contentsiii

Correlation with VELS vHow to use Heinemann Humanities 3 viAcknowledgements x About the authors 1

1.1 The original Australians 41.2 The White discovery of Australia 61.3 The people of the First Fleet 81.4 The people of the land:

the White settlers 121.5 The people of the land: the

Indigenous Australians 141.6 The people of the goldfi elds 161.7 The Chinese on the goldfi elds 201.8 The impact of the gold rushes 22 Narrative: Lachlan Macquarie 26 Making links 28

2 Federation: Australia’s identity grows 30

2.1 What divided Australia? 322.2 What united Australia? 342.3 Australia’s fears 372.4 The vote FOR 392.5 Federation, women and

Indigenous Australians 432.6 Celebrations 462.7 Australia’s Constitution 492.8 What are the symbols of

Australian Federation? 51 Narrative: voices against

federation 54 Making links 56

4.1 Once more to war 884.2 The world at war 914.3 Australians in action 954.4 War on the doorstep 984.5 Australian women in the fi eld 1034.6 The home front 105 Narrative: toothless old men 108 Making links 110

3.1 The Great War 603.2 Bogged down and dug in 633.3 Australia sails into action 653.4 Australians in the European war 693.5 At home 713.6 Reporting and images of the

War 743.7 Armistice: the Versailles Treaty

and the ideal of peace 78 Narrative: postcards from

the War 82 Making links 84

5.1 The fi fties in history 1145.2 Background to the fi fties: the

struggle of ideologies 1155.3 The post-war world 1175.4 McCarthyism and the

‘Red Menace’ 1195.5 Australia after 1945 1205.6 The Cold War in Australia 1245.7 Post-war migration to Australia 1265.8 Living in Australia in the fi fties 127 Narrative: the Petrov Affair 132 Making links 134

7.1 People and mountains: adapting to a natural system 164

7.2 Farming in the mountains 1667.3 Deserts and people: water is

critical 1687.4 Farming in the forest 1727.5 People and the Gold Coast 176 Narrative: orang-utans and

people 180 Making links 182

8.1 A variety of different coasts 1868.2 Natural processes that shape

coastal environments 1878.3 Features formed by destructive

wave processes 1888.4 The process of longshore drift 1928.5 Features produced by

deposition 1948.6 Managing coasts: how do we

prevent destruction? 1978.7 Anglesea: a coastal

community 198 Narrative: coasts –

environmental disaster looms 204 Making links 206

1 The people of Australia: Early origins and identity 2

3 World War I: Trial and test for the new nation 58

4 World War II: To war again 86

5 The fabulous fi fties: The nation fl ourishes 112

6.1 The water cycle 1386.2 Rainfall: where and why 1406.3 Rivers change the land 1426.4 Investigating local waterways 1466.5 Rivers on maps 1486.6 Too much water: Bangladesh 1506.7 Too little water: Australia 154 Narrative: living with the

water cycle 158 Making links 160

6 Water: Part of life 136

7 Natural environments: Where nature and people interact 162

8 Coasts: Where land and sea join 184

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HUMANITIES 3

iv

9.1 How can this sinister disease ruin land? 210

9.2 How can water be a problem? 2129.3 Why is salinity the silent

disaster? 2149.4 Wind erosion: what’s the

problem? 2189.5 Desertifi cation: Earth’s

creeping plague 2219.6 How can the challenge of land

degradation be met? 224 Narrative: China – living in a

loess environment 226 Making links 228

9 Land degradation: A sinister disease 208

10.1 Australian cities 23210.2 Functions of cities 23410.3 Landuse zones within

Melbourne 23710.4 Melbourne sprawl 24010.5 Regional city development:

Ballarat 24210.6 Urban change and renewal:

Docklands 24510.7 Change in landuse and

function at Docklands 24810.8 The future of Docklands 250 Narrative: one city, two faces 252 Making links 254

10 Growth and change in Australian cities 230

11.1 The Human Development Index 258

11.2 The rich and the poor nations 26011.3 Defi ning poverty 26311.4 What are the causes of

poverty in the world? 26511.5 Burma: a case study of a less

developed country 26811.6 Poverty in wealthy countries 27111.7 Responses to poverty 274 Narrative: poverty causes

illegal immigration 278 Making links 280

11 Poverty: A global problem 256

12.1 An introduction to economics 28412.2 Consumers in our economy

and society 28612.3 Markets and prices 28712.4 Case study: petrol prices 29112.5 Case study: house prices 29212.6 Producers in our economy

and society 29412.7 The role of the government in

the economy 300 Narrative: keep your eyes

open in the market place 304 Making links 306

12 Producers, consumers, markets and prices 282

13.1 Earning money 31013.2 Spending money 31313.3 Saving and investing money 31513.4 Buying and spending on credit:

credit cards 31913.5 Other forms of credit and

borrowing 32113.6 Applying for loans and credit

facilities 32513.7 Planning and managing

personal fi nances 327 Narrative: the money comes

and the money goes 332 Making links 334

13 Personal fi nance: Your money, your life 308

14.1 Enterprise 33814.2 Innovation: an introduction 34114.3 Stakeholders in an enterprise 34414.4 Using the enterprise skills to

hold a party 34714.5 Emmah Money: an

enterprising Australian 34914.6 Product versus process

innovation 35214.7 How innovation helps the

Australian economy 35414.8 Music: an innovation paradise 357 Narrative: RU online 2night? 360 Making links 362

Index 364

14 New and improved: Innovation and enterprise 336

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v

Strand Domain Icon Dimension Heinemann Humanities 3

Physical, Personal and Social Learning

Health and Physical Education

HPE Movement and physical activity

Health knowledge and promotion

Interpersonal Development

InD Building social relationshipsWorking in teams

• Group activities throughout TB, WB, TRK• Encourage team work and pair work within activities

Personal LearningPL

The individual learnerManaging personal learning

• ‘What do I know’ refl ection sections• Activities using the inquiry approach• Student self-assessment sheets

Civics and Citizenship

C&C Civic knowledge and understanding

Community engagement

• Key concepts: of law governance, power and concepts of democracy

• Chapter 2: origins of Australian system of government • Students look at the origins of Australian society• Students study the contribution that democratic

decisions have made to the history and identity of Australia through issues such as conscription

• Views on decision-making and its link to human rights and social justice are reviewed through study of groups such as Indigenous Australians

• Students refi ne their opinions, values and allegiances through a study of issues and events concerning Australia and its position in the world community

Discipline-based Learning

Humanities – History H

Historical knowledge and understanding Historical reasoning and interpretation

• Chapters 1–5 (TB, WB, TRK)

Humanities – Geography G

Geographical knowledge and understanding Geospatial skills

• Chapters 7–11 (TB, WB, TRK);

Humanities – Economics E

Economic knowledge and understanding Economic reasoning and interpretation

• Chapter 12–14 (TB, WB, TRK)

Interdisciplinary Learning

CommunicationCom

Listening, viewing and respondingPresenting

• Activities throughout TB, WB, TRK• Activities throughout TB, WB, TRK

Design, Creativity and Technology DCT

Investigating and designingProducingAnalysing and evaluating

• Research ICT tasks (CDR), Links within TB• Assessment tasks in TRK• Student self-assessment sheets in TRK

Information and CommunicationsTechnology (ICT)

ICT

ICT for Visualising thinking

ICT for Creating

ICT for Communicating

• ICT tasks in activity boxes (TB)• Technology tips (WB, TRK)• ICT tasks in activity boxes (TB)• Technology tips (WB, TRK)• Research ICT tasks (CDR)• Technology tips (WB, TRK)• ICT tasks in activity boxes (TB)

Thinking processes

T

Reasoning, processing and inquiry CreativityRefl ection, evaluation and metacognition

• Activities throughout TB, WB and TRK activities and worksheets

• Activities throughout TB, WB and TRK activities and worksheets

• ‘What do you know now?’ refl ection sections (TB)• Student self-assessment sheets (TRK)

with the Victorian Essential Learning StandardsCorrelationThe following table shows the correlation between the Victorian Essential Learning Standards and Heinemann Humanities 3. For more detail, please see each chapter of the Heinemann Humanities 3 Teacher’s Resource Kit. The icons shown in the table are used throughout the textbook to indicate links to the domains within the Victorian Essential Learning Standards.

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How to use Heinemann Humanities 3vi

This icon indicates that relevant weblinks are listed at a dedicated webpage, hi.com.au/humanities.

Icons are used throughout the textbook to indicate links to the Domains within the Victorian Essential Learning Standards.

These icons appear before the core Humanities standards listed in the activities boxes.

H core History skill

G core Geography skill

E core Economics skill

The presence of any of these icons next to an activity indicates links to other Domains within the Victorian Essential Learning Standards.

HPE Health and Physical Education

InD Interpersonal Development

PL Personal Learning

C&C Civics and Citizenship

Com Communication

DCT Design, Creativity and Technology

ICT Information and Communications Technology

T Thinking processes

The Heinemann Humanities 3 Textbook combines the three major components of the Victorian Essential Learning Humanities disciplines, History, Geography and Economics. It is the third textbook in the series designed expressly to address the specifi c teaching and learning requirements under the Victorian Essential Learning Standards (VELS). The textbook addresses VELS Level 6 and presents a variety of lively and interesting tasks for the student to undertake. It is supported by a Student CD-ROM, a Workbook and a Teacher’s Resource Kit that all extend the scope and range of the activities in the textbook, offering tasks aimed at a variety of learning styles and abilities. It is a vital resource for all teachers, from those who are just starting on their career to those with great experience, and offers a unique approach to the teaching of Humanities subjects in the classroom.

Heinemann Humanities 3 is divided into fi ve History chapters, six Geography chapters and three Economics chapters.

Key to icons

Cross-references

Textbook

Structure

WB • A, C Workbook (Activities A and C for the relevant chapter)

TRK • FW Teacher’s Resource Kit (Foundation worksheet for the relevant chapter)

Teacher’s Resource Kit activities are: FW Foundation worksheet EW Extension worksheet CT Chapter test AT Assessment task

Student CD-ROM (Memory game for the relevant chapter) Student CD-ROM activities are: FG Fill the gap MG Memory game AQ Analysis quiz MC Multiple choice RW Revision worksheet RI Research ICT task

The following icons on the top of the page provide clear cross-references to related activities in the other components:

CD • FG

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vii

• High-interest graphic engages students with the chapter on a visual and emotional level.

• Provocative or challenge questions ask students to address the graphic on the opening page.

• ‘What do you already know?’ preknowledge activity encourages students to engage their thinking and draw on their own experience and observation.

• ‘Knowledge and understanding’ boxes summarise the content of the chapter.

• ‘Reasoning and interpretation’/‘Geospatial skills’ boxes summarise the History, Geography or Economics skills explored in each chapter.

• Each History chapter features a timeline with key dates.

•

•

•

•

•

Chapter opening

Body of chapter

Heinemann HUMANITIES 3104

105Nursing services Some 10 000 women served in the Australian Army Medical Women’s Service (AAMWS) after it was formed in December 1942. Many of its members had already served as members of the Voluntary Aid Detachments of the Red Cross (VADs). They carried out a vast range of jobs in army hospitals.Another 3500 women served in the Australian Army Nursing Service (AANS). Nurses served in every theatre of war in which the Australian army was involved. The navy and air force also formed nursing services, but these were much smaller organisations.

Those who stayed at homeWomen were trained in areas such as air raid precautions, first aid and military drill. Shooting, signalling, driving and mechanical work all became skills readily available to women.

The Women’s Land Army In 1942, the official Women’s Land Army was formed under Australian government control. By mid-1943 it had 2000 members doing the jobs of country men who had joined the services. When the War was over, however, the government neglected to provide Land Army members with any ex-service benefits.

The effects of the War on women’s roles in society There were no plans to maintain women’s services permanently and the government intended to replace women workers with men as soon as they were again available. Towards the end of the War, women were frequently reminded of their traditional roles by government, churches and the press, and it was clear that they were expected to return to those roles, whether they wished to or not.

While women had proved what they could do, they would have to wait until the 1960s for any lasting changes in social attitudes towards them.

Poster: ‘Release a man …join the AWAS’.

Ian McCowanLithograph

61 × 48.3 cmAustralian War Memorial (ARTV01049)

Figure 4.15

Land Army women harvesting rice in the Leeton area.Australian War Memorial (014905)

Figure 4.17

RAAF Station Point Cook, Victoria, around 1943: two WAAAF flight mechanics at work on an engine of a Dakota transport aircraft.Australian War Memorial (VIC0328)

Melbourne, 18 May 1943: Two members of the AWAS using telescope identification instrument.Australian War Memorial (051884)

Figure 4.18

H Analyse events which contributed to Australia’s social, political and cultural developmentHow did World War II affect the role of women in society?How did the changing role of women assist Australia in fighting the War?Describe some of the jobs taken on by women while men fought overseas.

thinking historicallyH Analyse events which contributed to Australia’s social, political and cultural developmentH Develop historical explanations in a variety of forms1 What were the recruiting posters for women trying to stress (see figures 4.14 and 4.15)? How effective do you believe this type of poster would have been?

2 Select one of the services that women could enlist in. Create an information pack about the service and its role during the War.3 Class debate: ‘Should women be allowed to fight as frontline forces?’4 What might some of the problems have been at the end of the War, when men wanted to return to jobs that women had held during the War?5 Use the Internet to research Ruby Boye. Create a profile of her using Publisher, with details of her birth, education and life. Why was she famous? Why was the work she carried out during the War so important? Include a picture if possible.6 Why do you think the churches and other groups were so concerned about women becoming part of the workforce?

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Figure 4.16

4.6The home frontWartime powersThe Commonwealth government gained sweeping powers with the passing of the National Security Act on 9 September 1939. This act enabled regulations (rules) to be made by the governor-general-in-council, that is, by a meeting of three or more ministers with the governor-general. If parliament was sitting, it could debate, amend or reject such regulations, but parliament was assembled for only a few months each year.

During the entire war period nearly 400 acts of parliament (or amendments to acts) were passed. The governor-general-in-council, on the other hand, made in the region of 2000 regulations.

Raising manpowerOn 20 June 1940, a new section 13a of the National Security Act empoweredthe government to make regulations forcing people to place ‘themselves, their

Organisations opposing the war effort,

including the Jehovah’s Witnesses

Church, which held strong anti-war

views, were banned. The Communist

Party was banned early in the War for

criticising it. However, it was made legal

again in 1942 when its policy changed

to intense support for the

war effort.

Heinemann HUMANITIES 3

340

341Chapter 14 NEW AND IMPROVED: innovation and enterprise

Other examples of organisation and responsibility at school might

include:

• Organisation: You always check the noticeboard, and several times you have

reminded other schoolmates about meetings they need to attend.

• Responsibility: You have taken special care of a classmate who has trouble

reading. You made sure you were in the same group so you could explain

everything for them.

Here are two other examples of relevant experience at home and in the

community. Each demonstrates more than one of the enterprise skills – can

you work out which ones?

• You are the one who makes all the phone calls and gets a group together.

Your group of friends usually looks to you to say where you will all go after

the movie, or where to eat.

• You help run a kids’ club at your local community centre. You prepare the

craft activity each week, find the ideas, buy the materials, run the program

and clean up.

Innovation is the process of using new ideas and finding new ways of doing

things, or using your imagination to create new products or services. Whenever

people involved in an enterprise are imaginative, daring and willing to accept

new ideas and new ways of doing things, they are being innovative.

Does innovation always involve making money?

While innovative business people play a very important role in the Australian

economy, innovation does not just apply to business ventures. Innovation is a

necessary ingredient in any human activity where individuals want to improve

a current situation or solve an existing problem, for example:

• An elite sportsperson wants to improve their performance on the track or in

the pool – a new and creative approach to training may just shave a couple

of seconds off their race time.

• A local community wants to eliminate anti-social behaviour, such as graffiti

– members of the community could get together and brainstorm new

approaches to the problem. Perhaps the graffiti artists could use their talents

on a community project, thus eliminating the graffiti problem while at the

same time generating a positive outcome for the community as a whole.

In both of these situations, innovation can help bring about change for the

better, without any direct financial gain.

thinking economically

E Describe how enterprise and innovation affect

the economy and society

E Plan and conduct investigations in order to

research an economic problem

1 In addition to the right skills, we also need the

right attitude. Our skills show what we can do. Our

attitude is the way we approach a situation.

a Working in groups of two or three, brainstorm all

the qualities you would look for in an employee

if you were the boss. Sort them into skills and

attitudes.

b Compare your list of skills with the enterprise

skills. Which are similar and which are different?

Why are some different?

2 a Working in groups of two or three, think of three

or more jobs from the future, such as spaceship

pilot, or digital museum guide.

b Choose one and write a job advertisement for it,

including a list of the skills applicants will need.

3 Think of your favourite type of job or profession, or a

job with which you are familiar.

a What do you think would be the most important

tasks in the job?

b What are the skills that you think would be most

important in order to be able to do this job well?

If possible, work with another classmate who has

chosen the same profession, and see if you can

expand on your original answers.

4 Prepare a PowerPoint presentation that explains

the nine enterprise skills. Create an overall

contents slide, and then one slide for each skill

which includes an example of how a person can

demonstrate that skill.

5 Preparing a written plan for a fundraising activity:

Either use a simple sales idea (such as hotdogs or

soft drink), or choose your own project.

a Make a list of all the things you will need and

where they will come from.

b Make a list of all the jobs which will need to be

done.

c Make a timeline of what will need to happen at

different times.

d i Compare your plan with the nine enterprise

skills and decide which of the skills would be

most important to help with the success of

your plan. Choose the most important three

and explain how each will help your plan be

successful.

ii Explain to another student why you chose those

three skills. Did they choose different skills? If

so, why?

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DCT

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14.2Innovation: an introduction

Brainstorm A technique whereby

team members contribute any ideas

they may have on a particular topic.

The ideas of all team members are

then pooled and the best are adopted

by the team.

Innovation Using new ideas to

improve a process or to create a new

product or enterprise.

The founders of Google, Larry Page and Sergey Brin, borrowed US$1 million from friends and family to get their idea for a new search engine up and running. Since they began their business in 1998, the Internet has grown and changed, and

the two friends have had to keep up

with changing technology. They have

constantly researched ways to make

Google more effective and efficient, and the result is a business currently

worth approximately $167 billion dollars, with over 4000 employees.

The Age

More speed in the pool. Putting a man on the moon. From graffiti to

community art — innovation is about change for the better, not just money.Figure 14.4

Clearly explain the difference

between the two uses of the word

enterprise.

Make your own acronym from the

initials of the enterprise skills.

Choose five of the enterprise skills.

For each one, describe in detail an

example of how you have used

that skill in your school, activities,

sport, or life generally.

For each of the nine enterprise

skills, give one occupation in

which that skill is very important.

Describe why each worker needs

that skill and what would happen

if they did not have the skill.

• Clear and engaging text.

• Differentiated activities graded into two types:

‘Understanding the topic’ comprehension questions

‘Thinking historically/geographically/economically’ activity boxes.

Activities link strongly to other VELS domains, for example Communication, and draw on a range of learning styles and activity types. The ‘Thinking’ activities require higher-level thinking, research and project work.

• ‘Did you know?’ boxes throughout the chapters contain quirky facts, and important information and statistics.

• Key new terms are glossed in the margin.

• Case studies feature throughout.

• Humanities VELS standards are listed in each ‘Thinking’ activities box and are indicated by an ‘H’, ‘G’ or ‘E’ icon.

• Activities offer pair, group and solo work.

• A wide variety of authentic source material, maps, graphs and fi gures provide the stimulus for the activities and for developing core Humanities skills.

• Activities call for investigation, analysis and evaluation of source material, key data and maps.

•

•

•

•

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HUMANITIES 3

viii

The narrative is an ideal way for delivering Humanities content in a vivid and memorable way. A self-contained narrative for each chapter is complemented by activities and illustrations.

The narratives can be:

• read aloud (whole class or within groups)

• read silently in class

• pre-read for homework, with parents or alone.

• Interactive multiple-choice quizzes and memory games enable learning, revision or consolidation of the content of the chapter. A bank of questions for the multiple-choice activity ensures that a variety of questions is presented each time the activity is opened.

• Fill-the-gap activities consolidate valuable Humanities content while also developing literacy skills.

• Interactive analysis quizzes require students to investigate a particular source, fi gure or map

Heinemann HUMANITIES 3

304

Buying, selling, making and marketing are happening all the

time, both for and by young people in Australia today. Young

consumers are the target of enormous, expensive advertising

campaigns. This is because they have more money to spend as a group

than ever before. Many young people have part-time work, and even

more are given substantial money by their parents. Everyone is a

consumer – but how many think about becoming a producer, or even

an employer?

Keep your eyes open in the market place

myblogs.com.au - Netscape

http://myblogs.com.au/

Hey everyone

I am so cross. I got this email from a bead

company offering this great package and so I

sent them 20 bucks and nothing come back. So I

check out the website and there’s no real address,

no phone number, no names. I have been so

ripped off.

I reckon this ‘make a quick fortune’ just doesn’t

work. If you want to make money you’ve got to

produce something good that people want and then

get them to buy it.

So no more special deals for me, I’m going to

make my own jewellery and sell it. My mother

goes to the craft market each month with her

home-made fudge, so I think I’ll start there on her

stall and see. I’ve got lots of great beads that I

picked up when the local bead shop shut down, so

I can make heaps of stuff before I need to spend

more on supplies.

Brendan suggested that I should set up a website

for my jewellery and just charge a postage fee like

on eBay. But then I’d need some secure payment

system. He says I can just use the same one as

eBay, Paypal, but I don’t know.

myblogs.com.au

Sunday October 8, 2006

caption to come

Figure 12.18

305Chapter 12 producers, consumers, markets and prices

So all you out there in consumer land, watch this

space for some great jewellery.

Dad says get away from producing something…

goods!!!… and offer a service to make some

money. So I asked him what I could do for people

that they can’t do for themselves. He says dance

lessons, piano lessons or scrapbooking classes. I

said, NERF, not even REMOTELY funny Dad. But

Julia says I’m really good at all those things and

she’d pay to learn from me.

Anyone else???

Now for the interesting bit, my own adventure in

consumer land. Julia and I went to the warehouse

place in Melbourne, DFO, and got so much great

stuff. Clothes mostly, but we bought Mum this

special glass vase. She’s always carrying on about

never having a good vase.

Email me if you want more detail, but the

T-shirts we got are special!

Bye now

Orange girl Maddi

myblogs.com.au - Netscape

http://myblogs.com.au/

activities

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1 a Make a list of all the things that are

mentioned in the text as either being

bought or sold.

b Which of these are needs and which

are wants? Which is the longest list?

c Suggest three reasons why the person

in this blog entry focuses on one type

of spending.

2 Markets are the places where people buy

and sell. a Make a list of as many different

markets as you can.

b Write a story, from your own memory

or a fictional story, about a trip to

a market. Include in the story at

least one positive and one negative

experience.

3 a List all the business ideas mentioned in

the text.

b Brainstorm, with at least two other

students, other activities that are

possible for people your age to

consider doing to make money.

c Choose one idea from the list and

explain the first three steps you would

take to make this idea a reality.

4 Visit the Heinemann Website

for a link to a site devoted to letting

people know about scams, such as the

one mentioned in the narrative.

a Identify three pieces of information you

feel all young people should know.

b Create some form of promotion/

advertising that will inform young

people about these three points.

ICT

• Review questions (History) or chapter summary (Geography and Economics) revise and consolidate the content of the chapter.

• ‘What do you know now?’ box asks students to refl ect on their own personal learning during the chapter.

• Extended activities engage students in deeper learning and investigation. These activities call on students to re-evaluate their judgement from the opening page preknowledge activity.

• ‘What else could you fi nd out?’ box provides a mixture of extension activities and ideas for further research.

280

Making links

Heinemann HUMANITIES 3

281Chapter 11 POVERTY: a global problem

Chapter summaryIn this chapter, we have found out about some of the

causes of poverty in the rich and the poor regions of

the world, examining political, economic, social and

environmental factors.

We learned what poverty means for the everyday

lives of almost half of the world’s population in the

less developed countries, and that rural poverty has

encouraged rural–urban migration (from rural areas

to the city). We also examined the rich–poor divide

in wealthy countries – such as the United Kingdom,

the United States and Australia – learning that some

disadvantaged groups in developed countries also suffer

from the consequences of poverty.

We looked at how we can measures levels of human

development, and the many ways of defining poverty,

for example in terms of ‘material needs’ and ‘the poverty

line’. We learned the distinction between absolute

poverty, relative poverty and social exclusion.

The world community has made efforts to reduce

poverty, and we examined the argument that greater

economic opportunity to less developed nations could

be of more importance than foreign aid. While the G8

decided on a set of Millennium Development Goals in

2000, aiming to halve world poverty and hunger by

2015, campaigns such as Make Poverty History are

making everyone aware that much still needs to be

done.

Nigerian women carry basket-loads of wood for cooking and heating over long distances by foot, back to

their home village.

Figure 11.22

What can you do to make a difference?

• Go to the Department of Foreign Affairs and

Trade website and have a look at the global

issues presented, the country profiles and

the case studies. There are support groups

and networks with which you may wish to

become involved.

• Go to the World Bank’s educational website

and become involved in some of the online,

email and discussion groups that you may

wish to investigate further.

• Undertake some research on non-

government organisations (NGOs) that work

in the field of overseas assistance, poverty

reduction and global development, such as

Oxfam, Medecins sans Frontieres, or the

United Nations Children’s Fund. Find out

what they do. Could you become involved?

• Could your school undertake a fundraising

venture for an organisation which you regard

as worthwhile and which addresses the

need for poverty reduction in the world?

Brainstorm your own ideas about how to make

poverty history. Then, with a partner or in a

group, pool your ideas and decide which ones

are the best, the easiest to implement and

will make the most difference. Think of all the

possible obstacles that could stand in your way.

Then come up with a 10-point action plan to

tackle world poverty.

Research levels of deforestation in a region

such as the Amazon or Central Africa. Establish

what links to poverty this environmental

degradation could have. Write a report of 250

words, explaining the impact of unsustainable

development on the lives of people and the

long-term impacts on a country’s ability to

develop economically.

what else could you find out?

1 Find out who started Make Poverty History.

What inspired them to undertake the

campaign?

2 Find out about the Grameen Bank and

how microfinance has contributed to the

alleviation of poverty in India. Could this be a

model for other less developed countries?

3 Find out about development projects run by

World Vision or Oxfam, such as sponsoring

children, digging wells to provide clean

drinking water and empowering local

communities. Evaluate their effectiveness.

4 Undertake research to identify why many

aid agencies and development projects

see women as critical to the effective

implementation of policies and strategies to

alleviate poverty in less developed countries.

what do you know now?

Look at figure 11.22. In the light of your

increased knowledge and understanding of

the causes of poverty, either:

• Write a story from the point of view of

one of the women in the photograph.

Explain some of the routine of her daily

life and chores, the challenges that she

faces as a woman in that society, and the

problems that she and her family could

face on a daily basis.

Or

• In a group, develop and script a short

play that illustrates the lives of a family

living in a situation such as that in the

photograph. You could present this to

the class, or film it.

PL

T C&C

Com

•

•

•

•

Student CD-ROM

Narrative pages

Making links

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ix

• The textbook is available as a PDF (Acrobat Reader fi le) on the CD-ROM for reference when completing homework or for use on computer during class time.

• The ICT toolkit, designed in HTML, is a reference kit demonstrating a wide range of information and communication technologies.

• The eGlossary is a searchable alphabetical list containing all key terms from the textbook.

• Purposeful Research ICT tasks related strongly to the content and skills of the chapter. There are two tasks per chapter of the Student CD-ROM.

• Each task contains printable step-by-step technology tips.

• Samples of each task are provided as scaffolding for students.

• A score sheet pops up just before students quit the Student CD-ROM. This contains all the scores for the interactive activities done in that session. The score sheet can be printed, saved onto hard drive or emailed to the teacher.

Each chapter of the Workbook features a research activity requiring deeper thinking and purposeful communication. Instructions are clear and examples provided wherever possible.

• Subheadings to each activity demonstrate the core Humanities skill used in that activity.

• Links to other Domains in the Victorian Essential Learning Standards, for example Thinking, Communication and Interpersonal Development, are indicated by clear icons.

• Technology tips that provide an optional ICT element are included throughout.

• Many activities contain optional extension elements, useful for fast fi nishers and students in need of extra, purposeful challenges.

• The content of the Textbook chapter is revised and consolidated by an interesting variety of activities.

•

•

•

Workbook

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HUMANITIES 3

x

• Contains the Teacher’s Resource Book and Teacher CD-ROM.

• Teacher CD-ROM contains all Worksheets and planning documents from the Teacher’s Resource Book. Designed as Microsoft® Word documents for modifi cation to suit individual classroom needs.

PlanningThe Teacher’s Resource Kit contains:

• an introduction to Heinemann Humanities 3• Workbook, TRK and Student CD-ROM worksheet

solutions• Teaching Program, showing the relevant VELS

standards for each chapter.

Consolidation, extension and assessmentEach chapter of the Teacher’s Resource Kit contains:

• Foundation Worksheet• Extension Worksheet• Chapter Test• Assessment Task.

Extra The Extras worksheets can be used to cover emergency lessons, extra periods or other non-core work. They comprise:

• Flexi-lesson worksheets• Multiple Intelligence worksheets.

Teacher’s Resource Kit

The author and publisher would like to thank the following for granting permission to reproduce copyright material in this book.

Photographs:AAP, pp vii, 160; ANZ Banking Corporation, p 297; Auscape International, pp167, 177 (middle), 193;Australia National Journal, p 97; Australian Picture Library, pp 44, 66, 301, 320, 332, 342; Australian Picture Library/Corbis, pp 58-59, 60 (centre and right), 116; Australian War Memorial, pp 67, 69, 74, 75, 76, 86-87, 98, 99, 101, 102, 103, 104, 105, 118; Bombadier Transportation Australia, p 244; Helen Brack © (private collection) p 128; Channel 7 Television, p 355; Coo-ee Historical Picture Library, pp 15, 20, 37, 55, 112-13, 130, 131, 135; Coo-ee Historical Picture Library/General Motors Holden, p 129; Corporate Communications City of Melbourne, p 245 (left); Malcolm Cross, p 291; Fairfax Photos, pp 162-3, 210 (left), 235 (top right), 253, 261 (left), 277, 282-3, 298, 303; Fairfax Photos/Glen Campbell, p 109; Fairfax Photos/Rebecca Hallas, p 310 (bottom right); Fairfax Photos/Chris Lane, p 111; Fairfax Photos/Pat Scala, p 236; Fairfax Photos/David Tease, p 234; Getty Images, pp 94, 171 (left), 184-5, 264 (both), 275, 359; Getty Images/AFP, p 151; Graphic Services Pty Ltd. pp 248-249; Mrs Heather Henderson, courtesy Mrs Heather Henderson, p 114; Alon Kaiser, p 196 (top), 200, 201, 203; Dennis Mayor/Initiatives of Change, pp 2-3, 28; Herald & Weekly Times, pp 84, 132-3; Anne Matthews, pp 245, 246, 247, 254; Emmah Money, p 350; NASA, p 219 (bottom); National Archives of Australia, p 51; National Gallery of Victoria, pp 34, 35; National Library of Australia, pp 7, 10, 13, 24, 30-31, 41, 43, 47 (left), 48, 56, 72 (top); Newspix, pp 78, 90, 93, 190 (bottom), 261 (right), 273; NOAA, p 219 (top); Panos Pictures, pp 211, 258; Ray Pask, pp 139, 143, 144, 150, 166, 169 (right) 171 (right), 174, 180, 181, 208-9, 269; PhotoDisc, pp 144 (top), 186 (all), 210 (centre), 235 (bottom), 284, 285,286, 287, 289, 293, 295, 296, 312, 315, 317, 319, 329, 334, 347, 357; PhotoEdit, p 304; Photolibrary.com, pp 50, 60 (left), 144 (bottom), p 165 (all), 169 (left), 176, 177 (bottom), 182, 190 (top, centre),

196 (bottom), 210 (right), 222, 227 (all), 228, 352, 360Relay for Life/Cancer Council Victoria/Brian Gilkes, p 339; Reuters/George Isiri/Picture Media, pp 256-257, Reuters/Punit Paranjpe/Picture Media, pp136-137, 280; Rubbery Figures/Peter Nicholson, p 320; ScanBrit, http://www.scanbrit.co.uk, p 195; Seven Network, p 52 (top); Richard Smith, pp 82, 83; South Australian Film Corporation, p 52 (top); Andrew Stacey, http://www.stacey.peak-media.co.uk, p 191; State Library of New South Wales, pp 4 (left), 5 (top right), 9, 12, 27,47 (right); State Library of New South Wales, Mitchell Library, p 5 (bottom); State Library of Victoria, LaTrobe Collection, p 17, 18, 33; Still Pictures, p 159 (top), 263, 278-9, 279 (top right); Still Pictures/Neil Cooper, p 152, 159 (bottom); Gill Stott/St Peters High School, Gloucester, UK, p 197 (top); Surf Coastal Shire Anglesea, p 199; Ron Tandberg, p 241; Phil Taylor & Pam Cupper Collection p 52 (bottom left); JBlue Travel, p 243; Tourism Queensland, p 177 (top); VACL – Victorian Aboriginal Corporatiaon for Languages, p 4 (right); Visa Australia, p 319 (bottom); David Wall Photography, p 178; Westpac, p 297; Marilyn Wiber, pp 215, 216, 217, 225;

Extracts:ABC Content Sales: p 13, Extract from ‘Outback House – Behind the scenes of the ABC television series’ by Bernard Lynam, reproduced by permission of the Australian Broadcasting Corporation, ABC Books and ABC Online. (c) 2005 ABC. All rights reserved. The full transcript is available on the ABC websiteAngus & Robertson for the extract from History of the Australian Gold Rushes: By Those Who Were There, p 19; Robyn Annear/The Age, p 17; Tim Colebatch and Jewel Topsfi eld/The Age, p 293; Josh Gordon/The Age, p 291; Cameron Houston/The Age, p 293; Royce Miller/The Age, p 303; Jacqui Walker/Business Review Weekly, p 298;Every effort has been made to trace and acknowledge copyright. The author and publisher would welcome any information from people who believe they own copyright to material in this book.

Acknowledgements

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