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Page 1: Pearson Humanities Victoria 10...Pearson Humanities Victoria 10 uses subtle learning strategies to introduce, reinforce, differentiate, deepen and accelerate learning for Year 10 students

Victoria

HumanitiesPearson

Page 2: Pearson Humanities Victoria 10...Pearson Humanities Victoria 10 uses subtle learning strategies to introduce, reinforce, differentiate, deepen and accelerate learning for Year 10 students

iii

Pearson Humanities Victoria 7–10Engaging students of all levelsA new series designed to support Victorian students and teachers with comprehensive curriculum coverage of history, geography, economics and business, civics and citizenship. It’s been created to engage and captivate students of all levels as they learn about humanities, to help them reach their full study potential.

As the world’s learning company, we’re inspired by the way education changes lives. We’re creating innovative products and services to help all learners stay on the path to a better education.

Student BookA visually engaging spread-based design, with each chapter featuring images, illustrations, infographics and source materials to engage and captivate all learners. The student book includes self-contained toolkit chapters for each discipline, covering key concepts and skills. All core chapters are supported by additional worksheets, solutions, teaching strategies, instructional rubrics, chapter tests and online interactives.

Student Reader+Reader+ is our next generation eBook. Students can read, take notes, save bookmarks and more—anywhere, anytime. Integrated resources and interactive activities enhance and extend the learning experience, helping to engage students, and give them choice and flexibility in their learning.

Lightbook StarterWe know you want to check the readiness of your students and keep track of their progress. With Lightbook Starter, you get an innovative digital learning and assessment resource that prepares students and assesses them against outcomes. It’s all about helping you guide your students and helping them take control of their learning.

Teacher Reader+Teacher Reader+ aids lesson preparation by combining student book page references with a wealth of teacher support, to help you meet the demands of the Victorian Curriculum for humanities.

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iv PEARSON HUMANITIES VICTORIA 10iv

ContentsSECTION 1

HISTORY ■ 1 History toolkit 11.1 Examining sources of evidence 21.2 Evaluating sources 41.3 Dealing with contradictory evidence 61.4 Constructing a historical argument 81.5 Presenting a historical argument 10

■ 2 World War II 132.1 Causes of World War II 162.2 The course of the war in Europe 182.3 The course of the war in the Pacific 222.4 Australia at war 262.5 Where Australians fought 282.6 The fall of Singapore 302.7 The New Guinea campaign, 1942 342.8 The Holocaust 382.9 Atomic warfare 402.10 On the home front 422.11 Australian women in World War II 442.12 Aboriginal and Torres Strait Islander

peoples in World War II 462.13 Post-war Australia 482.14 The legacy of World War II 51

■ 3 Rights and freedoms 553.1 Universal Declaration of Human Rights 583.2 Early Aboriginal and Torres Strait

Islander activism 603.3 The Stolen Generations 643.4 US Civil Rights movement 673.5 The Australian Freedom Rides 713.6 The path to the 1967 referendum 733.7 Achieving change for Aboriginal

and Torres Strait Islander peoples 763.8 Eddie Mabo 78

3.9 The struggle for rights and freedoms 813.10 The continuing fight for civil rights and

freedoms 84

■ 4 Post-war political crises 874.1 Communism and the Cold War 904.2 The Korean War, 1950–53 934.3 ‘Reds under the bed’—McCarthyism 954.4 Australian responses to the threat of

communism 974.5 The Petrov affair, 1954 994.6 Origins of the Vietnam War 1014.7 ‘We’ll be there’—Australia’s

involvement 1044.8 Perspectives on the Vietnam War 1074.9 Aftermath of the Vietnam War 1124.10 ‘It’s time’—election of the Whitlam

government 1154.11 The highs and lows of the Whitlam

government 1174.12 The dismissal 120

■ H1 The environment movement, 1960s—present DIGITAL ONLY 1

H1.1 Emerging environmental awareness 4H1.2 Environmental effects in the twentieth

century 8H1.3 Key environmental issues in Australian

agriculture 12H1.4 Dams and environmental

consequences 14H1.5 British nuclear testing in Australia 16H1.6 Growth and influence of the

environment movement 18H1.7 Modern environmentalism and political

awareness 22H1.8 Significant developments in Australia 26H1.9 Responses to environmental threats 30

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vvTABLE OF CONTENTS

■ H2 Migration experiences DIGITAL ONLY 1H2.1 Australia’s changing population

since 1945 4H2.2 White Australia policy and its legacy 8H2.3 Immigration from the 1950s 12H2.4 Italian immigrants to Australia in 

the 1950s 15H2.5 From integration to multiculturalism 18H2.6 The arrival of Vietnamese ‘boat people’ 20H2.7 The contribution of migration to the

Australian identity 24

■ H3 Popular culture DIGITAL ONLY 1H3.1 Australian popular culture

post-World War II 4H3.2 Changes in music 8H3.3 The impact of television 12H3.4 Changes in film 16H3.5 A sporting nation 20H3.6 Changing Australian fashions 24H3.7 Australia’s contribution to popular

culture 27

SECTION 2 GEOGRAPHY

■ 5 Geography toolkit 1255.1 Key concept: Worldviews 1265.2 Working with topographic maps 1305.3 Topographic map: Nambucca Heads 1325.4 Flow diagrams 1345.5 Population pyramids 138

■ 6 Environments 1416.1 Life’s support system 1426.2 Pollution 1446.3 Land degradation 1466.4 Exploited oceans 1506.5 Habitat loss 1526.6 Our warming planet 1566.7 Environmental management 1626.8 Indigenous environmental

management 166

■ 7 Coastal environments 1737.1 The importance of coastal

environments 1747.2 Causes of environmental change 1787.3 Managing coastal environments 1827.4 Case study: The Great Sandy Region 1867.5 Case study: The Bay of Fundy, Canada 192

■ G1 Forests DIGITAL ONLY 1G1.1 The biophysical environment 2G1.2 Causes of environmental change 8G1.3 Managing environments 12G1.4 Case study: Canada’s forests

under threat 16G1.5 Case study: Australia’s east

coast forests 18G1.6 Evaluating management responses 22

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PEARSON HUMANITIES VICTORIA 10vi

Contents continued■ G2 Marine environments DIGITAL ONLY 1G2.1 What is a marine environment? 2G2.2 The importance of marine environments 6G2.3 Human impacts on marine environments 8G2.4 Managing marine environments 12G2.5 Case study: Bass Strait 16G2.6 Case study: Gulf of Mexico 20

■ G3 Inland water DIGITAL ONLY 1G3.1 The inland water environment 2G3.2 Causes of environmental change 6G3.3 Water flow and environmental health 10G3.4 Managing inland waters 12G3.5 Applying human-environment

systems thinking 16G3.6 Case study: The Great Artesian Basin 20G3.7 Case study: The Pangani River Basin 24G3.8 In the field: Rivers and water quality 28

■ 8 Spatial variations in human wellbeing 199

8.1 Development and human wellbeing 2008.2 Measuring and mapping human

wellbeing 2028.3 Progress in human wellbeing 2068.4 Causes of spatial inequality 2088.5 Human wellbeing: The issues 2148.6 Access to water 2188.7 Access to sanitation 2228.8 Child exploitation 2248.9 Access to shelter 2288.10 NGOs: Making a difference 232

■ 9 Human wellbeing: Australia 2359.1 Poverty in Australia 2369.2 Spatial patterns of Indigenous

advantage and disadvantage 2409.3 Origins of disadvantage 2429.4 Wellbeing and remoteness 2469.5 Initiatives to close the gap 2509.6 Role of NGOs 252

■ G4 Human wellbeing: India DIGITAL ONLY 1

G4.1 India: An emerging economic giant 2G4.2 Patterns of human wellbeing 4G4.3 Contrasts in human wellbeing 10G4.4 Enhancing human wellbeing 14G4.5 Access to water in India 18G4.6 Access to sanitation, Mumbai 20G4.7 Child exploitation in India 22G4.8 India’s squatter settlements and slums 26

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viiTABLE OF CONTENTS

SECTION 3 CIVICS AND CITIZENSHIP

■ 10 Civics and citizenship toolkit 25510.1 Posing questions and conducting 

research 25610.2 Analysing, synthesising and

interpreting sources 25810.3 Solving problems and making decisions 26010.4 Communicating and reflecting 262

■ 11 Australia’s democracy 26511.1 Australia’s liberal democracy 26611.2 How Australian governments are formed 26911.3 Roles in law and policy-making 27311.4 Key features of China’s government

system 27611.5 Key features of India’s government 

system 28111.6 Informing and shaping voters’

political choices 28711.7 Modern technologies and

influencing voters 292

■ 12 Australia’s global role and responsibilities 295

12.1 Australia’s global roles and responsibilities 296

12.2 Australia’s involvement with the UN 29912.3 International agreements 30212.4 Case study: Australia’s treatment of

asylum seekers 30712.5 Australia’s international obligations to

its Indigenous peoples 310

■ 13 Global citizens 31513.1 What’s globalisation got to do with it? 31613.2 Adopting a global identity 31813.3 Civil society and the roles of NGOs in

our democracy 32213.4 Young people, social media and

active citizenship 326

SECTION 4 ECONOMICS AND BUSINESS

■ 14 Economics and business toolkit 33114.1 Questioning and research 33214.2 Interpretation and analysis 33414.3 Economic reasoning and

decision-making 33614.4 Communication and reflection 338

■ 15 Australia’s economy 34115.1 Indicators of economic performance 34215.2 Gross domestic product 34415.3 Inflation rate 34615.4 Unemployment rate 34815.5 Economies and living standards 35015.6 Income and wealth 35315.7 Managing the economy 35615.8 Australia’s trade relationships with

other countries 36015.9 Global connections 36215.10 Australia and tourism 365

■ 16 Innovation and productivity 36916.1 Competition and innovation 37016.2 Business strategies for competitive

advantage 37416.3 Increasing productivity 37816.4 Responding to improved economic

conditions 381

■ 17 The changing workplace 38517.1 Roles and responsibilities 38617.2 Legal responsibilities of employers 38917.3 Government protection for employees 39217.4 Initiative and intrapreneurs 39417.5 Productivity gains and trade-offs 396

Glossary 400

Attributions 408Index 411

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viii PEARSON HUMANITIES VICTORIA 10

Student resourcesPearson Humanities Victoria 10 uses subtle learning strategies to introduce, reinforce, differentiate, deepen and accelerate learning for Year 10 students. The student resources provide a comprehensive coverage of the Victorian Curriculum for humanities and are fully supported by an innovative digital offering. Elective chapters are available in print, digital or through customisation, and all the content chapters are fully supported by Lightbook Starter and Student Reader+ resources. Students are set for success with this complete solution for humanities learning!

How to use this book

Be setThe chapter opening page sets the context for the chapter by engaging students through ideas that get them thinking about the content and concepts to come. The key vocabulary for each chapter is presented in the chapter glossary, which helps students to prepare for discipline-specific terminology. The stunning chapter-opening imagery and overview questions help to frame students’ thinking about the chapter before they begin.

Be engagedThe spectacular photos, illustrations, maps, timelines and infographics are relevant and purposefully selected to build students’ understanding of the text. A dedicated series literacy consultant, Dr Trish Weekes, has helped to craft the content so that it is accessible and contains enhanced scaffolding and explanation for students. The content’s design is also geared towards improving readability and navigation of the text, and the maps comprise inset locator maps to aid students’ understanding of physical geography.

255CHAPTER 10 | CIVICS AND CITIZENSHIP TOOLKIT

Civics and citizenship toolkit

10.0.1 Advertisement for non-governmental organisation Save the Children. As a prosperous and developed nation, Australia has both domestic and international obligations. Australia plays an important global role in maintaining international peace and security, fostering positive relationships with neighbouring countries, and funding humanitarian organisations that support people in need around the world, especially in developing countries.

In studying civics and citizenship, you will come to understand your role and responsibility in Australia’s democracy. You will also investigate the role that the political and legal system play in protecting our rights and shaping our society. Once you turn 18, you’ll have the chance to vote. This means having your say in electing representatives and members of parliament. Citizens of Australia can vote in local, state and federal elections. It’s therefore important that you understand Australia’s democratic processes and how the system works at each of these three levels. You will also need to analyse the way voters are influenced by political parties and their campaigns, and evaluate the strengths and weaknesses of our democracy. This chapter will help develop the skills you need to compare and contrast our political system with those used by our neighbours. It will also help you identify the tools you need to critically analyse local, national and international real-world issues, and evaluate Australia’s domestic and international obligations.

10OVERVIEW QUESTIONS10A How are citizens and their political

choices shaped and influenced?10B What skills are important for well-

informed citizens of Australia and of the world?

GLOSSARYbias unfairly favouring one opinion or point of view

citizen a person who legally belongs to a country and has the rights and protection of that country

citizenship the position or status of being a citizen of a country

civics the study of the rights, responsibilities and duties of citizens and how the government works

democracy a form of government in which people choose leaders by voting, and in which everyone is treated equally and has equal rights

dissent to publicly disagree with an official opinion, decision or set of beliefs

mediate negotiate in a dispute in order to bring about an agreement or reconciliation

open-ended question a question that encourages a full, meaningful answer; it can’t be answered by a single word or simple facts

parliament the elected group of people who control and make decisions and laws for a country or state

perspective a particular attitude or way of thinking; a point of view

reliability the trustworthiness and accuracy of a source

source someone or something that provides information and evidence

stakeholder a person or group that is involved in an issue

14 PEARSON HUMANITIES VICTORIA 10

AD AD

1910 1920 1930 1937 1938 1939 1940 1950

World War II

As Hitler became increasingly militant in Germany throughout the 1930s, the rest of Europe worked hard to avoid war. But Germany’s invasion of Poland on 1 September 1939 brought these attempts to an end. Britain and France declared war on Germany, and Australia immediately followed. Germany's ally Japan was also driving an aggressive policy of expansion in Asia and the Pacific. Their attack on US ships in Pearl Harbor, Hawaii, in late 1941 drew the US in to the war, and the war in the Pacific officially began.

1929–1939 Great Depression 1939–1945 World War II

Adolf Hitler appointed as Chancellor of Germany

1933

Hitler takes on President role too and begins rebuilding the German army

1934

1936

Treaty of Versailles is signed

1919Great Depression begins

1929

Germany invades Czechoslovakia

March 1939

Germany invades France

May 1940

Germany attacks Russia

22 June 1941

(Allied) Victory in Europe

8 May 1945

Germany invades Poland

1 September 1939

Japan attacks Pearl Harbor

7 December 1941

Atomic bomb dropped on Hiroshima

6 August 1945Atomic bomb dropped on Nagasaki

9 August 1945

Japan formally surrenders

2 September 1945

(Allied) Victory in Japan

15 August 1945Japan captures Singapore

February 1942

8 December 1942

22 July 1942

Japan bombs Darwin

19 February 1942

Britain, France and Australia declare war on Germany

3 September 1939

Germany, Italy and Japan form an alliance, the Axis powers

22 September 1940

Germany’s air force bombs England in the Battle of Britain

10 July–31 October 1940

Allies invade Europe on what is called D-Day

6 June 1944

Japan attacks China

1937

The Japanese Minister of Foreign Affairs signs the surrender of Japan aboard the USS Missouri on

2 September 1945. United States General Douglas MacArthur stands near the microphone watching him.

A group of Polish Jewish women and children waiting to be led off by the Schutzstaffel (SS) for deportation to Treblinka extermination camp in May 1943

WA

R I

N T

HE

PA

CIF

IC

WA

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AC

IFIC

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A Hitler youth rally conducted in 1933 at Nuremberg Stadium, Germany

Life goes on: In the 1940s, households regularly had milk delivered in bottles to their homes. This photograph shows a milkman

on the job during the Blitz in London.

Hitler reoccupies the Rhineland in defiance of the Treaty of Versailles

1914–1918World War I

Kokoda Campaign begins

United States declareswar on Japan

May 1942Battle of the Coral Sea; Sydneyattacked by Japanese submarines

Timeline

15CHAPTER 2 | WORLD WAR II

AD AD

1910 1920 1930 1937 1938 1939 1940 1950

World War II

As Hitler became increasingly militant in Germany throughout the 1930s, the rest of Europe worked hard to avoid war. But Germany’s invasion of Poland on 1 September 1939 brought these attempts to an end. Britain and France declared war on Germany, and Australia immediately followed. Germany's ally Japan was also driving an aggressive policy of expansion in Asia and the Pacific. Their attack on US ships in Pearl Harbor, Hawaii, in late 1941 drew the US in to the war, and the war in the Pacific officially began.

1929–1939 Great Depression 1939–1945 World War II

Adolf Hitler appointed as Chancellor of Germany

1933

Hitler takes on President role too and begins rebuilding the German army

1934

1936

Treaty of Versailles is signed

1919Great Depression begins

1929

Germany invades Czechoslovakia

March 1939

Germany invades France

May 1940

Germany attacks Russia

22 June 1941

(Allied) Victory in Europe

8 May 1945

Germany invades Poland

1 September 1939

Japan attacks Pearl Harbor

7 December 1941

Atomic bomb dropped on Hiroshima

6 August 1945Atomic bomb dropped on Nagasaki

9 August 1945

Japan formally surrenders

2 September 1945

(Allied) Victory in Japan

15 August 1945Japan captures Singapore

February 1942

8 December 1942

22 July 1942

Japan bombs Darwin

19 February 1942

Britain, France and Australia declare war on Germany

3 September 1939

Germany, Italy and Japan form an alliance, the Axis powers

22 September 1940

Germany’s air force bombs England in the Battle of Britain

10 July–31 October 1940

Allies invade Europe on what is called D-Day

6 June 1944

Japan attacks China

1937

The Japanese Minister of Foreign Affairs signs the surrender of Japan aboard the USS Missouri on

2 September 1945. United States General Douglas MacArthur stands near the microphone watching him.

A group of Polish Jewish women and children waiting to be led off by the Schutzstaffel (SS) for deportation to Treblinka extermination camp in May 1943

WA

R I

N T

HE

PA

CIF

IC

WA

R IN

TH

E P

AC

IFIC

WA

R I

N E

UR

OP

E WA

R IN

EU

RO

PE

A Hitler youth rally conducted in 1933 at Nuremberg Stadium, Germany

Life goes on: In the 1940s, households regularly had milk delivered in bottles to their homes. This photograph shows a milkman

on the job during the Blitz in London.

Hitler reoccupies the Rhineland in defiance of the Treaty of Versailles

1914–1918World War I

Kokoda Campaign begins

United States declareswar on Japan

May 1942Battle of the Coral Sea; Sydneyattacked by Japanese submarines

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ixHOW TO USE THIS BOOK | Student resources

Be extendedThe case study units relate to a specific event or location, and are written to extend students’ knowledge and understanding. The spotlight boxes focus their attention on a place, an issue or a concept relating to the unit; they are designed to develop students’ knowledge and understanding of the ideas and processes that are central to the Level 10 study of the humanities. The in the field units in the geography section provide a step-by-step guide to undertaking and evaluating fieldwork; they have been written as a guide and are not tied to a specific location, so they can be used with fieldwork studies the class is undertaking.

Be progressedThe student book activities reinforce key understandings and extend students beyond the text by involving them in a variety of learning experiences; they are crafted using Bloom’s taxonomy to cater for the full range of learning abilities to move learners towards what they are expected to know and to help them consolidate that knowledge. Many of the activities are based on the stimulus material presented in the chapters, to facilitate the development of the skills.There are handy icons in the student book to indicate the best time for students to engage with the corresponding Lightbook Starter assessment module. These formative assessment modules link back to overview questions at the start of the chapter.

Be skilled Each skills builder outlines a subject-specific method or technique for students to master; they are instructive and self-contained, and step students through key skills to prepare and build student fluency and application. Toolkit chapters for each discipline cover key concepts and skills from the Victorian Curriculum and are tailored for Level 10. There are also additional graphic organisers and useful templates available for students via the Student Reader+.

8 PEARSON HUMANITIES VICTORIA 10

1.4 Constructing a historical argument

1.4.1 Mao Zedong speaks to a farmer near the city of Yan’an, 1930s.

1.4.2 Historical thinking concepts

Chronology Historicalsources asevidence

Continuity andchange

Cause andeffect

Historicalsignificance

What happenedwhen?

What doprimary andsecondary

sources tell us?

What wasdisrupted and

what stayed thesame?

Which factorscaused which

events?

How importantwas the eventat the time andhow important

is it now?

What is a historical argument?A historical argument is an opinion about the past that draws on evidence from a range of credible sources. An argument seeks to convince its audience of a point of view. It differs from a description, which simply recounts information. For example:

Argument Description

The Chinese Revolution of 1949 was caused by the Communist Party’s ability to persuade the people that it could protect and provide for them better than the Nationalists could.

The Chinese Revolution of 1949 saw the Communists seize power from the Nationalists.

You should be able to state your view, or contention. You should also present a nuanced argument. This is one that recognises contradictions and complexities. For example:

Standard argument Nuanced argument

Mao Zedong used repression to stay in power.

Mao Zedong used direct and indirect methods of control to maintain authority, including a cult of personality and policies designed to create social division.

A strong historical argument will include consideration of historical thinking concepts.

9CHAPTER 1 | HISTORY TOOLKIT

Activities

Remembering and understanding1 Recall how a historical argument differs

from a summary or description.

Applying and analysing2 Identify a disadvantage of creating a

historical argument without first writing a contention.

Evaluating and creating3 Provide an example of a standard argument

and a nuanced argument in relation to the Industrial Revolution.

Analysing the questionIn most cases, when you are asked to construct a historical argument you will be given a question to respond to. An example might be:

Observations about the question: ➤ It asks about the context of the war. ➤ The word ‘enthusiastically’ suggests emotional engagement

rather than simple conformity; this is a cue to discuss Australians’ sense of connection to the British Empire and their naivety about war.

➤ It does not require discussion of the post-1914 period. ➤ A nuanced response would attempt to engage with minority

views about the war, at least briefly.

1.4.3 The Eternal Flame at the Shrine of Remembrance, Melbourne

Why did the majority of Australians enthusiastically support the decision to go to war in 1914?

Before launching into a response, analyse the question carefully. For example:

Why did the majority of Australians enthusiastically support the decision

to go to war in 1914?

‘Why’ requires an examination of a range of causes and contributors to Australians’

enthusiastic support for the decision.

How did people show their

‘enthusiastic support’?

Confirm it was the majority of Australians. What proportion didn’t

support the war?

The question refers to 1914, so confine your

comments to that year.

Planning your responseOnce you have analysed the question you have been asked to respond to, you should plan your response (see over page).

192 PEARSON HUMANITIES VICTORIA 10

7.5 The Bay of Fundy, Canada

LocationThe Bay of Fundy is a large bay off the Atlantic Ocean on Canada’s east coast. The bay covers a total area of more than 9000 square kilometres, stretches more than 150 kilometres and at its entrance is 52 kilometres wide. It is renowned for its enormous tidal range, which is the difference in height between low and high tides. Every 12 hours and 25 minutes the tide rises as high as 21 metres, it is normally 16 metres across the whole bay, the highest tide in the world.

The huge tides of the Bay of Fundy, shown in Figure 7.5.2, are the result of the unique shape of the bay. High cliffs surround it, reaching upwards of 60 metres in some parts. The shape of these cliffs creates narrow inlets within the bay, which act as funnels for the incoming and outgoing tides. When the tides enter the bay at its mouth they are normal, but as they push up the ever-narrowing bay they are ‘squeezed’ by the surrounding cliffs and the increasingly shallow base, causing the water to rise. The outgoing low tide collides with the incoming high tide, causing a wave of water to be pushed into the bay, a process called resonance.

Human impactsDraining the marshesThe salt marshes lining Nova Scotia’s Bay of Fundy have been drained for agriculture since the early 1600s. The Arcadian people—French settlers who first claimed Nova Scotia as their home—employed their dyke-building skills to drain salt marshes, reclaiming thousands of hectares of productive farmland. A dyke is a long wall or embankment to stop flooding.

The Arcadians built the dykes along the outer marsh areas. Their construction required an enormous amount of work due to the great tidal range experienced in the bay. Sometimes these structures were constructed by driving five or six rows of logs into the ground, laying other logs, one on top of the other, between these rows, filling all the spaces between the logs with well-packed clay and then covering everything over with sods cut from the marsh itself. Sometimes dykes were built by simply laying marsh sods over mounds of earth.

7.5.1 Location of the Bay of Fundy, showing average tidal ranges

6 m

7 m

8 m

9 m

10 m

11 m

12 m

13 m

Prince Edward Island

Gulf of St Lawrence

Strait of Canso

Bay of Fundy

Northumberland Strait

North Atlantic Ocean

Cape BretonIsland

CapeBreton

NationalPark

New Brunswick

Nova Scotia

Halifax

Louisbourg

Sydney

Grand-Pré

Brt-Royal

14 m

13 m 14 m 15 m

Early Arcadian settlement areas of marsh-drained farming

Provincial boundary

N

75 km25 500

193CHAPTER 7 | COASTAL ENVIRONMENTS

CASE STUDY

7.5.2 The Hopewell Rocks in the Bay of Fundy at high and low tides

The Arcadians also devised a system of drainage ditches with an ingenious one-way water gate called an aboiteau. The aboiteau (see Figure 7.5.3) was a hinged valve in the dyke that allowed fresh water to run off the marshes at low tide but prevented salt water from flowing onto the farmland as the tide rose. After letting rain (and snow) wash away the salt from the marshes over a period of 2–4 years, the Arcadians were left with fertile soil that yielded abundant crops.

Building and maintaining the complex system of dykes and valves required a high level of cooperation. Everyone had to be vigilant and ready at all times to repair breaches that could be caused by storm waves or simply by soil erosion.

7.5.3 The ingenious one-way water gate, called an aboiteau, used to drain Nova Scotia’s marshlands

low tide

high tide

dyke

valve open

valve closed

dyke

aboiteau

aboiteau

Impacts of tourismAs far back as the nineteenth century, the Bay of Fundy was a popular tourist destination. With the growth in ecotourism and nature-based tourism in the last 20 years, tourism in the region has boomed, and now more than 1.2 million people visit the region annually.

Tourism needs to be well managed to bring substantial economic benefits to the local community without causing significant harm to the environment. Tourism has a number of impacts on the bay’s environment.

➤ Many migratory bird species stop in the Bay of Fundy on their annual migrations. Sandpipers feeding on the exposed mud flats at low tide are disturbed by large numbers of tourists and the time they have to feed is reduced.

392 PEARSON HUMANITIES VICTORIA 10

17.3 Government protection for employees

Spotlight

Victoria’s Workplace Safety laws• Accident Compensation (Occupational

Health and Safety) Act 1996• Occupational Health and Safety Act 2004• Workers Compensation Act 1958• Workplace Injury Rehabilitation and

Compensation Act 2013

There are a range of laws that protect employees in Victoria. It can be seen that workplace safety laws have been in existence for over 60 years. Over time, the OH&S laws have progressed from a focus on physical safety to include psychological safety. This recognises that employees need to be protected from harassment, bullying and other forms of threats to personal safety.

The impact of the workplace on employees can be significant. Most employees spend a significant amount of their time in the workplace. Workplaces need to be physically safe and also places where employees are not bullied or harassed. A need for workplace safety has led to the development of health and safety laws.

Social changes over time have increased the diversity of the workplace and the law has had to pass protections in the form of a range of anti-discrimination laws. All states and territories have their own workplace safety laws and anti-discrimination laws. In addition, the Commonwealth passed the Work Health and Safety Act in 2011 that has been mirrored by most of the other States (Victoria is an exception).

Did you know?

The current approach to workplace injury management is to get an employee back to work as quickly as possible. This approach to rehabilitation has been proven to assist employees in their recovery, even if they are only doing light duties and working a few hours per day. The old approach was to keep people away from work until they had fully recovered, often making the injured employee feel isolated and depressed.

17.3.1 Hard hats, harnesses and safety boots are some of the aspects of physical safety required on construction sites.

Occupational Health and Safety (OH&S)A workplace injury can be devastating for the affected employee and their family. Taking time off work to recover can make an employee feel isolated, lose income and can also lead to an erosion of work skills, especially if the time required to recuperate is lengthy. Occupational Health and Safety (OH&S) laws recognise that employees need an income while recovering from injury. The laws also impose duties on employers to provide a safe workplace where health and safety risks are identified and addressed proactively.

393CHAPTER 17 | THE CHANGING WORKPLACE

17.3.2 The development of anti-discrimination laws can be seen in the progression of laws passed since 1975.

Anti-discrimination lawsAs the there have been social changes in Australia, the law has had to adapt in order to ensure that people are protected from discrimination in the workplace. Social factors such as the increased feminisation of the workplace, increased cultural diversity and an aging population have all contributed to diverse and interesting workplaces in Australia. However, diversity has also led to different forms of discrimination arising—both direct and indirect. The government protections in the area of anti-discrimination are shown in Figure 17.3.2. A close look at the title of the laws reveals how social changes affected the passing of laws. Over time, protections specific to gender, race, disability and age have been passed.

Anti-discrimination laws passed since 1975, providing improved protection over timeCommonwealth• Racial Discrimination Act 1975• Sex Discrimination Act 1984• Disability Discrimination Act 1992• Age Discrimination Act 2004• Workplace Gender Equality Act 2012

Victoria• Racial and Religious Tolerance Act 2001 (Vic)• Charter of Human Rights and Responsibilities

Act 2006 (Vic)• Equal Opportunity Act 2010 (Vic)

Direct and indirect discriminationAnti-discrimination laws aim to put a stop to both direct and indirect discrimination. Direct discrimination occurs when a person is treated unfairly because of a personal feature or characteristic which is protected by the law—such as cultural background or gender. Indirect discrimination occurs when a practice or procedure unfairly affects one group of people because of a personal feature or characteristic. An example of indirect discrimination is seen when a workplace is only accessible by stairs meaning that a person in a wheelchair cannot gain access to that workplace.

Equal Opportunity Act 2010 (Vic)One way of addressing the issue of prejudice and discrimination is through the passing of equal opportunity laws—in Victoria, this is the Equal Opportunity Act 2010. According to the Victorian Equal Opportunities and Human Rights Commission:

The objectives of the Equal Opportunity Act 2010 are to encourage the identification and elimination of discrimination, sexual harassment and victimisation and their causes, and to promote and facilitate the progressive realisation of equality. It is… against the law under the Equal Opportunity Act 2010 to discriminate against a person on the personal characteristics listed in the Equal Opportunity Act 1995. It is also against the law to sexually harass someone or to victimise them for speaking up about their rights, making a complaint, helping someone else make a complaint or refusing to do something that would be contrary to the Equal Opportunity Act.

Activities

Remembering and understanding1 List two government protections for

employees.2 What is Occupational Health and Safety

(OH&S)?3 Name the main laws that protect the safety

of workers, and help rehabilitate workers after injury in the workplace.

4 Define the term ‘discrimination’.

Applying and analysing5 Describe the difference between direct

and indirect discrimination and provide an example of each.

6 Why are laws such as the Equal Opportunity Act 2010 important to protection of employees in the workplace?

7 Investigate the role of the Victorian Equal Opportunities and Human Rights Commission.

Evaluating and creating8 Evaluate the method by which complaints

to the Victorian Equal Opportunities and Human Rights Commission are resolved. Create a poster detailing the process that is followed when resolving complaints.17BLS

59CHAPTER 3 | RIGHTS AND FREEDOMS

Articles of the DeclarationThe first ten articles of the UN Universal Declaration of Human Rights indicate the key rights it seeks to protect.

1 All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

2 Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

3 Everyone has the right to life, liberty and security of person.

4 No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

5 No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

6 Everyone has the right to recognition everywhere as a person before the law.

7 All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.

8 Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.

9 No one shall be subjected to arbitrary arrest, detention or exile.

10 Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.

3.1.3 From the UN Universal Declaration of Human Rights, 1948

Significance of the DeclarationThe Declaration focused on the social, economic, civil and political rights of individuals, regardless of their race or creed (see Source 3.1.3). The universal nature of these rights meant that all member nations would be accountable for upholding them. When the General Assembly voted on the adoption of the Declaration, forty-eight nations of the then fifty-eight members voted in favour. Considering the world at the time was divided into Eastern and Western blocs in a period of tension that marked the early stages of the Cold War, the completion of the Declaration in less than 2 years was an impressive feat and symbolic of a global desire to uphold such values.

Australia’s involvementDr H.V. Evatt, Australia’s Minister for External Affairs, played a significant role in the formation of the UN, and headed every Australian delegation to the Assembly from the beginning. He was the elected president of the 3rd General Assembly when the Declaration was signed and became a strong advocate for a proposed international human rights treaty. Evatt was influential in the appointment of Australian diplomat William Hodgson to the drafting committee, ensuring Australia’s continued support and input into the development of international rights.

Activities

Remembering and understanding1 Which major world event triggered the push

to organise and develop the UN?2 Who first coined the phrase ‘United

Nations’?3 Outline the purpose of the UN.4 Describe Australia’s involvement in the

formation of the Universal Declaration of Human Rights.

Applying and analysing5 Choose the two rights listed in Source 3.1.3

that you believe are the most important, and discuss your reasoning with a partner.

6 What aspects of the Declaration make it ‘universal’? Is there any wording that you find contradictory and why do you think that is the case?

3ALS

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x PEARSON HUMANITIES VICTORIA 10

Lightbook StarterThe Lightbook Starter is a cutting-edge formative and summative assessment platform, containing complementary sets of questions for reviewing the student book’s units and chapters. These digital questions serve as an alternative or additional assessment opportunity for students who enjoy the benefits of instant feedback, hints and auto-correction.

Students and teachers can enjoy the visibility of learning through a progress tracker that shows each student’s achievement against selected curriculum learning outcomes.

Be readyThe before you begin section includes useful preparatory material and questions to activate the prior knowledge of students and to establish their knowledge baselines. In addition, the expected learning outcomes present the key knowledge of the chapter in a student-friendly manner.

Be assessedA variety of interactive question types with hints and solutions help students to check their understanding of what they are learning; these tools provide scaffolding and guidance to students so that they can confidently attempt review questions in class or at home. The module reviews are useful as a revision device to help students identify their areas of weakness or as a formative assessment to inform teachers in their lesson planning. The Lightbook Starter can also be used by students to check their understanding throughout the chapter; students benefit from the Lightbook Starter’s auto-corrected responses that re-teach key concepts and provide them with instant feedback.

Be in controlThe Lightbook Starter enables teachers and students to use a digital assessment tool as an alternative or addition to the questions in the student book. The Lightbook Starter’s structure mirrors the overview questions on each chapter opening of the student book so that it provides a fully integrated approach to digital assessment and feedback.

Be reflectiveAn integrated set of reflection questions support students in considering their progress and future areas for focus. Students are frequently prompted to reflect on what they’ve learnt, and how they’ve worked.

Be trackedStudents can enjoy seeing progress through the learning outcomes that are updated instantly in the progress tracker; the progress tracker teacher dashboard shows where the learners are in their learning and is mapped to Victorian Curriculum content descriptors.

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xiHOW TO USE THIS BOOK | Digital support

Teacher Reader+The Teacher Reader+ makes lesson preparation easy by combining additional teaching strategies and ideas for class activities along with differentiation and EAL/D support. Suggested solutions are also included, as well as all the answers to the student book activities.

Be preparedThe chapter resource summary for each chapter provides an easy reference point and overview for teachers; there are also categorised activity references for each student book unit to help make tailored lesson planning easier. Full answers, including suggested alternative solutions, to all the activities are also supplied. Further, each unit’s learning objectives are clearly stated.

Be differentiatedThe differentiated rich task worksheets help learners to increase their fluency in using specific skills and to demonstrate their understanding of key concepts. The rich tasks are differentiated along three complexity levels to support different entry points for students. There is an accompanying rubric for each task that teachers can give students upfront to explicitly define their goals.

Be supportedThe teacher guide offers a range of ideas to introduce students to each new topic, as well as to spark and activate their prior knowledge in the subject area. There are skills continuum rubrics also available for each separate discipline. Further, students can be encouraged to track their progression on the continuum throughout their learning.

Be report-readyStudents’ understanding can be tested by using the ready-made Lightbook Starter chapter assessment. This summative assessment can be assigned by teachers; alternatively, teachers can use the printable and editable chapter test format available via the Teacher Reader+.

Be equippedIntegrated resources and interactive activities enhance and extend the learning experience, helping to engage students, and give them choice and flexibility in their learning.

Student Reader+Reader+ is our next generation eBook. Students can read, take notes, save bookmarks and more—anywhere, anytime.