Cambridge Humanities for Victoria Michael Adcock, Ashley Keith Pratt, Adrian De Fanti, Despina Polatidis, Lisa Ritchie, Damien Osborne, Yvonne Middlebrook, Jennifer Casey, Brady Driscoll, Tisha Eggleston, Nick Frigo, Ben Hoban, Samuel Koehne, Danielle Raffaele & James St Julian
Brighter thinking for a better future
Why choose this series?
At a glance Developing the concepts and skills for today’s students to investigate, engage with, and help shape the modern world. Inspired by the rationale of the Victorian Curriculum, this engaging and accessible new series provides a framework for students to explore the shaping of the modern world and the various challenges faced by humanity today.
Developed by experienced and passionate Victorian Humanities teachers, this series is strongly aligned with the Victorian Curriculum, with all curriculum content for History, Geography, Economics & Business, Civics & Citizenship clearly identified.
The engaging delivery of the curriculum draws on intriguing chapter-opener stories to hook students in to each topic, and also features a visually appealing design and an extensive range of sources.
Modern pedagogical practices are incorporated to give students the best opportunity to understand and investigate the processes of how our world has been shaped, including ‘Making Thinking Visible’ activities inspired by Harvard’s Project Zero’s Visible Thinking Routines.
Skills and concepts are integrated throughout the chapters to enable students to make connections to their learning and support the way skills are commonly taught in context in Victorian classrooms.
The wide range of activities will engage and challenge students across each topic and offer opportunities for teachers to differentiate for individual learners. A downloadable project in each chapter addresses one of the four mandatory Victorian Curriculum Capabilities.
Unparalleled digital resources, compiled by a digital-learning expert, provide today’s students with carefully chosen digital content and support teachers through a powerful Learning Management System.
Discover more features Hook them in – engagement is a key priority •
A ‘Setting the scene’ story introduces each chapter and, along with a ‘Making Thinking Visible’ activity following each story, promotes student reflection and class discussion.
QR code integration in the print textbook allows students to gain instant access to additional video sources which extend the textbook experience.
This series features a visually appealing, uncluttered design and includes exceptional new illustrations by internationally renowned artist Jean-Michel Girard.
The language used has been carefully chosen to be accessible to students without compromising depth of content.
Wide range of activities Each chapter has a range of activities to develop students’ skills and understanding of concepts. They also engage students and provide flexibility for teachers. In addition to the activities throughout each chapter, end-of-chapter activities may comprise several of the following categories, depending on the topic: •
Making Thinking Visible
Follow the flow of main ideas
Using historical terms meaningfully
Extensive range of sources
The flexible layout of these books allows for a greater depth of content with a wide range of sources in history, data in geography, and relevant case studies across Geography, Economics & Business, and Civics & Citizenship. Each source has been carefully selected to provide relevant and engaging evidence for students to investigate and interpret.
Downloadable projects in each chapter, address one of the four Capabilities from the Victorian Curriculum and include an assessment rubric
Analysis questions throughout
Key terms defined Key terms are highlighted in the content and defined on the same page. The digital version includes roll-over definitions and a full glossary.
Source analysis questions are provided in every chapter to encourage deeper thinking and engagement with the source. Interpretation questions develop students’ ability to analyse and compare sources. Questions that require students to compare sources assist to extend these skills.
A new level of digital support for students
The Interactive Textbook powered by Cambridge Edjin Powered by Cambridge Edjin, the same platform that powers Cambridge HOTmaths, the digital resources in this series have been curated by practising teacher Nick Frigo who has extensive experience developing digital technologies to increase student engagement.
Interactive features •
Video footage and audio clips extend student knowledge and are indicated by a QR code within the print book for instant access
Image galleries provide visual stimulus for students
Google Earth tours provide dynamic geographical context for each chapter in the series
Digital guides for working with topographic maps in Geography help extend the textbooks
Extra digital activities including drag-and-drop and multiplechoice tasks
Widgets such as interactive maps help to bring the content to life for students
Workspaces allow students to answer all exercises questions online. Answers can be typed, drawn or uploaded on a computer or tablet device
Self-assessed Learning Goal checklists at the end of each chapter encourage students to stay on track
Scorcher – our timed, online competition allows students to compete against each other and other schools
Extra digital-only chapters for some History and Geography topics provide flexibility and extension for students
Additional digital chapters on the COVID-19 pandemic per year level
Links to external websites
Downloadable worksheets for all activities
Access to the PDF Textbook, a downloadable version of the student text with note-taking and bookmarking enabled
The Interactive Textbook is available as a calendar-year subscription and is accessed online through Cambridge GO using a unique 16-character code supplied on purchase. The Interactive Textbook is provided with the printed text, or is available for purchase separately as a digital-only option. cambridge.edu.au/go
A new level of digital support for teachers
The Online Teaching Suite powered by Cambridge Edjin The Online Teaching Suite combines the Interactive Textbook powered by Cambridge Edjin and its rich digital resources with a suite of supplementary resources and a powerful Learning Management System when linked to students using the Interactive Textbook in a class.
Te a c h e r s u p p o r t •
Full access to the student version of the Interactive Textbook powered by Cambridge Edjin
The Online Test Generator allow teachers to create custom tests and share them with other teachers in the school
Access to suggested responses for all activities in the student textbook
Teaching tips by the experienced author team are available throughout the chapter content
Access to all student Workspace entries and a full suite of reporting tools
The Task Manager allows teachers to set activities and quizzes for individuals or whole classes
Comprehensive, editable documents including teaching programs, scope and sequence documents, curriculum grids, teaching tips for new teachers, marking rubrics and unit plans
The Online Teaching Suite is accessed online through Cambridge GO. Your Cambridge Education Resources Consultant will provide access to the Online Teaching Suite if your school has purchased or booklisted Cambridge Humanities for Victoria as a class set. The Online Teaching Suite is also available for purchase separately and can be activated using the unique 16-character code supplied on purchase. cambridge.edu.au/go
Available September 2020
Available October 2020
Available August 2020
Available August 2020
1. HISTORY Unit 1: Aboriginal and Torres Strait Islander peoples and culture 1 First Australian peoples and culture Unit 2: Ancient World and early civilizations – 60000 BCE (BC)–c.650 CE (AD) European and the Mediterranean world 2 Ancient Egypt 3 Ancient Greece 4 Ancient Rome – digital Unit 3: Ancient World and early civilizations – 60000 BCE (BC)– c.650 CE (AD) The Asia-Pacific world 5 Ancient China 6 Ancient India – digital
1. HISTORY Unit 1: Middle Ages: European and Mediterranean World 1 Medieval Europe (c.590–c.1500) 2 The Vikings (c.790–c.1066) – digital 3 The Ottoman Empire (c.1299–c.1683) – digital Unit 2: Middle Ages: The AsiaPacific World 4 Japan under the Shoguns (c.794–1867) 5 Mongol Expansion (c.1206–c.1368) – digital 6 Angkor/Khmer Empire (c.802–c.1431) – digital 7 The Polynesian expansion across the Pacific (c.700–1756) – digital Unit 3: Early exploration: Expanding contacts: Discovery and exploration 8 The Spanish Conquest of the Americas (c.1492–c.1572) 9 Renaissance Italy (c.1400–c.1600) – digital
1. HISTORY Unit 1: The making of the modern world 1 The Industrial Revolution (1750–1914) 2 Australia (1750–1918) 3 China (1750–1918) – digital Unit 2: The modern world and Australia 4 ‘The war that changed us’: World War I (1914–18) and the development of modern warfare
1. HISTORY Unit 1: The modern world and Australia: World War II 1 Australia’s involvement in World War II (1939–1945) Unit 2: The modern world and Australia: Rights and freedoms 2 Rights and freedoms (1945– the present) Unit 3: The modern world and Australia: The globalising world 3 Popular culture (1945–the present) – digital 4 The environment movement (1949–present) – digital 5 Migration experiences (1945– present) 6 Political crisis: The Cold War (1945–1991) – digital
2. GEOGRAPHY Unit 1: Water in the world 7 Water as an environmental resource 8 Water scarcity and management 9 Hydrological hazards: Floods Unit 2: Place and liveability 10 Place and liveability 3. ECONOMICS & BUSINESS Unit 1: Financial decision-making 11 Resource allocation and making choices 12 Consumer and financial literacy 4. CIVICS & CITIZENSHIP Unit 1: The Australian political system 13 Government and democracy
2. GEOGRAPHY Unit 1: Landforms and landscapes 10 Landforms and landscapes 11 Coastal landforms and landscapes 12 Volcanic landforms and landscapes – digital 13 Forest landforms and landscapes – digital 14 Geomorphic hazards Unit 2: Changing nations 15 Urbanisation 16 Migration 3. ECONOMICS & BUSINESS Unit 1: The economy 17 The business environment 18 Work and work futures 19 Enterprising behaviours and capabilities
2. GEOGRAPHY Unit 1: Biomes and food security 5 Biomes and food security Unit 2: Geographies of interconnection 6 Geographies of interconnection 3. ECONOMICS & BUSINESS Unit 1: Resource allocation and making choices 7 Going global 8 Money matters 4. CIVICS & CITIZENSHIP Unit 1: The Australian political system 9 Government and democracy
2. GEOGRAPHY Unit 1: Environmental change and management 7 Environmental change and management Unit 2: Geographies of human wellbeing 8 Geographies of human wellbeing 3. ECONOMICS & BUSINESS Unit 1: The business environment and work futures 9 The business environment: Innovate or die 10 Work and work futures: the Fourth Industrial Revolution 11 Enterprising behaviours and capabilities: Industry 4.0 4. CIVICS & CITIZENSHIP Unit 1: The legal system and citizenship 12 Laws, Citizenship, Diversity & Identity
4. CIVICS & CITIZENSHIP Unit 1: The legal system and citizenship 20 Laws, Citizenship, Diversity & Identity
Contents are subject to change prior to publication.
Authors Dr Michael Adcock (lead author: History 9&10) is a History teacher at Melbourne Grammar School. He is also a lecturer, author and tour guide who specialises in the social and cultural history of France. He regularly presents illustrated lectures for the History Teachers’ Association of Victoria and the National Gallery of Victoria. He is also a tour leader for Academy Travel, and conducts residential study tours in French History in Paris, and in the Russian Revolution in St. Petersburg and Moscow. Ashley Keith Pratt (lead author: History 7&8) is currently a teacher at Melbourne Girls Grammar and has worked in Victorian Secondary schools for over a decade with extensive experience teaching History. Ashley has completed post-graduate research in history education at the University of Melbourne and has contributed to curriculum design though VCAA review panels for VCE History. Ashley is Vice-President of the History Teachers’ Association of Victoria (HTAV), a contributor to the HTAV journal Agora, and is a VCAA assessor for VCE History exams. Adrian De Fanti (lead author: Geography 7–10) has taught Geography at secondary schools for over ten years and is currently the Dean of Learning and Innovation at Mazenod College. Adrian has a particular interest in integrating technology into the Geography curriculum, including using Geographic Information Systems to analyse spatial data, tracking change over time using satellite imagery, going on virtual field trips using virtual reality and collecting data in the field using spatial technology. Adrian is also an active member of the GTAV where he regularly presents professional development sessions and revision lectures and writes a range of classroom resources. Despina Polatidis (co-lead author: Geography 7&8) is a Geography and Humanities teacher at Dromana College, and she has worked in Victorian schools for almost ten years. Prior to teaching, Despina practised law in Australia and the USA and was the recipient of the Blake Dawson Waldron Prize for International Environmental Law. She is an experienced VCAA assessor for Geography and a committee member of the GTAV. Despina is passionate about the importance of fieldwork in Geography education and was a recipient of the Alex Lyne Fieldwork Award for Years 9 and 10. Lisa Ritchie (lead author: Economics and Business 9&10) is Head of Business Studies at Melbourne Grammar School. She has worked in the area of Business and Economics for over 15 years and has extensive experience in exam development and assessing, and curriculum development at both boys’ and girls’ schools. Prior to Melbourne Grammar School, Lisa worked at St Kevin’s College and Melbourne Girls Grammar as Head of Global Connections. Damien Osborne (lead author: Civics & Citizenship 9&10) is Head of Humanities at Wonthaggi Secondary College’s senior campus. He has taught a range of Humanities subjects in Victorian secondary schools for more than 15 years, including at VCE level. Damien is an experienced VCAA assessor for VCE Legal Studies exams and is passionate advocate for civics education. Yv o n n e M i d d l e b r o o k ( l e a d a u t h o r : E c o n o m i c s & B u s i n e s s and Civics & Citizenship 7&8) is a Humanities and Religious Education teacher at John Paul College and has 12 years’ experience teaching Legal Studies, Business, Economics, History and Geography. Yvonne has worked in curriculum development and faculty coordination, and has a passion for academic extension. Prior to teaching, Yvonne has had extensive work experience in law, business banking and marketing in Australia and Asia.
Jennifer Casey teaches at Salesian College in Chadstone. Formerly the Head of Humanities at St Patrick’s College, she completed her Master of Teaching (Secondary) at the University of Melbourne in 2013 with a focus on History and Civics and Citizenship Education. Since graduating she has taught VCE History: Revolutions, Australian History, Economics, Legal Studies and a range of 7–10 Humanities. Jennifer is a Committee Member of the Civics and Citizenship Education Association of Australia (SCEAA), and an active member of the History Teacher’s Association of Victoria (HTAV). Brady Driscoll is the co-head of Humanities at Santa Maria College. She has worked in Victorian schools for 7 years and has experience teaching History, English and English Language across Year 7–12. She has worked in curriculum development across multiple domains and is passionate about history in the Year 7 and 8 area. Brady was a recipient of a scholarship that allowed her to join the Gandel Holocaust Studies Program for Australian Educators. Tisha Eggleston has been teaching for over 18 years in secondary schools in Australia and the United Kingdom. Tisha is an experienced teacher of History, English, Literature and English Language; working with curriculums including the General Certificate of Secondary Education in the UK, the Victorian Curriculum and the International Baccalaureate. She is dedicated to promoting the value of History for all students to foster critical thinking and empathy in our society. Nick Frigo is Digital Learning Leader at Santa Maria College. He has worked across a number of educational settings for over 20 years. Nick is passionate about examining, and experimenting with, the intersection of digital technology and the teaching of History for increased student engagement and maximum pedagogical efficacy. Ben Hoban has been teaching 20th Century History in secondary schools since 2009. He is passionate about history as a discipline, and also an advocate for innovative learning and digital literacy. Ben is the co-author of Media Reframed and has been widely published in areas outside education, including action sports and popular culture. Dr Samuel Koehne is the Head of History at Trinity Grammar School. He is an internationally recognised scholar in the field of Nazism and religion, and has published extensively on this topic in leading international journals. He has experience teaching History at both secondary and tertiary level, has previously held research fellowships in Australia and in Germany, and is a passionate educator. Danielle Raffaele is an early-career secondary teacher with a passion for History and writing. While at university, she won literary prizes for her essays on History, Studies in Religion and Literature and has presented at several academic conferences across Australia. James St Julian studied archaeology and history at university and subsequently worked in Cambodia on the Greater Angkor Project for five seasons. James has taught History and Archaeology for a number of years and is passionate about introducing students to the history and archaeology of SouthEast Asia.
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