responsibilities of citizens and how government works.
diversity Having many different forms. When referring to people it means that people come from different racial, ethnic,
socio-economic, geographical, educational or professional backgrounds.
globalisation The process that involves all the countries of the world being linked together, resulting in an exchange of views,
ideas, products and culture.
government The elected members of parliament who make decisions for a nation or state. The government is made up of the
party or coalition that has won a majority of seats in the lower house of parliament. The lower house of federal
parliament is the House of Representatives. The lower house of the Western Australian state parliament is the
Legislative Assembly.
parliament The national or state law-making body that is made up of elected representatives in both the upper and lower
house with a head of state. In Australia the national parliament is referred to as the Commonwealth or federal
parliament.
parliamentary A system of government where people elect representatives to parliament in order to make laws that reflect the
democracy majority of voters’ views.
pluralist society A diverse society where there is tolerance of different beliefs.
452 oxford big ideas humanities and social sciences 9 western australian curriculum
Regional citizens
A regional citizen may often work at a national level to
provide a better future for all Australians. One of the
most common ways for regional citizens to achieve this
Source 4 Fred Hollows is known for working with people
is by supporting a charity or cause. Rosie Batty is an
around the world to restore the eyesight of those who could not
example of an Australian citizen who has campaigned access corrective surgery otherwise.
to stop domestic violence in Australia after her own son,
Luke, was murdered by his father.
Check your learning 14.6
Remember and understand
1 Use your own words to define the following terms:
a civics
b citizenship.
2 Why might someone contribute to society, beyond
their usual responsibility as a citizen?
Career Description
Solicitor A lawyer who prepares cases and advises clients on legal matters
Barrister A lawyer who can represent (or advocate for) a client in court or privately in negotiations or mediation
Politician A person who is, or aspires to be, elected to government and represent the interests of citizens
Campaign manger A person who organises the activities of an election campaign on behalf of a political candidate
Political adviser A person, usually an expert in a particular subject, who can give advice to elected representatives on political
issues
Political reporter A journalist who reports on political or legal events and news; this usually requires a good understanding of the
political and legal systems
ASIO officer A person who works on behalf of the Australian Security Intelligence Organisation to assist the Australian
government identify, investigate or control threats to Australia’s security
Mediator A person who acts as an independent third party to assist people or groups in dispute to negotiate and reach a
decision about their dispute
Police officer A person who prevents or detects crime, enforces the law and ensures society maintains order
454 oxford big ideas humanities and social sciences 9 western australian curriculum
Government,
democracy
and the citizen
Bride-to-be Ruby Gamble takes her democratic right to
vote seriously, as she arrives at a polling booth before
her wedding ceremony. Ruby is one of approximately
16 million Australians who are enrolled to vote in a
federal election. During the last federal election there
were more than 7000 polling places set up around
the country from Cape York, the northern-most tip of
Australia, to South East Cape in Tasmania.
For many Australians, voting is more than just a legal
requirement they must fulfill. The right to vote is one
of our democratic rights as it provides the opportunity
to ‘have a say’ in who will best manage Australia
in the future and represent our view in the national
parliament.
15A
What factors influence
15B
What shapes our decisions at
Australia’s political system? election time?
1 Would you ever consider becoming a member of 1 What does it mean to be a citizen in Australia?
parliament? Why do you think people enter politics? 2 What factors might influence your vote at election
2 How do political parties attract voters? time?
3 Do you think there should be more members of 3 How could social media be used to raise
parliament who are younger? Why? awareness of an issue at election time?
456 oxford big ideas humanities and social sciences 9 western australian curriculum
15
chapter
Source 1 Ruby Gamble voting at her local polling place before her wedding on election day in 2016.
casestudy
Could this ever happen in Australia?
Malala Yousafzai ‘Punk Prayer – Mother of God, Chase Putin Away!’ on the
Internet. The group opposes Russian President Vladimir
Malala Yousafzai, a
Putin’s policies and believes he is a dictator. Three of the
Pakistani student, was only
band’s members were charged with hooliganism and
15 years of age when she
sent to jail. Many in the West opposed the jailing of the
was shot in the head by a
girls, believing they had a right to exercise free speech
gunman in October 2012
and protest against the government of the day.
on her way home from
school. The attempted
assassination occurred Source 1 Malala Yousafzai Aung San Suu Kyi
because Malala believed that girls had the right to be Aung San Suu Kyi is a
educated and had spoken out about this. The ruling Burmese human rights
group called the Taliban had at times banned school activist and politician.
education for girls living in the Swat district of the In 1988 she protested
Khyber Pakhtunkhwa province in Pakistan. Thankfully against the military regime
Malala survived her attack and remains a political that ruled Myanmar
activist today. (Burma) and in 1989 was
placed under house arrest
Pussy Riot – jailed at home – for her
political activities. She
A feminist punk rock
spent 15 of the next 21
group called Pussy Riot Source 3 Aung San Suu Kyi
years in custody. Aung
caught world attention
San Suu Kyi wants genuine democracy for her country
for their political protest
with free and fair elections and respect for human rights.
in 2012. They staged a
performance in a Moscow
cathedral and posted Source 2 Two members of
their music video entitled the band Pussy Riot
458 oxford big ideas humanities and social sciences 9 western australian curriculum
I can follow my
religious beliefs.
(Freedom of religion) I know I won’t be
arrested for nothing.
(Freedom from
arbitrary arrest)
460 oxford big ideas humanities and social sciences 9 western australian curriculum
Speaker’s chair
Source 2 The House of Representatives in Parliament House, Canberra. The House of Representatives is also known as the
lower house.
President’s chair
Source 4 The Senate in Parliament House, Canberra. The Senate is also known as the upper house.
462 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 5 The Governor-General is the Queen’s representative in Australia. Sir Peter Cosgrove became the Governor-General in 2014.
Source 1 Former Labor prime minister Bob Hawke and former Liberal prime minister John Howard both won four Australian
elections. John Howard is Australia’s longest-serving prime minister after former prime minister Robert Menzies (1894–1978),
who won eight Australian elections.
464 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Why don’t Australians want to party? Group Membership over
Membership of sporting clubs, such as the AFL,
AFL club memberships 836 136
far surpasses membership to political parties in
Australia, but this wasn’t always the case. In the 1950s, NRL club memberships 200 000
membership of both major parties was around 350 000.
It seems that in our busy lives there’s little time for Liberal Party 61 456
Source 3 The Labor and Liberal Party are the two dominant political parties in Australia today. The Liberal Party often
forms a coalition with the Nationals in order to form government.
The role of independents in major party relies on their vote to pass important laws.
Andrew Wilkie is an independent who was elected
parliament by voters in the Tasmanian seat of Denison. Wilkie’s
primary campaign in the 2010 election was the removal
Not all members of parliament belong to a political
of poker machines.
party – these members are called independents. Some
independents may have belonged to a political party There are various influences that shape Australia’s
but were dissatisfied. Independents may have views political system, and that influence government policy.
that do not quite fit a party mould. Independents can Public opinion, the media and international pressures
play a powerful role in Parliament, particularly if the are just some of the factors that may come into play.
Voter opinion –
governments want
International to be re-elected
reaction
to the policy
Media
discussion
about the
policy Minor parties the
What shapes government may have
government to negotiate with
policy?
Interest groups
such as business Parliamentary
and welfare scrutiny
organisations
466 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 5 The media often put issues under the spotlight, resulting in policy change.
468 oxford big ideas humanities and social sciences 9 western australian curriculum
Step 4 The cartoonist has used the metaphor of the sinking ship. The
Step 2 Ships are ship signifies democracies in the Western world such as Australia. The
sinking. Passengers passengers are the voters. Captain Schettino in real life was the captain
are in command, not of Italian ship the Costa Concordia that sank in 2012. Captain Schettino Step 1 This
the captain of the ship. symbolises the leader of the Government. cartoon was
drawn in 2012.
Step 3 The cartoonist is saying that sometimes the Step 5 The cartoonist is using humour to make his or her
country is not ‘steered in the right direction’ point. I agree; sometimes the right decisions are not made
because leaders are too worried about what the because politicians are continually thinking about opinion
voters think. They are more interested in staying in polls. On the other hand, you could say elections make
power than making the right but tough decisions. politicians strive to do better, which is good for us.
Source 2 A political cartoon may be analysed by following the steps outlined above.
1 Create a political cartoon of your own about elections c Roughly sketch out the idea and check whether it
by following these steps. works. Is the message too easy, or too difficult to
a Make a list of points about elections. For example, interpret?
‘politicians break their promises’. d Adjust your image, and create a final copy.
b Think of images that might help you illustrate your
point. Think about how you will make people laugh.
Consider using symbols, metaphors and caricature.
470 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Will you enrol to vote? Political parties need to engage younger people
if they want to secure their vote in future. According
According to Ms Daly, a spokesperson from the
to a report by the Whitlam Institute in 2011, young
Australia Institute, half of all voters under 25 believe
voters under the age of 35 represent approximately
that no party represents their interests. Dissatisfaction
30 per cent of the electorate. Young people can make
and disillusionment with political parties and politics
an impact on an election result. They also tend to
may also stop young people from enrolling to vote.
change their vote depending on the issues rather than
First-time voters must enrol with the Australian Electoral
loyalty to a political party. They are sometimes called
Commission before they can vote. One-quarter of
swinging or floating voters.
young Australians failed to enrol to vote in the 2013
federal election. The Australian Electoral Commission
embarked on a Facebook campaign to encourage
younger voters to enrol.
3 University funding
4 Same-sex marriage
5 Climate change
472 oxford big ideas humanities and social sciences 9 western australian curriculum
The aim of this rotating system is so that the Senate A quota is determined by adding one to the total
reflects the view of voters at different times. number of vacancies to be filled and then dividing
On election day, the voter is given a large white this number by the total number of formal votes and
ballot paper (see Source 2), and can vote for candidates adding one.
in one of two ways. Voters can mark their preferences The quota for electing six state senators is
numbered from at least 1 to 6 for a party or group in calculated like this:
the boxes above the line (although they can number all
Number of formal votes = 700 000
boxes above the line). Alternatively, they can number
Senate seat vacancies = 6
their preferences for candidates from at least 1 to 12
below the line (but they can number all boxes below
the line if they wish).
Quota =
( 700 000
6+1 ) +1
Political strategy
With so many voters now consuming information and
news online, many politicians have started using social
media to spread their campaign messages and connect
with more people online. Social media accounts and
pages can be used to do this in the following ways:
• Politicians can communicate information quickly
and to many people.
• Parties can choose what information is presented to
their social media audience, giving them a platform
of election issues or helping them to discredit their
opposition.
• Politicians no longer need to rely on attention from
Source 1 There are many different social media platforms that traditional media outlets to get their message out.
can be used to create and share content online. • It is a cheaper alternative to television or billboard
advertising.
The reliability of social media • It is possible to harness ‘viral’ marketing techniques
to spread the message, with social media users
Social media is not always the best source of sharing information on the politician’s behalf.
information when we want to learn more about • Voters can interact with politicians to ask questions,
important issues. This is because anyone can post give support or voice concerns.
whatever they like, whenever they like. We can all
• Social media reaches younger audiences – the ‘youth
post, share, tweet and retweet stories in a way that
vote’ – in a more effective way than traditional
media.
474 oxford big ideas humanities and social sciences 9 western australian curriculum
During the 2016 election campaign, Prime Minister gain attention from the general public. For example,
Malcolm Turnbull had more than 290 000 likes on during the 2016 federal election campaign, television
Facebook and more than 620 000 followers on Twitter. host James Mathieson used Facebook as a platform
These social media platforms were used to share photos to announce he was running for a seat in parliament
and campaign updates in a way that reached younger against former prime minister Tony Abbott. Although
voters. he did not win a seat in parliament, Mathieson created
Social media also helps candidates who do not have enough interest on social media to win nearly 12 per
the financial or political support of larger parties to cent of the vote in a very tight election race.
Source 2 Malcolm Turnbull used different social media accounts to share information about his political campaign, and to appear
more relatable to voters.
476 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Developing a plan for action Step 5 Break each task down into smaller tasks.
For example, installing a compost bin may mean
to respond to a civics and purchasing the bin first, deciding where it is best
Australia’s
legal system
Laws regulate most of the situations we find ourselves
in every day. Laws are formal legal rules that are
designed to govern the way in which people behave and
act so we can all live in a peaceful and united society.
In Australia, our laws are made and enforced by a
range of different organisations – including the courts,
tribunals, parliaments, police and prisons – collectively
referred to as the legal system, or justice system. We
have a legal system to make sure that laws are obeyed
and the rights and responsibilities of all Australian
citizens are respected.
For people to have confidence in the legal system,
it is important that legal disputes are resolved in a fair
and unbiased manner and that all people are treated
equally before the law. Unfortunately, despite best
efforts, this is not always the case.
16A
What key principles support
16B
How does Australia’s court
Australia’s legal system? system work?
1 Look at each of the different situations represented 1 As a class, list the names of any Australian courts.
in Source 1. Do you think all of the people shown Suggest what types of cases might be heard by
are committing crimes? Why or why not? these courts.
2 Have you (or any of your friends or family) ever been 2 As a group, try to think of at least two famous
involved in similar situations where you may have Australian legal cases. When did each of these
broken the law? Did you do so knowingly and were cases take place, what were the basic facts of each
you caught? case and what were the outcomes?
478 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 1 Australia’s legal system is designed to govern and regulate the ways in which all citizens behave. A range of formal ‘legal
rules’ known as laws helps to achieve this. There are laws relating to almost every situation we encounter on a daily basis.
Non-legal rules
Non-legal rules are rules or regulations that are imposed
upon the members of a specific group so they can work
together in a peaceful manner. For example, schools,
families and sporting clubs all enforce a range of non-
legal rules to ensure the smooth operation of their
group. For example:
• schools can require students to wear a uniform and
not have obvious body piercings
• parents can require children to undertake specific
tasks or chores Source 2 A school imposing a code of dress (or uniform)
• sporting clubs can require regular attendance at that restricts tattoos or body piercing is an example of a
training sessions. non-legal rule.
Whatever the non-legal rules might be, they are Legal rules (laws)
generally imposed to help establish a code of behaviour
Legal rules, or laws, are similar to non-legal rules in that
that is acceptable to the majority of group members
they also exist to regulate our behaviour. However, legal
so they may work together in a cooperative manner.
rules are made by official law-making bodies – such as
Any member who breaks a rule may incur a penalty
parliaments, local councils and the courts – and apply
imposed by the group. For example, a sporting club
to all members of society. Laws are also enforced by the
might suspend those who miss a training session from
police and courts and any individual that breaks a law
participating in a scheduled game.
may receive a punishment (referred to in legal terms as
a sanction). These are imposed by the courts, and may
include paying a fine, or, for a serious breach, spending
a period of time in prison.
480 oxford big ideas humanities and social sciences 9 western australian curriculum
Reasons we have laws individuals from harm. For example, many different
laws exist in Australia to protect individuals and specific
There are many reasons why societies must be regulated groups from danger and maltreatment, including
by laws. Firstly, laws help establish boundaries of consumer, workplace, family, environmental and child
acceptable behaviour, so that all members of the protection laws.
community can be aware of the type of conduct that
will and will not be tolerated by the majority of people.
The goal is that individuals treat one another with
Check your learning 16.1
respect and do not undertake actions that disturb or
Remember and understand
violate the rights of others or threaten a peaceful way of
life. For example, in Australia we have anti-bullying and 1 Why would an organisation such as a school or
anti-discrimination laws, which make it unlawful to sporting club impose specific non-legal rules
victimise, abuse or discriminate against another person or regulations?
on the basis of their race, religion or sex. 2 What, in legal terms, is a sanction?
Laws also help maintain a unified society by 3 Describe two sanctions that could be imposed by
preventing disputes from arising and protecting a court in Australia.
482 oxford big ideas humanities and social sciences 9 western australian curriculum
484 oxford big ideas humanities and social sciences 9 western australian curriculum
Similarly, when being investigated by the police, all with mental health issues or intellectual disabilities,
people have rights that must be observed including, often experience difficulty when dealing with our
under certain circumstances, the right to refuse to legal system. Cultural differences and language or
give forensic samples (such as hair or saliva samples) communication barriers can make it difficult for people
or participate in identification parades. All people within these groups to understand how our legal system
charged with a serious crime (such as serious assault, operates and to interact or talk with legal authorities
selling illegal drugs and murder) also have the right such as the police and court personnel. People with
to a presumption of innocence, meaning they must low incomes also often cannot afford to have a legal
be treated as innocent until proven guilty, from the representative or lawyer to help them understand our
moment they are charged with a crime to their court legal system and prepare and present their case to the
hearing or trial. This includes having the right to be court.
free to return home and live within the community Given that there are groups within our community
(referred to as being granted bail) prior to their court that are at a disadvantage when dealing with our
appearance unless there is a genuine reason to deny legal system, it is important that support services are
this freedom. This refusal to grant bail could be that provided to assist these groups and cater for their
the court believes the accused person is a potential specific needs. One organisation that provides such
threat to the community and may harm other people if support is Legal Aid Western Australia – a government-
granted their freedom. funded but independent body that provides free or low-
cost legal advice and lawyers to the most disadvantaged
Who might be disadvantaged by our legal people throughout Western Australia. These people may
system? need assistance with a range of legal issues including
crime-related, family, social security, immigration
Unfortunately, some groups within Australian society,
and discrimination matters. Unfortunately, however,
including Indigenous Australians, people from
this assistance is severely limited due to inadequate
culturally and linguistically diverse communities – such
government funding.
as migrants, refugees and asylum seekers – and people
Source 3 Asylum seekers, refugees and migrants can be at a disadvantage when dealing with our legal system and often need
legal support and assistance.
486 oxford big ideas humanities and social sciences 9 western australian curriculum
488 oxford big ideas humanities and social sciences 9 western australian curriculum
Over the years, intense and concentrated media must be given verbally in court and the use of a jury
coverage of high-profile court cases has jeopardised the in criminal cases), and the increasing number and
ability of jurors to remain unbiased and led to unfair complexity of cases being brought before the courts.
trials. Perhaps the most famous Australian case in Delays can cause many problems for those involved
which this occurred was in 1982 when a jury wrongly in a court case, including increasing the cost associated
found Lindy Chamberlain guilty of murdering her with taking the case to court, causing emotional stress
baby at Uluru in the Northern Territory. The baby was and hardship for the parties and reducing the ability
actually taken by a dingo. Many commentators believe of the witnesses to accurately recall their evidence. In
the extremely negative media campaign surrounding some instances, a civil case can take so long that people
Mrs Chamberlain contributed to the jury’s incorrect have to abandon their case because they cannot afford
finding. It took Mrs Chamberlain more than six years to to pay the money that the legal system requires.
have her guilty verdict quashed (cancelled).
Check your learning 16.4
Remember and understand
1 State three groups of people who may be
particularly disadvantaged when dealing with the
police and court system. Give reasons for your
choice.
2 Explain three ways that court delays can lead to
injustices for parties involved in a criminal or civil
case.
490 oxford big ideas humanities and social sciences 9 western australian curriculum
Step 3 The body of your response should include It is best to examine one strength at a time, providing a
Prepare the an examination of the key strengths and corresponding weakness (as appropriate), rather than
body of your weaknesses associated with the issue. presenting separate lists of strengths and weaknesses.
response Also provide any relevant information, such as case studies,
statistics or quotes, to support each viewpoint.
Step 4 After considering the different views and Your conclusion should summarise the key points and include
Write a perspectives surrounding the issue, provide your own view based on the supporting evidence you have
conclusion a conclusion. provided.
Source 2 If you are found guilty of committing a crime, such as drink-driving, you may receive a punishment or penalty called
a sanction.
492 oxford big ideas humanities and social sciences 9 western australian curriculum
Source 3 Theft is a summary offence, and would generally be Source 4 Indictable offences such as armed robbery are
heard in the Magistrates’ Court. crimes heard in higher courts.
Source 5 It is often neccessary to engage a barrister to plead on your behalf if a civil case needs to proceed to the courts.
casestudy
Can using social media be a crime?
In 2013, Andrew Farley – a former school student
– was ordered by a NSW District Court judge to
pay $105 000 in damages to a music teacher after
making false and defamatory comments about
her on Twitter. Despite being warned against it, Mr
Farley posted the damaging statements on Twitter
because he incorrectly believed the teacher involved
was responsible for his father, also a music teacher
at the school, losing his job. The case was the first in
Australia involving defamation via Twitter, and made it
clear that it is unacceptable to use Twitter, Facebook
and other forms of social media to make false and
defamatory statements about others. Source 6 Private individuals in Australia are subject to
defamation law on social media, which includes defaming
someone on Twitter.
494 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Are sentences too lenient? and had shown no remorse for his actions. He then
sentenced McPherson to eight years’ imprisonment,
In August 2015, Jamie McPherson, aged 70
with a minimum of five years to be spent in prison
years, was charged with two counts of culpable
before being eligible to be released.
driving causing death. He started and continued a
dangerous car chase, which led to two brothers in In Western Australia, a person who is guilty of
another vehicle being killed when their car crashed culpable driving causing death (e.g. causing the death
into a tree. When imposing the sentence, the judge of a person by driving in a very careless or reckless
said that McPherson had started the dangerous manner or while under the influence of drugs or alcohol)
car chase to deliberately terrorise another person can be imprisoned.
Federal Court
Family Court (In Western Australia, this is replaced by the state-based Family Court of Western Australia)
496 oxford big ideas humanities and social sciences 9 western australian curriculum
Family Court
(WA only) Superior courts
Family Court • Supreme Court
Federal Court
(except WA)
Intermediate courts
• District Court
• County Court (VIC only)
Federal Circuit Court
Lower courts
• Magistrates’ Court
• Local Court (NSW only)
Source 3 Australia’s federal and state/territory court hierarchy
casestudy
498 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Norrie’s Case – does a person have
to declare their gender?
In 2010, ‘Norrie’ – a 52 year-old Sydney person who
does not identify as being either male or female –
became the first person to be formally registered with
the New South Wales Registry of Births, Deaths and
Marriages as ‘sex not specified’. A few months after the
registration, however, Norrie received notification that it
had been ‘issued in error’ and was not legally valid.
After unsuccessful attempts to have the registry’s
original acceptance of Norrie’s registration status
reinstated, Norrie lodged a successful appeal at
the NSW Supreme Court of Appeal. Three judges
unanimously agreed that people should be able to have
a ‘gender neutral status’, meaning they not be required
to identify themselves as either male or female.
The NSW Registry of Births, Deaths and Marriages,
however, refused to accept this decision and lodged
a final appeal to the High Court of Australia. In 2014,
the High Court dismissed the appeal, and upheld the Source 5 Norrie won a High Court case and became the
first person not required to specify a gender with the NSW
decision of the NSW Supreme Court of Appeal, ruling Registry of Births, Deaths and Marriages.
that the sex of an individual is generally irrelevant to
most legal relations, with the exception of the current
marriage laws that prohibit same-sex marriage.
500 oxford big ideas humanities and social sciences 9 western australian curriculum
The District Court The District Court also has the power to hear civil
The District Court of Western Australia is the appeals from the Magistrates’ Court.
intermediate tier in the Western Australian court
hierarchy and hears approximately 7500 criminal and The Supreme Court
civil cases each year. The District Court has the power
to hear: The Supreme Court of Western Australia is the highest
• all indictable or serious criminal offences except court in the Western Australian court hierarchy, and
those where the maximum term of imprisonment consists of two divisions: the General Division and the
that can be imposed is life (such as murder and Court of Appeal.
murder-related offences). This means the District
Court can hear a wide range of criminal cases,
Supreme Court (General Division)
including serious theft, armed robbery (theft using The Supreme Court (General Division) has the power to
a weapon), illicit drug offences (for example, hear:
trafficking or selling illegal drugs), sexual assault, • all indictable or serious criminal offences, but
fraud, and culpable driving causing death (where generally hears the most serious cases such as
a person has caused the death of another due to murder, armed robbery, and serious drug offences
driving in a very careless of reckless manner, or while (for example, major illicit drug-trafficking cases)
under the influence of drugs or alcohol). • civil disputes involving an unlimited amount of
• a range of civil disputes. For example, the District money (for example, the court generally hears cases
Court can hear civil disputes for an unlimited over involving amounts over $750 000 or serious and
amount of money in cases where the claim relates complex legal issues).
to personal injuries and injury sustained in motor
vehicle accidents. This may include negligence cases Supreme Court of Appeal
where an individual has suffered injuries as a result
The Supreme Court of Appeal has the power to hear all
of another’s careless behaviour, and claims made
appeals (review decisions) from decisions made by single
for workplace injuries. The court can also hear civil
judges in the Supreme Court (General Division) and
matters involving commercial or business dealings
lower courts – although an appeal can only be lodged if
and debt recovery, but only for amounts up
a party has a good reason or reasonable grounds.
to $750 000.
502 oxford big ideas humanities and social sciences 9 western australian curriculum
Jurisdiction (or types Magistrates’ Court District Court Supreme Court Supreme Court of
of cases heard) (General Division) Appeal
Criminal
Civil
Appeals
504 oxford big ideas humanities and social sciences 9 western australian curriculum
casestudy
Can a slippery chip earn you
$500 000?
In 2012, the High Court of Australia set a precedent
when it resolved an eight-year dispute between
Kathryn Strong and Woolworths supermarket chain
over injuries Ms Strong incurred when she slipped
on a greasy patch on the floor outside a Woolworth’s
supermarket. The court had to determine whether or
not Woolworths had most likely been careless and
breached their duty of reasonable care by failing to
adequately inspect the floor and remove a greasy spot
left from a hot chip dropped in a sales area directly
outside their supermarket entrance. Ms Strong, who
was walking on crutches at the time, slipped on the
greasy spot and severely injured her spine.
The High Court judges agreed with the judge in
the original District Court by ruling that Woolworths
was responsible for Ms Strong’s injury and awarded
her over $580 000 in damages to compensate for
her losses. In making the decision, the High Court
set a broad precedent that it was reasonable for
supermarkets and other stores to inspect and clean
Source 2 Kathryn Strong was awarded over $580 000 after
floors located near food courts and in high traffic slipping on a greasy hot chip patch at the entrance of her
areas every 20 minutes. local supermarket.
506 oxford big ideas humanities and social sciences 9 western australian curriculum
skilldrill
Analysing different points of view Step 5 Question the context in which the article was
written. Consider when it was written and the
Being able to gather, analyse, and interpret information
predominant values and morals that existed at the
is a key skill that enables us to gain an understanding of
time. Ask yourself, has any of the information provided
views and opinions that may be different from our own.
changed over time? Also consider the background
It helps us to develop empathy for people who hold and
of the author and whether or not their views might
express different beliefs and values. Having the ability to
have been biased by their culture, heritage or religious
consider different perspectives also enables us to expand
beliefs.
our perceptions and make more informed judgements.
Step 6 Decide whether each author has sufficiently
When you are required to analyse a controversial
justified their opinion, and form your own opinion
issue, you need to consider a range of different viewpoints
based on your readings.
related to the issue. You also need to attempt to
understand the values, morals, motivations and contexts
Apply the skill
that underpin these different opinions and perspectives.
1 Using the internet and other forms of media, collect
To analyse different viewpoints in relation to a
information from two different sources that support
controversial issue – such as whether or not the Australian
the legalisation of same-sex marriage in Australia.
marriage laws should be altered to legally recognise
You might use newspaper or journal articles, media
same-sex marriage – follow these steps.
broadcasts and transcripts, the websites of political
Step 1 Identify the issue you are going to examine. parties or other religious and social organisations. Also
Step 2 Gather sources from a range of difference places. collect information from two different sources that
For example, articles from different websites or a range oppose the introduction of same-sex marriage.
of newspapers. Make sure they are not all written by For each source of information provide:
the same person.
a a summary of the author’s viewpoint on the issue
Step 3 Identify each author’s viewpoint. For example, do b a short statement (100 words) that discusses
they support or are they against the legal recognition of any values, morals, motivations and context that
same-sex marriages? underpin each source of information.
Step 4 Identify each author’s motivation for their 2 After you have examined your four sources of
viewpoint. Ask yourself what their motivation might be information, prepare a summary of the main reasons
for taking this position. For example, are they writing for and against the legalisation of same-sex marriage.
on behalf of a specific group or political party that have Provide a concluding statement that outlines your
a particular stance on the issue? Do they belong to a personal view on the topic.
group affected by the issue?
1 Identify another controversial issue in the media, such the pair present the ‘pros’ and ‘cons’ of the issue to
as lowering the speed limit, or raising the legal drinking the class, explaining the justification for why different
age to 21. In pairs, research your topic and make an people have a range of opinions about it.
analysis of different sources. Have each member of
508 oxford big ideas humanities and social sciences 9 western australian curriculum
510 oxford big ideas humanities and social sciences 9 western australian curriculum
512 oxford big ideas humanities and social sciences 9 western australian curriculum
514 oxford big ideas humanities and social sciences 9 western australian curriculum
518 oxford big ideas humanities and social sciences 9 western australian curriculum
520 oxford big ideas humanities and social sciences 9 western australian curriculum
index 521
522 oxford big ideas humanities and social sciences 9 western australian curriculum
index 523
E —internment 331
—reaction to 331
—expansion and mass production 257,
262–3
e-commerce 145 Engels, Friedrich 278 —working conditions 233–4, 253, 262,
earning more 400 enlistment, WWI 301–2, 304, 327, 328 270–1
earthquakes 383 enterprise agreements 428 factors of production 348
East India Company 249 enterprising individuals 424, 425 Factory Acts 280
Eastern Front 309 enterprising skills 424–5 factory workers, living conditions 234,
ecological footprint, food types 85 entertainment, Industrial Revolution 277 235, 272–3
524 oxford big ideas humanities and social sciences 9 western australian curriculum
index 525
526 oxford big ideas humanities and social sciences 9 western australian curriculum
index 527
528 oxford big ideas humanities and social sciences 9 western australian curriculum
index 529
530 oxford big ideas humanities and social sciences 9 western australian curriculum
index 531
U water usage
—impact Angkor Wat, Cambodia 188
World War I 236–9, 288–343
—Armistice 321, 340
U-boats 308, 310 —rice growing 72, 73 —Australia see Australia (World War I)
undermining justice 488–9 Watt, James 255, 268 —background 292–3
undernourished people 90, 91 weathering 60, 61 —British Commonwealth casualties 324
undersea cables 267 weavers 253 —causes 237, 294–7
underwater mines 308, 316 websites, reliability 18 —changes to European empires
unemployment rate 351, 357 weeds 100 following 240
unfair dismissal 434, 435 welfare state 278 —end of the war 320–1
—checklist 435 Western Australia —Gallipoli campaign see Gallipoli
—Milo case 436 —court hierarchy 496, 497, 500–1 campaign, Turkey
—swearing case 437 —Legislative Assembly 452 —‘July Crisis’ and declarations of war
United Nations Western Front 309, 311–13, 320–1 299
—Millennium Development Goals 110 —American troop involvement 320 —major battles and alliances 309–13
—Sustainable Development Goals 110 —Australian engagements 312–13, 319, —nature of warfare 237, 306–8
unsustainable farming practices 72, 79 320, 332 —outbreak of 298–300
upland rice 69 —Battle of the Somme 312, 328 —and Paris Peace Conference 240, 332,
upper house of parliament 452, 460, 462 —breaking the stalemate 311–12, 316 333
urban planner, career profile 38 —nurses on 313 —significance 240–1
urban planning 276 —trench warfare 311, 312, 314–15 —timeline 290–1
urban sprawl 102 —weapons use 311 —and Treaty of Versailles 240, 321, 332,
urbanisation 222, 272, 278 Westminster system 443 333
USA wheat 40, 46, 64, 77, 115 —USA’s involvement 310, 320
—Australia’s relationship with 333 ‘whistle-blowers’ 489 —Western Front see Western Front
—enters the war 310, 320 wilderness tourism 184, 190 —see also Britain; Germany; Russia;
—Industrial Revolution in 265 —Antarctica 190–1 Turkey
—potential impacts 190 Wright, Wilbur and Orville 257
532 oxford big ideas humanities and social sciences 9 western australian curriculum
Part 1 Geography
Chapter 1: Alamy/Iain Dainty, 1.1: 4/Ulrich Doerng, 1.6: 3/Alexey Zarubin, 1.5: 2; Corbis, 1.1: 9/Stefano Amantini, 1.1: 2/Rob Nikel, 1.8: 3/Kazuyoshi
Nomachi, 1.4: 14/Greg Smith, 1.8: 4/Barbara Walton, 1.1: 5; Douglas Hardy, UMass Geosciences, 1.7: 1; Getty Images/Dev Alexandre, 1.5: 1/Michael
Betts, 1.4: 13/DigitalGlobe, 1.1: 6, 1.1: 7/Johnathan Ampersand Esper, 1.3: 3/Michael Mellinger, 1.1: 1/National Geographic, 1.7: 7/Planet Observer, 1.4:
16/Science Photo Library, 1.4: 15; NASA/Image Courtesy SRTM Team NASA/JPL/NIMA, 1.3: 7; Shutterstock, chapter opener, part 1 opener, 1.1: 3,
1.3. 1, 1.4: 12, 1.7: 3; Bill Thomas, 1.6: 1; Worldmapper, www.worldmapper.org, 1.3: 5; Chapter 2: Alamy/Bill Bachman, 2.6: 2, 2.10: 6/Bon Appetit,
2.7: 1 (fruit salad) /David Lawrence, 2.11: 1/Paul Pickford, 2.6: 1 (temperate forest); Corbis, 2A: 1, 2.2: 1, 2.17: 1/Andrew McConnell/Robert Harding
World Imagery, 2.8: 1/Matt Mawson, 2.11: 2/Momatiuk – Eastcott, 2.9: 1/Charles O’Rear, 2.13: 2/George Steinmetz, 2.19: 2/Jim Zuckerman, 2.4: 3;
DeLaval International AB/Bjorn Qvarfordt, 2.12: 3; Getty Images/Richard I’Anson, 2.2: 3/Jim Richardson, 2.18: 1; iStockPhoto/carlosalvarez, 2.7: 1
(cornflakes); Murrumbidgee Irrigation Ltd, 2B: 2; NASA/Earth observatory, 2.17: 2, 2.17: 3; Nature Picture Library/Nick Garbutt, 2.16: 1; Newspix/
Zoe Phillips, 2.9: 3/Geoff Ward, 2.7: 1 (mint slices); Shutterstock, chapter opener, 2C: 1, 2.1: 2, 2.1: 3 (all), 2.3: 1, 2.3: 2, 2.3: 3, 2.4: 1, 2.4: 4, 2.6: 1
(Daintree), 2.6: 1 (Kimberley), 2.6: 1 (Kosciuszko), 2.6: 1 (Ningaloo), 2.6: 1 (Simpson Desert), 2.6: 3, 2.7: 1 (apple sauce), 2.7: 1 (frozen beans), 2.7: 1
(dried sultanas), 2.7: 1 (instant noodles), 2.7: 1 peach halves), 2.7: 1 (pickled onions), 2.7: 1 (pineapple slices), 2.7: 1 (baked beans), 2.7: 1 (jam), 2.7: 1
(crumbed fish), 2.7: 1 (chocolate hazelnut spread), 2.10: 4, 2.10: 5, 2.12: 2, 2.13: 3, 2.14: 3, 2.16: 3, 2.18: 2; Chapter 3: AAP Image/AP Photo/Jerome
Delay, 3.9: 1; Alamy/Eye Ubiquitous, 3.3: 1 (swarm)/redbrickstock.com, 3.13: 3; Aurora Photos/Peter Essick, 3.5: 2; Austral Press/Topfoto/Topham
Picturepoint, 3.10: 1; Corbis, chapter opener, 3.6: 1, 3.12: 2 (nutrition) /Adrian Arbib, 3C: 2/Shawn Baldwin, 3.7: 1/EPA/Eldson Chagara, 3.6: 3/EPA/
Aaron Ufumeli, 3.2: 1/Jon Hicks, 3.1: 3/JAI/John Warburton-Lee, 3.11: 1/Redlink/Zhang Jian Tao, 3.4: 1/John Stanmeyer/VII, 3.10: 3/Penny Tweedie,
3.1: 1; FAO: Food and Agriculture Organization of the United Nations, 3C: 4; Getty Images/AFP, 3.9: 2, 3.9: 3, 3.9: 4, 3.9: 5, 3.9: 6, 3.9: 7/Dimas Ardian,
3.7: 3/Roland Neveau, 3.3: 1 (construction); Craig Mackintosh, 3.13: 4; Masterfile/Koolstock, 3.13: 1; QAAFI/Daniel Rodriguez, 3.13: 2; Reuters/
Paulo Whitaker, 3.3: 1 (refinery); Shutterstock, 3B: 3, 3C: 1, 3C: 3 (middle), 3C: 3 (right), 3.3: 1 (drought), 3.3: 1 (polar bear), 3.3: 1 (tank), 3.1: 2, 3.2: 2,
3.12: 1, 3.12: 2 (cold), 3.12: 2(drought), 3.12: 2 (disease), 3.12: 2 (pest), 3.12: 4; Ron Tandberg, 3.8: 3; U.S. Geological Survey, EROS Center/Institut
Géographique National du Niger, 3.13: 6/Satellite Pour l’Observation de la Terre, 3.13:6; UN, 3B: 1; USAID, 3.11: 2; Chapter 4: AAP Image/AP, 4.8:
1/Shannon Morris, 4.14: 2 (Berlei); Age-Fotostock/Ron Nickel, 4.1: 2 (middle); Alamy/Sergio Azenha, 4.14: 2 (Nike) /Bill Bachman, 4.12: 4/Dunrobin
Studios, 4.14: 1 (man) /Philimages, 4.2: 2; Corbis, 4.14: 1 (sports) /Christophe Boisvieux, 4.4: 1/Imaginechina, 4.11: 3/Simon Marcus, 4C: 1 (middle) /
Wissam Nassar, 4.5: 4/Ryan Pyle, 4.12: 1/Paul Souders, 4.1: 1; European Space Agency, 4.8: 2; Fairfax Syndication/Glenn Campbell, 4.2: 1; Eric
Fischer, 4.7: 1; Getty Images/John W Banagan, 4.10: 4/Scott Barbour, 4.2: 5/William H. Bond, 4.5:2/Bongarts, 4.14: 1 (car) /Michael Dunning, 4.10:
3/IndiaPictures/UIG, 4.6: 2/Panoramic Images, chapter opener/Stringer, 4.14: 2 (OPI); NASA/GSFC, 4.4: 2/Goddard’s Scientific Visualization Studio,
4.4: 3; Newspix/Brad Fleet, 4.8: 3/Leon Mead, 4.13: 3; Panos/Fernando Moleres, 4C: 2; Shutterstock, 4A: 1, 4B: 1, 4C: 1 (top), 4C: 1(bottom), 4.1: 2
(left), 4.1: 2 (right), 4.2: 4, 4.2: 6, 4.3: 1, 4.5: 3, 4.9: 1, 4.14: 2, 4.14: 2 (Gatorade), 4.14: 2 (Wilson); Stockimages WA, 4.2: 3; Chapter 5: Alamy, 5.13:
1/AF archive, 5.2: 3/Matt Griggs, 5.13: 2/Man Hang Kwan, 5.9: 3/Andrew Linscott, 5.12: 3/sdpphoto Travel, 5.3: 3(bottom); Corbis, 5.7: 1 (Yolngnu),
5.8: 4/Abir Abdullah/epa, 5.6: 1/Dave G. Houser, 5.10: 2/Imaginechina, 5.2: 2/Park Jin-hee, 5.5: 2/Thierry Tronnel, 5.10: 1/Alison Wright, 5.12: 1;
FairfaxPhotos/Craig Abraham, 5.3: 1/Ben Doherty, 5.6: 2; Getty Images, 5B: 7/Scott Barbour, 5B: 1/Tortsen Blackwood, 5.11: 3/Demetrio Carrasco,
5B: 4/Jorn Georg Tomter, 5.7: 1 (Sami) /Majority World, 5.5: 1; iStockPhoto/Bartosz Hadyniak, 5.7: 1 (Vedda)/Davor Lovincic, 5.7: 1 (Mentai); Newspix/
Charles Brewer, 5.2: 1/Kym Smith, 5.3: 3(left); Cartoon by Nicholson from The Australian www.nicholsoncartoons.com.au, 5.1: 2; Panos/G.M.B. Akash,
5.3: 3 (top)/Brendan Corr, chapter opener/James Morgan 5.1: 3; Shutterstock, 5.1: 1, 5.3: 2, 5.4: 2, 5.4: 3, 5.7: 1 (Masai), 5.7: 1 (Karen), 5.8: 1, 5.8: 2,
5.8: 5, 5.9: 1, 5.10: 3, 5.11: 1; Utmost Adventure Trekking/Ganesh Thakuri (Subin), 5.8: 3.
Part 2 History
Chapter 6: Alamy/Moviestore Collection, 6.3: 1 a/PhotoAlto sas, 6.3: 4/Ronald Grant Archive, 6.1: 6; Australian War Memorial, chapter opener, 6.3:
1, 6.4: 2, 6.4: 3; Corbis, 6.1: 5/Bettmann, 6.1: 2/Heritage Images, 6.1: 9/PoodlesRock, 6.1: 10; Getty Images/French School, 6.1: 8/Hulton Archive,
6.1: 4/Lambert, part 2 opener; Mary Evans Picture Library, 6.1: 7; National Library of Australia, 6.3: 1 b, 6.5: 3, 6.5: 4; Shutterstock, 6.1: 3, 6.3: 3,
6.6: 2; Michelle Stevenson & Museum Victoria, 6.8: 2; Chapter 7: AAP Image/Tracey Nearmy, 7.4: 2; The Bridgeman Art Library, 7.2: 6; Corbis, 7.3:
3, 7.3: 4, 7.4: 1/Heritage Images, 7.2: 2/Hulton-Deutsch Collection, 7.3: 2; Getty Images/Fotosearch/Stringer, 7.2: 5; Shutterstock, chapter opener,
7.1: 1, 7.2: 4, 7.3: 1; Chapter 8: Alamy/Lordprice Collection, 8.6: 2/The Print Collector, 8.14: 4; The Bridgeman Art Library/Geffrye Museum, London,
8.12:1; Corbis, 8A: 1, 8.2: 3, 8.4: 1, 8.5: 1, 8.5: 2, 8.6: 3, 8.11: 4/Bettmann, 8.1: 1(Brooklyn bridge), 8.9: 1, 8.9: 3, 8.10: 3, 8.14: 1, 8.14: 5/Robert
Harding World Imagery/Robert Cousins, 8.7: 3/John Harper, 8.6: 1/Heritage Images, 8.1: 1 (spinning jenny), 8.5: 7, 8.6: 7, 8.10: 2/Ocean, 8.15: 3/Patrick
Ward, 8.6: 9; Getty Images/Dean Allison Photography, 8.15: 1/Thony Belizaire, 8.15: 6/George Bernard, 8.2: 1/British Library/Robana, 8.11: 3/DEA, 8.3:
2, 8.11: 1/Francis Frith Co, 8C: 3/Lambert, 8.8: 3/Print Collector, 8.4:2/Rischgitz, 8.14: 2/Paul Serusier, 8.5: 4/SSPL via Getty Images, 8.1: 1(stocking
frame), 8.5: 5, 8.5: 8/Ullstein Bild, chapter opener; iStockPhoto/Ian Hamilton, 8.15: 4; Library of Congress, 8.1: 1 (Thames tunnel); Shutterstock,
8A: 3, 8.6: 4, 8.6: 6, 8.8: 1, 8.9: 2, 8.15: 2; State Library of Victoria, 8.15: 5; Chapter 9: Australian War Memorial, 9C: 3, 9D: 3, 9.5: 1, 9.5: 2, 9.10:
6, 9.10: 7, 9.13: 1, 9.14: 3, 9.15: 2, 9.16: 2, 9.17: 7, 9.17: 8, 9.17: 9, 9.18: 4, 9.18: 5; Corbis, chapter opener, 9B: 1, 9.6: 1, 9.6: 3, 9.6: 5/Bettmann,
9.1: 1 (Franz Ferdinand), 9.1: 1 (Australian soldiers), 9.2: 2/Stefano Bianchetti, 9.1: 1 (signing Armistice) /Heritage Images, 9.1: 1 (Russian Revolution) /
Hulton-Deutsch Collection, 9.8: 1, 9.6: 2/Mikael Libert, 9.8: 4/National Geographic Society/Herbert E. Gregory, 9.12: 4/Underwood & Amp Underwood,
9.6: 4/Leonard de Selva, 9.4: 1/Sygma, 9.7: 2; Dreamstime, 9.17: 3; FairfaxPhotos/Mike Bowers, 9.17: 5; Getty Images/Popperfoto, 9.8: 3, 9.10: 1/
SuperStock, 9.2: 1/Roger Viollet, 9.8: 6; Imperial War Museum, London, 9.6: 6; National Library of Australia, 9.5: 3, 9.12: 1, 9.15: 1; Newspix, 9.17:
10/News Ltd Archive, 9.14: 2; Shutterstock, 9.11: 1, 9.17: 1, 9.18: 1 ; State Library of Victoria, 9.15: 3; State Library of Western Australia, 9.11: 3.
acknowledgements 533
534 oxford big ideas humanities and social sciences 9 western australian curriculum
Svalbard
(Norway)
A R C T I C O C E A N
Kalaallit Nunaat
6 Kalaallit Nunaat (Greenland)
(Greenland) (Denmark) 6
(Denmark)
Jan Mayen
(Norway)
K
REPUBLIC I (Ecuador)
Brazzaville OF CONGO 41 Victoria INDONESIA PAPUA R I
Kinshasa B A T I
Dodoma SEYCHELLES Jakarta NEW GUINEA SOLOMON
Ascension (UK) TANZANIA Chagos Archipelago (UK) ISLANDS Funafuti
Luanda Dili
TIMOR-LESTE Port Moresby Honiara TUVALU
AT L A N T I C ANGOLA MALAWI
COMOROS
Moroni
Cocos Islands
Christmas Island
(Australia)
(EAST TIMOR)
SAMOA Lima
PERU BRAZIL
ZAMBIA Lilongwe
3
St Helena (UK) Lusaka MOZAMBIQUE INDIAN (Australia)
VANUATU FIJI
Apia American Samoa
(USA)
French
Polynesia La Paz Brasilia
3
Svalbard
(Norway)
A R C T I C O C E A N
Kalaallit Nunaat
6 Kalaallit Nunaat (Greenland)
(Greenland) (Denmark) 6
(Denmark)
Jan Mayen
(Norway)
K
REPUBLIC I (Ecuador)
Brazzaville OF CONGO 41 Victoria INDONESIA PAPUA R I
Kinshasa B A T I
Dodoma SEYCHELLES Jakarta NEW GUINEA SOLOMON
Ascension (UK) TANZANIA Chagos Archipelago (UK) ISLANDS Funafuti
Luanda Dili
TIMOR-LESTE Port Moresby Honiara TUVALU
AT L A N T I C ANGOLA MALAWI
COMOROS
Moroni
Cocos Islands
Christmas Island
(Australia)
(EAST TIMOR)
SAMOA Lima
PERU BRAZIL
ZAMBIA Lilongwe
3
St Helena (UK) Lusaka MOZAMBIQUE INDIAN (Australia)
VANUATU FIJI
Apia American Samoa
(USA)
French
Polynesia La Paz Brasilia
3
To activate
1 Go to www.obookassess.com
2 Log in to your existing account or follow the
on-screen instructions to create a new
account.
3 Click the ‘Add a product’ button in your library
and enter your activation code.
4 You now have access to your obook assess
for the duration of the licence period.
Need help?
• Visit www.obookassess.com/support
to access a range of support (including FAQs
and video tutorials).
• Email [email protected]
• Call customer service on 1300 650 616.
Note: Once this code has been activated, the
product can no longer be returned for credit
or refund.
oxford
WA
Leo Conti | Mark Easton | Geraldine Carrodus
big ideas
Joanne Wilson | Richard Smith | Annie Wilson
ISBN 978-0-19-030766-0
humanities and
9 780190 307660 social sciences
visit us at: oup.com.au or
contact customer service: [email protected] WESTERN AUSTRALIAN CURRICULUM