DARLINGTON | RICHARDSON | WOOD | BEDSON | MILES | PHELAN 9 JACARANDA
AUSTRALIAN CURRICULUM | THIRD EDITION
HUMANITIES ALIVE
HUMANITIES ALIVE 9
AUSTRALIAN CURRICULUM | THIRD EDITION
UNCORRECTEDPAGEPROOFS
JACARANDA
UNCORRECTEDPAGEPROOFS
JACARANDA
HUMANITIES ALIVE 9
AUSTRALIAN CURRICULUM | THIRD EDITION
ROBERT DARLINGTON
JUDY MRAZ
BENJAMIN ROOD
GRAEME SMITHIES
MATTHEW RICHARDSON
CATHY BEDSON
HELEN RABENDA
ANNE LOW
SIMON PHELAN
CONTRIBUTING AUTHORS
Karen Bowden | Alex Scott | Rachel Wallis | Benjamin White
REVIEWED BY Courtney Rubie, Wiradjuri woman
Rachel Wallis, Wiradjuri woman
UNCORRECTEDPAGEPROOFS
Third edition published 2023 by John Wiley & Sons Australia, Ltd
Level 4, 600 Bourke Street, Melbourne, Vic 3000
First edition published 2013
Second edition published 2018
Typeset in 10.5/13 pt TimesLT Std
© John Wiley & Sons Australia, Ltd 2013, 2018
The moral rights of the authors have been asserted.
ISBN: 978-1-394-15102-8
Reproduction and communication for educational purposes
The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL).
Reproduction and communication for other purposes
Except as permitted under the Act (for example, a fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher.
Trademarks
Jacaranda, the JacPLUS logo, the learnON, assessON and studyON logos, Wiley and the Wiley logo, and any related trade dress are trademarks or registered trademarks of John Wiley & Sons Inc. and/or its affiliates in the United States, Australia and in other countries, and may not be used without written permission. All other trademarks are the property of their respective owners.
Front cover images: © Getty Images/ Zachary Rathore | Getty Images/ DigitalVision /Vectors| Getty Images Plus / beakraus/ iStock| © Shutterstock / i am adventure| Shutterstock /charnsitr| Shutterstock / Seita| Shutterstock / Graphico imaginarea| Shutterstock/ Arcady| Shutterstock / A7880S| Shutterstock / Blue Flourishes | Shutterstock / d.ee_angelo | Freepik from “http:// www.flaticon.com|” www.flaticon.com| Smashicons from “http://www.flaticon.com|” www.flaticon.com| photo3idea_studio from “http://www.flaticon.com” www.flaticon.com
Illustrated by various artists, diacriTech and Wiley Composition Services
Typeset in India by diacriTech
All activities have been written with the safety of both teacher and student in mind. Some, however, involve physical activity or the use of equipment or tools. All due care should be taken when performing such activities. Neither the publisher nor the authors can accept responsibility for any injury that may be sustained when completing activities described in this textbook.
This suite of print and digital resources may contain images of, or references to, members of Aboriginal and Torres Strait Islander communities who are, or may be, deceased. These images and references have been included to help Australian students from all cultural backgrounds develop a better understanding of Aboriginal and Torres Strait Islander peoples’ history, culture and lived experience. Wherever possible, culturally sensitive material has been flagged with a disclaimer at the beginning of a lesson to help teachers and students navigate the material.
UNCORRECTEDPAGEPROOFS
3 Australia (1750–1918): From colonies to nationhood
000
3.1 Overview 000
3.2 How do we know about late colonial and early twentieth-century Australia? 000
1 History concepts and skills
1.1
1.3 Skills in History
1.4 SkillBuilder: Sequencing events in chronological order
1.5 SkillBuilder: Analysing photos in WWI�����������������������������������������������
1.6 SkillBuilder: Analysing cartoons ����
1.7 SkillBuilder: Analysing cause and effect
1.8 SkillBuilder: Identifying continuity and change ��������������������������������������
1.9 SkillBuilder: Analysing different perspectives�������������������������������������
1.10 SkillBuilder: Determining historical significance
1.11 Review 000
2 Australia (1750–1918): Colonisation
and
conflict
2.1 Overview 000
2.2 How do we know about race relations in colonial Australia? �������������������������������������� 000
2.3 Where and why did the European powers have colonies in the late 18th century? 000
2.4 Did convict transportation to Australia create or solve problems? 000
2.5 Why did the colonists and First Nations Australians come into conflict? 000
2.6 Who were Australia’s First Nations leaders in the fight against colonial control? 000
2.7 What happened on Australia’s colonial frontier? 000
2.8 Where was Australia Felix? 000
2.9 What did ‘civilisation’ mean for the First Nations Australians? 000
2.10 Why are there two images of colonial Australia? 000
2.11 How did colonisation impact on the traditions and beliefs of the peoples of the Torres Strait? 000
2.12 Inquiry: Protected lives? 000
2.13 Why a ‘White Australia’? 000
2.14 Review 000
3.3 How did migration create colonial Australia? 000
3.4 How did the gold rushes change the face of Australia?�������������������������������������������� 000
3.5 Why was Eureka of significance to the development of Australia? 000
3.6 What was the influence of the selectors and who were the squatters? 000
3.7 Why was Melbourne marvellous? 000
3.8 How equal was colonial Australian society? 000
3.9 When did the trade unions develop? 000
3.10 Who shaped the Australian colonial identity? 000
3.11 Inquiry: The Federation Game 000
3.12 When did Australian women gain political rights? ����������������������������������������������� 000
3.13 Why did the colonies move to Federation? 000
3.14 What made Australia’s Commonwealth? 000
3.15 Review 000
4 World War I (1914–1918)
000
4.1 Overview 000
4.2 Examining the evidence 000
4.3 What caused World War I? 000
4.4 Where was the war fought? 000
4.5 Why did Australians enlist and where did they fight? 000
4.6 Why did Australians fight at Gallipoli? 000
4.7 Why have aspects of the Gallipoli campaign been contested?���������������������������� 000
4.8 What were the hardships of trench warfare? 000
4.9 What were the experiences of Anzac troops on the Western Front? 000
4.10 How did the war impact the Australian home front? 000
4.11 How did the conscription issue divide Australians? 000
UNCORRECTEDPAGEPROOFS
4.12 Why did the war on the Eastern Front lead to revolution and Russian withdrawal from the war? 000
4.13 What was the war’s aftermath and how has it been commemorated? 000
4.14 How did the war affect Australia’s international relations? 000
4.15 INQUIRY: Other battles of World War I 000
4.16 Review 000
Contents About this resource 000 Acknowledgements 000 ■ HISTORY 000
000
Overview 000
000
1.2 Concepts in History
000
000
CONTENTS v
5 The Industrial Revolution: Technology and progress
5.1 Overview 000
5.2 How do we know about the Industrial Revolution? 000
5.3 Why did the Industrial Revolution begin in Britain? 000
7.3 What was life like during the Qing dynasty? 1644–1911 000
7.4 How did foreign contact impact China? ������������������������������������������������������������ 000
7.5 Why did contact lead to conflict? ������������������ 000
7.6 How did China change internally? ����������������� 000
7.7 How did resistance become revolution? �������� 000
7.8 INQUIRY: Key events visual summary ������������ 000
5.4 How did changes in agriculture result in changes in society?���������������������������������������� 000
5.5 How did Empire fuel the revolution? �������������� 000
5.6 What did investment have to do with the Industrial Revolution? 000
5.7 Was increasing population a cause or consequence of the Industrial Revolution? 000
5.8 How did new power sources drive the Industrial Revolution? 000
5.9 Why was coal and iron so vital? 000
5.10 How did transport drive the Industrial Revolution? ���������������������������������������������������� 000
5.11 How was the Industrial Revolution ‘exported’ around the world? 000
5.12 INQUIRY: Promoting industrialisation 000
5.13 Review 000
6 The Industrial Revolution: The impact on people
6.1 Overview
6.2 How do we know about the Industrial Revolution’s impact on people? 000
6.3 How did enclosure change lives? 000
6.4 Did conditions in factories and mines change over time? ������������������������������������������ 000
6.5 How were children exploited and protected? 000
6.6 How did the Industrial Revolution create urbanisation? 000
6.7 How did the Industrial Revolution help create the slave trade? 000
6.8 What happened to those ‘left behind’? 000
6.9 How did people legally, and illegally, challenge the conditions of the time? 000
6.10 Why was the French Revolution a turning point in history? ���������������������������������������������� 000
6.11 What new ideas for society were formed during the Industrial Revolution? 000
6.12 Who led the movement for changes in working and living conditions? 000
6.13 Why do people move? 000
6.14 INQUIRY: What was it like to grow up in an industrial town? 000
6.15 Review ������������������������������������������������������������ 000
7
China (1750–1918)
7.9 Review ������������������������������������������������������������ 000
■ GEOGRAPHY
8 Geographical skills and concepts
000
8.1 Overview 000
8.2 Concepts in Geography 000
8.3 Skills used in Geography 000
8.4 SkillBuilder: Describing spatial relationships in thematic maps
8.5 SkillBuilder: Describing divergence graphs�����������������������������������������������
8.6 SkillBuilder: Describing patterns and correlations on a topographic map
8.7 SkillBuilder: Interpreting satellite images to show change over time
8.8 SkillBuilder: Constructing and describing a transect on a topographic map �����������������������������
8.9 SkillBuilder: Constructing multiple line and cumulative line graphs �����
8.10 SkillBuilder: Constructing a land use map ��������������������������������������������
8.11 SkillBuilder: Creating a survey �������
8.12 SkillBuilder: Constructing ternary graphs
8.13 SkillBuilder: Constructing and describing proportional circles on maps ��������������������������������������������
8.14 SkillBuilder: Constructing and describing isoline maps ������������������
8.15 SkillBuilder: Constructing and describing a flow map���������������������
8.16 SkillBuilder: Constructing a table of data for GIS
8.17 SkillBuilder: GIS — deconstructing a map ������������������������������������������������
UNCORRECTEDPAGEPROOFS
8.18 SkillBuilder: Interpreting a geographical cartoon ���������������������������������������������
8.19 SkillBuilder: Using advanced survey techniques — interviews ����������������
8.20 SkillBuilder: Writing a fieldwork report as an annotated visual display (AVD)��
8.21 Review 000
000
000
000
Overview��������������������������������������������������������� 000
Examining the evidence ��������������������������������� 000
000 7.1
7.2
vi C ONTENTS
9 Biomes and food
12
and place
Connecting with our places
■
AND CITIZENSHIP
UNCORRECTEDPAGEPROOFS
production 000 9.1 Overview��������������������������������������������������������� 000 9.2 Understanding biomes ����������������������������������� 000 9.3 Characteristics of biomes ������������������������������ 000 9.4 Australia’s major biomes 000 9.5 The importance of biomes to humans 000 9.6 Global food production 000 9.7 Modifying biomes for agriculture 000 9.8 Food production in Australia and Asia 000 9.9 Food production’s effect on biomes 000 9.10 Changing the forest biome 000 9.11 Changing the ocean biome 000 9.12 INQUIRY: Overfishing 000 9.13 Land degradation 000 9.14 Diminishing global biodiversity 000 9.15 Investigating topographic maps — Coastal wetland biome in Binydjarrna (Dalywoi/ Daliwuy Bay) 000 9.16 Review 000 10 Food
000 10.1 Overview 000 10.2 What is global food security? 000 10.3 What are the impacts of land loss on food security? 000 10.4 How does access to water supplies impact food security? 000 10.5 What challenges does climate change pose for food security? 000 10.6 How will we feed the future? 000 10.7 How do we improve food production and distribution? �������������������������������������������� 000 10.8 How do First Nations Australians use and alter biomes for food production? 000 10.9 INQUIRY: Famine crisis report 000 10.10 Investigating topographic maps — Lake Victoria as a food source 000 10.11 Review 000
000 11.1 Overview 000 11.2 How do perceptions of land vary? 000 11.3 How do we access places? 000 11.4 INQUIRY: Designing a sustainable garden 000 11.5 Connecting with the world 000 11.6 How does trade connect us? 000 11.7 Australia’s global trade 000 11.8 Is international trade fair? 000 11.9 Information and communications technology 000 11.10 Comparing the digital divide around the world 000 11.11 The impact of ICT production 000 11.12 Review 000
security
11
Connecting people
000 12.1 Overview��������������������������������������������������������� 000 12.2 How is tourism important? ����������������������������� 000 12.3 What is global tourism? ���������������������������������� 000 12.4 Is Australian tourism growing? 000 12.5 What are the impacts of tourism? 000 12.6 How do you manage the environmental impacts of tourism? 000 12.7 What is cultural tourism? 000 12.8 How are tourism and sport connected? 000 12.9 INQUIRY: Cruising sustainably 000 12.10 Investigating topographic maps: Nature-driven tourism at Victoria Falls 000 12.11 Review 000
Civics and Citizenship concepts and skills 000 13.1 Overview��������������������������������������������������������� 000 13.2 Concepts in Civics and Citizenship ���������������� 000 13.3 Skills in Civics and Citizenship ����������������������� 000 13.4 SkillBuilder: Using Cornell Notetaking ����������������������������������������
SkillBuilder: Using and referencing quotes 13.6 SkillBuilder: Analysing bias 13.7 SkillBuilder: Creating political advertisements �������������������������������� 13.8 SkillBuilder: Structuring an essay ������������������������������������������������� 13.9 SkillBuilder: Conducting and analysing a survey 13.10 SkillBuilder: Creating and analysing a table ������������������������������ 13.11 Review 000
Constitutional change and the legislative process 000 14.1 Overview��������������������������������������������������������� 000 14.2 How can the Constitution be changed? ��������� 000
What is the federal government responsible for? 000
How are conflicts between federal and state government responsibilities resolved? 000
INQUIRY: COVID-19 policy — state or federal responsibility? 000 14.6 Review 000 C ONTENTS vii
CIVICS
13
13.5
14
14.3
14.4
14.5
15 Australia’s justice system and the courts
15.1 Overview 000
15.2 What are the key features of the Australian court system? 000
15.3 What are the different courts and their different jurisdictions? 000
15.4 Are there alternative ways to resolve disputes?
15.5 How do courts make laws through judgements? 000
15.6 What is a fair trial? Balancing the rights of the accused and victims 000
15.7 What are the barriers to fairness, equality and access to justice? 000
15.8 What is the role of the police? 000
15.9 How do you achieve justice and what is the right to appeal?
16
Global citizenship
16.1 Overview 000
16.2 What does it mean to be a global citizen? 000
16.3 How can global citizens make a difference? 000
16.4 How do forms of media influence identity and global citizenship? 000
16.5 INQUIRY: Are Australians active global citizens?
17.6 SkillBuilder: Evaluating an insurance policy
17.7 SkillBuilder: Preparing a reasoned argument in relation to an economic or business issue
18.1
18.2 How does Australia trade with other economies?
18.3 What goods and services are imported into Australia?�������������������������������������������������
18.4 How do global events impact the Australian economy? 000
18.5 How do global supply chains operate? 000
18.6 What are transnational corporations? 000
18.7 How does globalisation impact the international economy? 000
18.8 INQUIRY: How would you do it? 000 18.9
19.1
19.2 What is the role of banks and other deposit-taking institutions?
19.3 What financial risks do consumers face?������� 000
19.4 What are the different types of investment? 000
19.5 What financial rewards can consumers receive? 000
19.6 What is the importance of ethical decision-making and corporate social responsibility? 000
19.7 How are consumers protected? 000
19.8 Why is innovation important to businesses? ��������������������������������������������������� 000
19.9 How do building connections and innovation help a business? 000
19.10 How can businesses reduce costs?
17.4
000
�������������������������������������������������������� 000
000
15.10 INQUIRY: #RaiseTheAge 000 15.11 Review 000
000
��������������������������������������������������������� 000 16.6 Review ������������������������������������������������������������ 000 ■ ECONOMICS
Economics and Business concepts and skills 000
Overview 000
Concepts in Economics and Business 000
Skills in Economics and Business 000
17
17.1
17.2
17.3
SkillBuilder:
����������������������������������������������������������
SkillBuilder: Interpreting the trends for money lost in scams
Conducting research into Australia’s connections with the world
17.5
�����������������������������
Review 000 18 The Australian and global economies 000
17.8
Overview 000
000
000
Innovation and risk 000
Review 000 19
Overview 000
����������������������������
000
Inquiry: Financial risks and rewards 000 19.12 Review 000 Glossary 000 Index 000 viii C ONTENTS
000 19.11
UNCORRECTEDPAGEPROOFS
About this resource NEW FOR
AUSTRALIAN CURRICULUM V9.0JACARANDA HUMANITIES ALIVE 9
AUSTRALIAN CURRICULUM THIRD EDITION
Developed by teachers for students
Tried, tested and trusted. Every lesson in the new Jacaranda Humanities Alive series has been carefully designed to support teachers and help students evoke curiosity through inquiry-based learning while developing key skills.
Because both what and how students learn matter
Learning is personal Learning is effortful Learning is rewarding
Whether students need a challenge or a helping hand, you’ll find what you need to create engaging lessons.
UNCORRECTEDPAGEPROOFS
Whether in class or at home, students can access carefully scaffolded lessons with in-depth skills development while engaging multi-modal content designed to spark curiosity. Automatically marked, differentiated question sets are all supported by detailed sample responsesso students can get unstuck and progress.
Personalise student learning pathways, ensuring that confidence builds and that students push themselves to achieve … all in learnON, Australia’s most innovative learning platform.
Through real-time results data, students can track and monitor their own progress and easily identify areas of strength and weakness.
And for teachers, Learning Analytics provide valuable insights to support student growth and drive informed intervention strategies.
ABOUT THIS RESOURCE ix
Learn online with Australia’s most
Everything you need for each of your lessons in one simple view
• Trusted, curriculum-aligned content
• Engaging, rich multimedia
• All the teacher support resources you need
• Deep insights into progress
• Immediate feedback for students
• Create custom assignments in just a few clicks.
Practical teaching advice and ideas for each lesson provided in teachON
Teaching videos explain key ideas and analyse sources
Reading content and rich media including embedded videos, interactivities and audio files
UNCORRECTEDPAGEPROOFS
x A BOUT THIS
RESOURCE
powerful learning tool, learnON
Differentiated question sets
Teacher and student views
Textbook questions
Answers and sample responses
eWorkbook
Digital documents
Video eLessons
Interactivities
Extra teaching support resources
Interactive questions with immediate feedback
UNCORRECTEDPAGEPROOFS
ABOUT THIS RESOURCE xi
Get the most from your online resources
Online, these new editions are the complete package
Embedded interactivities and videos enable students to explore concepts and learn deeply by ‘doing’.
Trusted Jacaranda theory, plus tools to support teaching and make learning more engaging, personalised and visible.
New teaching videos are designed to help students learn concepts by having a ‘teacher at home’, and are flexible enough to be used for pre- and post-learning, flipped classrooms, class discussions, remediation and more.
UNCORRECTEDPAGEPROOFS
xii A BOUT THIS RESOURCE
Brand new! Tune in activities to spark interest and kick off every lesson with discussion and source analysis
Three differentiated question sets, with immediate feedback in every lesson, enable students to challenge themselves at their own level.
Instant reports give students visibility into progress and performance.
UNCORRECTEDPAGEPROOFS
Every question has immediate, corrective feedback to help students overcome misconceptions as they occur and get unstuck as they study independently — in class and at home.
ABOUT THIS RESOURCE xiii
New Tune In activities spark interest and kick off every lesson with discussion and source analysis.
Skill development
New skill activities provide opportunities to develop and build crucial Humanities skills using research, collaboration and analysis.
Inquiry projects
SkillBuilders support and strengthen skill development using our Tell me, Show me, Let me do it approach.
UNCORRECTEDPAGEPROOFS
New Inquiry lessons use project-based learning and a clear skill structure for a deep dive into every topic while practising the curriculumspecific skills.
TUNE IN lesson starters
xiv A BOUT THIS RESOURCE
A wealth of teacher resources
Enhanced teacher support resources for every lesson, including:
• work programs and curriculum grids
• practical teaching advice
• three levels of differentiated teaching programs
• quarantined topic tests (with solutions)
Customise and assign Reports and results
An inbuilt testmaker enables you to create custom assignments and tests from the complete bank of thousands of questions for immediate, spaced and mixed practice.
UNCORRECTEDPAGEPROOFS
Data analytics and instant reports provide data-driven insights into progress and performance within each lesson and across the entire course.
Show students (and their parents or carers) their own assessment data in fine detail. You can filter their results to identify areas of strength and weakness.
ABOUT THIS RESOURCE xv
Acknowledgements
The authors and publisher would like to thank the following copyright holders, organisations and individuals for their assistance and for permission to reproduce copyright material in this book.
Images TO COME
Every effort has been made to trace the ownership of copyright material. Information that will enable the publisher to rectify any error or omission in subsequent reprints will be welcome. In such cases, please contact the Permissions Section of John Wiley & Sons Australia, Ltd.
UNCORRECTEDPAGEPROOFS
xvi AC k NO wl E dg E m ENTS