contents iii Correlation with VELS v How to use Heinemann Humanities 3 vi Acknowledgements x About the authors 1 1.1 The original Australians 4 1.2 The White discovery of Australia 6 1.3 The people of the First Fleet 8 1.4 The people of the land: the White settlers 12 1.5 The people of the land: the Indigenous Australians 14 1.6 The people of the goldfields 16 1.7 The Chinese on the goldfields 20 1.8 The impact of the gold rushes 22 Narrative: Lachlan Macquarie 26 Making links 28 2 Federation: Australia’s identity grows 30 2.1 What divided Australia? 32 2.2 What united Australia? 34 2.3 Australia’s fears 37 2.4 The vote FOR 39 2.5 Federation, women and Indigenous Australians 43 2.6 Celebrations 46 2.7 Australia’s Constitution 49 2.8 What are the symbols of Australian Federation? 51 Narrative: voices against federation 54 Making links 56 4.1 Once more to war 88 4.2 The world at war 91 4.3 Australians in action 95 4.4 War on the doorstep 98 4.5 Australian women in the field 103 4.6 The home front 105 Narrative: toothless old men 108 Making links 110 3.1 The Great War 60 3.2 Bogged down and dug in 63 3.3 Australia sails into action 65 3.4 Australians in the European war 69 3.5 At home 71 3.6 Reporting and images of the War 74 3.7 Armistice: the Versailles Treaty and the ideal of peace 78 Narrative: postcards from the War 82 Making links 84 5.1 The fifties in history 114 5.2 Background to the fifties: the struggle of ideologies 115 5.3 The post-war world 117 5.4 McCarthyism and the ‘Red Menace’ 119 5.5 Australia after 1945 120 5.6 The Cold War in Australia 124 5.7 Post-war migration to Australia 126 5.8 Living in Australia in the fifties 127 Narrative: the Petrov Affair 132 Making links 134 7.1 People and mountains: adapting to a natural system 164 7.2 Farming in the mountains 166 7.3 Deserts and people: water is critical 168 7.4 Farming in the forest 172 7.5 People and the Gold Coast 176 Narrative: orang-utans and people 180 Making links 182 8.1 A variety of different coasts 186 8.2 Natural processes that shape coastal environments 187 8.3 Features formed by destructive wave processes 188 8.4 The process of longshore drift 192 8.5 Features produced by deposition 194 8.6 Managing coasts: how do we prevent destruction? 197 8.7 Anglesea: a coastal community 198 Narrative: coasts – environmental disaster looms 204 Making links 206 1 The people of Australia: Early origins and identity 2 3 World War I: Trial and test for the new nation 58 4 World War II: To war again 86 5 The fabulous fifties: The nation flourishes 112 6.1 The water cycle 138 6.2 Rainfall: where and why 140 6.3 Rivers change the land 142 6.4 Investigating local waterways 146 6.5 Rivers on maps 148 6.6 Too much water: Bangladesh 150 6.7 Too little water: Australia 154 Narrative: living with the water cycle 158 Making links 160 6 Water: Part of life 136 7 Natural environments: Where nature and people interact 162 8 Coasts: Where land and sea join 184
8
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00 HUM3 PRE · 3.7 Armistice: the Versailles Treaty and the ideal of peace 78 Narrative: postcards from the War 82 Making links 84 5.1 The fi fties in history 114 5.2 Background
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contentsiii
Correlation with VELS vHow to use Heinemann Humanities 3 viAcknowledgements x About the authors 1
1.1 The original Australians 41.2 The White discovery of Australia 61.3 The people of the First Fleet 81.4 The people of the land:
the White settlers 121.5 The people of the land: the
Indigenous Australians 141.6 The people of the goldfi elds 161.7 The Chinese on the goldfi elds 201.8 The impact of the gold rushes 22 Narrative: Lachlan Macquarie 26 Making links 28
2 Federation: Australia’s identity grows 30
2.1 What divided Australia? 322.2 What united Australia? 342.3 Australia’s fears 372.4 The vote FOR 392.5 Federation, women and
Indigenous Australians 432.6 Celebrations 462.7 Australia’s Constitution 492.8 What are the symbols of
Australian Federation? 51 Narrative: voices against
federation 54 Making links 56
4.1 Once more to war 884.2 The world at war 914.3 Australians in action 954.4 War on the doorstep 984.5 Australian women in the fi eld 1034.6 The home front 105 Narrative: toothless old men 108 Making links 110
3.1 The Great War 603.2 Bogged down and dug in 633.3 Australia sails into action 653.4 Australians in the European war 693.5 At home 713.6 Reporting and images of the
War 743.7 Armistice: the Versailles Treaty
and the ideal of peace 78 Narrative: postcards from
the War 82 Making links 84
5.1 The fi fties in history 1145.2 Background to the fi fties: the
struggle of ideologies 1155.3 The post-war world 1175.4 McCarthyism and the
‘Red Menace’ 1195.5 Australia after 1945 1205.6 The Cold War in Australia 1245.7 Post-war migration to Australia 1265.8 Living in Australia in the fi fties 127 Narrative: the Petrov Affair 132 Making links 134
7.1 People and mountains: adapting to a natural system 164
7.2 Farming in the mountains 1667.3 Deserts and people: water is
critical 1687.4 Farming in the forest 1727.5 People and the Gold Coast 176 Narrative: orang-utans and
people 180 Making links 182
8.1 A variety of different coasts 1868.2 Natural processes that shape
coastal environments 1878.3 Features formed by destructive
wave processes 1888.4 The process of longshore drift 1928.5 Features produced by
deposition 1948.6 Managing coasts: how do we
prevent destruction? 1978.7 Anglesea: a coastal
community 198 Narrative: coasts –
environmental disaster looms 204 Making links 206
1 The people of Australia: Early origins and identity 2
3 World War I: Trial and test for the new nation 58
4 World War II: To war again 86
5 The fabulous fi fties: The nation fl ourishes 112
6.1 The water cycle 1386.2 Rainfall: where and why 1406.3 Rivers change the land 1426.4 Investigating local waterways 1466.5 Rivers on maps 1486.6 Too much water: Bangladesh 1506.7 Too little water: Australia 154 Narrative: living with the
water cycle 158 Making links 160
6 Water: Part of life 136
7 Natural environments: Where nature and people interact 162
8 Coasts: Where land and sea join 184
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HUMANITIES 3
iv
9.1 How can this sinister disease ruin land? 210
9.2 How can water be a problem? 2129.3 Why is salinity the silent
disaster? 2149.4 Wind erosion: what’s the
problem? 2189.5 Desertifi cation: Earth’s
creeping plague 2219.6 How can the challenge of land
degradation be met? 224 Narrative: China – living in a
loess environment 226 Making links 228
9 Land degradation: A sinister disease 208
10.1 Australian cities 23210.2 Functions of cities 23410.3 Landuse zones within
Melbourne 23710.4 Melbourne sprawl 24010.5 Regional city development:
Ballarat 24210.6 Urban change and renewal:
Docklands 24510.7 Change in landuse and
function at Docklands 24810.8 The future of Docklands 250 Narrative: one city, two faces 252 Making links 254
10 Growth and change in Australian cities 230
11.1 The Human Development Index 258
11.2 The rich and the poor nations 26011.3 Defi ning poverty 26311.4 What are the causes of
poverty in the world? 26511.5 Burma: a case study of a less
developed country 26811.6 Poverty in wealthy countries 27111.7 Responses to poverty 274 Narrative: poverty causes
illegal immigration 278 Making links 280
11 Poverty: A global problem 256
12.1 An introduction to economics 28412.2 Consumers in our economy
and society 28612.3 Markets and prices 28712.4 Case study: petrol prices 29112.5 Case study: house prices 29212.6 Producers in our economy
and society 29412.7 The role of the government in
the economy 300 Narrative: keep your eyes
open in the market place 304 Making links 306
12 Producers, consumers, markets and prices 282
13.1 Earning money 31013.2 Spending money 31313.3 Saving and investing money 31513.4 Buying and spending on credit:
credit cards 31913.5 Other forms of credit and
borrowing 32113.6 Applying for loans and credit
facilities 32513.7 Planning and managing
personal fi nances 327 Narrative: the money comes
and the money goes 332 Making links 334
13 Personal fi nance: Your money, your life 308
14.1 Enterprise 33814.2 Innovation: an introduction 34114.3 Stakeholders in an enterprise 34414.4 Using the enterprise skills to
hold a party 34714.5 Emmah Money: an
enterprising Australian 34914.6 Product versus process
innovation 35214.7 How innovation helps the
Australian economy 35414.8 Music: an innovation paradise 357 Narrative: RU online 2night? 360 Making links 362
Index 364
14 New and improved: Innovation and enterprise 336
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• Group activities throughout TB, WB, TRK• Encourage team work and pair work within activities
Personal LearningPL
The individual learnerManaging personal learning
• ‘What do I know’ refl ection sections• Activities using the inquiry approach• Student self-assessment sheets
Civics and Citizenship
C&C Civic knowledge and understanding
Community engagement
• Key concepts: of law governance, power and concepts of democracy
• Chapter 2: origins of Australian system of government • Students look at the origins of Australian society• Students study the contribution that democratic
decisions have made to the history and identity of Australia through issues such as conscription
• Views on decision-making and its link to human rights and social justice are reviewed through study of groups such as Indigenous Australians
• Students refi ne their opinions, values and allegiances through a study of issues and events concerning Australia and its position in the world community
Discipline-based Learning
Humanities – History H
Historical knowledge and understanding Historical reasoning and interpretation
• Chapters 1–5 (TB, WB, TRK)
Humanities – Geography G
Geographical knowledge and understanding Geospatial skills
• Chapters 7–11 (TB, WB, TRK);
Humanities – Economics E
Economic knowledge and understanding Economic reasoning and interpretation
• Chapter 12–14 (TB, WB, TRK)
Interdisciplinary Learning
CommunicationCom
Listening, viewing and respondingPresenting
• Activities throughout TB, WB, TRK• Activities throughout TB, WB, TRK
Design, Creativity and Technology DCT
Investigating and designingProducingAnalysing and evaluating
• Research ICT tasks (CDR), Links within TB• Assessment tasks in TRK• Student self-assessment sheets in TRK
Information and CommunicationsTechnology (ICT)
ICT
ICT for Visualising thinking
ICT for Creating
ICT for Communicating
• ICT tasks in activity boxes (TB)• Technology tips (WB, TRK)• ICT tasks in activity boxes (TB)• Technology tips (WB, TRK)• Research ICT tasks (CDR)• Technology tips (WB, TRK)• ICT tasks in activity boxes (TB)
Thinking processes
T
Reasoning, processing and inquiry CreativityRefl ection, evaluation and metacognition
• Activities throughout TB, WB and TRK activities and worksheets
• Activities throughout TB, WB and TRK activities and worksheets
• ‘What do you know now?’ refl ection sections (TB)• Student self-assessment sheets (TRK)
with the Victorian Essential Learning StandardsCorrelationThe following table shows the correlation between the Victorian Essential Learning Standards and Heinemann Humanities 3. For more detail, please see each chapter of the Heinemann Humanities 3 Teacher’s Resource Kit. The icons shown in the table are used throughout the textbook to indicate links to the domains within the Victorian Essential Learning Standards.
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How to use Heinemann Humanities 3vi
This icon indicates that relevant weblinks are listed at a dedicated webpage, hi.com.au/humanities.
Icons are used throughout the textbook to indicate links to the Domains within the Victorian Essential Learning Standards.
These icons appear before the core Humanities standards listed in the activities boxes.
H core History skill
G core Geography skill
E core Economics skill
The presence of any of these icons next to an activity indicates links to other Domains within the Victorian Essential Learning Standards.
HPE Health and Physical Education
InD Interpersonal Development
PL Personal Learning
C&C Civics and Citizenship
Com Communication
DCT Design, Creativity and Technology
ICT Information and Communications Technology
T Thinking processes
The Heinemann Humanities 3 Textbook combines the three major components of the Victorian Essential Learning Humanities disciplines, History, Geography and Economics. It is the third textbook in the series designed expressly to address the specifi c teaching and learning requirements under the Victorian Essential Learning Standards (VELS). The textbook addresses VELS Level 6 and presents a variety of lively and interesting tasks for the student to undertake. It is supported by a Student CD-ROM, a Workbook and a Teacher’s Resource Kit that all extend the scope and range of the activities in the textbook, offering tasks aimed at a variety of learning styles and abilities. It is a vital resource for all teachers, from those who are just starting on their career to those with great experience, and offers a unique approach to the teaching of Humanities subjects in the classroom.
Heinemann Humanities 3 is divided into fi ve History chapters, six Geography chapters and three Economics chapters.
Key to icons
Cross-references
Textbook
Structure
WB • A, C Workbook (Activities A and C for the relevant chapter)
TRK • FW Teacher’s Resource Kit (Foundation worksheet for the relevant chapter)
Teacher’s Resource Kit activities are: FW Foundation worksheet EW Extension worksheet CT Chapter test AT Assessment task
Student CD-ROM (Memory game for the relevant chapter) Student CD-ROM activities are: FG Fill the gap MG Memory game AQ Analysis quiz MC Multiple choice RW Revision worksheet RI Research ICT task
The following icons on the top of the page provide clear cross-references to related activities in the other components:
CD • FG
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vii
• High-interest graphic engages students with the chapter on a visual and emotional level.
• Provocative or challenge questions ask students to address the graphic on the opening page.
• ‘What do you already know?’ preknowledge activity encourages students to engage their thinking and draw on their own experience and observation.
• ‘Knowledge and understanding’ boxes summarise the content of the chapter.
• ‘Reasoning and interpretation’/‘Geospatial skills’ boxes summarise the History, Geography or Economics skills explored in each chapter.
• Each History chapter features a timeline with key dates.
•
•
•
•
•
Chapter opening
Body of chapter
Heinemann HUMANITIES 3104
105Nursing services Some 10 000 women served in the Australian Army Medical Women’s Service (AAMWS) after it was formed in December 1942. Many of its members had already served as members of the Voluntary Aid Detachments of the Red Cross (VADs). They carried out a vast range of jobs in army hospitals.Another 3500 women served in the Australian Army Nursing Service (AANS). Nurses served in every theatre of war in which the Australian army was involved. The navy and air force also formed nursing services, but these were much smaller organisations.
Those who stayed at homeWomen were trained in areas such as air raid precautions, first aid and military drill. Shooting, signalling, driving and mechanical work all became skills readily available to women.
The Women’s Land Army In 1942, the official Women’s Land Army was formed under Australian government control. By mid-1943 it had 2000 members doing the jobs of country men who had joined the services. When the War was over, however, the government neglected to provide Land Army members with any ex-service benefits.
The effects of the War on women’s roles in society There were no plans to maintain women’s services permanently and the government intended to replace women workers with men as soon as they were again available. Towards the end of the War, women were frequently reminded of their traditional roles by government, churches and the press, and it was clear that they were expected to return to those roles, whether they wished to or not.
While women had proved what they could do, they would have to wait until the 1960s for any lasting changes in social attitudes towards them.
Poster: ‘Release a man …join the AWAS’.
Ian McCowanLithograph
61 × 48.3 cmAustralian War Memorial (ARTV01049)
Figure 4.15
Land Army women harvesting rice in the Leeton area.Australian War Memorial (014905)
Figure 4.17
RAAF Station Point Cook, Victoria, around 1943: two WAAAF flight mechanics at work on an engine of a Dakota transport aircraft.Australian War Memorial (VIC0328)
Melbourne, 18 May 1943: Two members of the AWAS using telescope identification instrument.Australian War Memorial (051884)
Figure 4.18
H Analyse events which contributed to Australia’s social, political and cultural developmentHow did World War II affect the role of women in society?How did the changing role of women assist Australia in fighting the War?Describe some of the jobs taken on by women while men fought overseas.
thinking historicallyH Analyse events which contributed to Australia’s social, political and cultural developmentH Develop historical explanations in a variety of forms1 What were the recruiting posters for women trying to stress (see figures 4.14 and 4.15)? How effective do you believe this type of poster would have been?
2 Select one of the services that women could enlist in. Create an information pack about the service and its role during the War.3 Class debate: ‘Should women be allowed to fight as frontline forces?’4 What might some of the problems have been at the end of the War, when men wanted to return to jobs that women had held during the War?5 Use the Internet to research Ruby Boye. Create a profile of her using Publisher, with details of her birth, education and life. Why was she famous? Why was the work she carried out during the War so important? Include a picture if possible.6 Why do you think the churches and other groups were so concerned about women becoming part of the workforce?
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Figure 4.16
4.6The home frontWartime powersThe Commonwealth government gained sweeping powers with the passing of the National Security Act on 9 September 1939. This act enabled regulations (rules) to be made by the governor-general-in-council, that is, by a meeting of three or more ministers with the governor-general. If parliament was sitting, it could debate, amend or reject such regulations, but parliament was assembled for only a few months each year.
During the entire war period nearly 400 acts of parliament (or amendments to acts) were passed. The governor-general-in-council, on the other hand, made in the region of 2000 regulations.
Raising manpowerOn 20 June 1940, a new section 13a of the National Security Act empoweredthe government to make regulations forcing people to place ‘themselves, their
Organisations opposing the war effort,
including the Jehovah’s Witnesses
Church, which held strong anti-war
views, were banned. The Communist
Party was banned early in the War for
criticising it. However, it was made legal
again in 1942 when its policy changed
to intense support for the
war effort.
Heinemann HUMANITIES 3
340
341Chapter 14 NEW AND IMPROVED: innovation and enterprise
Other examples of organisation and responsibility at school might
include:
• Organisation: You always check the noticeboard, and several times you have
reminded other schoolmates about meetings they need to attend.
• Responsibility: You have taken special care of a classmate who has trouble
reading. You made sure you were in the same group so you could explain
everything for them.
Here are two other examples of relevant experience at home and in the
community. Each demonstrates more than one of the enterprise skills – can
you work out which ones?
• You are the one who makes all the phone calls and gets a group together.
Your group of friends usually looks to you to say where you will all go after
the movie, or where to eat.
• You help run a kids’ club at your local community centre. You prepare the
craft activity each week, find the ideas, buy the materials, run the program
and clean up.
Innovation is the process of using new ideas and finding new ways of doing
things, or using your imagination to create new products or services. Whenever
people involved in an enterprise are imaginative, daring and willing to accept
new ideas and new ways of doing things, they are being innovative.
Does innovation always involve making money?
While innovative business people play a very important role in the Australian
economy, innovation does not just apply to business ventures. Innovation is a
necessary ingredient in any human activity where individuals want to improve
a current situation or solve an existing problem, for example:
• An elite sportsperson wants to improve their performance on the track or in
the pool – a new and creative approach to training may just shave a couple
of seconds off their race time.
• A local community wants to eliminate anti-social behaviour, such as graffiti
– members of the community could get together and brainstorm new
approaches to the problem. Perhaps the graffiti artists could use their talents
on a community project, thus eliminating the graffiti problem while at the
same time generating a positive outcome for the community as a whole.
In both of these situations, innovation can help bring about change for the
better, without any direct financial gain.
thinking economically
E Describe how enterprise and innovation affect
the economy and society
E Plan and conduct investigations in order to
research an economic problem
1 In addition to the right skills, we also need the
right attitude. Our skills show what we can do. Our
attitude is the way we approach a situation.
a Working in groups of two or three, brainstorm all
the qualities you would look for in an employee
if you were the boss. Sort them into skills and
attitudes.
b Compare your list of skills with the enterprise
skills. Which are similar and which are different?
Why are some different?
2 a Working in groups of two or three, think of three
or more jobs from the future, such as spaceship
pilot, or digital museum guide.
b Choose one and write a job advertisement for it,
including a list of the skills applicants will need.
3 Think of your favourite type of job or profession, or a
job with which you are familiar.
a What do you think would be the most important
tasks in the job?
b What are the skills that you think would be most
important in order to be able to do this job well?
If possible, work with another classmate who has
chosen the same profession, and see if you can
expand on your original answers.
4 Prepare a PowerPoint presentation that explains
the nine enterprise skills. Create an overall
contents slide, and then one slide for each skill
which includes an example of how a person can
demonstrate that skill.
5 Preparing a written plan for a fundraising activity:
Either use a simple sales idea (such as hotdogs or
soft drink), or choose your own project.
a Make a list of all the things you will need and
where they will come from.
b Make a list of all the jobs which will need to be
done.
c Make a timeline of what will need to happen at
different times.
d i Compare your plan with the nine enterprise
skills and decide which of the skills would be
most important to help with the success of
your plan. Choose the most important three
and explain how each will help your plan be
successful.
ii Explain to another student why you chose those
three skills. Did they choose different skills? If
so, why?
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14.2Innovation: an introduction
Brainstorm A technique whereby
team members contribute any ideas
they may have on a particular topic.
The ideas of all team members are
then pooled and the best are adopted
by the team.
Innovation Using new ideas to
improve a process or to create a new
product or enterprise.
The founders of Google, Larry Page and Sergey Brin, borrowed US$1 million from friends and family to get their idea for a new search engine up and running. Since they began their business in 1998, the Internet has grown and changed, and
the two friends have had to keep up
with changing technology. They have
constantly researched ways to make
Google more effective and efficient, and the result is a business currently
worth approximately $167 billion dollars, with over 4000 employees.
The Age
More speed in the pool. Putting a man on the moon. From graffiti to
community art — innovation is about change for the better, not just money.Figure 14.4
Clearly explain the difference
between the two uses of the word
enterprise.
Make your own acronym from the
initials of the enterprise skills.
Choose five of the enterprise skills.
For each one, describe in detail an
example of how you have used
that skill in your school, activities,
sport, or life generally.
For each of the nine enterprise
skills, give one occupation in
which that skill is very important.
Describe why each worker needs
that skill and what would happen
if they did not have the skill.
• Clear and engaging text.
• Differentiated activities graded into two types:
Activities link strongly to other VELS domains, for example Communication, and draw on a range of learning styles and activity types. The ‘Thinking’ activities require higher-level thinking, research and project work.
• ‘Did you know?’ boxes throughout the chapters contain quirky facts, and important information and statistics.
• Key new terms are glossed in the margin.
• Case studies feature throughout.
• Humanities VELS standards are listed in each ‘Thinking’ activities box and are indicated by an ‘H’, ‘G’ or ‘E’ icon.
• Activities offer pair, group and solo work.
• A wide variety of authentic source material, maps, graphs and fi gures provide the stimulus for the activities and for developing core Humanities skills.
• Activities call for investigation, analysis and evaluation of source material, key data and maps.
•
•
•
•
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HUMANITIES 3
viii
The narrative is an ideal way for delivering Humanities content in a vivid and memorable way. A self-contained narrative for each chapter is complemented by activities and illustrations.
The narratives can be:
• read aloud (whole class or within groups)
• read silently in class
• pre-read for homework, with parents or alone.
• Interactive multiple-choice quizzes and memory games enable learning, revision or consolidation of the content of the chapter. A bank of questions for the multiple-choice activity ensures that a variety of questions is presented each time the activity is opened.
• Fill-the-gap activities consolidate valuable Humanities content while also developing literacy skills.
• Interactive analysis quizzes require students to investigate a particular source, fi gure or map
Heinemann HUMANITIES 3
304
Buying, selling, making and marketing are happening all the
time, both for and by young people in Australia today. Young
consumers are the target of enormous, expensive advertising
campaigns. This is because they have more money to spend as a group
than ever before. Many young people have part-time work, and even
more are given substantial money by their parents. Everyone is a
consumer – but how many think about becoming a producer, or even
an employer?
Keep your eyes open in the market place
myblogs.com.au - Netscape
http://myblogs.com.au/
Hey everyone
I am so cross. I got this email from a bead
company offering this great package and so I
sent them 20 bucks and nothing come back. So I
check out the website and there’s no real address,
no phone number, no names. I have been so
ripped off.
I reckon this ‘make a quick fortune’ just doesn’t
work. If you want to make money you’ve got to
produce something good that people want and then
get them to buy it.
So no more special deals for me, I’m going to
make my own jewellery and sell it. My mother
goes to the craft market each month with her
home-made fudge, so I think I’ll start there on her
stall and see. I’ve got lots of great beads that I
picked up when the local bead shop shut down, so
I can make heaps of stuff before I need to spend
more on supplies.
Brendan suggested that I should set up a website
for my jewellery and just charge a postage fee like
on eBay. But then I’d need some secure payment
system. He says I can just use the same one as
eBay, Paypal, but I don’t know.
myblogs.com.au
Sunday October 8, 2006
caption to come
Figure 12.18
305Chapter 12 producers, consumers, markets and prices
So all you out there in consumer land, watch this
space for some great jewellery.
Dad says get away from producing something…
goods!!!… and offer a service to make some
money. So I asked him what I could do for people
that they can’t do for themselves. He says dance
lessons, piano lessons or scrapbooking classes. I
said, NERF, not even REMOTELY funny Dad. But
Julia says I’m really good at all those things and
she’d pay to learn from me.
Anyone else???
Now for the interesting bit, my own adventure in
consumer land. Julia and I went to the warehouse
place in Melbourne, DFO, and got so much great
stuff. Clothes mostly, but we bought Mum this
special glass vase. She’s always carrying on about
never having a good vase.
Email me if you want more detail, but the
T-shirts we got are special!
Bye now
Orange girl Maddi
myblogs.com.au - Netscape
http://myblogs.com.au/
activities
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1 a Make a list of all the things that are
mentioned in the text as either being
bought or sold.
b Which of these are needs and which
are wants? Which is the longest list?
c Suggest three reasons why the person
in this blog entry focuses on one type
of spending.
2 Markets are the places where people buy
and sell. a Make a list of as many different
markets as you can.
b Write a story, from your own memory
or a fictional story, about a trip to
a market. Include in the story at
least one positive and one negative
experience.
3 a List all the business ideas mentioned in
the text.
b Brainstorm, with at least two other
students, other activities that are
possible for people your age to
consider doing to make money.
c Choose one idea from the list and
explain the first three steps you would
take to make this idea a reality.
4 Visit the Heinemann Website
for a link to a site devoted to letting
people know about scams, such as the
one mentioned in the narrative.
a Identify three pieces of information you
feel all young people should know.
b Create some form of promotion/
advertising that will inform young
people about these three points.
ICT
• Review questions (History) or chapter summary (Geography and Economics) revise and consolidate the content of the chapter.
• ‘What do you know now?’ box asks students to refl ect on their own personal learning during the chapter.
• Extended activities engage students in deeper learning and investigation. These activities call on students to re-evaluate their judgement from the opening page preknowledge activity.
• ‘What else could you fi nd out?’ box provides a mixture of extension activities and ideas for further research.
280
Making links
Heinemann HUMANITIES 3
281Chapter 11 POVERTY: a global problem
Chapter summaryIn this chapter, we have found out about some of the
causes of poverty in the rich and the poor regions of
the world, examining political, economic, social and
environmental factors.
We learned what poverty means for the everyday
lives of almost half of the world’s population in the
less developed countries, and that rural poverty has
encouraged rural–urban migration (from rural areas
to the city). We also examined the rich–poor divide
in wealthy countries – such as the United Kingdom,
the United States and Australia – learning that some
disadvantaged groups in developed countries also suffer
from the consequences of poverty.
We looked at how we can measures levels of human
development, and the many ways of defining poverty,
for example in terms of ‘material needs’ and ‘the poverty
line’. We learned the distinction between absolute
poverty, relative poverty and social exclusion.
The world community has made efforts to reduce
poverty, and we examined the argument that greater
economic opportunity to less developed nations could
be of more importance than foreign aid. While the G8
decided on a set of Millennium Development Goals in
2000, aiming to halve world poverty and hunger by
2015, campaigns such as Make Poverty History are
making everyone aware that much still needs to be
done.
Nigerian women carry basket-loads of wood for cooking and heating over long distances by foot, back to
their home village.
Figure 11.22
What can you do to make a difference?
• Go to the Department of Foreign Affairs and
Trade website and have a look at the global
issues presented, the country profiles and
the case studies. There are support groups
and networks with which you may wish to
become involved.
• Go to the World Bank’s educational website
and become involved in some of the online,
email and discussion groups that you may
wish to investigate further.
• Undertake some research on non-
government organisations (NGOs) that work
in the field of overseas assistance, poverty
reduction and global development, such as
Oxfam, Medecins sans Frontieres, or the
United Nations Children’s Fund. Find out
what they do. Could you become involved?
• Could your school undertake a fundraising
venture for an organisation which you regard
as worthwhile and which addresses the
need for poverty reduction in the world?
Brainstorm your own ideas about how to make
poverty history. Then, with a partner or in a
group, pool your ideas and decide which ones
are the best, the easiest to implement and
will make the most difference. Think of all the
possible obstacles that could stand in your way.
Then come up with a 10-point action plan to
tackle world poverty.
Research levels of deforestation in a region
such as the Amazon or Central Africa. Establish
what links to poverty this environmental
degradation could have. Write a report of 250
words, explaining the impact of unsustainable
development on the lives of people and the
long-term impacts on a country’s ability to
develop economically.
what else could you find out?
1 Find out who started Make Poverty History.
What inspired them to undertake the
campaign?
2 Find out about the Grameen Bank and
how microfinance has contributed to the
alleviation of poverty in India. Could this be a
model for other less developed countries?
3 Find out about development projects run by
World Vision or Oxfam, such as sponsoring
children, digging wells to provide clean
drinking water and empowering local
communities. Evaluate their effectiveness.
4 Undertake research to identify why many
aid agencies and development projects
see women as critical to the effective
implementation of policies and strategies to
alleviate poverty in less developed countries.
what do you know now?
Look at figure 11.22. In the light of your
increased knowledge and understanding of
the causes of poverty, either:
• Write a story from the point of view of
one of the women in the photograph.
Explain some of the routine of her daily
life and chores, the challenges that she
faces as a woman in that society, and the
problems that she and her family could
face on a daily basis.
Or
• In a group, develop and script a short
play that illustrates the lives of a family
living in a situation such as that in the
photograph. You could present this to
the class, or film it.
PL
T C&C
Com
•
•
•
•
Student CD-ROM
Narrative pages
Making links
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ix
• The textbook is available as a PDF (Acrobat Reader fi le) on the CD-ROM for reference when completing homework or for use on computer during class time.
• The ICT toolkit, designed in HTML, is a reference kit demonstrating a wide range of information and communication technologies.
• The eGlossary is a searchable alphabetical list containing all key terms from the textbook.
• Purposeful Research ICT tasks related strongly to the content and skills of the chapter. There are two tasks per chapter of the Student CD-ROM.
• Each task contains printable step-by-step technology tips.
• Samples of each task are provided as scaffolding for students.
• A score sheet pops up just before students quit the Student CD-ROM. This contains all the scores for the interactive activities done in that session. The score sheet can be printed, saved onto hard drive or emailed to the teacher.
Each chapter of the Workbook features a research activity requiring deeper thinking and purposeful communication. Instructions are clear and examples provided wherever possible.
• Subheadings to each activity demonstrate the core Humanities skill used in that activity.
• Links to other Domains in the Victorian Essential Learning Standards, for example Thinking, Communication and Interpersonal Development, are indicated by clear icons.
• Technology tips that provide an optional ICT element are included throughout.
• Many activities contain optional extension elements, useful for fast fi nishers and students in need of extra, purposeful challenges.
• The content of the Textbook chapter is revised and consolidated by an interesting variety of activities.
•
•
•
Workbook
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HUMANITIES 3
x
• Contains the Teacher’s Resource Book and Teacher CD-ROM.
• Teacher CD-ROM contains all Worksheets and planning documents from the Teacher’s Resource Book. Designed as Microsoft® Word documents for modifi cation to suit individual classroom needs.
PlanningThe Teacher’s Resource Kit contains:
• an introduction to Heinemann Humanities 3• Workbook, TRK and Student CD-ROM worksheet
solutions• Teaching Program, showing the relevant VELS
standards for each chapter.
Consolidation, extension and assessmentEach chapter of the Teacher’s Resource Kit contains:
• Foundation Worksheet• Extension Worksheet• Chapter Test• Assessment Task.
Extra The Extras worksheets can be used to cover emergency lessons, extra periods or other non-core work. They comprise:
196 (bottom), 210 (right), 222, 227 (all), 228, 352, 360Relay for Life/Cancer Council Victoria/Brian Gilkes, p 339; Reuters/George Isiri/Picture Media, pp 256-257, Reuters/Punit Paranjpe/Picture Media, pp136-137, 280; Rubbery Figures/Peter Nicholson, p 320; ScanBrit, http://www.scanbrit.co.uk, p 195; Seven Network, p 52 (top); Richard Smith, pp 82, 83; South Australian Film Corporation, p 52 (top); Andrew Stacey, http://www.stacey.peak-media.co.uk, p 191; State Library of New South Wales, pp 4 (left), 5 (top right), 9, 12, 27,47 (right); State Library of New South Wales, Mitchell Library, p 5 (bottom); State Library of Victoria, LaTrobe Collection, p 17, 18, 33; Still Pictures, p 159 (top), 263, 278-9, 279 (top right); Still Pictures/Neil Cooper, p 152, 159 (bottom); Gill Stott/St Peters High School, Gloucester, UK, p 197 (top); Surf Coastal Shire Anglesea, p 199; Ron Tandberg, p 241; Phil Taylor & Pam Cupper Collection p 52 (bottom left); JBlue Travel, p 243; Tourism Queensland, p 177 (top); VACL – Victorian Aboriginal Corporatiaon for Languages, p 4 (right); Visa Australia, p 319 (bottom); David Wall Photography, p 178; Westpac, p 297; Marilyn Wiber, pp 215, 216, 217, 225;
Extracts:ABC Content Sales: p 13, Extract from ‘Outback House – Behind the scenes of the ABC television series’ by Bernard Lynam, reproduced by permission of the Australian Broadcasting Corporation, ABC Books and ABC Online. (c) 2005 ABC. All rights reserved. The full transcript is available on the ABC websiteAngus & Robertson for the extract from History of the Australian Gold Rushes: By Those Who Were There, p 19; Robyn Annear/The Age, p 17; Tim Colebatch and Jewel Topsfi eld/The Age, p 293; Josh Gordon/The Age, p 291; Cameron Houston/The Age, p 293; Royce Miller/The Age, p 303; Jacqui Walker/Business Review Weekly, p 298;Every effort has been made to trace and acknowledge copyright. The author and publisher would welcome any information from people who believe they own copyright to material in this book.
Acknowledgements
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