HUMANITIES ALIVE
DARLINGTON | MRAZ | BEDSON | ROOD | PHELAN | RICHARDSON 7 JACARANDA
AUSTRALIAN CURRICULUM | THIRD EDITION
HUMANITIES ALIVE 7
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AUSTRALIAN CURRICULUM | THIRD EDITION
JACARANDA
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JACARANDA
HUMANITIES ALIVE 7
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
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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: 978-1-394-15093-9
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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.
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2.12 How do we conserve our deep time history? 000
2.13 INQUIRY: Communicating deep time culture and history 000
2.14 Review 000
1 History concepts and skills
1.3
1.4
1.5
1.6
1.7
Sequencing events in chronological order
1.8 SkillBuilder: Describing broad patterns of change
1.9 SkillBuider: Developing a hypothesis
1.10 SkillBuilder: Analysing and corroborating ancient Greek sources
1.11 SkillBuilder: Analysing and corroborating ancient Roman sources��������������������������������
1.12 SkillBuilder: Analysing and corroborating ancient Egyptian sources �����������������������������
1.13 SkillBuilder: Analysing different perspectives about ancient India
1.14 SkillBuilder: Analysing different perspectives about ancient China �
1.15 Review 000
2 Deep time history of Australia 000
2.1 Overview......................................................... 000
2.2 How do we know about the deep time history of Australia? 000
2.3 What is deep time? 000
2.4 Where and what was the land of Sahul? 000
2.5 Who were the first peoples of Australia and the Torres Strait Islands? 000
2.6 How did First Nations Australians manage the land? 000
2.7 How did technology develop in ancient Australia? 000
2.8 What was the First Nations Australian economy? ....................................................... 000
2.9 How did custom and kinship shape First Nations Australian society? 000
2.10 How was life and death recognised in ancient Australia? 000
2.11 How have the world’s oldest continuing cultures changed over time? 000
3 Ancient Greece
3.1 Overview
3.2 How do we know about ancient Greece?
3.3 Who were the Minoans and Mycenaeans?
3.4 What was the Greek ‘Dark Age’?
3.5 How were Athens and Sparta governed?
3.6 What was it like to live in Sparta?
3.7 What was life like in Athens?
3.8 What do we know about Greek laws, myths, gods and oracles?
3.9 What were the Olympic Games?
3.10 How was Greece changed by wars?
3.11 What is the heritage of ancient Greece?
3.12 INQUIRY: Contested histories — did the Spartans really kill their weak babies?
3.13 Review
4 Ancient Rome
000
4.1 Overview 000
4.2 How do we know about ancient Rome? 000
4.3 How did Rome become so powerful? 000
4.4 How did the Roman Empire grow? 000
4.5 Why was the Roman army so successful? 000
4.6 How was Rome ruled? 000
4.7 How brutal was Roman slavery? 000
4.8 What was it like to live in the Roman Empire? 000
4.9 What did ancient Romans believe about death? ............................................................ 000
4.10 How did ancient Roman laws and religion change? 000
4.11 Why did the Roman Empire fall? 000
4.12 What is Rome’s heritage? 000
4.13 INQUIRY: Contested histories — how bad was Emperor Nero? 000
4.14 Review 000
5 Ancient Egypt 000
5.1 Overview 000
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5.2 How do we know about ancient Egypt? 000
5.3 Why was the Nile so important? 000
5.4 What was Egyptian society like? 000
5.5 What did ancient Egyptians believe? 000
5.6 What’s the truth about the pyramids? 000
5.7 Who were Tutankhamun, Akhenaten and Nefertiti? ......................................................... 000
5.8 What were the effects of war and trade? ....... 000
Contents About this resource vii Acknowledgements xvi ■ HISTORY 000
000
Overview 000
Concepts in History 000
1.1
1.2
Ages, time and chronology 000
Detective work and
000
archaeology
How old
it? 000
is
Skills in
000
History
SkillBuilder:
�������������������������
��������������������������
CONTENTS v
5.9 Rameses II — Egypt’s greatest pharaoh? 000
5.10 What should we thank the Egyptians for? 000
5.11 INQUIRY: Powerful women — how have they been recorded and treated in history? 000
5.12 Review 000
6 Ancient India
6.1 Overview
8.10 SkillBuilder: Drawing a climate graph
8.11 SkillBuilder: Creating and analysing overlay maps ������������������
8.12 SkillBuilder: Annotating a photograph���������������������������������������
8.13 SkillBuilder: Drawing a line graph ��
8.14 SkillBuilder: Interpreting diagrams
8.15 SkillBuilder: Cardinal points — wind roses
8
6.2 How do we know about ancient India?
6.3 What is the geography of India?
6.4 What are the lost cities of the Indus Valley?
6.5 What contacts and conflicts did ancient India experience?
6.6 What was significant about the Mauryan Empire?
6.7 Who was Ashoka the Great?
6.8 What was the social structure of ancient India?
6.9 INQUIRY: What was behind Ashoka the Great’s sudden change in leadership style?
6.10 Review
7 Ancient China
000
7.1 Overview 000
7.2 How do we know about ancient China? 000
7.3 How did China’s civilisation begin? 000
7.4 What were life and death like in ancient China? ............................................................ 000
7.5 How did China’s civilisation affect its environment? 000
7.6 What were the influences of Confucianism, religions and laws? 000
7.7 How did the first emperor change China? 000
7.8 Why did the Han dynasty rise and fall? 000
7.9 What is the heritage of ancient China? 000
7.10 INQUIRY: Contested histories — how should we judge the legacy of Qin Shihuang? ................ 000
7.11 Review ............................................................ 000
9
8.16 SkillBuilder: Creating a concept diagram ��������������������������������������������
8.17 SkillBuilder: Interpreting topological maps
8.18 SkillBuilder: Understanding satellite images ��������������������������������
8.19 Review ............................................................ 000
000
9.1 Overview 000
9.2 What are environmental resources? 000
9.3 How is water used as a resource? 000
9.4 How is groundwater a resource? 000
9.5 How does groundwater connect people? 000
9.6 How is water distributed across the world? 000
9.7 How does Australia’s climate affect its water availability? 000
9.8 Investigating topographic maps: The value of water in Noosa ............................................... 000
9.9 Does everyone have enough water? .............. 000
9.10 What water scarcity exists in Australia and the world? 000
9.11 How can people overcome water scarcity? 000
9.12 INQUIRY: What is the water quality of a local waterway? 000
9.13 Review 000
10 Water variability and natural hazards
8.4 SkillBuilder: Constructing a pie graph�������������������������������������������������
8.5 SkillBuilder: How to read a map
8.6 SkillBuilder: Reading a weather map ���������������������������������������������������
8.7 SkillBuilder: Creating a simple column or bar graph
8.8 SkillBuilder: Using topographic maps �������������������������������������������������
8.9 SkillBuilder: Using alphanumeric grid references���������������������������������
00 0
10.1 Overview......................................................... 000
10.2 What is the difference between weather and climate? 000
10.3 What are natural hazards and natural disasters? 000
10.4 What is the impact of water variability, availability and accessibility? 000
10.5 What causes droughts and how do we manage them? 000
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10.6 What are the causes and impacts of floods?............................................................ 000
10.7 How are floods managed? ............................. 000
10.8 Investigating topographic maps — potential flooding on Sydney’s northern beaches 504
10.9 Why does the wind blow? 000
10.10 What causes thunderstorms and extreme weather? 000
■ GEOGRAPHY
000
Geography
concepts and skills 000
000
8.1 Overview
000
8.2 Concepts in Geography
000
8.3 Skills used in Geography
Water as a resource
vi CONTENTS
11 Choosing a place to live
12.6
and typhoons? 000
INQUIRY: How do people
the world access water? ................................................ 000 10.13 Review ............................................................ 000
10.11 What causes cyclones, hurricanes
10.12
around
000
Overview......................................................... 000
What creates a sense of place? ..................... 000
Why do people live in certain places? ............ 000 11.4 What are liveable places? 000 11.5 What is it like living in remote places? 000 11.6 Why do people choose to live in the country? 000 11.7 Why do people choose to live in the city? 000 11.8 How do places change? 000 11.9 Why do people choose to live on Country? 000 11.10 Investigating topographic maps — Griffith, NSW 000 11.11 INQUIRY: What is my place like? 000 11.12 Review 000
Liveable
000 12.1 Overview 000 12.2 What is liveability? 000
Where are the most liveable cities? 000
Is Perth a liveable city? 000
Is there a connection between liveability and sustainable living? 000
11.1
11.2
11.3
12
places
12.3
12.4
12.5
What
city less liveable? 000
liveability be
000
liveable? 000
makes a
12.7 How can
improved?
12.8 What makes our communities
liveable? 000
Investigating topographic maps: Liveability in Badu and Moa 000 12.11 INQUIRY: Liveable cities investigation 000 12.12 Review 000 ■ CIVICS AND CITIZENSHIP 000 13 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: Notetaking 13.5 SkillBuilder: Writing inquiry questions for research ��������������������
SkillBuilder: Writing argument paragraphs
SkillBuilder: Writing a submission 13.8 SkillBuilder: Debating an issue ������
SkillBuilder: Creating political media
Review 000
The Australian government and active citizenship 000 14.1 Overview 000
What is the role and structure of the Commonwealth Parliament? 000
What are the roles and structures of the state and territory parliaments? 000
Why do we have different levels of gover nment? 000
What
‘equality for all’ mean? 000
What is ‘active citizenship’? 000
How are our democratic freedoms protected? ...................................................... 000 14.8 INQUIRY: Sharing the power .......................... 000 14.9 Review ............................................................ 000 15 The legal system and you 000 15.1 Overview 000 15.2 What are the principles of justice? 000 15.3 Where did our justice system come from? 000 15.4 How do Australian courts work? 000 15.5 What is the presumption of innocence? 000 15.6 What is a fair trial? 000 15.7 Can everyone access justice? 000 15.8 INQUIRY: Access for First Nations Australian women — #Freeher 000 15.9 Review 765 16 Australian citizenship, diversity and identity 000 16.1 Overview......................................................... 000 16.2 Should we celebrate our multicultural society? 000 16.3 What role does religion play in Australian society? 000 16.4 How do we promote cohesion in Australian society? 000 16.5 INQUIRY: Religious Discrimination Bill debate 786 16.6 Review 000 ■ ECONOMICS AND BUSINESS 000 17 Economics and Business concepts and skills 000 17.1 Overview ........................................................ 000 17.2 Concepts in Economics and Business 000 17.3 Skills in Economics and Business 000 17.4 SkillBuilder: Conducting research CONTENTS vii UNCORRECTEDPAGE PROOFS
12.9 How does connection to Country make places
12.10
13.6
13.7
13.9
13.10
14
14.2
14.3
14.4
14.5
does
14.6
14.7
17.5 SkillBuilder: Interpreting and explaining graphs
17.6 SkillBuilder: Evaluating a business plan ��������������������������������������������������
17.7 SkillBuilder: Writing a business case study ���������������������������������������
17.8 Review 000
18 Our economy — consumers, producers and government 000
18.1 Overview 000
18.2 What are our needs and wants? 000
18.3 What are the types of businesses and why do they exist? 000
18.4 How can we use our finite resources sustainably? .................................................. 000
18.5 What are your rights as a consumer? ........... 000
18.6 What responsibilities do businesses, producers and gover nment have to you? 000
18.7 INQUIRY: How did First Nations Australians satisfy their needs and wants? 000
18.8 Review 000
19.1 Overview.........................................................
19.2 What is the role of the entrepreneur? ............. 000
19.3 How do values influence entrepreneurial decision-making? 000
19.4 What other factors contribute to the success of entrepreneurs? 000
19.5 What is the role of First Nations Australian entrepreneurs? 000
19.6 What are sources of income?......................... 000
19.7 What contribution can work make to individuals and society? 000
19.8 What are the different types of work? 000 19.9 INQUIRY: Innovation and entrepreneurs 000
and
000
19 Work
entrepreneurship
000
19.10 Review 000 Glossary 000 Index ����������������������������������������������������������������������������� 000 viii CONTENTS UNCORRECTEDPAGE PROOFS
About this re so urce
JACARANDA HUMANITIES ALIVE
Developed by te achers for s tud ents
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 effortfulLearning is rewarding
Whether students need a challenge or a helping hand, you’ll find what you need to create engaging lessons.
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 responses – so students can get unstuck and progress
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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.
7 A USTRALI A N C U RRIC ULUM THIRD EDITIO N ABOUT THIS RESOURCE ix
AUSTRALIAN CURRICULUM V9.0
NEW FOR
Learn online with Australia’s most
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
x ABOUT THIS RESOURCE Teaching videos explain key ideas and analyse sources Reading content and rich media including embedded videos, interactivities and audio files
Everything you need for ea ch of your lessons in on e s im ple v ie w
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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
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ABOUT THIS RESOURCE xi
Get the most from your online re so urces
Embedded interactivities and videos enable students to explore concepts
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.
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O nli ne, these ne w ed iti ons are the complete pa ck age
xii ABOUT THIS RESOURCE
and learn deeply by ‘doing’.
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
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
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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
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SkillBuilders support and strengthen skill development using our Tell me, Show me, Let me do it approach.
New Inquiry lessons use project-based learning and a clear skill structure for a deep dive into every topic while practising the curriculum-specific skills.
TUNE IN lesson starters
xiv ABOUT THIS RESOURCE
A wealth of teacher resources
Enhanced teacher support resources for every lesson, including:
C us to mis e and a ss ign
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.
Re po rts and results
• work programs and curriculum grids
• practical teaching advice
• three levels of differentiated teaching programs
• quarantined topic tests (with solutions)
Data analytics and instant reports provide data-driven insights into progress and performance within each lesson and across the entire course.
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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.
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ACKNOWLEDGEMENTS xvi