Geography for Australian Students - Year 6 by Teacher Superstore

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ISBN: 978 192 561 139 7 2

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Contents Teachers' Notes Curriculum Links

4 5

or eBo st r e p ok u S 6 7 8 9 10 11 12 13 14 15 16 17 18 19

SECTION 2: POPULATION Continent Population Population Watch Population Distribution Desertification 1 Desertification 2

20 21 22 23 24 25

Energy Consumption Water In Developing Countries

29 30

31 32 33 34 35 36 37

SECTION 4: CULTURAL DIVERSITY 38 Original Inhabitants 39 Indigenous Rights 40 Indigenous People Around The World 41 Indigenous Tribes 42 Languages And Religion 43 Religion In Australia 44 History Of Religion In Australia 45 Places Of Worship 46 Australian Migration 47 Exploring Migration 48

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SECTION 1: ASIA AS A REGION Exploring Asia Asia 1 Asia 2 Exploring North-East Asia North-East Asia 1 North-East Asia 2 Exploring South-East Asia South-East Asia 1 South-East Asia 2 Exploring West Asia West Asia Exploring South Asia South Asia

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Water Project In Kenya Water Project 1 Water Project 2 Comparing Developing Countries Jamaica Mongolia And Australia Rice Farming

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o c . che 26 SECTION 3: GLOBAL INEQUALITY e r o t r Per Capita Income 27 p s s r u e Life Expectancy 28 Answers

49 50 51 52 53 54 55 56 57-60

Teachers’ Notes Geography For Australian Students: Year 6 is linked to the latest version of the National Curriculum. It is part of a six book series created by the same author. There are five sections in this book altogether. Asia As A Region is the first section in this resource. Children will learn about the different subregions of Asia and their relative locations. They will identify countries in each subregion and learn about the cultures, traditions and environments of these countries. They will understand that Asia – although grouped together by name and geographical location – is very diverse.

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Population is the second section in this resource. The population of countries and continents is officially mapped and students can study these figures to investigate patterns and anomalies. Students will understand that events, lifestyle, government and other factors can influence population growth and decline. The terms ‘densely populated’ and ‘sparsely populated’ are introduced and linked to factors such as job opportunities; resources; climate and migration.

The third section in this book is Global Inequality. Students will understand that countries can be classified as either 'developed' or 'less developed' based on per capita income; energy consumption and life expectancy. Students will discern that people experience different levels of wealth and health and that inequity is a part of the world in which we live. Students will realise that clean water is not a given for some and the consequences of not having clean water are great.

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around the globe and know that indigenous people are the first people to settle in a place and have special rights and connections to places. The many different religions that are practised on Earth are introduced to teach children acceptance of faiths. Places of worship linked to religions as well as specific religious beliefs are considered. An exploration of when different religions were introduced into Australia is examined. Section five focuses on trade and aid. Students will review the concept of trade. What is commonly traded, between whom, the benefits of trade and fair trade are a focus. Coal as an Australian export is also looked at in some detail. Australian aid is explored in this section. How aid is used; the consequences of not giving aid and the importance of maintaining our relationship with other countries is examined.

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Graph work, data analysis, mapping and sequencing exercises are just some of the ways that the students will demonstrate their knowledge, as they work through this resource. Activity answers are provided at the back of the book.

Curriculum Links

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The geographical diversity of the Asia region and the location of its major countries in relation to Australia (ACHASSK138) • using geographical tools (for example, a globe wall map or digital application such as Google Earth) to identify the geographical division of Asia into North-East, SouthEast, South Asia and West Asia (the Middle East) • exploring the diversity of environments and types of settlement in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns • investigating the differences in the population size, density, life expectancy and per capita income between countries across the world • describing the location of places in countries of the Asia region in absolute terms using latitude and longitude

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Differences in the economic, demographic and social characteristics of countries across the world (ACHASSK139) • researching the population size and density of a selection of countries around the world • investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region • comparing people’s lives in places with different levels of income

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identifying examples of indigenous peoples who live in different regions in the world (for example, the Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia), appreciating their similarities and differences, and exploring the United Nations Declaration on the Rights of Indigenous Peoples investigating the similarities and differences in official languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world researching the proportion of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures

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Australia’s connections with other countries and how these change people and places (ACHASSK141) • researching connections between Australia and countries in the Asia and Pacific regions (for example, in terms of migration, trade, tourism, aid, education, defence or cultural influences) and explaining the effects of at least one of these connections on their own place and another place in Australia • exploring the provision of Australian government or non-government aid to a country in the Asia and Pacific region or elsewhere in the world and analysing its effects on places in that country

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Asia As A Region

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Student Information Page

Exploring Asia Read the information, then complete the activity sheets which follow.

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Asia is the largest continent on Earth, covering a total of 30% of the Earth's land area! Asia is often divided into four subregions. Look at the map and key to identify these four subregions.

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did you know?

The Maldives is the smallest country in Asia in area. Australia is almost 26,000 times larger than the Maldives!

Section 1: Asia As A Region

Asia 1

Activity

Use the information on page 7 to complete this activity sheet. The biggest continent on our planet, Asia is home to 48 countries and diverse environments such as: rainforests, snowy mountains and desert areas. It is a region rich in history, culture and traditions which have influenced the world. Asia is home to billions of people in some of the most populated cities in the world, such as: Delhi and Shanghai. It is a place of rapid change as development improves the lives of its citizens and problems are addressed.

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Use four different coloured pencils to shade the four regions of Asia: West Asia, North-East Asia, South-East Asia and South Asia.

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In pairs, locate as many of the Asian countries as you can on the map above. Tick the countries off as you locate them. Colour red any places you have visited. North-East Asia:

China South Korea Mongolia Taiwan Japan North Korea

West Asia:

Cyprus Iran (Islamic Republic of) 8

o c . ch e Indonesia Singapore India r e o t r s Pakistan sup Myanmar e Vietnam r (Burma) South Asia:

South-East Asia:

Thailand Malaysia Brunei

Iraq Israel Jordan

Laos East Timor Philippines Cambodia

Kuwait Lebanon Qatar Section 1: Asia As A Region

Nepal Bhutan

Bangladesh Sri Lanka Maldives

Saudi Arabia Turkey United Arab Emirates

Asia 2

Activity

Use the information on page 7 to complete this activity sheet. 1. What is the largest continent on Earth? __________________________________________________________________________________ 2. What percentage of the Earth’s land area does Asia cover?

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3. Which is the smallest country in Asia in area?

__________________________________________________________________________________ 4. Which subregion of Asia is the closest to Australia?

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• __________________________________________________________________________________ 5. Can you name a place in Asia which is landlocked (bordered by water)?

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6. In which direction do you need to travel to get from India to Mongolia? __________________________________________________________________________________

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7. In which direction do you need to travel to get from Turkey to China?

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__________________________________________________________________________________ 8. In which direction do you need to travel to get from Egypt to Indonesia?

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Extra Can you name the capital cities of: India, China and Indonesia? Take your best guess. Section 1: Asia As A Region

Student Information Page

Exploring North-East Asia Read the information, then complete the activity sheets which follow.

or eBo st r e p ok u S mongolia

north korea china

south korea

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Countries in North-East Asia are some of the most populous on the planet. Countries in this region include: China, Mongolia, Japan, North Korea, South Korea and Taiwan. Read more about these countries below.

japan

The largest country in North-East Asia and home to more people than anywhere else on Earth!

North Korea is located on a peninsula. North and South Korea were once a single country (Korea) before civil war divided it. Relations are still tense today.

Mongolia

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Sometimes considered part of central Asia, Mongolia is covered in deserts and grasslands. Its people were traditionally nomadic and used eagles to help them hunt. The country is rich in natural resources.

Japan One of Australia's most important trading partners, Australia and Japan enjoy good business relations. Made up of many islands, Japan has developed some of the world's most innovative technology. 10

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North Korea

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China

South Korea

A very mountainous country, this presidential republic has a high standard of living in comparison to its neighbour North Korea. Samsung and LG are South Korean companies selling most of the world's mobile phones.

Taiwan About half the size of Tasmania, Taiwan is seismically active and one of the most densely populated areas in the world.

Section 1: Asia As A Region

North-East Asia 1

Activity

Use the information on page 10 to complete this activity sheet. The countries in North-East Asia have all been influenced by China’s culture and way of life. Label the places in North-East Asia on the map.

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Russia

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North-East or eAsia st B r

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Bangladesh

Laos

Philippines

Did you know? Citizens of North Korea are not allowed to trabel overseas - borders are strictly monitored. Section 1: Asia As A Region

North-East Asia 2

Activity

Use the information on page 10 to complete this activity sheet. Write some interesting facts about each country in North-East Asia listed below. Cut the fact files out and staple them together to create a flip book.

Mongolia

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China

Japan

North Korea

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Section 1: Asia As A Region

Student Information Page

Exploring South-East Asia Read the information, then complete the activity sheets which follow. South-East Asia is located close to Australia. Countries in South-East Asia are smaller than those in North-East Asia. Indonesia, Myanmar (Burma), Thailand, Malaysia, Brunei, Singapore, Vietnam, Laos, East Timor, the Philippines and Cambodia are all located in South-East Asia. Read more about these countries below.

Myanmar

Laos

South China Sea

Thailand

Vietnam Philippines

Cambodia

or eBo st r e p ok u S thailand

Brunei

Malaysia

Singapore

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Headed by King Rama, this monarchy attracts a large number of tourists to its capital and is renowned for its traditional food around the world.

indonesia

East Timor

cambodia

laos

Landlocked by Vietnam and Thailand, it is a mountainous country rich in minerals.

Over 14 million people live in Cambodia which is one of the few countries in Asia to have a royal family. The nation has suffered because of war and many landmines are still located there today.

Philippines

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malaysia

A small nation made up of two geographical parts. Malay is its official language although English is very widely spoken.

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the island of Borneo and surrounded by Malaysia. It has rich oil and gas fields and became independent from the United Kingdom in 1984.

indonesia

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North of Indonesia and prone to earthquakes and cyclones, over 7,000 islands make up the nation.

Also known as Burma, this country has been under military rule since 1962, although this is slowly changing. It is a country rich in mineral resources.

east timor One of Australia's closest island nations, East Timor has struggled for independence from Indonesia over the years. It is rich in gas resources.

With over 17,000 islands the Indonesian archipelago is home to 238 million people and has incredible biodiversity.

Bordering the South China Sea and originally colonised by France, this country had a major civil war which ended in the 1970s.

Singapore Singapore is ranked the third richest country in the globe behind Qatar and Luxembourg.

Section 1: Asia As A Region

South-East Asia 1

Activity

Use the information on page 13 to complete this page. Moving a little closer to Australia, countries in South-East Asia have their own unique features and cultures. Label the places in South-East Asia on the map.

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South-East Asia

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Section 1: Asia As A Region

South-East Asia 2

Activity

Use the information on page 13 to complete this activity sheet. Create a quiz on South-East Asia for a friend to complete.

Question 1:

Name a landlocked country in South-East Asia. _____________________________________________________________

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Answer:_______________________________________________________

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Question 2:

Clue

Begins with 'L' Clue

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_____________________________________________________________ Answer:_______________________________________________________

Question 3:

Clue

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Clue

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_____________________________________________________________ Answer:_______________________________________________________

Question 5:

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Clue

_____________________________________________________________ Answer:_______________________________________________________

Question 6:

Clue

_____________________________________________________________ Answer:_______________________________________________________

Section 1: Asia As A Region

Student Information Page

Exploring West Asia Read the information, then complete the activity sheet which follows. West Asia is the westernmost subregion of Asia and is also lso known as the Middle East. Some of the countries in this region are: Cyprus, Iran (Islamic Republic of ), Iraq, Israel, Jordan, Kuwait, Lebanon, Qatar, Saudi Arabia, Turkey and United Arab Emirates. Read the facts about some of the countries below.

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Turkey

iran

Jordan

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Snowy and mountainous in the north and covered in deserts in the south, the majority of its 7 million people live on the coast.

Comprising mountainous terrains and deserts, this arid to semi-arid place has a subtropical climate.

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Geographically it sits in two continents (Asia and Europe) but the majority of it lies in Asia. It is prone to earthquakes, especially in the north.

A small country made up largely of deserts, it is poor in natural resources and has no oil of its own. It is estimated that refugees make up a third of the population.

ÂŠ ReadyEdPubl i cat i ons iraq â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ Kuwait Before the 1800s, people did not permanently settle in Kuwait and it was home to nomads who moved from place to place.

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Comprising rocky deserts and mountains, the country has a varied climate - cold in the north in winter and extremely hot in the southern areas in summer. It is one of the oldest places on Earth.

. te Lebanon ofarmers c An island located in the Having no desert regions, . chdry egrapes, Mediterranean Sea, it enjoys cultivate mainly r citrus, e o r st sup summers and cool winters. tomatoes, apples and sheep. It is er cyprus

Saudi Arabia Comprising mostly uninhabited deserts, it has the largest mass of sand in the world and no river. It is believed that this country possesses the greatest oil reserves (yet to be found) in the world.

particularly famous for its unique cedar trees which are its national emblem.

Qatar Sharing a border with Saudi Arabia, it has limited natural water supply and therefore there is little crop farming there.

Section 1: Asia As A Region

West Asia

Activity

Use the information on page 16 to complete this activity sheet. The countries named on this page are part of West Asia. These countries have diverse environments and cultures. Write down three facts about each country in West Asia listed below.

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Iran

Iraq

Fact 3

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Fact 2

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Kuwait

Lebanon

Section 1: Asia As A Region

Student Information Page

Exploring South Asia Read the information, then complete the activity sheet which follows. The countries in South Asia have a rich trading history with Australia. They are: India, Pakistan, Nepal, Bhutan, Bangladesh, Sri Lanka and The Maldives.

Pakistan

Bhutan

Nepal

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Read more about these countries below.

India

Pakistan is a Muslim country with English as one of its official languages. Pakistan is geographically diverse and home to the very rare snow leopard.

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Bangladesh

Sri Lanka The Maldives

india

bhutan

small, landlocked country © ReadyEdThis P u b i cat o features al dragon oni its n flags and has an economy based on agriculture. •f orr evi ew pu r pos sofo nhappiest l y• It is known ase one the

Home to over 1.2 billion people, India is one of the fastest growing countries in the world.

countries in Asia.

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A democracy, the country is low-lying and faces challenges of flooding in the future due to climate change. It is home to the endangered royal bengal tiger.

the maldives

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A chain of islands once colonised by the British, the Maldives is the smallest nation in Asia both in terms of population and land size.

. te o nepal c . chofe e Known best for having eight the r o t highest mountains in the world, r s s r u e p tourism is a major industry in this country.

sri lanka This island country is located south of India and is an important producer of tea and coffee. It is shaped a little like a tear drop.

Section 1: Asia As A Region

South Asia

Activity

Use the information on page 18 to complete this activity sheet. South Asia accounts for approximately 24% of the world's population, standing at around 1.891 billion (2018).

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Label the places in South Asia on the map. Draw a small symbol next to each country which links to a key fact or feature about the country.

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Section 1: Asia As A Region

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Population

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Continent Population

Activity

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There are believed to be seven continents on Earth, although some people join Asia and Europe together reducing this number to six. Study the pie chart. It shows how populated each continent is. The continent of Antarctica is not shown below because it has no permanent residents.

1. Which continent has the smallest population?_____________________________________

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2. Which continent has the largest population?______________________________________ 3. Which continent does Australia belong to? _______________________________________

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4. What other countries are part of Oceania?_ _______________________________________

o c . 5. A census is the tool used to determine population and othere key information about a c h r country. On Australia, the national census is conductedo every five years. How do you think e t r s s r u pe a census is carried out?

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6. Do you think we can ever be exact about a continent's population? Give reasons for your response.

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Did You Know? In most countries a census is conducted every 10 years. Section 2: Population

Activity

Population Watch

Study the bar chart, then answer the questions.

World Population In 2010 Population (millions)

in 2030

1. List, in order, five countries that had the highest population in 2010.

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Population has Decreased

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3. What problems does having a large population bring?

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_____________________________________________________________________________ _____________________________________________________________________________

__________________________________________________ Russia:_____________________________________________ __________________________________________________ 5. Do you think that the Australian population will increase or decrease by 2030? Explain your answer. _____________________________________________________________________________ _____________________________________________________________________________ 22

Section 2: Population

Population Distribution

Activity

The Australian population in 2010 was approximately 22 million. In 2030 it is predicted that Australia will have an estimated population of 28 million. Study the map which tells us where people live in Australia, then answer the questions.

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Distribution Of Australian Population In 2010

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1. What do you think 'densely populated' means?

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o c . 2. What do you think 'sparsely means? chpopulated' e r e o r _____________________________________________________________________________ st super 3. What areas of Australia are sparsely populated? _____________________________________________________________________________

_____________________________________________________________________________ 4. Why do you think these areas are sparsely populated? _____________________________________________________________________________ 5. What areas of Australia are heavily populated? _____________________________________________________________________________ 6. Why do you think these areas are heavily populated? _____________________________________________________________________________ Section 2: Population

Student Information Page

Desertification 1 Read the information, then complete the activity sheet which follows. Desertification has caused people to move from one place to another and has affected population density.

depended on the land to make a living, are moving from their traditional homelands.

Desertification occurs across the world when farmers damage the environment by cutting down trees to grow crops and allow their cattle to over-graze. This is poor farming.

What can be done? Modern sustainable farming methods will stop desertification happening. Alley cropping is a method of farming which plants crops around trees. This method has proved to be productive and efficient. The trees provide shade for the crops which help them to grow more quickly. Trees also bring nutrients from deep in the soil to their leaves. When the leaves from the trees fall onto the crops below, they become mixed with topsoil and released into the soil benefitting the crops.

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nutrients and dries out. Wind and rain carry soil away. What remains is a treeless, barren place where people can no longer grow crops. People have no alternative but to move away from these barren lands and leave their homes to the creeping sand.

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or eBo st r e p ok u S The result is that the topsoil loses its

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f o rr e i ew pur posesonl yâ&#x20AC;˘ Desertification in China, inv

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We can prevent over-grazing by practising rotational grazing. This means moving cattle from one area to another regularly so that the plants and soil can recover.

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particular inner Mongolia, is of great concern. More people, who once

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Section 2: Population

Desertification 2

Activity

Use the information on page 24 to complete this activity sheet. 1. How is desertification caused and by whom?

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2. What are two methods that we could do to stop desertification? Explain how they work?

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Method 1: _________________________________________________________________

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__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

Method 2: _________________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• __________________________________________________________________________ __________________________________________________________________________

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3. How does desertification affect population?

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o c . c e her r ___________________________________________________________________________ o t s s r u e p ___________________________________________________________________________

4. Look at the image on page 24 explain what you think is happening.

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Fast Facts About 1.2 billion people around the world are affected by desertification. Globally the rate of desertification is speeding up.

Section 2: Population

Section 3: or eBo st r e p ok u S

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Global Inequality

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Per Capita Income

Activity

Read and study the information, then complete the tasks. Some countries are wealthy and others aren't. Per capita income means average income. One way of measuring the wealth of a country is to look at its per capita income and compare it to other countries. Look at the chart left to find out some of the estimated per capita incomes in 2016 around the globe in US dollars.

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Country Per capita income Australia $46,000 America $58,000 New Zealand $38,000 UK $42,000 France $42,000 Philippines $9,400 Thailand $16,000 Vietnam $6,000 India $6,490 Mexico $17,000 Brazil $14,000 Ethiopia $1,700 Kenya $3,130 Nigeria $5,750 Afghanistan $1,900

1. A developed country is a country which has high per capita income. A developing country is a country which has low per capita income. Use the information above to name five developed and five developing countries in the world.

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Developed

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Developing

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2. Why do you think there is such a difference between average incomes around the globe? Work in pairs and jot down your thoughts below.

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_____________________________________________________________________ Section 3: Global Inequality

Life Expectancy

Activity

Read and study the information, then complete the questions. Country

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Life expectancy 82 years 78 years 81 years 81 years 82 years 68 years 74 years 75 years 68 years 76 years 74 years 64 years 62 years 53 years 50 years

Life expectancy is usually connected to the wealth of a country. If a country is wealthy (has a high per capita income) it usually has good health services and the life expectancy is high. Conversely, if a country is poor (has a low per capita income), there are usually inadequate health services and life expectancy can be low.

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Australia America New Zealand UK France Philippines Thailand Vietnam India Mexico Brazil Ethiopia Kenya Nigeria Afghanistan

Per capita income $46,000 $58,000 $38,000 $42,000 $42,000 $9,400 $16,000 $6,000 $6,490 $17,000 $14,000 $1,700 $3,130 $5,750 $1,900

Look at the chart to find out the average life expectancy and average per capita income in a number of countries in 2015. 1. What is the difference between the highest and lowest life expectancy? ___________________________________________________________________________

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2. Think of three reasons that may account for this difference.

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Reason 1:_ _________________________________________________________________

. te o c ___________________________________________________________________________ . che e r Reason 3:_ _________________________________________________________________ o t r s s r u e p ___________________________________________________________________________ ___________________________________________________________________________ Reason 2:_ _________________________________________________________________

3. Explain the link between per capita income and life expectancy. What might be the reason for this link?

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4. Are there any anomalies (exceptions) that you can find in the data? Can you account for these anomalies?

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Section 3: Global Inequality

Energy Consumption

Activity

Read and study the information, then complete the questions. Country

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Energy

consumption

5.625 98.301 0.896 8.016 10.209 1.37 5.145 2.258 24.314 7.5 12.803 0.222 0.27 1.302 0.311

Energy consumption is the amount of energy or power used. World energy consumption is measured every year. Energy consumption varies from country to country. In recent times, there has been a global effort to reduce energy consumption to protect the environment. Look at the energy consumed in 2014 by different countries (left).

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Australia America New Zealand UK France Philippines Thailand Vietnam India Mexico Brazil Ethiopia Kenya Nigeria Afghanistan

Per capita income $46,000 $58,000 $38,000 $42,000 $42,000 $9,400 $16,000 $6,000 $6,490 $17,000 $14,000 $1,700 $3,130 $550 $1,900

© ReadyEdPubl i cat i ons 1. What types of things do you use on a daily basis that needs energy? •f orr evi ew pur posesonl y• ___________________________________________________________________________ ___________________________________________________________________________

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2. Why do you think Afghanistan uses so little energy?

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3. What is the difference between the energy consumed by Australia and America?

4. Why do you think America uses so much more energy than Australia?

___________________________________________________________________________

5. How can Australians reduce energy consumption?

___________________________________________________________________________

Section 3: Global Inequality

Water In Developing Countries

Activity

Read the information about water around the world, then complete the questions.

fact 1 Many of the causes of death in less developed countries are because of unsafe drinking water and poor sanitation.

fact 2

A third of the world's population does not have access to adequate toilet and sewerage systems.

fact 3

Almost a million children under five perish each year from infections caused by bacteria in unclean water.

41 million people are blinded by trachoma; a disease that results from not being able to wash with soap in clean water.

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780 million people around the world do not have access to a clean water source.

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fact 4

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2. Why is having access to clean water important in a less developed country?

_____________________________________________________________________

3. How does not having safe drinking water affect children in less developed nations?

_____________________________________________________________________

Section 3: Global Inequality

Student Information Page

Water Project In Kenya Read how a water project in Kenya changed a little boy’s life, then complete the following activity sheets. Akili is ten years old. His name means 'wisdom' in Swahili. He is a member of the Pokot tribe. His family's wealth is their herd of goats. It's Akili's job to protect the goats and lead them to water every day. At times, Akili has to trek six kilometres under the scorching sun to a waterhole. Some of the younger goats do not survive the journey. Akili's mother, Ita, worries about her little boy while he is on his search for water away from the safety of home. He only has his bow and arrows to protect him from lions and armed bandits, who would try to take the goats from him.

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A water project has brought hope for a better life for his community. A borehole has been drilled on the outskirts of Akili's village and a permanent well has been constructed. This clean water supply has brought many positive changes to the Pokots' lives. Water was always a priority for animals and vegetable crops, but not for people. Now, trained health workers have been able to work with the villagers to teach them how to manage their new resource. Using the well water to wash, has reduced diseases related to infected water. Ita says that she has never seen her five children's faces so clean.

Akili and other village children can now find time to attend classes in the new school, instead of herding goats all day looking for water. Akili has learnt about the importance of hygiene, especially washing his hands before eating. With water on their doorstep, the Pokots can look forward to a happier and healthier future.

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Section 3: Global Inequality

Water Project 1

Activity

Complete this activity sheet after reading page 31. 1. Write down three questions that you would like to ask Akili before the borehole in the village. Then, jot down what you think his answers would be. Questions

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Answers

A B

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2. Write down three questions that you would like to ask Akili after the borehole in the village. Write down what you think his answers would be.

A B C

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Answers

A B C 32

Section 3: Global Inequality

Water Project 2

Activity

Complete this activity sheet after reading page 31. 1. Why is Akili’s family’s wealth a herd of goats? What does this mean? How might they use the goats?

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4. How does the well work?

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5. Do you think it would be expensive to install the borehole and the well? Why haven’t more been installed?

_____________________________________________________________________

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7. Write inside the speech bubbles to indicate what Akili and his mother might be saying to one another.

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Section 3: Global Inequality

Comparing Developing Countries

Activity

Not all developing countries are the same. They have different levels of poverty and hardship. Some developing countries suffer from war and hardship, and some do not.

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developing nations, then answer the questions.

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or eBo st r e p ok u Swhich shows the differences between the two Study the data below

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1. By glancing at the information, which developing nation is ‘better off’?

o c . 2. If you lived in Costa Rica, c how many more years could you expect to live? e h r er o ___________________________________________________________________________ st super 3. In which country are you more likely to be employed?

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4. In which country are you most likely to be paid more for working?

___________________________________________________________________________

5. What does adult literacy rate mean?

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6. Why is it important that a country has a high adult literacy rate? 34

___________________________________________________________________________ Section 3: Global Inequality

Jamaica

Activity Read the information, then complete the questions.

Within one country, there are different levels of wealth and poverty. Think about Australia, not everybody shares the same level of wealth. Jamaica is no exception. Read about the slums of Kingston and the rich resorts of Montego Bay and Ocho Rios, all located in one country.

Montego Bay & Ocho Rios

In Kingston, people live in slums. They have no sanitation and the drinking water is unsafe. People have limited access to health services and few children attend school. There is not enough food to go around in Kingston and this means many of the residents are malnourished.

Montego Bay and Ocho Rios are world famous tourist resorts. Many celebrities and wealthy people have luxurious homes in these areas and buy expensive goods from the many boutique shops and malls. People enjoy the same standard of living here as nearby America.

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Montego Bay

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Kingston

Jamaica

Caribbean Sea

Ocho Rios

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©Savanna-la-Mar ReadyEdPubl i cat i ons •f orr evi ewjamaica pur pose sonl y• Kingston

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o 20 c . csame e r 1. How can members of theh society have differentt levels of wealth. er o s s r u pe ___________________________________________________________________________

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2. Look at the map. Colour the rich areas blue and the slums green. 3. Do you think it is fair that people enjoy such different levels of wealth within one country? What do you think could be done to improve people’s lives in Kingston? List three ideas.

Idea 1_ ____________________________________________________________________

Idea 2_ ____________________________________________________________________

Idea 3_ ____________________________________________________________________ Section 3: Global Inequality

Mongolia And Australia

Activity

Read the information, then complete the task.

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Mongolia is a developing country located in the centre of Asia between Russia and China. In 2016, the per capita income of Mongolia was $11,290. In comparison, Australia's per capita income was $46,000. This is around 4 times higher than Mongolia. russia

mongolia

china

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Differences

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Similarities

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Section 3: Global Inequality

Rice Farming

Activity Read the information, then complete the tasks.

Wealthier and more developed countries generally have greater access to technology. Read about how this affects the rice industry in Australia and Asia.

Rice Farming In Australia

Rice Farming In Asia

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Many countries in Asia grow rice without using specialised equipment. Instead, a lot of the harvesting is done by hand. This means that their work is not as efficient and they would produce less rice than Australia in the same amount of time.

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Rice farming in Australia is generally done using combine harvesters and rice transplanters. This mechanisation of the rice industry means that rice farming is less labour-intensive and rice farmers can produce more rice in less time.

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

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1. As well as the pros of using technology in agriculture, there might also be cons. Jot down two cons. ___________________________________________________________________________

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2. In an ideal world, all people would enjoy equal access to resources. Fortunately there are people who have set up organisations dedicated to bridging the gap between developed and less developing countries. Use your research skills to name and find out about some of these organisations.

Organisation: What they do:

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Section 3: Global Inequality

Section 4: or eBo st r e p ok u S

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Cultural Diversity

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Student Information Page

Activity

Original Inhabitants

Read the information, then complete the activity sheet which follows.

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Indigenous people are groups of people dispersed all over the world who have deep and connecting ties to places. They are believed to have settled in places first. We know that indigenous people first settled in a place because historians have found and dated their fossils. Unfortunately, some indigenous groups are either minority groups in their own country or no longer living. Look at the indigenous groups and the places where they first settled below. Maoris from New Zealand

Ainu from Japan

Orang Asli from Malaysia

Native Americans from North America

Inuit from Arctic

Papuans from Papua New Guinea

San from South Africa

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Indigenous people have their own language, culture, traditions and beliefs. Some indigenous people have special rights to hunt, practise their own laws and own land.

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Declaration on the Rights of Indigenous People. The purpose of this international declaration was to protect indigenous peoples and their rights around the globe. Look at the details of the declaration right.

Sitting Bull. Image courtesy of Wikipedia. Section 4: Cultural Diversity

Indigenous Rights

Activity

Read the information on page 39, then complete the questions. 1. Using your own words, define the term ‘indigenous people’.

_____________________________________________________________________

2. Match the indigenous groups with the countries.

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New Zealand Japan Malaysia North America Arctic Papua New Guinea Jamaica South Africa South China Australia Orang Asli

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Native Americans Hmong Peoples

Australian Aborigines

San

Papuans

Arawaks Ainu

Inuit

3. Complete the sentence stubs.

The purpose of the Declaration on the Rights of Indigenous People …

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If I could add one more right to the Declaration, it would be …

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Section 4: Cultural Diversity

Student Information Page

Indigenous People Around The World Read the information, then complete the activity sheet which follows. Native Americans - North America

Ainu – Japan The Ainu are the original inhabitants of Hokkaido, the northernmost island of Japan; Sakhalin and the Kurils, islands that are near to, and belong to, Russia. Some people think that the Ainu people could be descendants of the prehistoric race that produced the Australian Aborigines because they have similar facial characteristics.

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The people indigenous to the United States of America are believed to have migrated from Asia around 50,000 B.C. Some Native Americans lived in teepees. Teepees were held up by wooden poles and covered with between eight to twenty different animal skins which made them extremely durable to the strong winds. Women were responsible for putting up and taking down teepees.

Maori - New Zealand © ReadyEdPPresent ub l i cat i ons day Maori tribes still trace their origins to ao fleet ofy seven canoes •f orr evi ew pur p o s e s n l • from mythical Hawaiki that arrived in

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Europe's only indigenous people, the Sami, lived in a giant area of the continent named Sapmi. This area covered all land north of the Arctic Circle in Sweden, Norway, Russia and Finland. To live in these freezing, harsh conditions, the Sami had to be super strong and super smart to survive. Herding reindeer, hunting and fishing were the basic occupations of the Sami people and some of them have continued this traditional way of life today.

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New Zealand around 1350 AD. Over the next few hundred years, the Maori developed a distinct and complex culture that today is celebrated by people all over the world.

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Sami – Norway

o c . che e r o r st supe r The San - Kalahari Desert, South Africa

The first people of the Kalahari in Africa are known as the San people. The San have a unique language that incorporates clicking sounds which are represented by the symbols /, #, ! and //.

Section 4: Cultural Diversity

Indigenous Tribes

Activity

Read the information on P41 to complete this activity sheet. 1. Identify the indigenous tribes using the pictures as clues.

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/ # ! //

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2. Select one indigenous tribe. Complete a report, using your own headings in the boxes below.

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Indigenous tribe:

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Section 4: Cultural Diversity

Languages And Religion

Activity

Read the information, then complete the tasks. Australia's official language is English. However, there are many different languages spoken in Australia by Australian migrants. Look at the different ways to say hello in different languages. 1. Can you add four to the list?

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Mongolian

sain uu

Japanese

konnichiwa

Indonesian

selamat pagi

Chinese

ni hao

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Hello

Language

Hello

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Language

2. Why do you think that it is important for migrants to remember their birth language as well as speaking English? Complete the think-pair-share with your thoughts.

Think by myself

Work in a pair

Share in a group

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There are many different religions around the world. This is another way in which we are all unique and different. Australia is a multicultural home to many religions but is predominantly Christian.

State Religion

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In Australia there is no state religion. This means that people are free to choose a religion and are also free to have no religion at all. North Korea, Burma and Saudi Arabia are examples of countries which have state or official religions and have laws which limit the freedom to worship other religions. 3. Write down one pro and one con of having a state religion. Pro:_ ______________________________________________________________________ Con:_______________________________________________________________________ Section 4: Cultural Diversity

Religion In Australia

Activity Study the data, then complete the tasks.

Religions followed in Australia in 2016

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Baptist – 1.5% Pentecostal – 1.1% Lutheran – 0.7% Sikhism – 0.5% Judaism – 0.4% Jehovah’s Witnesses – 0.4% Seventh-day Adventist – 0.3% Latter-day Saints – 0.3% Oriental Orthodox – 0.2%

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1. Convert the data into a bar graph.

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No religion – 30.1% Catholic – 22.6% Anglican – 13.3% Uniting Church – 3.7% Christian, (Not further defined)– 2.6% Islam – 2.6% Buddhism – 2.4% Presbyterian and Reformed – 2.3% Eastern Orthodox – 2.1% Hinduism – 1.9%

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2. What are the two most popular religions in Australia? Why do you think this is?

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Section 4: Cultural Diversity

History Of Religion In Australia

Activity

Read the information, then complete the graph. The First Fleet brought Europeans to Australian shores in 1788. The men and women aboard the convict hulks, and their guards, brought their Christian beliefs to Australia. Most of the administrators, soldiers and convicts were of the Anglican faith, but there were also Irish Catholics, Methodists and Presbyterian passengers. The first place of Christian worship was St. Phillips - a mud-brick church built in 1793 by Reverend Richard Johnson in Sydney. During the 19th century, Christian churches and missions were established throughout Australia. The great waves of migrants over the last 225 years have brought many of the world's religions to Australia. Islam

or eBo st r e p ok u S Buddhism

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Chinese and Japanese goldminers in the 1850s introduced the now popular religion Buddhism to Australia. Hinduism

Indian and Sri Lankan canecutters in the 1880s were the first Hindus in Australia.

The First Fleet carried fifteen Jewish convicts, who were followed by free Jewish settlers from Europe. They built their first synagogue in Australia in 1844. Today, only 0.4% of the Australian population are Jewish.

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Three hundred years before European settlement, Macassan trepang traders celebrated the beliefs of Islam in Northern Australia. Later, Muslim Afghan cameleers built their mosques in outback New South Wales in the 1860s.

Judaism

Present

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introduced into Australia.

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2. 1. indigenous religions

40,000 years ago Section 4: Cultural Diversity

Places Of Worship

Activity

Read the information, then complete the tasks. In Australia, it is important to respect all religions and allow immigrants to practise their religions in Australia. We can do this by building different places of worship for different religious groups in Australia. 1. Match the religions to the places of worship.

Hindus

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a) synagogue

Christians Judaists r o e t s B r c) e o b) p church mosque od) temple k Su Muslims

2. It is estimated that there are seven billion people in the world. Many of these people are part of a religious group. Look at the approximate number of people who follow the different religions around the globe. Represent the information as a pie chart or a bar graph. Give your pie chart or bar graph a title. Islam – 1 billion people

Christianity – 2 billion people

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Judaism – 15 million people

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3. Which is the most popular religion in the world? __________________________________ 4. Which is the least popular? ____________________________________________________ 46

Section 4: Cultural Diversity

Student Information Page

Australian Migration Read the information, then complete the activity sheet which follows. Australia is often referred to as a multicultural country because of its history of migration. More people immigrate to, rather than emigrate from, Australia. Over the last 10-15 years, the number of Australian residents who were born overseas has increased. This means migration numbers have increased.

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2005: 24.2% of Australian residents were born overseas. That's 4.9 million people! 2014: 28% of Australian residents were born overseas. That's 6.6 million people! 2015: 28.2% of Australian residents were born overseas. That's 6.7 million people!

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Australian migrants come from all around the world. Look at the data to learn more.

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Estimated Resident Population, Australia Top 10 countries of birth - 30 June 2015 Country of birth No. of Persons % of Australian Population United Kingdom 1 207 000 New Zealand 611 400 China 481800 India 432700 Philippines 236 400 Vietnam 230 200 Italy 198 200 South Africa 178 700 Malaysia 156 500 Germany 125 900

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5.1 2.6 2.0 1.8 1.0 1.0 0.8 0.8 0.7 0.5

Sometimes events in the world can explain migration.

In the 1850s and 1860s, a large influx of Chinese . came to Australia because of the gold te people o rushes, in search of a personal fortune. c . eAustralia Inc the 1850s, many Japanese migrated to h r e o t because the pearling industry was booming. r s s r u e p Many Japanese divers spent their time gathering pearls in Australian oceans.

The end of the Vietnam War (from 1975 onwards) meant many Vietnamese relocated to Australia to avoid post war conditions. Muslim cameleers from Afghanistan arrived in Australia in the 1860s to manage camel transportation. Camels were used to help build the Overland Telegraph Line that connected Darwin with South Australia (completed in 1872). Section 4: Cultural Diversity

Exploring Migration

Activity

Read the information on page 47, then complete the tasks. 1. Why do you think more people immigrate to Australia, rather than emigrate from Australia? Complete the think-pair-share.

Think by myself

Work in a pair

Share in a group

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or eBo st r e p ok u S 2. Next to the pictures in the place-mat, write down the world events that made certain groups migrate to Australia.

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World Events

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_____________________________________________________________________

4. Are the number of migrants in Australia increasing or decreasing?_______________ 5. What is the most popular nationality to migrate to Australia, according to the data? 48

_____________________________________________________________________

Section 4: Cultural Diversity

Section 5: or eBo st r e p ok u S

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Aid And Trade

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Student Information Page

Australian Trading Read the information, then complete the activity sheets which follow. Australia is neighbours with many countries in the Asia-Pacific region. It is important to have good relations with neighbouring countries. If we have good relationships with one another, we can engage in trade. Trade means swapping one thing for another. Imports are what a country receives from another country and exports are what a country sells to another country.

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What is fair trade?

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It is important that we trade fairly. Fair trade means that those who produce goods are paid correctly for them and are working in safe conditions. If you see the fair trade logo on packaging it means that you are supporting fair trade by buying the product. If we trade fairly, it can create employment opportunities for all countries and ensure that one country does not run out of something.

Coal Exports To Asia 2010 (In Millions Of Tonnes)

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Australia trades millions of tonnes of coal to countries in Asia. The pie chart shows the amount of black coal exported from Australia in 2010 to countries in Asia.

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After coal is taken from beneath the ground in the Hunter Valley, it is loaded onto trains and taken to a port in Newcastle. There, it is loaded onto ships and exported overseas, particularly to China, Japan and South Korea.

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Not all coal in Australia is traded. Some coal mined at the Hunter Valley is burned at Bayswater Power Station nearby. This generates electricity which is used to power over two million Australian homes. Bayswater Power Station in the Hunter Valley is the largest power station in Australia.

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Section 5: Aid And Trade

Activity

Trade 1

Use the information on page 50 to complete this activity sheet.

1. In your own words, come up with a definition of ‘trade’.

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2. Name some of the things that you have personally traded – maybe with a friend or at the shop.

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I traded this …

3. What is the difference between imports and exports? Can you give some examples of Australian imports and exports?

Exports

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If Australia could not trade with other countries then …

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If we did not have fair trade …

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_____________________________________________________________________ Section 5: Aid And Trade

Trade 2

Activity

Use the information on page 50 to complete this activity sheet.

 Annotate the flow diagram below to explain the movement of coal. There are two scenarios.

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Section 5: Aid And Trade

Trade 3

Activity

Use the information on page 50 to complete this activity sheet.

 Look at the data below which shows the amount of black coal exported from Australia in 2008 and 2010 to countries in Asia. Complete the missing information from the 2010 pie chart. Coal Exports To Asia 2008 (In Millions Of Tonnes) Taiwan 26

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Taiwan 26

India 40

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India 25

Japan 105

1. Which country is the biggest buyer of Australian coal?

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South Korea 43

Coal Exports To Asia 2010 (In Millions Of Tonnes)

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3. Which country has increased its coal imports from Australia by almost 50% between 2008 and 2010?

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. te o _____________________________________________________________________ c . che e r o 5. Coal is Australia’s biggest export, bringing in $55 billion to the economy in 2010. t r s s r u e p As well as financial gain, what are the other benefits of trade? 4. Which country bought the least amount of coal between 2008 and 2010?

��

�� Section 5: Aid And Trade

Student Information Page

Australian Aid Read the information, then complete the activity sheets which follow. One way that countries can have good relations with one another is through aid. Usually this means that one country helps another country out by donating money or supplies. Aid really means ‘help’.

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Australia has a good relationship with its neighbouring country Papua New Guinea. Papua New Guinea is a developing country. Australia provides aid to Papua New Guinea to help the people there live safer, healthier and longer lives.

improve water supplies and build toilet facilities; build community schools and train teachers;

train health workers and supply health centres with equipment;

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1. It is 96 kilometres long and runs from Buna to Port Moresby. 2. Many local people live along the Track. 3. Approximately 5,000 tourists per year visit the Track. 4. It is located in the Owen Stanley Ranges which is rich in biodiversity. 5. Australian aid has been used to construct river crossings to reduce the risk of accidents on the Kokoda Track. 6. In World War II, Australian soldiers fought against the Japanese in the areas where the Track runs. The Track is therefore of historical significance to Australians.

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Many Australians visit Papua New Guinea every year. Tourism creates good relations between countries because tourists are good for economies. The Kokoda Track in Papua New Guinea is its biggest tourist attraction and is the main reason why Australians visit this place each year.

Section 5: Aid And Trade

Aid 1

Activity

Use the information on page 54 to complete this activity sheet.

1. Australian aid is being used to improve the lives of local communities along the Kokoda Track. Note down how exactly this aid is being used.

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____________________ r o e t s B r e o____________________ ____________________ p ok u ____________________ ____________________ S ____________________ ____________________ ____________________

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_________________________________________________________________

Section 5: Aid And Trade

Aid 2

Activity

Use the information on page 54 to complete this activity sheet.

1. Why do you think people want to trek the Kokoda Track?

____________________________________

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or eBo t s r e ____________________________________ p ok u 2. Explain how the Kokoda Track links S Australia with Papua New Guinea.

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Papua New Guinea borders Singapore. Aid means help.

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True?

o c . che e r o The Kokoda Track is 82 kilometres long. r st super Australian aid is being used to help people who live along the Kokoda Track to improve their lives.

The Kokoda Track runs from Buna to Port Moresby. People do not live along the Kokoda Track. 20,000 tourists visit the Kokoda Track each year. The Kokoda Track has no biodiversity.

Australian soldiers in World War II fought along the Kokoda Track.

Section 5: Aid And Trade

False?

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Statement

Answers – Year 6 Geography Page 8 – Asia 1 Check students’ work using map on P7.

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Page 11 – North-East Asia 1 Check students’ work using map on P10. Page 14 – South-East Asia 1 Check students’ work using map on P13.

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Page 9 – Asia 2 1. Asia 2. 30% 3. The Maldives 4. South-East Asia 5. There are several – teacher check. 6. north-east 7. east 8. south-east Extra! The capital city of India is New Delhi The capital city of China is Beijing The capital city of Indonesia is Jakarta

on government facilities, e.g. health and education services; increased human pollution; food shortages; outbreak of disease; increased crime 4. Russia and Japan. Possible reasons for Japan: more women choosing to join the workforce; later and fewer marriages; more females going into higher education; increased cost of raising a child; small living spaces. Possible reasons for Russia: high death rate; low level of immigration; high rate of abortions; high rates of alcoholism contributing to low fertility rates; economic hardship 5. Students’ own prediction. Australia’s population is expected to rise, although students might sensibly argue that it will decrease. P23 – Population Distribution 1. Densely populated means that a place has a lot of people for its size. 2. Sparsely populated means that a place has few inhabitants for its size. 3. The interior of Australia is sparsely populated. 4. Factors may include: the harsh climate (extremely warm); lack of facilities such as health and education services and employment opportunities. 5. Coastal areas, especially around Australia’s seven large cities. 6. Factors may include: good employment opportunities; liveable climate; accessible health and education services

Oceania Asia Oceania Marshall Islands; New Zealand; Samoa; Tuvalu; Fiji; Micronesia; Palau; Solomon Islands; Vanuatu; Kiribati; Nauru; Papua New Guinea; Tonga 5. A census is a written or online document which each household needs to complete. 6. We can never be exact about a continent’s population, because not every person can be accounted for (homeless, etc.) and there may be errors made on a form.

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1. 2. 3. 4.

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P22 – Population Watch 1. India, China, Europe, USA, Indonesia 2. India (possible factors: lack of family planning services available; low or ineffective birth control; low vasectomies; early marriages; fewer females in the workforce; low numbers of women in higher education) 3. Possible responses: financial pressure (high cost of raising a child); pressure

P25 – Desertification 2 1. It is caused by poor-farming methods. Farmers cut down trees to grow their crops and allow cattle to over-graze in one area. 2. Rotational grazing: making sure that cattle are moved from one area to another so they do not over-graze and that plants are given time to recover Alley-cropping: planting trees with crops. The trees provide shade for the crops and the falling leaves transfer their nutrients to the soil 3. It can occur anywhere where farming methods are poor but particularly in China (inner Mongolia). 57

4. It causes the population to decline, because people cannot grow crops and survive. P27 – Per Capita Income 1. Developed = Australia, America, New Zealand, UK, France Developing = Afghanistan, Nigeria, Kenya, Ethiopia, Vietnam 2. Possible factors: poor management by government; policies; war; religion, corruption, rebellion, instability, lack of natural resources, lack of skills, lack of education, etc.

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P28 – Life Expectancy 1. Australia and France (82 years) and Afghanistan (50 years) – that is a difference of 32 years. 2. Reason 1 = Poor health services could lead to early deaths from diseases and illnesses that are easily treated in Australia and France Reason 2 = War and conflict in Afghanistan (resulting in deaths) make it a more risky and dangerous place to live compared to Australia and France Reason 3 = Unsafe drinking water, lack of electricity and poor diet causes illnesses and deaths 3. The lower the per capita income, the lower the life expectancy. This might be because a person with less wealth, is less likely to have access to: higher quality food, clean water, a varied diet, sound health services, adequate shelter. 4. Students might identify Ethiopia as an anomaly. Ethiopia is a country which has received international focus and aid over the last 16 years and this has helped to introduce vaccines and decrease diseases such as HIV, malaria etc.

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than Australia. 4. Possible answers: America has a higher population; they are less energy conscious; the government is less committed to conserving energy than Australia; Australia has more hours of sunshine than America and can use the sun to create sustainable energy 5. Use sustainable energy sources (hydro; solar; wind, etc.); educate people to switch off lights, etc.; install skylights; use energy saving globes; use 5 star energy rated devices, etc. 6. Possibly because these developed countries are making a conservative effort to reduce energy use and are implementing innovative sustainable practices. P30 – Water In Developing Countries 1. Students might say we do, because we expect that the water is clean in our taps. We do not have to worry about whether some water may be dirty that is provided to us in our homes. We do not have to rely on bottled water. We do not have to be concerned about diseases from unsafe water. 2. It increases life expectancy; it saves lives; it improves people’s health and well-being; it prevents blindness. 3. It can cause illnesses and blindness and even death.

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P33 – Water Project 2 1. The goats are their income and source of food. The goats provide them with milk which they may personally consume or sell. The goats might be bred and used for their meat. Their manure can also be used and sold as a fertiliser. They are easy and cheap to manage. They can also be used to pull carts and their hair can be used for clothing. 2. A waterhole is a depression in the land where rainwater is held. 3. Groundwater 4. The well pumps the groundwater to the surface. 5. Possibly expensive for a developing country. More may not have been installed because of cost and because the government are neglecting to help their people and there

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P29 – Energy Consumption 1. TV, hot water, lights, air-conditioning, iPads, stoves, microwaves, etc. 2. They wouldn’t have as many luxuries, such as iPads, smartphones, etc.; they would cook using makeshift wood-burning stoves; because it is a war-torn country many residents do not have adequate shelter. 3. America uses over 17 times more energy

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are a lack of water projects 6. It means that he can now go to school and get an education; his life is no longer in danger; he is cleaner and therefore at less risk of catching diseases

P40 – Indigenous Rights 1. Indigenous people are groups of people who were first to settle in a particular place and because of this, they have deep connecting cultural and historical ties to a place 2. Maoris = New Zealand Orang Asli = Malaysia Inuit = Arctic Arawaks = Jamaica Hmong Peoples = South China Ainu = Japan Native Americans = North America Papuans = Papua New Guinea San = South Africa Australian Aborigines = Australia 3. The purpose of the Declaration on the Rights of Indigenous People is to protect indigenous peoples' rights around the globe. 4. The Declaration on the Rights of Indigenous People is important because without it indigenous people may be discriminated against and mistreated.

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P35 – Jamaica 1. Because we all have different levels of skill and are paid different amounts for our jobs; some people can afford more quality education/tutors; some people are hindered by illness, disabilities, etc., in some countries social mobility is not easy due to lack of welfare, opportunities, etc. 2. Students should colour Kingston green; and Montego Bay and Ocho Rios blue. 3. Possible ideas: provide quality education for the poor; provide subsidised healthy food; provide clean areas to live in.

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P34 – Comparing Developing Countries 1. Costa Rica 2. Seven 3. Costa Rica 4. Costa Rica 5. The percentage of adults who can read and write 6. It means that there are people who can undertake skilled jobs; people have career opportunities; people can understand and express their rights, have a voice, are more empowered

Laptop Per Child Project; Save The Children Organisation; Oxfam International; Red Cross; World Vision; Bill And Melinda Gates Foundation.

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P36 – Mongolia And Australia Similarities: One teacher in each classroom; students all engaged and occupied; students sat at desks. Differences: Lower teacher to student ratio in the Australian classroom; no technology in the Mongolian classroom; more spacious in Australian classroom; more traditional teaching method being employed in Mongolian classroom; students wearing uniform in Australian classroom; greater number of learning tools in Australian classroom

P42 – Indigenous Tribes 1. a = Native Americans b = Sami c = Maori d = Ainu e = San

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P37 - Rice Farming 1. Cons: Technology can break down or not be as precise; less pollution when working by hand. 2. Students’ own research. Suggested organisations to research: Unicef, One

P43 – Languages And Religion 2. Possible response: it is important that migrants remain connected to their culture and that they can pass this connection on to their children 3. Possible responses: Con: does not allow people the freedom to choose what and who to believe in; migrants cannot continue to practice their religion. Pro: people are unified in what they believe; prevents conflict between religious groups P44 – Religion In Australia 2. The two most popular religions in Australia are Catholic and Anglican. This is possibly 59

because they were among the first religions to be introduced to Australia by the European settlers. The majority of migrants who enter Australia are from the UK and these religions are still commonly practised there. P45 – History Of Religion In Australia 2 = Islam 3 = Judaism 4 = Buddhism 5 = Hinduism

P53 – Trade 3 1. Teacher to check pie chart against P50. 2. Japan 3. 26 million tonnes 4. China 5. Taiwan 6. Good relations with other countries; helping countries avoid shortages; keeping people in employment; avoiding surplus of one item in a country; sharing resources; using people’s skills.

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P48 – Exploring Migration 1. Possible responses: good standard of living; peaceful place; freedom of religion; freedom of speech; democratic country; job opportunities; climate 2. Gold rush; pearling boom; Vietnam War; building of the Overland Telegraph Line 3. Increasing 4. British people

P55 – Aid 1 1. to improve water supplies and build toilets; build community schools and skill teachers; train health workers and supply health equipment; preserve natural heritage 2. Possible reasons: supply income to people; boost economy; create better relationships; strengthen cultural awareness

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P46 – Places Of Worship 1. Hindus = temple Muslims = mosques Christians = church Judaists = synagogues 3. Christianity is the most popular religion in the world. 4. Judaism

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Scenario b = Coal is extracted from the ground; coal is taken to power stations to be burned; the electricity generated from the burning coal is fed into Australian homes so we have power.

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P52 – Trade 2 1. Scenario a = Coal is extracted from the ground; it is transported on trains to ports; it is loaded onto ships to be imported into other countries. 60

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P51 – Trade 1 1. Trade is exchanging one thing for another. 3. Imports is what a country purchases from another country. Exports is what a country sells to another country. 4. If Australia could not trade with other countries then we may run out of particular goods; we could have a surplus of particular items; our economy would suffer. If we did not have fair trade people in poorer countries would continue to work in unsafe conditions and for long hours; they would be inadequately paid and global inequality would thrive.

challenge themselves; see biodiversity; pay tribute to Australian soldiers; meet local people 2. Because of the Kokoda Track Australia and Papua New Guinea are connected historically, culturally and economically. 3. true; false; true; true; false; true; false; false; false; true