Australian Curriculum Geography - Year 6

YEAR 6 AGES 11–12

A diverse and connected world

RIC6686 6.2/1254

Australian Curriculum Geography: A diverse and connected world (Year 6) Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2014 ISBN 978-1-922116-86-4 RIC–6686 Titles available in this series: Australian Curriculum Geography: People live in places (Foundation) Australian Curriculum Geography: Places have distinctive features (Year 1) Australian Curriculum Geography: People are connected to many places (Year 2) Australian Curriculum Geography: Places are both similar and different (Year 3) Australian Curriculum Geography: The Earth’s environment sustains all life (Year 4) Australian Curriculum Geography: Factors that shape the human and environmental characteristics of places (Year 5) Australian Curriculum Geography: A diverse and connected world (Year 6) All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2014.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

Copyright Notice A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

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Although all care has been taken in their production, maps used in this series should be regarded as representative only.

Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Australian Curriculum Geography – Foundation to Year 6 is a series of seven books designed to complement the teaching of geography in the national curriculum. Each topic is introduced by a text or representation to support the Geographical Knowledge and Understanding strand. This is followed by activities to investigate the key inquiry questions, using the geographical and inquiry skills expected of the Year group. Together, these provide the framework for investigating the geography of Australia, its neighbours and the rest of the word on a local, regional, national and international scale.

Contents Teachers notes ...........................................iv – vi

Cultural diversity ........................... 30–45

How to use this book ............................. iv – v Geographical skills overview.......................vi

Indigenous peoples ..................................30–33

Geographical skills class record ................... vii

Diversity in Australia ...................................38–41

Overview of geographical inquiry and skills, key inquiry questions, general capabilities and cross-curriculum priorities ................ viii – ix

Intercultural understanding ......................42–45

Useful Australian geography resources ...........x World map ........................................................ xi Map of Asia .................................................... xii Australia and South-East Asia map ............... xiii

World languages .......................................34–37

World events .................................. 46–57 2004 Indian Ocean tsunami.....................46–49 The modern Olympics...............................50–53 World cultural events .................................54–57

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Map of Bali...................................................... xiv World population below poverty line map .... xv

Australia’s connections .............................58–61

Investigating places in Australia.................... xvi

Australia’s aid connections ......................62–65

Investigating places in the world ................. xvii

Australia’s cultural influences ...................66–69

Environmental changes, cause and effect chart ....................................................xviii Research planning sheet – Places ................ xix

Awareness and opinions through personal connections ................... 70–81

Interview recording sheet ............................... xx

Connections with the world......................70–73 Australia’s neighbours ...............................74–77

Asia ................................................. 2–17

Bali: a great destination? ..........................78–81

Regions of Asia ..............................................2–5 Urban Asia .....................................................6–9

Quiz questions ............................... 82–91

Rural Asia ...................................................10–13 Conservation and sustainability...............14–17

Quiz answers ....................................... 92

Differences among nations ........... 18–29

Answers ........................................93–103

World statistics ...........................................18–21 Investigating relationships ........................22–25 Global poverty ...........................................26–29

Warning: This series may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. www.ricpublications.com.au R.I.C. Publications®

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Australian Curriculum Geography (Year 6)

Teachers notes How to use this book Each book is divided into sections based on the number of content descriptions in the Geographical Knowledge and Understanding strand of the curriculum. Each content description has been given a general title, which is used on the contents page and also in the shaded tabs on the outside edge of pages throughout the book. The tabs provide easy access to pages within each content description.

The main sections are divided into a number of four-page units, each dealing with a specific aspect of the content description. The four-page units comprise a teachers page and three student pages.

Features • A geographical skills overview with a brief explanation of their meaning. (page vi) • A geographical skills class record. (page vii) • An overview of geographical inquiry and skills, key inquiry questions, general capabilities and cross-curriculum priorities is provided on pages viii–ix. It shows at a glance how the topics in each book, including the ‘Additional activities’ provided on the teachers pages, cover the requirements of the national curriculum for the Year group.

• A list of useful R.I.C. Publications resources for teacher support for each section of the book is provided on page x • Maps and graphic organisers related to activities within the book are provided on pages xi–xx.

• A set of seven multiple choice or true/false quiz questions plus answers for each topic is provided on pages 82–92.

• Answers or possible answers have been given for the student pages of each section. As certain activities require research, discussion and opinions, some answers are open-ended and are marked as ‘Teacher check’. Answers are located at the back of the book on pages 93–103.

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Four-page format Teachers page

The first page in each four-page unit is a teachers page which provides the following information: An elaboration describing the focus of the unit in relation to the content description

The content description with its code Teaching notes highlight specific details of the activities that need to be prepared, revised or understood before beginning the unit

The title of the unit The key inquiry questions which will be answered in part or whole by the activities within the unit

Background information provides information to support that given in the student pages

The geographical skills that can be practised while completing the unit The geographical concepts that can be highlighted while completing the unit

Resources to supplement information/activities for teachers/students

Additional activities to extend the topic and develop geographical skills A list of geographical vocabulary that features in the unit Australian Curriculum Geography (Year 6)

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Teachers notes How to use this book Student page 1 This page introduces the topic with a geographical literacy text and/or representation. It features: The title of the unit Relevant artwork is used to enhance the text and to aid understanding of the subject

The geographical text and/or representation The content description with its code

Student page 2 The activities on this page develop students’ geographical skills and understanding of the topic. It features:

The title of the unit

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The content description with its code

A number of activities to complete

An inquiry activity to complete to further develop geographical skills and understanding of the topic

Student page 3 This page requires students to develop their geographical skills to complete the activity. It features: An introductory sentence, paragraph or instruction followed by an activity that requires the application of one or more geographical skills

The title of the page An inquiry activity to complete to further develop geographical skills and understanding of the topic

The content description with its code

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Australian Curriculum Geography (Year 6)

Teachers notes Geographical skills overview The development of geographical skills is essential for students to become proficient in leading their own geographical inquiries and developing an understanding of the world and their place within it.

Through geographical investigations, they discover the different forces, natural and human-driven, that create change in the environment. How the natural environment is affected by and adapts to such change is a constant topic for investigation.

Geographical inquiry promotes an interest in and compares locations on different scales from local to regional, national, international and global.

Studying geographical issues from different perspectives develops critical thinking which promotes informed, balanced opinions and environmental, economic and social awareness.

Specific skills

Observing, questioning and planning • Develop geographical questions to investigate and plan an inquiry (ACHGS040)

Formulates questions to assist in geographical research. Questions links and relationships between spatial and statistical geographical data and information

Collecting, recording, evaluating and representing • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

Validates and uses data and information from a variety of sources.

Extracts key information to make links and to represent in graphs, reports maps and tables

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams

Is selective about obtaining information from reliable sources and can compare and contrast sources to question accuracy.

(ACHGS042)

• Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate

Constructs maps using cartographic conventions. Visualises, manipulates, analyses, displays and records spatial data using technologies such as: GPS, Google Earth™, Geographic Information Systems and satellite images

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Specific geographical skills for Year 6 include:

• observing and describing the features of places, drawing a map, using directional language, understanding distance, interviewing relatives, using aerial photographs and satellite images, constructing simple graphs, interpreting maps • interpreting spatial distributions

(ACHGS043)

Interpreting, analysing and concluding

• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

• comparing places • making and interpreting graphs • constructing large- and small-scale maps • using spatial rechnologies, and information and communication technologies.

Key skills The key geographical skills on which the Geographical Inquiry and Skills strand is based are: • formulating a question and research plan • recording and representing data

Extracts information from graphs, tables, maps and text to identify distribution and patterns of social features and demographics.

Communicating • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS045)

Uses geographical vocabulary in text, drawing, maps, tables and graphs, photographs and computers to present information.

Reflecting and responding • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people

Considers advantages and disadvantages of proposals to resolve problems. Considers how people with different agendas would respond to the proposals.

(ACHGS046)

• using a variety of spatial technologies • communicating with appropriate geographical vocabulary.

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Name Observing, questioning and planning Collecting, recording, evaluating and representing

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(ACHGS046)

Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS043) Interpret geographical data and other information, using digital and spatial Interpreting, technologies as appropriate, and analysing and identify spatial distributions, patterns concluding and trends, and infer relationships to draw conclusions (ACHGS044) Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and Communicating maps; using geographical terminology and digital technologies as appropriate (ACHGS045) Reflect on their learning to propose individual and collective action in response to a contemporary Reflecting and geographical challenge and describe responding the expected effects of their proposal on different groups of people

Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

(ACHGS040)

Develop geographical questions to investigate and plan an inquiry

Geographical skills class record

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Australia’s connections

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World events

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Asia

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Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions

Interpreting, analysing and concluding

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Awareness and opinions through personal connections

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Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams

Collecting, recording, evaluating and representing

Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports

pp 6–9

Geographical knowledge and understanding

pp 2–5

Develop geographical questions to investigate and plan an inquiry

Observing, questioning and planning

Geographical inquiry and skills

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Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate

Communicating

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Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people

Reflecting and responding

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Ethical understanding

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Awareness and opinions through personal connections

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Geographical knowledge and understanding

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How do places, people and cultures differ around the world?

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What are Australia’s global connections between people and places?

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Literacy

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Asia

Intercultural understanding

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Aboriginal and Torres Strait Islander histories and cultures

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Asia and Australia’s engagement with Asia

General capabilities

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Sustainability

Key inquiry questions

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Australian Curriculum Geography (Year 6)

Useful Australian geography resources There are a number of R.I.C. Publications’ titles which may be used to extend knowledge and develop a deeper understanding for teachers and/or students in Years 6 about the geography of Australia and the world.

• RIC-6369 – Exploring geography: Europe – Ages 8–12 • RIC-6365 – Exploring geography: North America – Ages 8–12 • RIC-6367 – Exploring geography: Australia and Oceania – Ages 8–12 • RIC-6368 – Exploring geography: Asia – Ages 8–12 • RIC-6371 – Exploring geography: Antarctica – Ages 8–12 • RIC-6370 – Exploring geography: Africa – Ages 8–12 • RIC-6366 – Exploring geography: South America – Ages 8–12 • RIC-6421 – Antarctica – Ages 10+ • RIC-6474 – Arctic and Antarctic – Ages 10+ • RIC-0318 – Nations in focus – Ages 11+ • RIC-6392 – India – Ages 8–10 • RIC-6383 – China – Ages 9–11 • RIC-0353 – Mapping assignments – Ages 11+ • RIC-0348 – Developing atlas skills through crosswords – Ages 8–10 • RIC-0514 – Weather and climate – Ages 8–10

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• RIC-0515 – Weather and climate – Ages 11+

• RIC-6711 – Waters, rivers, coasts and oceans – Ages 8–10 • RIC-6712 – Waters, rivers, coasts and oceans – Ages 11+

• RIC-6467 – Wet and dry environments: Wetlands and dry deserts – Ages 10+ • RIC-6422 – Rainforests: Tropical and temperate ecosystems – Ages 10+ • RIC-6423 – Environmental issues: Facing the challenges – Ages 10+ • RIC-6470 – Climate change: The ultimate challenge? – Ages 10+ • RIC-0323 – Investigating renewable energy – Ages 11+ • RIC-6473 – Planet Earth – Ages 10+ • RIC-6714 – Think green: Alternative Fuels – Ages 8 to adult • RIC-6715 – Think green: Global Warming – Ages 8 to adult • RIC-6716 – Think green: Go Organic – Ages 8 to adult • RIC-6717 – Think green: Recycling – Ages 8 to adult • RIC-6718 – Think green: Water Conservation – Ages 8 to adult • RIC-0548 – The environment – Ages 6–8 • RIC-0549 – The environment – Ages 9–10

• RIC-0589 – Comprehending countries: Exploring cultures through language – Ages 8–10 • RIC-0590 – Comprehending countries: Exploring cultures through language – Ages 10–12 • RIC-0669 – Australian Aboriginal culture – Ages 9–10 • RIC-0670 – Australian Aboriginal culture – Ages 11+ • RIC-0347 – Aboriginal studies – Ages 9–10 • RIC-6447 – Sandtraks: Pathways to celebrate indigenous culture – Ages 7–10

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LEGEND (% of population)

WORLD POPULATION BELOW POVERTY LINE

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World population below poverty line

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Melbourne

Sydney

Ballarat, Vic.

3.

2.

1.

Kerang, Vic.

3.

Mackay, Qld

3.

Airlie Beach, Qld

3.

Queensland

Victoria

New South Wales

3.

2.

1.

Adelaide

5.

6.

6.

Tasmania

Capital cities

South Australia

5.

Hobart

Canberra

1.

Falls Creek, Vic.

5.

Margaret River, WA

1.

Whyalla, Tamworth, SA NSW Tourism centres

5.

5.

1.

2.

Alice Springs, NT

2.

Mildura, Vic.

2.

Cairns

7.

Nhulunbuy, NT

4.

Queenstown, Tas.

5.

Esperance, WA

1.

Deniliquin, NSW

2.

Burnie/ Bundaberg, Bendigo, Bunbury, Devenport, Tas. Qld Vic. WA Small or remote towns 1000–10 000 people

4.

Townsville

6.

Regional centres

Geelong

5.

Centres with 60 000 –100 000 people

Byron Bay, NSW

4.

Geraldton, WA

4.

Sunshine Coast

4.

4.

Jindabyne, NSW

4.

Kalgoorlie, WA

4.

Albury/ Wodonga

9.

Flying Fish Cove

9.

Christmas Island

9.

Longreach, Qld

3.

Exmouth, WA

4.

Rockhampton, Latrobe Valley, Qld Vic.

3.

Port Douglas, Qld

3.

Mount Isa, Qld

3.

Toowoomba

8.

Darwin

8.

Northern Territory

Australian Capital Territory

7.

8.

7.

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Major urban centres (population 100 000+ in 2011)

Perth

4.

Western Australia

4.

Australian states and territories

Coober Pedy, SA

5.

Hervey Bay, Qld

5.

Apollo Bay, Vic.

5.

Mt Gambier, SA

5.

Launceston

10.

West Island

10.

Cocos (Keeling) Islands

10.

Investigating places in Australia

The following pages can be used to give students countries and cities to compare, research, investigate and find statistical information about. Where they are split into two groups of five, a comparison between the two number ones, twos etc. will prove interesting. The places with the same number next to them (in the same row) may have a similar population, be in the same geographical region, or be similar in their main purpose (e.g. mining town, regional centre).

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Kazakhstan C

3.

Ukraine E

Iraq M.E.

2.

South Africa S

2.

Italy S

2.

Guatemala

Philippines S.E.

1.

Ethiopia E

1.

Germany W

1.

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Canada

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Venezuela

3.

Fiji Mel.

3.

Pakistan (6)

Colombia

2.

Papua New Guinea Mel.

2.

United States (3)

Argentina

1.

Australia

1.

China (1)

Africa

Saudi Arabia M.E.

Vietnam S.E.

1.

Egypt N

1.

2.

Kenya E

2.

2.

1.

1.

Brazil

1.

Tonga Pol.

5.

New Zealand

1.

Australia & Oceania

Paraguay

5.

Dominican Mexico Republic South America

5.

Vanuatu Mel.

2.

Peru

2.

Honduras

2.

Norway United Kingdom Spain N N S North & Central America & the Caribbean

5.

Burkina Faso W Europe

5.

United Arab Emirates M.E.

5.

Nigeria (7)

4.

Bangladesh (8)

5.

India (2)

1.

Japan (10)

2.

Top 10 world’s most populated countries (ranking)

Nauru Micro.

4.

Bolivia

4.

Cuba

4.

Greece S

4.

Angola C

4.

South Korea N.E.

4.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Brazil (5)

3.

Solomon Islands Mel.

3.

Chile

3.

Costa Rica

3.

Poland E

3.

Sudan N

3.

Uzbekistan C

3.

Indonesia (4)

4.

Kiribati Micro.

4.

Ecuador

4.

Haiti

4.

Portugal S

4.

Cameroon C

4.

North Korea N.E.

4.

• Africa regions: Eastern, Central, Northern, Southern, Western

• Oceania regions: Melanesian, Micronesian, Polynesian • Europe regions: Eastern, Northern, Southern, Western

• Asia regions: South Eastern, Middle Eastern (west Asia), Central, North Eastern, Southern

NOTE Top 10 world’s most populated countries (ranking): Mexico (11) has a population over 100 million and the Philippines (12) is close to the 100 million mark.

3.

2.

1.

El Salvador

3.

Morocco N

3.

3.

2.

1.

Asia

Russia (9)

5.

Samoa Pol.

5.

Uruguay

5.

Jamaica

5.

Lithuania N

5.

Niger W

5.

Israel M.E.

5.

Investigating places in the world

Australian Curriculum Geography (Year 6)

Environmental changes, cause and effect chart Use the change, cause and effect chart to record information.

Environmental changes • • • •

Cause

Effect

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Australian Curriculum Geography (Year 6)

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Research planning sheet – Places Which place will you research?

Which world region or country is it in?

Tick the sources you will use and indicate if they are primary or secondary.

primary

secondary

books photographs maps interviews internet

Your research is about:

people

environment

Inquiry questions 1.

Answers

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2.

3.

4.

5.

How will you present your information?

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Australian Curriculum Geography (Year 6)

Interview recording sheet Person interviewed

Subject

Person’s opinion

My opinion

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Australian Curriculum Geography (Year 6)

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Notes

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Australian Curriculum Geography (Year 6)

Regions of Asia The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

Elaboration

Teacher information

Recognise the Asian continent and locate the countries in the region on a map. Recognise the different regions within the continent and identify which countries belong to which regions. Describe the location of places in countries in the Asia region in absolute terms using latitude and longitude. Explore the biomes across Asia and the reasons these different biomes exist.

Key inquiry question • How do places, people and cultures differ around the world?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS043)

Teaching notes • To complete the activities, students will need internet access or atlases to locate information.

• The inquiries will require individual or group investigation, encourage students to plan their investigation and generate questions to answer with their research.

• The activity on page 4 could be done as a whole class with students taking turns to enter the placenames into Google Earth™, before adding a place mark to identify and record the absolute locations. This way some of the places can be explored through Google Earth™ visual tours (by accessing the birds-eye view, photos and 360° cities panoramas).

Background information • Students may find different information relating to world biomes and names for those biomes. The map on page 5 shows the following: tundra, boreal forest (or taiga), temperate forest, tropical forest (or rainforest), temperate grassland, savanna (or grassland), desert, Mediterranean (or chaparral) and mountains (which have mixed biomes).

Resources

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• Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• Before having the students complete page 5, watch this visually stunning video introducing biomes <http://www.youtube.com/ watch?v=hIy0ZlyPPDg> • A brief video explanation of latitude and longitude with an animation <http://www.youtube.com/watch?v=swKBi6hHHMA> (note: 25 000 miles is ~ 40 200 km and 69 miles is ~ 111 km) • A summary of world biomes (poster format) <http://www.cotf.edu/ete/ modules/msese/earthsysflr/summary.html> • A good site to direct students to if they research biomes as per the inquiry on page 5 <http://kids.nceas.ucsb.edu/biomes/>

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046)

Geographical concepts • place • space

• environment • sustainability

• scale

Additional activities

Geographical vocabulary Asia regions: central, southern, north-eastern, southeastern, western (middle east), latitude, longitude, absolute location, horizontal, vertical, equator, prime meridian, Tropic of Cancer, lake, volcano, falls, desert, biome (see explanation right), flora, fauna.

Australian Curriculum Geography (Year 6)

• A useful introductory activity would be to ask students to brainstorm and record what they know about Asia. This information could include: names of countries and cities, names of rivers and mountains, information about the people, culture and languages and anything else students would like to add.

• Compare the biomes of Asia to those of Australia; explore the differences in flora and fauna. Explore the locations of biomes; e.g. the Mediterranean (or chapparal) biome is found between latitudes 30° – 40° N and S and on the west sides of continents.

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Regions of Asia

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

Asia is the largest and most populous continent in the world. Its 4 billion-plus people account for around 60% of the people on Earth, and its 44 570 000 km2 surface area accounts for 30% of the Earth’s total land area. As the Asian continent is geographically attached to Europe, the boundary between the two continents divides Russia to the north-west of Kazakhstan. The Ural Mountains and the Ural River help to define this boundary. To the north of Georgia and Azerbaijan, the Caucasus Mountains again separate Asia and Europe. Geographically, the country of Turkey is divided by the Bosphorus (a strait) into Europe on the western and Asia on the eastern side. Turkey has, however, had long ties with Europe, and has applied to join the European Union.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Map of Asia 1.

Use the information above and an atlas to mark on the map the boundaries that separate Asia and Europe.

2.

Use your atlas to find the countries of Asia listed below and write their names in the correct places on the map.

3.

Colour code the countries by region using highlighters or coloured pencils.

ASIA REGIONS Central

4.

Southern

North-eastern

South-eastern

Kazakhstan

Afghanistan

Pakistan

China

Brunei

Philippines

Kyrgyzstan

Bangladesh

Sri Lanka

Japan

Cambodia

Singapore

Tajikistan

Bhutan

Mongolia

Timor-Leste

Thailand

Turkmenistan

India

North Korea

Indonesia

Vietnam

Uzbekistan

Iran

South Korea

Laos

Maldives

Taiwan

Malaysia

Nepal

Russia (eastern)

Myanmar (Burma)

On another sheet of paper, use an atlas to help you draw a larger map of western Asia (Middle East) region. Write the countries (below) on your map. Include borders, scale, north point and a title. Add labels for bodies of water.

Armenia, Azerbaijan, Bahrain, Cyprus, Georgia, Iraq, Israel, Jordan, Kuwait, Lebanon, Oman, Palestine, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates, Yemen

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Australian Curriculum Geography (Year 6)

Absolute locations in Asia The absolute location of a place is its location as measured by the coordinates of latitude and longitude.

These imaginary lines go around the planet in a horizontal (east to west) and vertical (north to south) direction. The latitude of a place tells us how far north or south of the equator (0°) a place is and the longitude tells us how far east or west of the Prime Meridian (0°) a place is.

1.

Which country in Asia does the equator pass through?

2.

Which countries in Asia does the Tropic of Cancer pass through?

3.

Which countries in Asia are located entirely above 40°N?

4.

Which countries in Asia are located entirely above the equator and below 20°N?

5.

What are the only two countries in Asia to have territory in the Southern Hemisphere (below the equator)?

6.

Provide the coordinates of latitude and longitude for the following capital cities in the Asia region:

Provide © R. I .

C.Publ i cat i o nsthe coordinates of latitude and longitude for the following natural •f orr evi ew pur poses onl features iny the• Asia region: 7.

(a) Mount Everest

(b) Lake Baikal

(a) Pyongyang, North Korea (b) Bangkok, Thailand

(c) Krakatoa (volcano)

(c) Jakarta, Indonesia (d) Beijing, China

(d) Gobi Desert

(e) Colombo, Sri Lanka (f)

Kathmandu, Nepal (e) Huangguoshu Falls

(g) Tokyo, Japan (h) Astana, Kazakhstan (i)

Sana’a, Yemen

(j)

Male, Maldives

?

Plan an investigation into one of the natural features above or another of your choice. Explain the location, describe the feature and note the way humans and wildlife interact with it. Prepare an informative poster with pictures and graphics to present your findings.

Australian Curriculum Geography (Year 6)

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The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

Use an atlas, Google Maps™ or Google Earth™ to answer the questions about the location of places in Asia.

Climate and vegetation The map shows the biomes in the Asia region. A biome is a geographically defined area which experiences similar climatic conditions and hosts similar flora and fauna to other areas. A biome is also known as an ecosystem. The biome’s characteristics are influenced by the region’s latitude (distance from the equator and the polar regions), soil and nutrients, annual rainfall and temperatures, levels of humidity, and its elevation.

60º North

50º North

40º North

30º North

20º North

10º North

LEGEND = Taiga/Boreal forest

Equator

= Chaparral/Mediterranean = Tropical rainforest

10º South

= Temperate forest 20º South

= Grassland = Desert

30º South

= Mountains (mixed biomes)

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

= Polar ice (not a biome)

Biomes of Asia

40º South

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Study the map and answer these questions.

1.

Explain where tropical forest biomes are mainly located.

2.

Offer some reasons why the biomes located between 20°N and 30°N are so different in South-East Asia and western Asia (the Middle East).

3.

Explain where temperate forest biomes are mainly located.

4.

The majority of the tundra biomes are located above which line of latitude?

5.

Desert biomes are located between which lines of latitude?

?

Find out about one of the biomes in the Asia region. Prepare a report which includes the following information: average temperatures, average rainfall, flora and fauna, latitudes, elevation, humidity. Include relevant pictures, graphs and any other supporting information. Also discuss threats (e.g. deforestation, pollution, climate change) and suggest how the biome could be better cared for, if applicable.

Self-assessment

Yes

No

My report included all the points listed My report included relevant pictures and graphics I mostly stayed on task when conducting my research I acknowledged the source/s of my research www.ricpublications.com.au R.I.C. Publications®

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Australian Curriculum Geography (Year 6)

Urban Asia The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

Elaboration

Teacher information

Exploring some of the urban environments in Asia, and their development as centres of human activity over time. Exploring different parts of one city. Examining demographics from across Asia, and discussing reasons for disparities between regions and countries.

Key inquiry questions • How do places, people and cultures differ around the world?

• How do people’s connections to places affect their perception of them?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

Teaching notes • The text on page 7 is an overview of two of Asia’s most populous cities.

Before reading you might like to explore the concept of urban geography with the students. Questions can be developed from the text and the vocabulary can be examined. See ‘Additional activities’.

• Google Earth™ will be necessary to complete page 8—view areas of Mumbai (in groups or as a whole class) and note observations (explanations of the terms can be found in the ACG glossary).

• Students need access to the internet and the CIA World Factbook site to gather the demographic statistics for page 9. All of the information is contained under ‘people and society’ except for GDP per capita which is under ‘economy’.

Background information • Urban geography is the study of urban areas where the majority of the economic activities are in the secondary or tertiary sectors. This study can link with history when examining the development of the urban area over time, and with sociology when investigating the people of the urban area.

Resources

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• Search Google™ images ‘air quality in China’ to bring up pictures for discussion with students.

• <http://news.bbc.co.uk/2/shared/spl/hi/world/06/dharavi_slum/html/ dharavi_slum_intro.stm> This site gives an insight into a group of people who live in the slums and their daily lives.

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046)

Geographical concepts • place • change

• environment

• space

Geographical vocabulary strategic location, agricultural regions, trade routes, populous, continuous settlements, BCE (BC), political centre, fertile plains, cultural and historical sites of significance, cultural, economic and political reforms, architecture (e.g. imperial, modern, colonial), infrastructure, infant and mother mortality rates, inhabitants, reclaimed lands, trading post, natural harbour, prosperous, financial centre, slum, sanitation, aerial view, absolute and relative location, housing density, environmental characteristics, liveability, flora and fauna, demographics, population, urban areas, infant mortality, life expectancy, GDP per capita, standard of living, correlations (in relation to data), scatter graph.

Australian Curriculum Geography (Year 6)

Additional activities • To explore a new city in Asia, watch this video <http://www. iskandarmalaysia.com.my/media-videos> (Iskanda Malaysia corporate video). The video explains the urban geography of the ‘new city’ and will be interesting to discuss with the students.

• Conduct a virtual tour of Beijing and Mumbai using Google Earth™.

When the cities are located, tick the 360 Cities box ( Layers Primary Database Photos 360 Cities) to display small red icons which can be clicked on and expanded for a 360° view of sites around the city. Some interesting places to explore in Beijing are: Tiananmen Square and the Forbidden City, Olympic Park and the National Stadium (Bird’s Nest) and National Aquatics Centre (Water Cube). In Mumbai: Juhu Beach (note proximity to airport), Gateway of India, Haji Ali Mosque.

Photos of these and other sites can also be viewed if the Panoramio box is ticked. Also search Google™ images for Mumbai slums to see how the people live there.

• Watch Hans Rosling’s fascinating and highly informative explanation of the developments in Asia’s economy and standards of living over the last 200 years <http://www.youtube.com/watch?v=jbkSRLYSojo> Students can examine this data further here <http://www.gapminder. org/> 6

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Cities of Asia Cities are generally founded in strategic locations such as places with access to fresh water sources, or near to harbours and waterways for trade purposes, or along overland trade routes. They can also be established in areas which service large agricultural regions or as political or business centres for a region. Some cities in Asia have been continuously settled for many centuries and have evolved according to the needs of the population, while others are more newly established. Read about two of the largest, oldest and most populous cities in Asia.

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

Beijing, the capital city of the People’s Republic of China since 1949, was known as Ji, a walled city from the 11th until the 7th centuries BCE. The location, on the north-east edge of the North China Plain, was relatively uninterrupted by rivers and mountains (unlike the areas further south) and meant that messages could be more rapidly be delivered by horse, which led to the region becoming a political centre.

Additionally, the vast fertile plains surrounding the location have been used as farming lands for many centuries.

Currently, Beijing is one of the most populated cities in the world, with over 15 million inhabitants (source: CIA World Factbook).

The city has many sites of great cultural and historical significance, such as the Forbidden City (constructed between 1406 and 1420) and the adjacent Tiananmen Gate (1415) and Tiananmen Square. Mao Zedong announced the establishment of the People’s Republic of China under the leadership of the Communist Party in the square on 1 October 1949, signalling the beginning of sweeping cultural, economic and political changes.

Mumbai is the most populated city in India, with over 13 million inhabitants.

Interestingly, the city of Mumbai was built on reclaimed lands. It began as a fishing village around the 2nd century BCE and was surrendered to the Portuguese, who were interested in setting up a trading post there, after a treaty in 1534. The seven islands came under British rule in 1661 after the marriage of an English king to a Portuguese princess. Soon after, the islands were leased to the British East India Company who were interested in the city’s strategic position between Asia and Europe as a world trading port, and its deep natural harbour.

© R. I .

C.Publ i cat i ons •f orr evi ew pur pose so nl y1838, • an ambitious Between 1782 and

Beijing hosts examples of architecture ranging from the traditional imperial Chinese style to modern innovative skyscrapers, apartment buildings and facilities (such as the Olympic Park). Beijing is a major transport hub connecting to the rest of the country and the world, and also has major transport infrastructure for its millions of residents. Bicycles and taxis are a popular mode of transport in the city, as are its public transportation options. Due to the millions of residents, air pollution from vehicles and factories is a huge problem for the city, particularly at certain times of the year.

The city has been a major economic, political, cultural, educational and business centre in China for centuries and it continues to grow and develop as rapidly as China’s economy. The people of Beijing experience relatively high standards of living—with access to electricity, running water, education and health-care—compared to people in other, poorer parts of China. This is reflected in the life expectancy of the city’s residents which is considerably higher than those living in poorer rural areas, and in the rates of infant and mother mortality in childbirth which also differ considerably between cities and rural areas. www.ricpublications.com.au R.I.C. Publications®

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civil engineering project to reclaim the land between the seven islands was completed, which led to further growth and expansion of the city.The textile trade and the operations of the port brought money, workers and trade to Mumbai for many years.

Today, Mumbai (renamed from Bombay in 1995) is the most prosperous city in India. It is the home of the lucrative Indian film industry known as Bollywood and is the country’s primary financial centre. There are, however, very wide divides between the people of Mumbai in terms of their financial position. Over half of the city’s residents reside in slums where they live in cramped conditions in temporary homes constructed from whatever materials they can find. These slums lack access to clean running water and sanitation systems (such as toilets and rubbish collection services), which often leads to disease and ill-health.

Australian Curriculum Geography (Year 6)

Mumbai up close Discover more about the city of Mumbai in India. Use Google Earth™ to aerially view the three areas of Mumbai mentioned below and note down what you see. Write a question you have about each place and research to find the answer.

2.

Dharavi slum

Sanjay Gandhi National Park

Absolute location:

Absolute location:

Relative location:

Relative location:

Housing density:

Housing density:

Environmental characteristics:

Environmental characteristics:

My question and answer:

My question and answer:

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C.Publ i cat i ons Malabar Hill Write the names of the four places on the map of s Mumbai.

Add orr evi ew pur po se onl ythe •names of Absolute location: •f the main waterways.

3.

4.

Relative location:

Housing density: Environmental characteristics:

My question and answer: Mumbai City

?

Investigate one of the areas mentioned above to gather further information. If you choose Malabar Hill or the Dharavi slum, find out about the liveability of each area, and the facilities, services and local people. If you choose the national park, find out about the flora, fauna and threats to the environment. EXTENSION: Examine some of the districts of Beijing to find out more about the city.

Australian Curriculum Geography (Year 6)

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The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

1.

Demographics across Asia 1.

Access the CIA World Factbook site to fill in the table <https://www.cia.gov/library/ publications/the-world-factbook/> Country

Population

% of population living in urban areas

Infant mortality (rate per 1000 live births)

Life expectancy

GDP per capita

Australia Afghanistan China India Indonesia Japan Kazakhstan Korea (North) Korea (South) Pakistan Philippines

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

Vietnam 2.

3.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Explain why you chose those three countries.

Based on the table above, list the three countries that have the highest standard of living.

4.

Based on the table above, list the three countries that have the lowest standard of living.

5.

Explain why you chose those three countries.

6.

Discuss with a partner or group why there are such differences between countries, then list two proposed actions which could help to (i) increase the life expectancy and (ii) decrease the infant mortality rate in Afghanistan and Pakistan. Think about how your proposals could be practically achieved.

?

1. Discuss the correlations between the percentage of the population living in urban areas and the rest of the data; what do you notice? 2. Select two data points to construct a scatter graph (scatter plot) on a piece of graph paper, which will show the relationship between data sets; e.g. GDP per capita on the x axis and life expectancy on the y axis.

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Australian Curriculum Geography (Year 6)

Rural Asia The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

Elaboration

Teacher information

Exploring some rural environments in Vietnam (where only 31% of the population lives in urban areas) and the economic activities in these regions. Conducting research into two contrasting areas in a country of choice in the Asia region.

Key inquiry questions • How do places, people and cultures differ around the world?

• How do people’s connections to places affect their perception of them?

Teaching notes • Students will need internet or library access to complete the research tasks on page 13.

• The inquiries will require individual or group investigation, encourage students to plan their investigation and generate questions to answer with their research. You may like to designate countries and/or regions to students and ask them to report their findings to the class.

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS043)

Background information • Standards of living are often quite different in Asian countries when you compare rural and urban areas. Facilities such as plumbing and sewerage systems as well as access to medical services and education are often lacking in rural areas. This disparity can be seen in the developing and less developed countries of Asia (Japan, South Korea, Singapore, Taiwan, Brunei and Hong Kong are developed countries—HK is actually a Special Administrative Region of China, not an independent country).

Resources • A site aimed at students with information on the countries of the world, which may be useful to complete page 13 <http://www.factmonster.com/ countries.html>

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• Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

• A video about Cambodian refugees which will support the inquiry activity on page 12 <http://splash.abc.net.au/media/-/m/153804/cambodianrefugees?source=search> • A video about the descendants of refugees from Vietnam in Australia <http://splash.abc.net.au/media/-/m/29097/vietnamese-refugees-andtheir-children-s-future?source=search>

• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

Geographical concepts • place • space

• environment • interconnection

• scale • change

Geographical vocabulary coastline, mountains, tropical forests, wetlands, deltas, urban areas, waterways, nutrient-rich deposits, sediment, rice cultivation, fish farming, industry, bordering, tribal minority groups, domesticated animals, wet terraces (rice terraces), hillside slash and burn plots, Hmong, Dao and Cham people, terrestrial and marine biodiversity, economic activity, World Biosphere Reserve, UNESCO (United Nations Educational, Scientific and Cultural Organisation), primary, secondary and tertiary industry, topographic (relief) map, capital city, dense population, intensive farming, emigration, flow map, absolute location, population, density, main economic activities, rural, urban or natural environment, scale, north point Australian Curriculum Geography (Year 6)

Additional activities • Connect with a school in the Asia region to find out about the daily lives of students. See this guide on the Asia Education Foundation’s website for information about linking up with a sister school <http:// www.asiaeducation.edu.au/teachers/sister_school_guide_china. html> • Search Google™ images for “rice terraces Vietnam” to view photographs. Discuss with students how the people adapted their natural environment to enable rice farming. Pictures of Asian rice fields and terraces can be found here <http://www.globalpost.com/ photo-galleries/planet-pic/5679982/rice-fields-asia-above-andbelow> 10

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Rural Vietnam A long and thin country with a long coastline bordering the South China Sea, Vietnam is a land of mountains, tropical forests, wetlands and fertile deltas (river mouth landforms). Ho Chi Minh City in the country’s south is the most populated city, with around 6 000 000 inhabitants.The majority (around 69%) of Vietnam’s over 90 million people live outside of its major urban areas. Rice production is a major economic activity in Vietnam and has been for centuries. Rice is cultivated for local consumption and is also exported across the world.

The Mekong Delta At the southern tip of the country, where the Mekong River flows in to the South China Sea, the multiple waterways, flat landscape and the nutrient-rich deposits of sediment form the delta and make it perfect for rice cultivation and other farming.

The agricultural use of the region makes it rural; however, the area is quite densely populated. In addition to food growing, fishing and fish farming are important industries.

The Mekong Delta

Some people of the region live very close to the waterways in homes built on stilts and other homes even float on the water. Floating markets happen daily in various places in the Mekong Delta, people buy and sell and trade goods from their boats and vessels each morning.

SOUTH CHINA SEA

The Northern Highlands The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

The Northern Highlands

Vietnam’s northern highlands, located in the north-west of the country and bordered by Laos to the west and China to the north, are sparsely populated and home to many tribal minority groups. Rice is farmed in wet terraces, and other foods are grown in small hillside slash and burn plots. Domesticated animals are also kept.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• CHINA

Central marketplaces allow the people to buy, sell and trade as well as to socialise with each other.

LAOS SOUTH CHINA SEA

The Hmong and Dao are two tribal groups of people who live in this region. The women are known for their elaborately embroidered and brightly coloured clothing and headdresses.

The Cham Islands Located off the coast of Hoi An in central Vietnam, the Cham Islands in the South China Sea are a group of eight islands identified as a World Biosphere Reserve by UNESCO. The aims of establishing these world biospheres are threefold: conservation, economic development, and research and education. UNESCO aims to preserve the islands’ vast terrestrial and marine biodiversity.

Cham Islands

The largest island has two fishing villages on it. The Cham people inhabit the islands. In addition to fishing, another economic activity on the island is the harvesting of swallow’s nests. These nests, constructed from the swallow’s saliva strands, are an expensive delicacy and are used to make bird’s nest soup. The harvesters climb bamboo scaffolds to remove the nests attached to cave walls and in crevices. www.ricpublications.com.au R.I.C. Publications®

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Australian Curriculum Geography (Year 6)

Regions of Vietnam Answer the following questions based on the text on page 11.

1.

List the different ways mentioned in the text that people make their living in Vietnam.

2.

Three ethnic groups are mentioned in the text, what are they?

Map of Vietnam

Hanoi

4.

Haiphong

Based on the text, do you think most people in Vietnam are involved in primary, secondary or tertiary industry? Explain your answer.

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C.Publ i cat i ons Mark the Mekong Delta, •f orr evi ew pur posesonl y• Hoi An Northern Highlands and the Cham Islands on the map.

Study the topographic map and answer the following questions on another sheet of paper.

5.

6.

7.

?

In terms of location, how are Ho Chi Minh City and Hanoi different from the other places marked on the map?

LEGEND = over 2000 metres = 1000 to 2000 metres = 500 to 1000 metres = 0 to 500 metres = Water or Ocean

Based solely on the map, which areas do you predict would be the most densely populated?

Explain your answer.

Nha Trang

Ho Chi Minh City

Based solely on the map, which areas do you predict would be the most intensively farmed?

Explain your answer.

Research the mass emigration of people from Vietnam, Laos and Cambodia after the end of the Vietnam War in 1975.

Generate questions to plan your investigation. Construct a flow map to show the movement of the refugees from their origin to their destination.

Australian Curriculum Geography (Year 6)

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The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

3.

Country research Identify a country in the Asia region you are interested in finding out more about (use the list on page 3).

As India, China and Vietnam are featured in the preceding pages, choosing another country will help you to learn even more about the region. Explore two environments in your chosen country and record your findings below. Add some information—for example a map, diagram or graph—to provide further information about your chosen places.

Country name: 1.

Urban environment (city or town)

Name: Absolute location:

Population: Density (people per km2): Main economic activities:

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

Interesting information:

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 2.

Rural or natural environment; e.g. agricultural region, national park, desert, forest.

Name: Absolute location:

Environmental characteristics:

Flora and fauna:

Interesting information:

?

Draw a map of your chosen country on another sheet of paper. Include borders, scale, north point and a title. Mark the features you identified above on your map as well as any other significant features (e.g. landforms and large cities).

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Australian Curriculum Geography (Year 6)

Conservation and sustainability The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

Elaboration

Teacher information

Exploring some of the human impacts on the environment in Asia with a particular focus on Indonesia. Gaining an understanding of the impact these activities have on the people, animals and biomes of Indonesia.

Key inquiry question • How do places, people and cultures differ around the world?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports

Teaching notes • To complete the map on page 15, students will need internet access or atlases to locate the Sumatran settlements.

• Research on the fires in Sumatra is necessary to complete page 16. See this weblink for a video news report and accompanying article <http:// www.abc.net.au/news/2013-07-03/an-sumatra-fires/4797548> • The Wildlife Crime Scorecard (necessary to complete page 17) can be found here, as well as a video explaining the scorecard. <http://wwf.panda.org/about_our_earth/species/problems/illegal_trade/ wildlife_trade_campaign/scorecard/>

Background information

(ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• The concepts of illegal deforestation and wildlife trafficking may be difficult for students to understand and will likely need further discussion. Due to the at times dishonest actions of government officials and others, these activities are made possible. The problem of bribery and corruption also can be common in developing countries, as people are paid very low wages in general, so the incentive of taking a bribe to look the other way becomes more appealing.

Resources

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• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046)

• <http://www.exploringnature.org/db/main_index.php> For a brief explanation of rainforest habitats in Asia, explore to highlight the diversity.

• <http://photos.state.gov/maps/amgov/30145/globalillegalwildlifetrade/> A US government site with a world map and information about illegal wildlife trade across the globe.

Geographical concepts • place • space

• environment • sustainability

• scale • change

Geographical vocabulary biological diversity, unique plant and animal species, rapid population increase, forest clearing, plantations, poaching and hunting (explore difference), critically endangered species, extinction, deforestation, medicinal purposes, habitat, lowlands, animal trafficking, population distribution (urban and rural), public relations, conservation organisations, illegal logging, wildlife trafficking, bribery and corruption, illegal laundering (of timber), black market (for animals and animal parts), consumers, suppliers, origin, destination

Australian Curriculum Geography (Year 6)

Additional activities • Use Google Earth™ to explore the island of Sumatra. Look at locations that are built up or have large areas of cleared land.

Use the history icon in the top toolbar to view the same location some years before. This will help students to see how the land has changed, and they can appreciate the scale of the wildlife’s habitat loss.

• Watch this BTN video on the destruction of Sumatran Tigers’ habitat <http://splash.abc.net.au/media/-/m/85624/sumatran-tigers-andpaper-mills?source=search> 14

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Sumatra – 1 Sumatra, the 6th largest island in the world, is one of the most biologically diverse places on earth.The island is located on the equator and is home to thousands of unique plant and animal species. Sumatra is also home to around 50 million people and its population has increased rapidly from around 20 million people in 1971. It is estimated that some 50% of the tropical forests of Sumatra have been lost in the last 35 years, due largely to clearing for agriculture, rubber, paper and palm oil plantations. According to the World Wildlife Fund (WWF) every minute in Sumatra, areas of rainforest the size of five football fields are cleared to make way for these plantations.

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

This clearing of land, in addition to animal poaching and hunting, has led to many species in Sumatra being identified as critically endangered. This means that they face a very high risk of extinction in the wild. Read about some of these unique species.

Sumatran Tiger

Sumatran Elephant

In addition to deforestation greatly reducing their habitat and the availability of prey, Sumatran Tigers are hunted for their teeth, claws, bones, skin and meat.The main uses of the tiger parts are medicinal or superstitious. People wear or keep parts such as teeth, claws and skins as souvenirs or as charms for good luck or protection from curses. Some parts are thought to have medicinal qualities and are taken to treat minor medical complaints. With fewer than 400 believed to still live in the wild and illegal poaching accounting for 78% of tiger deaths, the future of the species is in great peril.

Current numbers of Sumatran elephants, the smallest and lightest in colour of all the elephant species, are estimated to be around 2400–2800.

The elephants’ normal habitat is in lowland forest areas and close to rivers. Once widespread across the island, the elephants have lost 70% of their habitat in the last 25 years. Although the elephants’ tusks are quite small, and are found only on males, they are still victims of ivory poachers. Human– elephant conflict is another problem, where due to loss of habit, elephants damage human settlements and can be shot or poisoned in retaliation.

species with two horns, and is the smallest of all rhinos. This species is also unique in that it has a coat of coarse reddish-brown hair covering its body.

As well as threats to its habitat, the rhinoceros is under threat from poachers who hunt the animal for its horn. The horn is believed to have medicinal benefits and is thus added to a variety of traditional Chinese medicines. There are a very small number of Sumatran Rhinos still living in the wild, with estimates of 75–100 listed on the WWF website.

of the two species of orangutan (the other being the Bornean). These animals are almost exclusively arboreal; this means they rarely travel on the ground, instead remaining in trees throughout their lives. Again due to the palm oil and rubber plantations these animals are losing their habitats.

It is also reported that in some areas they are hunted for their meat. Orangutans are also subject to animal trafficking to be kept as exotic pets or housed in black market zoos. Only around 7300 of the animals still live in the wild.

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C.Publ i cat i ons Sumatran Rhinoceros Sumatran Orangutan • f o r r e v i e w p u r posesonl y• The unique Sumatran Rhinoceros is the only Asian The Sumatran Orangutan is the most endangered

Sumatra

1.

Equator

2.

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Use an atlas or the internet to mark the locations of the 10 most populated settlements on the island where a total of around 8 million Sumatrans live (with 1 having the largest population and 10 the smallest). Mark the number only.

1. Medan

2. Palembang

3. Pekanbaru

4. Bandar Lampung

5. Padang

6. Jambi

7. Bengkulu

8. Binjai

9. Pematang Siantar

10. Dumai

Write an explanation of the distribution of settlements on the island on another sheet of paper.

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Australian Curriculum Geography (Year 6)

Sumatra – 2 Answer these questions relating to the text on page 15.

1.

List four causes that have lead to the four species being placed on the critically endangered list.

• • • •

2.

Discuss the issues with your partner or group and come up with some suggested courses of action which may help prevent these species becoming extinct. List your ideas.

• • • Explain the distribution of the population in Sumatra; look at the figures and decide whether you think Sumatra has more people living in its urban or its rural areas. Explain how you reached your conclusion.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 4.

Using the internet, investigate fires on Sumatra; and the resulting smoke which has caused problems for neighbouring areas. Answer these questions. (a) Who is starting the fires and why?

(b) Which other countries have been affected by the smoke?

(c) How do these fires affect people living in the region?

(d) What is being done to reduce incidences of these fires and minimise their impact?

(e) How do you think these fires affect the critically endangered species of Sumatra?

?

Imagine you are working in the public relations office of an environmental conservation organisation. Choose one of the species mentioned on the previous page and create a poster about. Include information about the animal, the environment it lives in, the reasons for its near extinction and what people can do to help. Use the previous page and conduct further research to assist you. Create the poster in publishing software. Think about your use of fonts, graphics and persuasive language to ensure the poster achieves its aims.

Australian Curriculum Geography (Year 6)

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The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

3.

Illegal logging and wildlife trafficking The large areas of forest and the diversity of fauna in these forests in countries in the south-east Asia region are unfortunately susceptible to illegal logging, mining and wildlife trafficking practices. Widespread throughout developing nations, these illegal activities are having a devastating impact on the land, environment and fauna. Bribery and corruption often lead to authorities turning a blind eye to these behaviours.

The illegally logged timber trade sees areas of reserves and national parks throughout Indonesia, Malaysia and the Philippines destroyed. Loggers either launder the timber through other countries such as Malaysia, Singapore and China to avoid detection, or they turn the wood into pulp for paper.

A large variety of species of reptiles, birds and mammals are also illegally caught to sell on the black market.

Traditional Chinese medicines incorporate many animal parts and there is a large demand for wildlife for the production of these medicines. Animals are also sold and traded across Asia and the world as exotic pets or exhibits in zoos. Many animals die in the process of being trapped and smuggled around the globe.

Deforestation in Borneo 1950–2010 with projections to 2020

Forest loss on Sumatra due to logging and conversion to agriculture 1900

1950

1985

2000

2005

2010

2020

1960

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

2000

2010

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1.

Write a description of what you see in the graphics above.

2.

What do you predict the above maps might look like in 2040 or 2050?

3.

View the WWF’s Wildlife Crime Scorecard, focusing on the Asia region. Answer these questions. (a) Which three Asian countries are primarily the destination (consumers) of the illegal animal parts?

(b) Which two Asian countries are primarily the origin (sources/suppliers) of the illegal animal parts?

?

In a small group, investigate some of the strategies and measures that governments, NGOs (non-government organisations) and international conservation organisations (such as Greenpeace and WWF) are employing to stop people from illegally logging and killing and trapping wildlife for trade and sale.

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Australian Curriculum Geography (Year 6)

World statistics Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

Elaboration

Teacher information

Gathering data and discussing and exploring the links between data points. Comparing and contrasting the similarities and differences between countries in the areas of population, health, education and economy.

Key inquiry question • How do places, people and cultures differ around the world?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• For page 21, students will answer questions about the data.

Background information • The explanations of the statistics collected are the common indicators used to compare countries in the areas of population, health, education, economies and employment. Information is collected on a wide range of scales, and looking at the data for a whole country only presents an overview. In many cases, if smaller scale areas were examined more closely, differences in the data would be apparent (for example rural versus urban areas in newly and less developed countries).

• The CIA World Factbook is a reference containing information on the countries of the world which is gathered from a range of sources. It has been available to the public in print since 1975 and on the internet since 1994.

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Geographical concepts • place • interconnection

Teaching notes • Students will need to access the CIA World Factbook <https://www.cia.gov/ library/publications/the-world-factbook/> to fill in the table on page 20.

Direct them to ‘Country Comparisons’ to see the information displayed in a ranked order or to ‘Field Listing’ (the small icon to the right, found under individual country’s entries) to see it in alphabetical order. If you would prefer students to simply record the data, provide it (from the answer page) for them to copy.

• sustainability • scale

• change

• Millennium Development Goals video <http://www.youtube.com/ watch?v=JztmHP1tz3c> • 2013 UN Millennium Development Goals progress chart < http://mdgs. un.org/unsd/mdg/Resources/Static/Products/Progress2013/Progress_E. pdf>

Geographical vocabulary statistics, characteristics, demographics, population density, census, data, social, economic, migration, statisticians, infant and mother mortality, life expectancy, obesity, literacy, gender, Gross Domestic Product (GDP), GDP per capita, Millennium Development Goals (MDGs), United Nations (UN), formula, CIA World Factbook, square kilometres, most densely populated, least densely populated, theories, data points

Australian Curriculum Geography (Year 6)

Additional activities • A great deal can be done with the data collected; scatter graphs (scatter plots) can be constructed to show one data point on the x axis and another on the y to explore relationships (e.g. between GDP per capita and life expectancy). Encourage students to draw their own conclusions and to offer explanations and theories based on what they see in the data.

• Work on finding the mean, mode, median and range of different data points; for example, total population, life expectancy or GDP per capita.

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World statistics – 1 Demographics are statistics that provide information about people and the characteristics of populations.The information collected and recorded covers many areas, including the population size and density, measures of health and wellbeing, educational attainments and economic information.

Around the world, governments generally will conduct a census to collect information about people at least once every 10 years. Where this is not possible nor a priority (for example in wartorn countries), agencies such as the UN will gather information.These official censuses commonly gather data to provide an overview of the social, demographic and economic structure of society. Read about some of the main indicators information is gathered on, so that this information can be used to compare countries around the world.

Population Population statistics give information about the number of people living in a country (or a smaller area such as a state or city). Birth, death and migration rates help statisticians to keep these numbers up to date. Population density of a country can be calculated by dividing the number of inhabitants by the area of a country to determine an average of how many people there are per square kilometre. The age of the population, nationalities and ethnicities, languages spoken and religious affiliations tell about the ancestries and behaviours of people.

Health and education statistics

Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

Maternal (mother) mortality rates provide information on the number of deaths per 100 000 which occur as a result of pregnancy and childbirth. Infant mortality rates give the number of infants (under 1 year old) who do not survive their first year per 1000 live births. The infant mortality rate is often used as an indicator of health in a country. Other health statistics are collected to show rates of infection of HIV and rates of obesity in adults. Other diseases are monitored depending on the relevance to a particular country (e.g. rabies, malaria, tuberculosis). Information on health and deaths helps to determine the average life expectancy of people in the country.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Education statistics tell us about literacy rates, years in schooling and levels of educational attainment.

Gender in education shows if there are differences between the literacy rates and levels of educational attainment between boys and girls or men and women.

Trade and economy and employment Economic statistics show the country’s imports and exports, the country’s Gross Domestic Product (GDP) and its GDP per capita. The GDP is one of the main indicators used to assess the condition of a country’s economy; the figure gives the value of the country’s products for a year. Dividing this figure by the population gives the GDP per capita, which makes it easier to compare countries with vastly different population sizes.

Employment statistics show the unemployment rates of countries, and youth unemployment rates include people aged 15–24.

The United Nations (UN) Millenium Development Goals aim to improve the lives of the world’s poorest and most disadvantaged people.

1.

Discuss the graphics on the right. See if you can identify each of the goals. Check your predictions to see if you were correct.

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2

3

4

5

6

7

8

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Australian Curriculum Geography (Year 6)

Australian Curriculum Geography (Year 6)

20

513 120

Thailand

1 861 484

Sudan

241 038

1 138 910

Colombia

Uganda

2 780 400

1 964 375

Mexico

Argentina

9 826 675

357 022

603 550

USA

Germany

Ukraine

697

462 840

PNG

Singapore

267 710

NZ

7 741 220

Total

Density/ km2

Population Life exp. yrs Obesity

Health HIV

Males

Females

Literacy rate GDP PC

Below pov. line

Economy

1.

Research the population of each country using the CIA World Factbook website.

2.

Calculate the population density using this formula: population ÷ land area (km2) = people per km2

3.

Fill out the rest of the table with data from the CIA World Factbook website.

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Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

Africa

South America

North America

Europe

Asia

Oceania

Australia

Country

Area km2

World statistics – 2

Comparing and analysing data Use the information from the table on the previous page to answer the following questions. Abbreviate country names where possible (e.g. NZ and USA).

POPULATION 1.

Which of the countries is by far the most densely populated?

2.

Which of the countries is by far the least densely populated?

3.

Which countries have over 100 million inhabitants?

4.

Which countries have between 50 and 100 million inhabitants?

5.

Which countries have under 10 million inhabitants?

Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

HEALTH 1.

Which countries have a life expectancy of over 80 years?

2.

Which countries have a life expectancy of under 70 years?

3.

What is the difference between the highest and lowest life expectancy?

4.

Which three countries have the highest percentages of obese adults?

5.

Which three countries have the lowest percentages of obese adults?

6.

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C.Publ i cat i ons LITERACY •f orr evi ew pur posesonl y•

1.

2.

Which four countries have the highest percentages of people living with HIV?

Which three countries have literacy rates under 90%?

Write a brief description of what you see in the data in terms of the difference between these countries and the rest of the world, and the difference between male and female literacy rates for these countries. (Note that two countries show similar statistics and one is quite different.)

ECONOMY 1.

Which countries have a GDP per capita over $35 000?

2.

Which countries have a GDP per capita under $8000?

3.

Which countries have over 20% of their population living below the poverty line?

?

1. Discuss some theories to explain the relatively low life expectancy for the USA. After you have proposed some explanations, research to find out if your predictions were accurate. 2. Questions 2 (Health) and 2 (Economy) above have the same four countries as their answer. Discuss in your group how these data points might be linked.

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Australian Curriculum Geography (Year 6)

Investigating relationships Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

Elaboration

Teacher information

Interpreting and exploring different data representations.

Making links to explain relationships between life expectancy, GDP per capita and energy use and between literacy rates and GDP per capita across a selection of countries.

Key inquiry questions • How do places, people and cultures differ around the world?

Teaching notes • Students will need atlases to complete page 23 and access to the internet to complete page 25.

Geographical inquiry and skills

• As is mentioned in the geography elaborations in the Australian Curriculum, the aim of this activity is to investigate relationships between life expectancy, per capita income and energy consumption. Give students time to discuss what they see in the data and to offer explanations about relationships they identify.

• Develop geographical questions to investigate and plan an inquiry (ACHGS040)

• Students will need internet access to answer the inquiry question on page 25.

• How do people’s connections to places affect their perception of them?

• Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

Background information • Professor Hans Rosling is a Swedish medical doctor, public speaker and statistician who has created a program called ‘Gapminder World’. This program displays the statistics of the countries of the world with data compiled from various sources. The program is free and easy to use, and it is great for comparing countries and their progress in the areas of health and economic development since 1800. Once the students are familiar with how to use the software, they can identify, investigate and discuss relationships between the data points.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• This video discusses the improvements in developing countries over the last 50 years. It uses the Gapminder World data to illustrate the improvements <http://www.gapminder.org/videos/the-river-of-myths/>

Geographical concepts

• The CIA World Factbook site needs to be accessed to complete page 25 <https://www.cia.gov/library/publications/the-world-factbook/>

• place • space

• environment • interconnection

• change

• Gapminder World (mentioned above) can be accessed here <http://www. gapminder.org/> In addition to the animated scatter plot graphs, videos, PowerPoint™ presentations and other information about statistics can be found here.

Additional activities

Geographical vocabulary life expectancy, GDP per capita, energy use, relationships in data, geography, population, investigation, neighbouring countries, exception, rapid economic growth, HIV, adult literacy, plot data, table, graph, compare countries

Australian Curriculum Geography (Year 6)

• Demonstrate to students how to use the Gapminder World software to examine and compare the statistics for a range of countries.

Encourage them to propose theories and explain their thoughts.

Students can plan an investigation to find out information about countries that interest them. Alternatively, give small groups investigation questions to answer and have them explain what they discovered to the rest of the class.

• These activities could lead into a discussion about migrants, refugees and asylum seekers. Students can offer suggestions to explain why people might want to leave their country to make a new life. This BTN video shows the arrival of a family from Liberia in Africa <http://splash.abc.net.au/media/-/m/85690/new-arrivals-toaustralia?source=search> 22

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Investigating relationships – 1 2012

85

AUSTRALIA

80

QATAR

POLAND SRI LANKA

75

BRAZIL UNITED STATES

VANUATU

70

LIFE EXPECTANCY (Years)

NORWAY

CHILE

EGYPT NEPAL

65

MYANMAR

MONGOLIA

60 55

ZIMBABWE

50

BOTSWANA

COTE D’IVOIRE

45 40 400

1000

2000

4000

10 000

20 000

40 000

100 000

INCOME PER PERSON (GDP/capita, PPP$ inflation adjusted)

Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

Life expectancy and GDP per capita scatter plot (Source – Gapminder World, 2013) The size of the circle indicates the size of the population, large circle = large population

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Energy use (kg of oil equivalent per capita) 129

18,810

Map of energy use (kg of oil equivalent per capita) 2009–2013 (Source – The World Bank, 2013)

1.

Use an atlas to mark the countries from the graph onto the map above.

2.

Examine the graph and the map with a partner or in a small group. Firstly, discuss the relationship you see between life expectancy and GDP per capita. Secondly, discuss any relationships you can see between the graph and the map.

3.

Write a paragraph about the relationships you discussed and identified.

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Australian Curriculum Geography (Year 6)

Investigating relationships – 2 Use the graph and the map from the previous page to answer the following questions.

GEOGRAPHY 1.

Which five countries are located in Asia?

2.

Which four countries are located in Africa?

3.

Which two countries are located in Europe?

4.

Which two countries are located in South America?

5.

Australia and Vanuatu are in which region?

6.

The United States is a part of which continent?

POPULATION

1.

Which two countries in the graph have the largest populations?

2.

The country with the smallest population has around 220 000 people.

Looking at the graph and the map, which country do you think it is?

INVESTIGATION

the data.

2.

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Botswana and Zimbabwe are neighbouring countries. Examine the graph and explain the differences you see in

Generally, it could be said that the

the GDP per capita, the lower the life the life expectancy.

expectancy and the higher the GDP per capita, the Give reasons for this relationship.

3.

There is one glaring exception in this graph to the above statement, which is the African country:

4.

Examine the key words relating to Botswana and Zimbabwe:

?

Botswana

Zimbabwe

diamonds, mining, rapid economic growth, small population (~2 million), HIV in 24% of adults

corruption, war, loss of agriculture, larger population (~12 million), HIV in 15% of adults

With this information in mind, discuss your ideas with a partner or a small group and suggest some theories as to why the levels of income and average life expectancy are so different between the two neighbouring countries. Use another sheet of paper if you require more space.

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Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

1.

Gathering and displaying data Table:

Conduct an investigation to compare a range of countries.

Country

Adult literacy rate

GDP per capita

Brunei

Give the table a title.

Afghanistan

3.

Plot the data in the graph below.

Romania

Give the graph a title.

Graph:

Italy

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100% 90% Adult literacy rate (% of total population)

EUROPE

2.

4.

Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

Angola

Indonesia ASIA

Collect data to complete the table from the CIA World Factbook. Choose another country from each region to investigate.

AFRICA

Mali 1.

80% 70% 60% 50% 40% 30% 20% 10% 0% $0

$10 000

$20 000

$30 000

$40 000

$50 000

$60 000

Gross domestic product per capita

?

1. Discuss the graph and decide whether you think there is a direct relationship between the literacy rates and gross domestic product per capita of countries. 2. Find out why there is such a large GDP per capita gap between Brunei and Indonesia. Gather information on population size and main economic activities.

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Australian Curriculum Geography (Year 6)

Global poverty Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

Elaboration

Teacher information

Examine the spatial distribution of global poverty and world hunger. Complete an independent investigation to gather statistics about a country and explain the challenges it faces.

Compare the living standards of the country with those in Australia, using the data to draw conclusions.

Key inquiry question • How do places, people and cultures differ around the world?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports

Teaching notes • To support students to complete the activity on page 27, the map can be displayed digitally by accessing this web address <http://www.indexmundi. com/map/?t=0&v=69&r=xx&l=en> Hovering over the country will give the percentage.

• Students will need a copy of the map ‘World population below the poverty line’ (page xv) and atlases to complete page 27.

• Countries on the ‘World population below poverty line’ map have been shaded according to the legend. Where data for a country falls between two levels, the country has been shaded for the upper level.

• Students will need access to the internet to complete the inquiry on page 28.

(ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

Background information • The poverty line is the minimum level of income deemed adequate to live on in a particular country.

• World hunger statistics show numbers and percentages of a country’s population who are undernourished.

• Although there are very high numbers of undernourished people in some African countries, the World Food Program says that 578 million of the world’s hungry live in the Asia Pacific region, 239 million in Sub-Saharan Africa and 53 million in Latin America and the Caribbean.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046)

Resources

• An excellent interactive map with data on the history of world poverty <http://www.povertyover.org/>

Geographical concepts

• This site provides information about world hunger and its causes <http:// www.wfp.org/hunger>

• place • space

• Beatrice’s goat by Page McBrier is a picture book about a girl from a village in Uganda who can’t afford to attend school

• environment • interconnection

Additional activities Geographical vocabulary global poverty, poverty line, country, continent, absolute location, prevalent, world hunger, world regions, correlations, global hunger, poor health, undernourished, challenges countries face, % undernourished, % obese, % living in poverty, % literate, % HIV-positive, relative location, health and wellbeing

Australian Curriculum Geography (Year 6)

• A short video about the problem of hunger in Timor-Leste can be found at this site, along with some worksheets to complete after viewing <http://www.worldvision.com.au/resources/ SchoolResources/Content.aspx?id=783b213c-62f8-44f0-ae25feb26403e10c> • Send My Friend to School is a website with real life stories from children around the world who can’t attend school for a variety of reasons. Explore the different stories and ask students to compare the lives of the children to their own <http://www.sendmyfriend.org/ resource_type/real-life-stories/> 26

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Global poverty Use a copy of the map ‘World population below the poverty line’ and your atlas to answer the following questions: 1.

(a) Identify and label three countries that have 70–84% of their population living below the poverty line. (b) List the country name, the continent it is on and its absolute location.

• • •

2.

(a) Identify and label three countries that have 1–7.9% of their population living below the poverty line. (b) List the country name, the continent it is on and its absolute location.

• • •

3.

(a) Where in the world (on which continents) is poverty most prevalent?

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Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

(b) In a group, discuss possible reasons why this is the case; e.g. climate, shape of the land (altitude), natural vegetation, political instability.

4.

(a) On the map, identify and label any countries you know of, in which true poverty is a problem. (b) Explain what you understand to be the reasons for this.

5.

There is no data for poverty statistics in Australia. In a group, discuss what percentage of the population you believe may live below the poverty line. Give reasons for your answers.

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Australian Curriculum Geography (Year 6)

World hunger map

LEGEND

1.

= 35% and over

= 25-34.9%

= 15-24.9%

= 5-14.9%

= under 4.9%

Very high undernourishment

High undernourishment

Moderate high undernourishment

Moderate low undernourishment

Very low undernourishment

= No data

Which three world regions are mostly affected by the problem of world hunger? (a)

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C.Publ i cat i ons (c) •f orr evi ew pur posesonl y• Compare the map ‘World population below the poverty line’ used on the previous

2.

page with this map. Discuss the information on each with a partner and write down any correlations (connections) you notice.

3.

?

Discuss with a partner and explain the link between global poverty, global hunger and poor health.

Visit the interactive hunger map <http://cdn.wfp.org/hungermap/#PK> Choose four different countries to investigate.

Write down the country’s name, the world region it is in and list the reasons there are high percentages of undernourished people there.

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Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

(b)

Country report Choose a country to prepare a report on in consultation with your teacher. Use the information from the previous pages (19–28) to give an overview of the country, explore some of the challenges the country faces and propose some actions to help address these challenges.

Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)

1.

Country: Country

Population

% undernourished

% obese

% living in poverty

% literate

% HIV positive

Australia

22 507 617

<5%

26.8%

N/A

99%

0.1%

2.

Explain the country’s location in the world, and in relation to Australia.

3.

Explain some of the main health and wellbeing challenges the country faces.

4.

Explain some actions that would help to improve the health and wellbeing of citizens in this country.

5.

Compare your information with a partner. Explain how your country is better or worse off than your partner’s or whether you think they are about the same in terms of the health and wellbeing of citizens. Write your decision.

6.

Explain how your chosen country is better or worse off than Australia.

?

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Create graphs, posters or additional documents to provide further information to support your country report. Share the information you gathered with the whole class by giving an oral presentation.

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Australian Curriculum Geography (Year 6)

Indigenous peoples The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

Elaboration

Teacher information

Identifying indigenous groups from around the world and appreciating their differences. Exploring health,employment and incarceration statistics in nations with indigenous and non-indigenous populations.

Key inquiry questions • How do places, people and cultures differ around the world?

• How do people’s connections to places affect their perception of them?

Teaching notes • To complete the activities, students will need a copy of the world map page xi and internet access to locate further information; atlases would also be helpful.

• This unit will also incorporate gathering, comparing and interpreting statistical data and exploring the demographics of indigenous and nonindigenous peoples.

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

Background information • In this unit, students can find out about a variety of indigenous peoples from around the world. They will also have the opportunity to research a particular group to discover more about them.

• In addition to finding out about indigenous people, students can explore the issues that indigenous groups around the world face, before finding and interpreting some statistics relating to the disparity between indigenous and non-indigenous peoples in three different countries. You might like to explain and explore the statistics and information listed on the first website below to scaffold and introduce the topic.

• Be aware of cultural sensitivities when teaching this unit, and be sure that students understand the point of the exercise, which is to explore the reasons for the differences in lifespan; for example, before investigating and suggesting courses of action which may change these statistics throughout future generations.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046)

Geographical concepts • • • •

place space environment interconnection

Resources

• <http://www.ruralpovertyportal.org/en/topic/statistics/tags/indigenous_ peoples> Contains general statistics and figures about indigenous peoples with a focus on issues they face.

• <http://www.maori.com/> Information about Maori people and culture.

• <http://www.magickriver.net/oa.htm> Information about Orang Asli people.

• sustainability • scale • change

• <http://www.firstpeoples.org/> A site highlighting some of the challenges indigenous people face.

• International Work Group for Indigenous Affairs (IWGIA) <http://www.iwgia. org/regions>

Additional activities Geographical vocabulary indigenous, culture, tribe, nation, traditional, anthropologists, settlement, scarification, continent, region, country, language, population

Australian Curriculum Geography (Year 6)

• Focus on the local area and explore which Indigenous peoples inhabited the region before European settlement. Investigate how they make (or made) use of their local environment/s.

• Evaluate the websites that were accessed throughout this unit for their usefulness and accessibility. Students create a survey to question each other about the sources and then graph or table the data they collect.

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Indigenous peoples – 1 New Zealand’s Maori people have inhabited the country since around the 13th century, originally travelling great distances by canoe from eastern Polynesia.The country is referred to as Aotearoa in the Maori language.

Orang Asli, meaning ‘original people’ in Malay, is the name used to describe the original inhabitants of peninsular Malaysia. There are 19 distinct Orang Asli groups; each has its own languages and cultural practices.

Although most of the Maori people in New Zealand no longer live ‘traditionally’, Maori culture is still very strong. Much work has been done to preserve the language, with Te Reo Maori schools, TV and radio stations and websites being established to ensure the language continues.

Anthropologists (people who study the origin and development of humanity) have identified three groups of Orang Asli peoples who share similar languages and physical characteristics. They are the Negritos, the Senoi and the Aboriginal Malays.

Maraes are dotted around the country. A marae is a place of cultural significance where meetings, funerals, weddings and any other important business of the iwi (tribe) takes place.The meeting house is called a wharenui (wh is pronounced f) and the eating house is called the wharekai. The wharenui is often decorated with traditional carvings and paintings.

Ta moko is the traditional Maori practice of tattooing, which reflects a person’s whakapapa (ancestry).

The Mah Meri (Senoi) people use elaborately carved wooden masks in their ritual dance ceremonies to honour their ancestors.

A small number of Orang Asli people still live a semi-nomadic life, taking advantage of the seasonal supplies of the forest.

The Batek (Negrito) people, who live in the forests of the state of Pahang, are one such group.The Mah Meri wooden mask men hunt monkeys, wild boar and other small animals using blowguns made from bamboo which shoot darts poisoned with toxic sap.

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C.Publ i cat i ons The Omo River in Ethiopia ise First iss used in l Canada •Valley f or r evi w pur pNations ose on y•to describe the

The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

home to eight tribes who still live mainly traditional lives. The Mursi, Suri and Ne’en tribes all have similar cultural practices and languages and are called ‘Surma people’ as a group.

Tribes’ livelihoods depend on their cattle herds, and on the annual floods which enable them to grow crops.

Men are known for their stick fighting, where they battle with long and dangerous sticks until there is only one winner. The people also use paints, plants and other items to decorate their bodies.

Women wear lip plates, which can reach up to 12 centimetres in diameter. Surma people also cut their skin to leave decorative scars. For the men, this scarification is symbolic, with scars representing the warrior status of the wearer.

Because of the traditional practices of the people of the Omo Valley, tourism is popular in the region.

A dam being built upriver has some people concerned for the welfare of the Omo Valley tribes, as the people’s water supply may be affected. www.ricpublications.com.au R.I.C. Publications®

indigenous groups that have lived there since before European settlement. There are three groups of First Nations peoples in Canada: they are the Inuit people; the Métis; and the North American Indian people.

Inuit people come from the Arctic regions of Canada, Alaska and Greenland. Métis are people who are descendants of First Nations and European unions which were common at the height of the North American fur trade in the 18th and 19th centuries.

North American Indian people (or Native Americans) come from across the USA and Canada and from hundreds of different tribes which anthropologists have organised into 10 different cultural regions.

In these 10 regions the peoples shared similar languages, customs and beliefs.

Many First Nations people of North America still incorporate traditional practices into their lives.

Some Inuit people still hunt seals and caribou. Other groups maintain cultural practices such as feast day celebrations with traditional costumes, dances and rituals.

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Australian Curriculum Geography (Year 6)

Indigenous peoples – 2 1.

On a copy of a world map, shade the location where each indigenous group from page 31 can be found. Use a different colour for each group.

2.

Complete the key and copy it onto the map. Give the map a title.

KEY:

3.

Maori

Surma

Use information from the text page to complete the table below.

Group

Continent/region/ country

Language/s (List up to 3 only)

Maori

Cultural practices

Canada: 2.5% USA: 1.2%

Orang Asli

Surma

% of country’s population

15.4%

First Nations & Native Americans

4.

First Nations and Native Americans

Orang Asli

0.5%

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Refer to the IWGIA website <http://www.iwgia.org/regions> to write some information which you think might be of interest to others about indigenous people in different regions of the world.

Region

Information

Africa Arctic Latin America Oceania/ Pacific Middle East

?

Conduct further research into one of the above groups of indigenous peoples. Choose a specific group and find out more about their traditional way of life. Explore the peoples’ connections with their place in terms of use of resources, caring for and preserving the environment and their feelings about development, tourism and change. Generate questions for your inquiry before you begin.

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The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

Asia

Challenges indigenous people face 1.

Now you have read about some of the different indigenous groups from around the world, think about some of the challenges you feel they face. Discuss with a partner and write down three of these challenges. (a) (b) (c)

2.

Access reputable websites such as the Australian Bureau of Statistics, Statistics New Zealand and Statistics Canada to complete the table below.

Country

People and approximate percentage of total population

Life expectancy Males

Unemployment rate Females

Percentage of prison population

Aboriginal people – 3% Australia non-Aboriginal people – 97% Maori people – 15.5% New Zealand non-Maori people – 84.5% First Nations People – 4.5% Canada non-First Nations People – 95.5%

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C.Publ i cat i ons •f orr evi ew pur posesonl y• What factors do you think lead to certain peoples who live in the same country having Discuss with your group why you think these statistics show what they do and conduct some research to answer the following questions.

3.

The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

significantly different life expectancies?

4.

What factors do you think lead to certain peoples who live in the same country having significantly different rates of unemployment?

5.

What factors do you think lead to certain peoples who live in the same country having significantly different incarceration rates?

?

Working in a small group, choose an issue that is faced by a particular indigenous group of people. Introduce the people, where they live and the issue they are facing and suggest a practical course of action that would help the people to overcome the issue, or would reduce its impact. You may focus on one of the issues mentioned above or choose another to explore (e.g. water loss, land loss etc.).

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Australian Curriculum Geography (Year 6)

World languages The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

Elaboration

Teacher information

Investigating the languages and religions of different countries and regions around the world.

Comparing and evaluating sources for their usefulness.

Key inquiry question • How do places, people and cultures differ around the world?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

Teaching notes • To complete the activities, students will need internet access to locate further information, atlases will also be necessary.

• At this level, it is sufficient for students to have a general idea of the most commonly spoken world languages. Exact figures are not essential. From the exercise on page 35, students will see that some languages are used far more frequently than others.

• Although people do speak Mandarin in countries other than China, the majority of speakers live in China. Students may see the connection between this and China’s population.

• On page 37, students complete a pie chart to show the numbers of people who practise the world’s top six religions.

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042)

• In question 2, students compare the languages spoken by the majority of Christians and Muslims. This can be related to the spread of languages and cultures by dominant nations throughout history.

• Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

• The maps suggested for reference are simple enough for the students to study but they do not take into account the different languages spoken or religions practised in any one country. They provide a general overview of where the language or religion is dominant.

• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

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Geographical concepts • place • interconnection

• scale • change

Background information

• Native, first or mother tongue languages are those which a person speaks from birth (or a very young age). People who are bilingual or multilingual are those who speak more than one language fluently. Australia is a largely monolingual society, with a majority of people speaking only English. However, in many other parts of the world it is common for people to speak more than one language proficiently.

• The inquiry activity on page 37 will be useful for students to investigate the origins and spread of the world’s major religions. Students might also like to investigate some of the other religions of the world that don’t have such high percentages of followers.

Resources • distribution of world languages <http://www.visualizing.org/sites/default/files/imagecache/embedded_vis_ medium/images/language-thumb_1.png> • distribution of world religions <http://qatarconferences.org/interfaith2011/map2.php>

Additional activities

Geographical vocabulary native language, second language, official language, sources, map, table, pie chart, statistical information, major religion, predominant religion, Christian, Muslim, Hindu, non-religious

Australian Curriculum Geography (Year 6)

• Students can explore demographic maps of particular areas in Australia using this website <http://atlas.id.com.au> select a local council and using the drop down menu on the left select Diversity then choose an option relating to language and religion. A choropleth map of the area will display after the selection is made.

• Have students investigate and create their own map. They can map the Aboriginal languages of Australia, the languages of Indonesia or India or the native languages of North or South America for example.

Information can be accessed here <http://www.ethnologue.com/>

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World languages – 1 Many people in the world speak more than one language. A person’s native tongue is the language he or she first spoke at home. For most people in Australia, their native language is English, but there is a growing number for whom English is not the first language.

English is the main spoken language for many people around the world and, in some countries, it is also a second official language. Several countries have more than one official language.

‘Most widely spoken language’ can refer to either the number of countries in which a language is the official language or the number of people who speak that language.

1.

Use the internet websites to complete the tables. (a) <http://ostranah.com/lists/languages.php> Language

(b) <http://www.photius.com/rankings/ languages2.html>

Number of countries in which it is an official or national language

Language

Arabic

Arabic

Dutch

Bengali

English

English

French

German

Approximate number of native speakers

The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

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German

Hindi

Italian

Japanese

Malay

Mandarin

Portuguese

Portuguese

Russian

Russian

Serbian

Spanish

Spanish

(c) Label the pie chart to show the proportion of native speakers of the top ten world languages.

2.

Look at a map of world languages on the internet. Write a short paragraph to describe the distribution of languages.

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World languages – 2 1.

Two of the sources you have used on page 35 display the same information in different ways. (a) What are the sources and what information do they show?

(b) What does the pie chart clearly show?

(c) Which chart gives the more precise information? How does it do this?

(d) Do you think the information on either website was 100% accurate at the time you used it? Explain why or why not.

2.

Why do you think some countries have more than one official language?

3.

When you are collecting information from the internet, what are three things you can do to ensure the information is accurate and current?

?

Find out about other research methods that were used before the internet and computers became widely available.

Discuss the advantages and disadvantages of particular sources, including books, the internet and others.

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The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

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World religions When discussing religions, the people of the world can be divided into three groups; those who: • practise or have faith in a religion • do not follow a religion but who do have spiritual beliefs. These people are known as agnostics.

• have no spiritual beliefs. These people are known as atheists.

The majority of those who do practise or have faith belong to one of the world’s major religions.

1.

(a) On the internet, look at the map showing the distribution of world religions.

Your teacher will give you the website URL. (b) Label the pie chart to reflect the relative numbers of people who practise the world’s top six religions.

Buddhism Christianity Hinduism Islam agnostics and athiests

Judaism Sikhism

Bahaism, Confucianism, Jainism, Shintoism, Taoism and a number of other minority religions are practised in much smaller numbers and cannot be shown individually on this chart.

minority religions

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2.

Compare the map showing the distribution of world languages with the one showing the distribution of world religions.

The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

(a) Which languages of European origin are spoken by much of the world’s Christian population?

(b) Which languages are spoken by much of the world’s Muslim (followers of Islam) population?

?

Research the origin of the world’s major religions. Formulate questions to plan an investigation into how and why religions have spread around the globe. Show the spread on a map annotated with relevant dates, key events, people and places.

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Australian Curriculum Geography (Year 6)

Diversity in Australia The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

Elaboration

Teacher information

Exploring cultural diversity at the classroom, local and national scale.

Teaching notes

Key inquiry questions • How do places, people and cultures differ around the world?

• What are Australia’s global connections between people and places?

• How do people’s connections to places affect their perception of them?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

• Students will need access to the ABS Census Quickstats website to complete pages 40 and 41.

• You may like to use page xvi to give students different places around Australia for the activity on page 40, alternatively students might like to compare their local area to another they are interested in finding out more about.

• Explain to students that completing a census is compulsory; however, respondents can request a privacy envelope if they do not want the collector to see their form—be aware of any students who may feel uncomfortable answering the questions on page 39, especially those relating to ancestry and religion.

Background information • Census data is collected in Australia every five years from every household in the country. The data is available through the ABS and Census websites and is very useful for examining the demographics of Australia at a national, regional and local scale. Places can be compared and trends can be charted across a time period. Students can predict future trends by looking at past data.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

Resources

• Websites are listed above and throughout the student pages, and will be necessary for students to access to complete the activities.

• <http://www.abc.net.au/btn/story/s3286382.htm> A BTN video talking about the origin and purpose of the Census.

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046)

Geographical concepts • place • interconnection

• scale • change

Additional activities

Geographical vocabulary diversity, census, ancestry, income, statistics, Australian Bureau of Statistics, data, development, local area, community facilities, non-English speaking background, Aboriginal and/or Torres Strait Islander origin, overseas born, migration, first, second and third generation Australians, multicultural

Australian Curriculum Geography (Year 6)

• This activity could be done prior to this unit and will be useful to find out what students know and to challenge misconceptions about migration to Australia. Generate questions with the students to find out what they know about migrants to the country. See this exemplar activity for ideas <http://www.acara.edu.au/curriculum/worksamples/ Year_6_Geography_Portfolio.pdf> (sample 3). This article from 2010 can be viewed to summarise the information the students have gathered <http://www.abc.net.au/news/2010-11-17/australiasecond-most-multicultural-country/2339884> • The census site can be used to gather information on a wide range of demographic factors. Students might like to investigate income, methods of transport, education levels and many other aspects of different communities.

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Diversity in Australia – Classroom scale The Census is a survey that is administered to every household in Australia every five years. The Census is compulsory and its purpose is to collect information about Australian people and families.

Questions in the Census ask about people’s ancestry, the languages they speak, their religious beliefs, levels of education, types of employment, levels of income and other matters relating to the household.

Statistics collected in the census are available for the public to access on both the Census and Australian Bureau of Statistics websites.

Census data helps the government and other agencies plan for the future development of local areas. The information they collect helps to inform them what training, education, health, employment and community facilities will be needed in which areas.

The statistics also highlight the diversity in communities, which can inform allocation of resources and facilities to assist specific groups of people, such as assistance with English or legal aid for people from non-English speaking backgrounds.

Answer the sample census questions. Mark small boxes with a dash across them and write text in large boxes.

1. Are you a:

male?

female?

2. Are you of: Torres Strait Islander origin?

yes

Aboriginal origin?

no

yes

no

or

3. In which country were you born?

4. Was your father born: in Australia?

yes

or overseas?

5. Was your mother born: yes

in Australia? or overseas?

6. Do you speak a language other than English at home? no

yes

7. What is your ancestry? (up to two responses only)

Census ©R .

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For a brighter future

8. What is your religion?

Collate the census data from your class into the table below. Decide on the best ways to display the data from each question (e.g. in a bar graph, line graph, pie chart) and display the data digitally or on another page.

Total respondents: male

female

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Australian born (tally or write number)

Father Australian born

Mother Australian born

Only English spoken at home

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Religion Christian

no religion

Other

Overseas born (list top countries and number)

Aboriginal origin

Father overseas born (list top countries and number)

Mother overseas born (list top countries and number)

Other languages (list)

Ancestries (list)

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Torres Strait Islander origin

Australian Curriculum Geography (Year 6)

Diversity in Australia – Local scale 1.

Extend your search to investigate the percentages of people living in your local area who were born in other countries. Enter the top countries and percentages and consult with your group or teacher to nominate other areas for investigation and comparison.

Using this website, enter a postcode or suburb name and complete the table. <http://www.abs.gov.au/census>

Area

Total population

Percentage born in Australia

Percentage Aboriginal or Torres Strait Islander

Country 1

Country 2

Country 3

24 208

70.5%

19%

England – 2.8%

NZ – 2.7%

USA – 2.5%

e.g. Alice Springs (UCL)* Your area:

* 2011 census QuickStats (UCL – Urban Centre/Locality)

Research some of the languages other than English that are spoken in your local area and other areas around Australia. Use the same website you accessed for question 1 to complete the table.

Area

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e.g. Alice Springs (UCL)*

Percentage of speakers in area

Percentage of speakers in state

Percentage of speakers in Australia

1. Arrernte

1.5%

0.6%

0.0%

2. Malayalam

1.0%

0.3%

0.1%

3. Warlpiri

1.0%

1.1%

0.0%

Population

24 208

Your area:

Language

1.

2.

3.

1.

2.

3.

1.

2.

3.

?

Discuss with your group why the Arrernte and Warlpiri languages show as having 0.0% of speakers in Australia when there are speakers in Alice Springs. Find out where those languages and Malayalam originally come from.

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The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

2.

Diversity in Australia – National scale Australia’s colonies became a federated nation in 1901. The population of the country was estimated to be somewhere around 750 000 Aboriginal people in 1788 when the First Fleet arrived carrying 1373 people who had made the journey from England. In 2013, Australia’s population of over 23 305 000 is increasing by around one person every minute, taking into account births, deaths and migration.

Census data from 2011 showed that 5.3 million people (27% of the population) were first generation Australians meaning they were born overseas; 4.1 million people (20%) were second generation Australians, who are people with at least one parent born overseas; and 10.6 million people (53%) were third-plus generation Australians; that is, people with both parents born in Australia.

1.

Below are the top five countries of origin of Australia’s overseas-born population from the 2011 Census. Use the table from the previous page and the table below to help you predict the order of the countries from the highest to the lowest percentage.

China

New Zealand

United Kingdom

India

2.

Give reasons to support your predictions.

3.

Discuss your predictions with your class and add the countries to the correct places in the table below with your teacher’s assistance. Calculate and add the percentages to the table (rounded to one decimal place). See instructions below.

Country of birth

2011

2006

2001

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100%

21 507 700

Australia

69.8%

15 017 800

15 648 600

14 931 200

14 052 100

1 101 100

1 153 300

1 126 900

1 164 100

(b)

483 400

476 700

394 100

315 100

(c)

319 000

203 100

157 000

121 100

(d)

295 400

153 600

103 600

84 800

(e)

185 400

220 500

238 500

259 100

Vietnam

185 000

180 400

169 500

164 200

Philippines

171 200

135 600

112 200

102 700

South Africa

145 700

118 800

86 900

61 700

Malaysia

116 200

103 900

87 200

83 000

Germany

108 000

114 900

117 500

120 800

20 605 500

100%

19 413 200

100%

1996

TOTAL POPULATION

(a)

The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

Italy

18 310 700

Source: Census 2011 QuickStats and ABS Year Book Australia, 2008

4.

?

Study the table with a partner. Discuss some changes you notice from 1996 to 2011.

On another sheet of paper, write two paragraphs to explain what you see and two paragraphs about what you predict the data will show over the next 15 years.

The formula to work out which percentage of the population comes from a particular country is as follows: number of nationality divided by total population times 100. e.g. in 2011, 15 017 800 people were born in Australia, divided by 21 507 700 (total population) times 100 equals 69.8%; e.g. 15 017 800 ÷ 21 507 700 × 100 = 69.8% (to one decimal place)

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Australian Curriculum Geography (Year 6)

Intercultural understanding The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

Elaboration

Teacher information

Investigating the similarities and differences in cultural values, norms and communication styles among different groups of people across the world.

Key inquiry questions • How do places, people and cultures differ around the world?

• What are Australia’s global connections between people and places?

• How do people’s connections to places affect their perception of them?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports

Teaching notes • In this unit, students explore intercultural communication. Any personal experiences they have had in this area will help them to understand the content. If students have travelled, or have people from different cultures in their families or circle of friends and can share any stories of cultural awareness and communication, ask them to discuss these experiences as a class.

• Exploring and becoming familiar with high and low context cultures and the differences between them will help students to be more aware of and sensitive to others who may see and do things differently from them.

• If students have time, the countries can be placed on a scale such as this one <http://www2.pacific.edu/sis/culture/pub/Context_Cultures_High_ and_Lo.htm> (at the bottom of the page). Students can also complete the inventory to see how they communicate and further prove that all people are individuals.

(ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

Background information • It is important that students understand that every person is an individual and that this activity doesn’t encourage them to stereotype people. This unit can, however, help students to understand that people come from different places and that their background affects the way they see and do things. Yang Lui’s graphics (link below) are a great, simple visual representation of some of the cultural differences between western (low context/individualist) and eastern (high context/ collectivist) cultures.

Students can see; for example, the different attitudes towards queuing.

Western people visiting an Asian country might assume the people are rude if they aren’t in an orderly queue, but that is not necessarily a normal way of behaving in eastern culture.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046)

Geographical concepts • place

• space

• interconnection

Resources • Animation on cross-cultural communication <http://www.youtube.com/ watch?v=PSt_op3fQck> • Values test survey which can be completed and is scored online <http:// webspace.ship.edu/cgboer/valuestest.html> • This video shows some of the problems faced by Sudanese refugees who move to the USA <http://video.nationalgeographic.com.au/video/movies/ god-grew-tired/cultural-differences-ggtu/>

Additional activities

Geographical vocabulary intercultural understanding, cultural identity, multicultural, cultural differences, cross-cultural communication, values, beliefs, communication styles, cultural norms, low context/individualist culture, high context/collectivist culture

Australian Curriculum Geography (Year 6)

• This activity could be done prior to this unit as it will encourage a first person understanding of potential problems that could arise when people from different cultures communicate with one another.

Play ‘Uncocktail party’ (adapt the name). Find the instructions here <http://www.ufic.ufl.edu/pd/downloads/ici-Activities/UncocktailParty. pdf> • View and discuss the info graphics created by designer Yang Liu who was born in China and lives in Germany for a great simple comparison of east vs west in a number of different domains <http:// bsix12.com/east-meets-west/> 42

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Intercultural understanding – 1 As Australian society becomes more multicultural, and the world continues to grow smaller in terms of global travel, trade and communication, it is important to be aware of people’s cultural differences. This awareness can help to promote understanding between people from different backgrounds and can help to lessen frustration, potential communication breakdowns and other problems.

The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

A person’s cultural identity is usually so ‘normal’ to him or her that it can be difficult to understand and appreciate that other people may see and do things differently.

1.

Before going any further, think to yourself about what culture is. Write down your definition.

2.

Now compare what you wrote with one or two others. See if you can combine the definitions and write your group one below.

3.

The Australian Curriculum’s definition is: ‘Culture – The customs, habits, beliefs, social organisation and ways of life that characterise different groups and communities’. Discuss how your definition compares with this one.

Right. Let’s get down to business shall we?

I wonder why it’s always us who have to get things going?

It’s so rude how they always take over in our meetings.

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4.

Discuss with your group any experiences of cross-cultural communication breakdowns or problems you have encountered. If you don’t have any personal examples, think about any examples you have seen in TV shows or movies.

5.

In a group or pairs, construct a set of guidelines to assist with inter-cultural communication. Use the cartoon above to help you.

Gee that was a long flight. They didn’t even ask how it was!

• • • • 6.

‘Everyone from the same cultural background will think, communicate and behave in a similar way.’

Mark on the scale your thoughts about this statement: strongly agree

7.

somewhat agree

somewhat disagree

strongly disagree

Explain your response.

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Student survey Answer the survey questions about beliefs, values and communication styles. Collect, display, analyse and discuss the responses of your classmates. Are you all the same?

Question

Strongly agree

Agree

Neither agree nor disagree

Strongly disagree

Disagree

1. It is important for family members to spend a lot of quality time together; e.g. eating meals at the table together, going on family holidays.

2. Older people should always be treated respectfully by younger people, regardless of who they are and how they behave.

3. If a young person has a problem he or she should speak to a parent, teacher or an older sibling rather than friends to help solve it.

4. A person’s free time should be spent studying, playing sport or working, rather than relaxing and having fun.

5. When working on a group project I would be likely to take the lead and ‘start the ball rolling’.

6. Making my parents or family proud is very important to me.

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7. My parents or family would be happy for me and support ANY decisions I make about my future.

8. It is important for young people to carry on the customs and beliefs of their parents and families.

9. I believe that religion is important to guide people to ‘behave correctly’ and do the right thing.

11. Rank these five things in order of their importance to you. One is most important and six least.

12. Rank these five things in order of their importance to you. One is most important and five least.

13. If you could do one of these things, which would you choose?

?

fun and excitement

sports and activity

alone time

my education

good relationships

money

power

kindness

looks

possessions

travel the world

be famous

buy a house for family

end poverty

make world peace

Discuss and investigate as a class the reasons people gave certain responses. Which factors shape and influence us as people? Why are different things important to different people? Is there any right or wrong when it comes to people’s beliefs and values? Formulate your own questions to explore.

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The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

10. I believe all people are equal regardless of age, sex, status, race or levels of education.

Intercultural understanding – 2 1.

Read the information below.

Low-context/ individualist culture

High-context/ collectivist culture High context cultures are collectivist, intuitive and relationship-oriented. Most of the cultural knowledge is implicit (unspoken) and inherently understood.

Relationships are tightly connected and long-term.

Low context cultures are individualist, logical, linear and task-oriented. Most of the cultural knowledge is explicit (clear-cut) and conscious. Relationships are diverse, discrete (disconnected) and short-term.

2.

Read the statements below and decide whether you think they apply to a low (individualist) or a high (collectivist) context culture. Write L or H in the box. (a) People are born into large extended families or clans and they are protected in exchange for loyalty

(g) Belonging is highly valued

(b) People are largely concerned with themselves and their immediate families

(h) Privacy is highly valued

(c) Speaking one’s mind is considered healthy and necessary to ‘clear the air’

(i) ‘We’ focus

(d) Conflict should always be avoided for the sake of maintaining harmony

(j) ‘I’ focus

(e) Information lies in the context and talk goes around the point

(k) Others are seen as individuals

(f) The topic is spoken about straightforwardly

(l) Others are seen as in-group or out-group

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The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)

3.

Now, write the names of these countries on the low or high context side. You may have some idea about the cultures of the countries named, or you may need to do some research to complete the task.

Australia China Japan India New Zealand Germany United States of America United Kingdom Kenya Brazil Low-context/ individualist culture

?

High-context/ collectivist culture

Keeping in mind that every individual person is different, and being cautious not to stereotype people, conduct an investigation into a particular cultural group and their beliefs, values and communication styles. As well as what you have discovered on this page, look into particular customs such as greetings, addressing others and making appropriate conversation.

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Australian Curriculum Geography (Year 6)

2004 Indian Ocean tsunami Significant events that connect people and places throughout the world (ACHGK034)

Elaboration

Teacher information

Investigating the Indian Ocean tsunami of 2004 and seeing how it connected people and places. Examining the local, regional and global effects the tsunami had on people and places.

• Be aware that this topic might be upsetting for some students.

Exploring the types of responses made by Australia to this tsunami and the Japanese tsunami of 2011.

• Students will need internet access to view aerial before and after photographs to complete page 47.

Key inquiry questions • How do places, people and cultures differ around the world?

• What are Australia’s global connections between people and places?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

Teaching notes

• Students will need atlases to complete the activity on page 48 and access to the internet to read the survival stories to complete the inquiry. Students will need to label the map neatly and with care.

• For the inquiry project on page 48, explain how you would like students to present their report on the tsunami. You might ask students to work in pairs or groups and give them different countries or regions to investigate.

• Students will need to research the aid agencies to complete page 49. If they type the name of the agency and Boxing Day tsunami into a search engine they will find the information.

Background information • The 2004 Indian Ocean tsunami is one of the most devastating natural disasters of all time with a very high death toll. The disaster had an impact on many countries directly and scores of others indirectly.

• The Australian government provided a lot of aid after the disaster, both in terms of financial assistance and providing goods and services. Nongovernment agencies, businesses and individuals also contributed greatly to aid the people and countries affected by the tsunami.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

Geographical concepts • place • space

• environment • interconnection

• scale • change

Resources

• A BTN video explaining how tsunamis are formed and with some vision of tsunamis <http://splash.abc.net.au/media/-/m/31077/tsunamis> • An Australian Network News clip which visits Aceh nine years after the tsunami <http://www.abc.net.au/news/2013-12-26/indonesiacommemorates-the-2004-tsunami/5175832> • For the inquiry activity on page 48, students can access stories of survival at this website: <http://www.oprah.com/world/Neat-Berkus-and-Stories-of-Survival-Afterthe-Asian-Tsunami> • For information about tsunamis and their potential impact on Australia <http://beachsafe.org.au/tsunami/>

Geographical vocabulary tsunami, undersea earthquake, death toll, destruction, province, proximity, epicentre, aftermath, aerial photographs, severe damage, minor damage, impact on people and places, humanitarian aid, alleviate suffering, crisis

Australian Curriculum Geography (Year 6)

Additional activities • Investigate the impact of another devastating tsunami such as the one which occurred on 11 March 2011 off the coast of Japan.

With that particular tsunami there was an impact on nuclear power stations which caused huge problems for the country.

• Organise a charity drive with the students to donate items to disaster relief agencies in Australia such as The Red Cross or Unicef.

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2004 Indian Ocean tsunami – 1 TSUNAMI 26 DECEMBER 2004 CHINA

MYANMAR

INDIA

BANGLADESH THAILAND

MALAYSIA

MALDIVES Somalia (AFRICA)

INDONESIA SEYCHELLES

Madagascar (AFRICA)

INDIAN OCEAN = countries most affected by the 26 December 2004 tsunami

AUSTRALIA

On 26 December 2004 (Boxing Day), a massive undersea earthquake off the island of Sumatra (Indonesia) triggered a devastating tsunami which claimed the lives of an estimated 230 000 people.

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The countries with the highest death tolls and the greatest amount of destruction as a result of the 2004 tsunami were Indonesia, Sri Lanka, India and Thailand. In addition to the death, destruction and injuries caused by the tsunami, thousands of people across these countries were left homeless.

Significant events that connect people and places throughout the world (ACHGK034)

BORNEO

Banda Aceh

Bireun

INDONESIA

Aceh, a province in the north of the island of Sumatra in Indonesia, was very badly affected by the tsunami due to its close proximity to the epicentre of the earthquake.

In the aftermath of the tsunami, some towns in the western coastal areas had disappeared completely.

MALAYSIA

Indian Ocean Equator

Search the internet to find aerial photographs of Aceh before and after the tsunami and describe what you see in each picture.

1.

Before 26 December 2004:

2.

After 26 December 2004:

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Australian Curriculum Geography (Year 6)

2004 Indian Ocean tsunami – 2

KEY:

countries that lost citizens abroad

Red

severe damage and loss of life

Orange

minor damage and some loss of life

Yellow

some damage and no direct loss of life

Examine the map above which shows countries who lost citizens who were abroad when the tsunami hit. Many of those who died were holidaying in the popular tourist destinations of Thailand and Sri Lanka. Over 500 people from both Germany and Sweden lost their lives in the tsunami.

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1.

Use an atlas and the table to colour and label the countries directly affected by the tsunami. Circle islands that are too small to colour in.

Countries with severe damage and loss of life

Orange

Countries with minor damage and some loss of life

Yellow

Countries with some damage and no direct loss of life

India

Somalia

Bangladesh

South Africa

Australia

Oman

Sri Lanka

Malaysia

Kenya

Tanzania

Madagascar

Reunion Island

Indonesia

Maldives

Seychelles

Yemen

Mauritius

Singapore

Thailand

Myanmar

2.

List the continents that were affected by the tsunami: (a) directly (damage to the countries on the continent)

(b) indirectly (loss of citizens overseas)

3.

?

Which two countries were coloured both grey (lost citizens abroad) and another colour (sustained some direct damage)?

Research stories of survival from the tsunami. Use the information you gather from personal accounts and the information on these pages to prepare a report about the tsunami. Start with inquiry questions to guide your investigation.

Write about the impact of the tsunami on particular people and places.

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Significant events that connect people and places throughout the world (ACHGK034)

Red

Humanitarian aid After the tsunami, many governments and other agencies around the world provided aid and assistance to the affected areas. The humanitarian response to the disaster aimed to save lives and alleviate suffering in the first place and then to clean up and rebuild areas that were destroyed by the waves.

The Australian government and other agencies provided assistance in a variety of forms. Use the internet to research some of the humanitarian aid Australia provided during this time of great crisis.

1.

2.

Wave Aid

(a) What was it?

World Vision

(a) How much money did they raise?

(b) Which countries were assisted? (b) How much money was raised?

(c) Who was involved?

(c) How were the funds used to help?

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Significant events that connect people and places throughout the world (ACHGK034)

3.

Australian Red Cross

4.

Australian Government

(a) How much money did they spend?

(a) How much money did they spend?

(b) Which countries were assisted?

(b) Which countries were assisted?

(c) How were the funds used to help?

(c) How were the funds used to help?

?

Watch videos on the aid provided by the Australian Defence Force after the Japanese tsunami of March 2011. The mission was named Operation Pacific Assist. As you watch, list the variety of ways in which Australia’s armed forces provided assistance after this natural disaster.

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Australian Curriculum Geography (Year 6)

The modern Olympics Significant events that connect people and places throughout the world (ACHGK034)

Elaboration

Teacher information

Exploring the Olympic Games and its significance as a world event.

Teaching notes

Key inquiry questions • How do places, people and cultures differ around the world?

• What are Australia’s global connections between people and places?

• How do people’s connections to places affect their perception of them?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Represent the location of features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS043)

• Students will need atlases and access to a colour picture of the Olympic Rings and some information about what they represent to complete page 51.

• Students will need atlases and their completed page 51 to complete page 52. Access to Google Earth™ or the internet will be necessary for the inquiry.

• Students may need to look up the definition of ‘boycott’ before completing the inquiry on page 53. They will also need internet access for this and the main activity on the page.

Background information • If you would like students to investigate further into the role of the Olympics on the world stage they could investigate past scandals and controversies of the games.

• Discuss with students the over-representation of western Europe and North America. Discuss reasons why less developed and less wealthy countries would not be chosen to host games.

Resources

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• Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• The Olympic Games website contains a great deal of information on past, current and future games <http://www.olympic.org/olympic-games> • This pdf provides information on the Olympic legacies of past host cities and would be useful for students to access to complete page 53 <http:// www.olympic.org/Documents/Reference_documents_Factsheets/Legacy. pdf> • This video outlines the role of the IOC and how the Olympic Games is organised and funded <http://www.olympic.org/ioc>

Geographical concepts • place • environment

• interconnection • scale

• change

Geographical vocabulary modern Olympics, Ancient Greece, Roman Emperor, International Olympic Committee, Olympic Rings, Olympic Park, Olympic Village, main features, Olympic legacies, local, regional and global impacts, Olympic boycotts

Australian Curriculum Geography (Year 6)

Additional activities • Investigate the changes to the countries of Europe since the first modern Olympics in 1896; for example, the former Soviet Union, former Yugoslavia and the division of East and West Germany.

• Explore a relevant topical world event which is of interest to the students. Some examples include: The World Cup, The Winter Olympics, Wimbledon or Oktoberfest.

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The modern Olympics – 1 Held every four years since 1896 (except 1916, 1940 and 1944 where they were cancelled due to the First and Second World Wars) the modern Olympic Games has celebrated athleticism, teamwork and sportsmanship.

The purpose of the Olympic movement is threefold and is to link sport with education; promote the practise of sport and the joy found in effort; and help build a better world through sport practised in a spirit of peace, excellence, friendship and respect.

With its origins in Ancient Greece and commencing in 776 BCE, the Ancient Olympics was dedicated to the 12 Olympian gods. Every four years for nearly 12 centuries, male athletes would compete in events such as running, long jump and discus. The Christian Roman Emperor Theodosius banned the games in 393 CE because of their pagan associations.

A Frenchman named Pierre de Coubertin, who is recognised as the founder of the International Olympic Committee, proposed that the Olympics be revived and that the event should be held in a different host city every four years.

1.

Complete the table below which gives the locations of the modern Olympics from 1896 to 2020. Use an atlas to find out the country each host city is located in.

Year

City

1896

Year

City

Athens

1960

Rome

1900

Paris

1964

Tokyo

1904

St Louis

1968

Mexico City

1908

London

1972

Munich

Stockholm

1976

Montreal

1980

Moscow

Antwerp

1984

Los Angeles

1924

Paris

1988

Seoul

1928

Amsterdam

1992

Barcelona

1932

Los Angeles

1996

Atlanta

1936

Berlin

2000

Sydney

1912 1916

Significant events that connect people and places throughout the world (ACHGK034)

1920

Country

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1940

Cancelled due to World War II

2004

Athens

1944

Cancelled due to World War II

2008

Beijing

1948

London

2012

London

1952

Helsinki

2016

Rio de Janeiro

1956

Melbourne

2020

Tokyo

2.

Country

3.

Find a picture of the Olympic Rings and colour them correctly.

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Find out what the Olympic Rings represent and write it here.

Australian Curriculum Geography (Year 6)

Australian Curriculum Geography (Year 6)

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Use Google Maps™ or Google Earth™ to view an Olympic Park/Village in a past host city. Create a map of it on a separate sheet of paper by drawing the main features. Label your map.

Which two inhabited continents have not (as of 2014) hosted an Olympic Games?

Use the table on the previous page to colour the countries that have hosted a summer Olympics once. Choose a different colour to shade the countries that have hosted the summer Olympics more than once.

Significant events that connect people and places throughout the world (ACHGK034)

?

2.

1.

The modern Olympics – 2

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Legacies of the Olympic Games Investigate some of the local, regional and global impacts that past Olympic Games have had on people and places. Complete the table below.

Host city and year Sydney, Australia

Local impact

Regional impact

Sydney Olympic Park, built for the Games, is now a bustling commercial, residential and sporting precinct. People can access the sporting facilities and can attend events as spectators.

The Sydney Olympics brought numerous tourists to the Sydney area, many of whom travelled to other destinations in the country.

The Games improved Australia’s reputation as a great tourist destination.

Global impact Cultural performances and the art of Australia’s Indigenous people, incorporated into the Sydney Olympics opening and closing ceremonies, were broadcast to a global audience.

Significant events that connect people and places throughout the world (ACHGK034)

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The Olympics and politics. Investigate some of the boycotts of past Olympic Games by certain countries. Prepare a short report answering these inquiry questions. Which Olympic Games was boycotted and by which countries? Briefly, what were their reasons for boycotting the Games?

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Australian Curriculum Geography (Year 6)

World cultural events Significant events that connect people and places throughout the world (ACHGK034)

Elaboration

Teacher information

Exploring three very different annual world events that connect people from different places in the world.

Teaching notes

Key inquiry questions • How do places, people and cultures differ around the world?

• What are Australia’s global connections between people and places?

• How do people’s connections to places affect their perception of them?

• Students will need to access the internet and atlases to complete the activities on pages 55, 56 and 57.

• Personal accounts of these and other world cultural events would help the students to understand what it is like to be involved in such experiences.

Inviting guests who can share stories or asking students to share theirs if applicable is recommended.

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

Background information • Hajj is a religious pilgrimage which is one of the five pillars of Islam.

Muslims are expected to travel to their holy city of Mecca at least once in their lifetime during the Hajj.

• Carnival has its roots in ancient Greek and Roman festivals, and has evolved in Brazil under the influence of the Catholic church and the local culture to its present-day state.

• Chinese New Year (or the Spring Festival or Lunar New Year) is based on the ancient Chinese calendar, which has existed since the 14th century BCE and has been celebrated by the Chinese community since then. Due to the large communities of Chinese migrants in many other countries across the world, the celebration is observed worldwide.

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• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046)

Geographical concepts • place • space

• environment • interconnection

• scale • change

• Exploring world religions would tie in well with this topic, as two of the world cultural events on the following pages have religious influences.

Resources

• This video is about the Hajj pilgrimage <http://video.nationalgeographic. com.au/video/places/culture-places/beliefs-and-traditions/saudiarabia_ mecca/> • This short video shows some of the costumes and dancers of Carnival <http://www.theguardian.com/world/video/2013/feb/09/rio-carnival-2013samba-parade-video> • A video about the history of Chinese New Year and another about the traditions and customs followed during the celebration <http://www.history. com/topics/holidays/chinese-new-year>

Geographical vocabulary Hajj, Mecca, Islam, Muslim, Qu’ran, fasting, pilgrimage, revelation, Ihram, holy, quota, rituals, regulations, piety, mosque, average high temperature, average low temperature, absolute and relative location, Muslim lunar calendar, Carnival, Ash Wednesday, Lent, Christian calendar, samba, flow map, time line, Chinese New Year, lunar calendar

Australian Curriculum Geography (Year 6)

Additional activities • Use the internet to search for personal accounts of Hajj pilgrimages made by people. Ask students to map the journey made by the person, or to formulate questions they would ask someone who has been to Mecca for Hajj.

• View photographs and videos available on YouTube™ which show The Hajj, Carnival and Chinese New Year celebrations. Discuss similarities and differences with the students.

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Hajj – the pilgrimage to Mecca Islam is the religion of around 20–25% of the world’s from each country so the numbers of people do not become unmanageable. International pilgrims also population; followers of Islam are called Muslims.

The prophet Muhammad’s (570–632) revelations need to apply for a special Hajj visa to enter Saudi from God (Allah) formed the Qu’ran, the holy book of Arabia. the Islamic faith.

There are five basic Pillars of Islam, which all Muslims are obliged to follow.They are: the declaration of faith, prayer five times daily, donating to charity, fasting and a pilgrimage to Mecca at least once.

Mecca is a city in Saudi Arabia where Muhammad was born. It was also here that he received his first revelation of the Qu’ran.When Muslims pray, wherever they are in the world, they position themselves so they are facing Mecca. The pilgrimage to Mecca, known as the Hajj, is expected to be undertaken by all able-bodied Muslims who have the financial means to travel there at least once in their lifetime.

There are rituals and regulations to be followed by the pilgrims who make the trip to Mecca during Hajj.

Two rules are no fighting or arguing and no faces covered (even if women would normally have them covered in their home country). The gathering is one of peace, harmony, courtesy and piety where people from different countries, cultures and backgrounds come together for a united purpose.

Hajj occurs during a five-day period from the ninth to the thirteenth of Dhu Al-Hijjah, which is the twelfth month of the Muslim lunar calendar (October in 2013 and 2014).

Significant events that connect people and places throughout the world (ACHGK034)

Over two million Muslims from all over the world gather together annually to praise Allah, wearing simple white clothes called Ihram. As Mecca is such a holy site for Muslim people, non-Muslims are not allowed to enter. There is a quota set for visitors

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1.

Use the internet to search for images of the ‘Grand Mosque, Mecca’. Write down what you see.

2.

Hajj took place in October in 2013 and 2014. Research the temperatures in Mecca in October. (a) Average high:

(b) Average low:

3.

Discuss with your partner or group some of the problems that may be presented when around two million visitors arrive in a city at the same time. Write down potential problems you identified and how you think the Saudi authorities try to avoid such problems.

4.

Write down Mecca’s absolute location coordinates:

5.

Describe its location in relation to Australia.

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Australian Curriculum Geography (Year 6)

Carnival in Rio de Janeiro Carnival celebrations are held throughout the Christian world with one of the biggest taking place in the Brazilian city of Rio de Janeiro.

Each year, around half a million foreign tourists travel to Brazil to spectate and take part in the dazzling and extravagant Carnival celebrations. These foreign tourists join millions of locals.

Carnival is celebrated annually in the lead-up to Ash Wednesday, which is the first day of Lent in the Christian calendar. Lent is a period of 40 days where Christians practise fasting or give up certain luxuries and reflect on the life and death of Jesus. Ash Wednesday falls somewhere between early February and early March each year.

Carnival celebrations in Rio centre around music and dance in the Brazilian samba style. In addition to the ticketed parades with amazing costumes, musicians and dancers, free street parties with thousands of attendees are held all over the city. The parties, parades and celebrations run for 4–10 days.

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1.

Find and label Brazil and Rio de Janeiro on the world map.

2.

Find out and record which people (from which regions and countries) influenced the development of samba music and dance.

3.

Draw arrows from these countries and regions to Brazil to create a flow map showing the movement of people to Brazil.

?

Develop questions to guide an inquiry into the history and evolution of Carnival from its beginnings to the present day.

Create a time line of its development over the years.

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Significant events that connect people and places throughout the world (ACHGK034)

World map

Chinese New Year Chinese New Year is a 15-day celebration which is observed by millions of people in many countries across Asia and around the world.The date of Chinese New Year is based on the lunar calendar so it is not the same each year, but it starts somewhere between 21 January and 19 February.

Investigate how Chinese New Year is celebrated in the following places.

1.

2.

A city in south-east Asia

At home in Asia

Name of city:

Country:

Country:

Write some of the ways Chinese New Year is celebrated by people in their homes.

Write some of the ways Chinese New Year is celebrated here in public places.

3.

4.

A city or town near you, or your state’s capital city

Mark the places you identified on the map below.

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C.Publ i cat i ons Name of city or town: •f orr evi ew pur posesonl y• Write some of the ways Chinese New Year is celebrated

Significant events that connect people and places throughout the world (ACHGK034)

here.

Have you ever seen or experienced Chinese New Year celebrations? If yes, explain; if no, would you like to? Why or why not?

Australia and Asia ?

Create a table of 20 annual celebrations that are held throughout the world. It could be a world famous festival, a religious celebration or another major event. Title your columns as follows (sample answers given): Celebration

Country/place

Time of year

To celebrate:

Religious?

Chinese New Year

Worldwide

Jan/Feb

Lunar new year

No

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Australian Curriculum Geography (Year 6)

Australia’s connections The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

Elaboration

Teacher information

Researching and exploring the various types of connections Australia has with other places around the world in terms of the heritage of its people, travel and tourism, and trade.

Key inquiry questions • How do places, people and cultures differ around the world?

• What are Australia’s global connections between people and places?

• How do people’s connections to places affect their perception of them?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

Teaching notes • Students will need access to the internet to gather statistics to complete pages 59, 60 and 61.

• For the inquiry on page 59, students could develop questionnaires independently, in small groups or as a whole class. Decide on how you would like students to present and share the information they gather.

• People with Aboriginal or Torres Strait Islander ancestry would come in below ‘Chinese’, but as the information is displayed elsewhere it was added as a note so as not to confuse students when they are gathering the data (pg. 59).

• You may like to demonstrate to students where they can find the Excel™ spreadsheets needed to complete page 60, or alternatively display them on the class IWB. • If students don’t have a good level of general knowledge, the discussion questions on page 61 may need to be more supported and scaffolded.

Draw on what students know about how Australia ‘makes money’ in terms of its resources, goods and services. Also draw on the things we use a lot of but don’t have access to here.

Background information

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• There are three brief activities on the following pages which will allow students to explore links Australia has with the rest of the world in terms of the heritage of its people, inbound and outbound tourism, and trade.

Heritage and ancestry are further explored in pages 38–41. Trade and tourism could be investigated further with a link to economics to extend students’ understandings and capabilities.

Geographical concepts • place • environment

• interconnection • sustainability

Resources • scale • change

• Visually display census data in graphs and charts <http://concensus. splash.abc.net.au/> Students can also create their own census with this tool.

• This unit of work explores trade connections between Asian and Australian stakeholders <http://www.asiaeducation.edu.au/curriculum_resources/ geography/year_6_geography_connecting_to_asia/year_6_geography_ connecting_to_asia_landing_page.html> • This unit of work explores the numerous connections between Australia and its near neighbour Malaysia < http://www.asiaeducation.edu.au/ curriculum_resources/geography/year_6_australia-malaysia_connections/ year_6_australia-malaysia_connection_landing_page.html>

Geographical vocabulary heritage, census, ancestry, overseas-born population, questionnaire, cultural heritage, data, table, graph, family tree, world flow map, tourism, origin,destination, inbound, outbound, statistics, visitors, trade, imports, exports, goods and services, sources, imports and exports partners, free trade agreement (partners)

Australian Curriculum Geography (Year 6)

Additional activities • Students could write an essay outlining Australia’s relationship with a country or a number of countries based on the connections explored in pages 59–60. Ask them to comment on the importance of the relationship to Australia’s future prosperity.

• Explore the history of Australia’s main imports and exports since European settlement and investigate the current importance of the mining sector.

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Australia’s heritage connections 1.

Complete the table below which displays data from the 2011 census.

The figures can be found here <http://www.abs.gov.au/ausstats/abs@.nsf/ Lookup/2071.0main+features902012-2013> (scroll down to ancestry).

Overseas-Born Country of birth

% of total population

Ancestry

1

United Kingdom*

4.2%

English

2

New Zealand

2.2%

Australian

3

China

1.5%

Irish

4

India

1.4%

Scottish

5

Italy

0.9%

Italian

6

Vietnam

0.9%

German

7

Philippines

0.8%

Chinese

8

South Africa

0.6%

Indian*

9

Malaysia

0.5%

Greek

10

Germany

0.5%

Dutch

* England, Scotland, Wales and Northern Ireland

The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

2.

3.

Ancestry % of total population ‡

‡ Note: 2.5% of Australia’s total population identified as Aboriginal or Torres Strait Islander in the 2011 census

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C.Publ i cat i ons Use a different colour to mark the top ten countries of ancestry of the Australian population.

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Use one colour to mark the top ten countries of birth of Australia’s overseas-born population.

World map ?

Create a questionnaire to interview your family about their ancestry and cultural heritage. Ask where they or their family members come from and how long ago they arrived in Australia. The data you collect can be shared with the class and presented in a table or a graph. You could also represent the information visually in individual family trees or on a large world flow map showing the ancestries of all of the students in the class.

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Australian Curriculum Geography (Year 6)

Australia’s tourism connections

2.

Choose one colour for inbound and another for outbound to draw arrows showing the movement of travellers to and from Australia.

Australian Curriculum Geography (Year 6)

60

1

2

3

4

5

6

1

2

3

4

5

6

Number of visitors Origin country Rank

Inbound travel and tourism

Rank

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The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

Destination country

Number of visitors

Research the top origin and destination countries for inbound and outbound travel and tourism to and from Australia. Inbound statistics are available at <http://www.tra. gov.au/publications/latest-ivs-report.html> (Open the Excel™ document). Outbound statistics are available at <http://www.tra.gov.au/statistics/Australians-travellingoverseas.html> (Open the Excel™ document.)

Outbound travel and tourism

1.

Australia’s trade connections Read the discussion questions with a partner or group and write down your predictions.

1.

Which countries do you think are Australia’s top five trading partners in terms of the volume of imports and exports?

2.

Which goods and/or services do you think rank among Australia’s top five exports?

3.

Which goods and/or services do you think rank among Australia’s top five imports?

4.

Tick the information sources that helped to inform your predictions: News (print and other)

5.

Word of mouth

Internet

Prior study

Other:

Access the Australian Government’s Department of Foreign Affairs and Trade website to fill in the table showing Australia’s top goods and services imported and exported and Australia’s top import and export partners <http://dfat.gov.au/publications/tgs/index. html> Exports

Imports

Rank

The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

Country

Goods/services

Country

Goods/services

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1 2 3 4 5 6.

Access the Australian Government’s Department of Foreign Affairs and Trade website to fill in the table with figures showing import and export values between Australia and its free trade agreement partners <http://www.dfat.gov.au/fta/> Country

Exports

Imports

Country

Chile

India

New Zealand

Japan

USA Singapore

Imports

Republic of Korea

Thailand

Malaysia

China

Indonesia

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Australian Curriculum Geography (Year 6)

Australia’s aid connections The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

Elaboration

Teacher information

Exploring the provision of development aid by the Australian government and by non-government agencies and the impacts on the countries that receive the assistance. Exploring attitudes to the provision of aid.

Key inquiry questions • How do places, people and cultures differ around the world?

• What are Australia’s global connections between people and places?

• How do people’s connections to places affect their perception of them?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS043)

Teaching notes • Before reading page 63, refer students back to page 19 where they were introduced to the United Nations eight Millennium Development Goals.

• For the inquiry task on page 64, students can interview people who come from or have visited developing countries. If your community has no such people, perhaps a contact could be sourced through World Vision or Australian Volunteers International.

• Students will need to access the Department of Foreign Affairs and Trade website to complete page 65.

• Video equipment can be used to complete the inquiry project on page 65.

Students could be encouraged to write a script for a skit, or be creative in some other way. View the World Vision videos to give students ideas for their own videos.

Background information • This unit, and the discussion about the provision of aid, would be best done towards the end of this book, once students have learnt about demographics and problems faced by the world’s poorest people.

Resources

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• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046)

• The World Vision website has a wide array of excellent educational resources available on its website; keyword search ‘Timor’ to access videos, activities, fact sheets and more <http://www.worldvision.com.au/resources/ SchoolResources/Default.aspx> • Australian Volunteers International website <http://www.australianvolunteers.com/home.aspx>

• A video about challenges faced by the people of Timor-Leste <http://splash. abc.net.au/media/-/m/524345/timor-leste-feeding-the-hungry>

Geographical concepts • place • space • environment

• interconnection • sustainability • scale

• change

Geographical vocabulary aid, Department of Foreign Affairs and Trade, less developed nations, extreme poverty, agricultural methods, infrastructure, United Nations Millennium Development Goals, non-government aid, impoverished, infant mortality, life expectancy, undernourished, livestock raising, sanitation, donations, neighbouring countries, expenditure

Australian Curriculum Geography (Year 6)

Additional activities • Have students explore the Australian Volunteers International website to see the types (and large variety) of roles people undertake to help those in less developed countries.

• After the completion of page 64, ask students to write a persuasive text which states their position for or against the provision of aid by the Australian government to less developed nations.

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Australia’s aid connections – 1 Government aid – the Department of Foreign Affairs and Trade

Wealthy nations like Australia provide assistance to less wealthy and less developed nations to help them to overcome extreme poverty. This aid aims to improve the opportunities and quality of life for people and is mainly concerned with health, education and development (of agricultural methods, buildings, facilities, housing and infrastructure, for example).

The provision of aid by the Australian government is also linked to the United Nations Millennium Development Goals, which aim to improve the lives of the world’s poorest citizens in eight key areas by the year 2015.

Aid is provided by the Australian government’s Department of Foreign Affairs and Trade to countries from the following regions: • Caribbean and Latin America

1

2

3

4

• East Asia • Indonesia • Middle East and North Africa • Pacific

ERADICATE EXTREME POVERTY AND HUNGER

5

PROMOTE GENDER EQUALITY AND EMPOWER WOMEN

ACHIEVE UNIVERSAL PRIMARY EDUCATION

6

REDUCE CHILD MORTALITY

7

8

ENSURE ENVIRONMENTAL STABILITY

GLOBAL PARTNERSHIP FOR DEVELOPMENT

• Papua New Guinea • South and West Asia

IMPROVE MATERNAL HEALTH

The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

• Sub-Saharan Africa

COMBAT HIV/AIDS, MALARIA AND OTHER DISEASES

The United Nations Millennium Development Goals

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C.Publ i cat i ons In addition to • government aid, av large number f o r r e i e w pur posesonl y• of non-government organisations exist in Non-government aid – World Vision, a snapshot on Timor-Leste

Banda Sea

Australia. One of these organisations is World Vision.

Founded in 1947 by an American missionary to help impoverished people in China and Korea, the charity began operations from Australia in 1966.

One of Australia’s nearest neighbours, TimorLeste (also known as East Timor), is a country where a staggering 37.2% of the population are living in extreme poverty. This means they survive on less than US$1.25 per day.

INDONESIA

PAPUA NEW GUINEA

DILI Savu Sea

TIMOR-LESTE INDONESIA Foho Tatamailau

INDONESIA

Timor Sea

AUSTRALIA

Some of the ways in which World Vision aims to improve the quality of life and the opportunities for the people of Timor-Leste are by: • helping farmers to develop improved livestock raising and farming techniques

The infant mortality rate is 93 per 1000 live • training midwives and traditional birth attendants to births and the life expectancy is 62.1 years. improve infant and mother health and reduce mortality (Australia’s infant mortality rate is 6 per 1000 rates and the life expectancy is 81.9.)

• conducting water, health and sanitation projects in target Each year, between harvests, the people of communities.

Timor-Leste face ‘hungry time’, where there is barely any food to eat. Many children are World Vision raises money in a variety of ways, such as undernourished and therefore have less appealing for people to sponsor a child, through annual resistance to illness and diseases such as campaigns such as the 40-hour famine and through donations from the public or businesses. malaria. www.ricpublications.com.au R.I.C. Publications®

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Australian Curriculum Geography (Year 6)

Australia’s aid connections – 2 Use the text on page 63 to help you discuss and answer the following questions.

1.

What are some of the problems faced by the people of Timor-Leste?

2.

Why do you think the Australian government provides aid to countries in need?

3.

Do you think the Millennium Development Goals will be achieved?

Why or why not?

With a partner or a small group, discuss the provision of aid by the Australian government to less developed countries. After your discussion, tick whether you agree or disagree with the following statements and give reasons for your position underneath each.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Agree

Disagree

Australia providing aid to less developed countries is a positive thing.

Wealthy countries have an obligation to help other countries in need.

Australia should only help its neighbouring countries.

Wealthy countries should fix their own problems, before helping other countries.

?

Work with a small group to prepare interview questions for someone who (a) comes from, or (b) has visited a less developed country. Ask about how people live, their housing, what they eat, education, transport and work and any other questions you can think of. Interview different people in the school or local community to find out about life in a variety of different places.

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The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

Your thoughts and opinions:

Australia’s aid connections – 3 Choose one of the countries Australia provides development aid to in consultation with your teacher. Access the DFAT website and look under ‘aid’ ‘where we give aid’ to fill in the information below.

Country:

Continent or world region:

Draw a map of the country showing the capital city and bordering nations and bodies of water.

The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

Expenditure – years:

Progress against Millennium Development Goals (list those that have a green tick)

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Expenditure – dollar amount:

What key achievements have resulted from this spending?

(Dot points)

List some future commitments the department has made to the country.

?

View some of the videos on the World Vision website about Australia’s neighbouring countries and how we can help them. Prepare a short video based on the country you researched above. Give information about the country’s location, the challenges it faces and how people there can be helped.

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Australian Curriculum Geography (Year 6)

Australia’s cultural influences The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

Elaboration

Teacher information

Explore the connections and cultural influences on an Australian town (Broome) and on their local area.

Teaching notes

Key inquiry questions • How do places, people and cultures differ around the world?

• What are Australia’s global connections between people and places?

• How do people’s connections to places affect their perception of them?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)

• Students will need atlases and access to the internet to complete page 68.

• Students will need access to the internet to complete page 69.

Background information • The concepts of racism and past attitudes towards people from different countries and cultures is touched on in pages 67 and 68, as is the White Australia Policy. Discuss with the students what they think about Broome being exempt from the policy.

• An excerpt from a website on the pearling industry states, ‘In the early 20th century, Australia’s White Australia Policy restricted immigration to mostly white Europeans. This was a problem for Broome and the pearling industry who relied on cheap,“expendable” labour from Asia. As a solution to this, the government recruited 12 divers from the British Navy as pearl divers.

Unfortunately, nearly all of these divers died, so Broome was made an exception to the White Australia Policy’. (Reference under resources.)

• Indentured labourers worked to pay off their passage with the hopes of being able to settle in Australia and have better opportunities.

• If there are not a great deal of visible cultural influences in your community, you might like to have the students explore a capital city for the activity on page 69.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

Geographical concepts • • • •

place space environment interconnection

• sustainability • scale • change

Resources

• Information about the history of the pearling industry in Broome <http:// australia.gov.au/about-australia/australian-story/australias-pearlingindustry> • A video shot in 1940 discussing cultural diversity and the pearling industry in Broome <http://aso.gov.au/titles/sponsored-films/through-centre/clip1/> This will tie in well with question three on page 68 to show the change in attitudes over time • Explore cultural influences on other parts of the country <http://www. multiculturalaustralia.edu.au/>

Additional activities Geographical vocabulary diverse cultures, rapid influx of settlers, labourers, indentured labour, segregation, ethnicity, White Australia Policy, immigrating, pearling industry, exempt, iconic, Japanese Noh theatre, Japanese cemetery, tourist attraction, ancestry, cultural influences, distance, Federation, places of worship, establishments, source

Australian Curriculum Geography (Year 6)

• Students could create an artistic representation of their town with a focus on the people and the cultural influences. They could enter photographs into an exhibition, or create collages, paintings or dioramas to show the diversity in their home town.

• Discover books and films which address the concepts of migration, culture clashes and multiculturalism to gain a firsthand insight into cultures meeting and merging. The ABC resource ‘My Place’ explores multiculturalism throughout Australia’s history (especially from 1958) <http://www.abc.net.au/abc3/myplace/> 66

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Australia’s cultural influences – 1 Read about the town of Broome in the north-west of Western Australia and the diverse cultures that have formed and influenced the development of the community.

Inhabiting the region for around 40 000 years, the Yarawu people were the first people to live in the Broome region.

After Federation in 1901, the Australian government introduced the White Australia Policy, which restricted non-white people from immigrating to Australia. The pearling industry would have suffered as most of the divers and workers came from Asia, so Broome was exempted from the policy.

By the mid-1800s, British and other European setters began inhabiting the Broome area to set up stations for their flocks of sheep.

The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

These settlers discovered valuable beds of oysters with mother of pearl shells in the waters around Broome. At the time, mother of pearl was used widely in Europe and America for making buttons and decorating ornaments and other items. This discovery brought a rapid and steady influx of settlers to the region.

By 1910, Broome was the largest pearling centre in the world.

It wasn’t long before the beds of oysters in the shallows were exhausted, so divers began collecting them from the deeper waters. Initially, the local Aboriginal people would free dive to collect the shells in waters as deep as 10 metres. Without equipment or readily available medical attention, this was a risky and dangerous practice.

There are many sites in Broome that represent the different cultures and people who settled there.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• As the industry grew, many people flocked to Broome

Chinatown has been a major centre since around 1900. There were once pearl sheds, eateries and pool halls and today there are many shops, pearl showrooms and cafes there.

from across Asia. Large numbers of Japanese divers, who used dive suits to go into deeper waters, came to replace the Aboriginal free divers.

Although this was safer than free diving, it was still very dangerous and many divers perished in rough weather, from shark attacks or from decompression sickness (the bends).

Sun Pictures, an iconic establishment in Broome, was originally a store and then a traditional Japanese Noh theatre. It was built by the Yamasaki family around 1900. The store was bought by a pearler and converted into a cinema and has been running as an open air movie theatre since 1916, the world’s oldest of its type.

Men from (now) Malaysia, the Philippines and Koepang in Indonesia came to work as deckhands on the boats or labourers on land. Often they were indentured labourers (meaning they worked for no pay for a number of years to ‘pay off’ the cost of their passage to Australia, paid for by a ‘boss’ or an agent).

The Japanese cemetery in Broome is the burial place for hundreds of Japanese divers who lost their lives while diving for pearls. It is the largest Japanese cemetery in Australia and the first recorded burial here was in 1896. As well as a cemetery, this site is a popular tourist attraction today.

Segregation was practised in Broome and people had different statuses according to their ethnicity.

Most of the shopkeepers in Broome were Chinese while European people owned the pearl lugger fleets. Malay, Koepang, Filipino and Aboriginal people were poorly or unpaid labourers and were unlikely to own property or assets. www.ricpublications.com.au R.I.C. Publications®

Many people from Broome have Asian, Aboriginal and European ancestry.

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Australian Curriculum Geography (Year 6)

Australia’s cultural influences – 2 Use the text on page 67 to answer the questions in the first column and your atlas and the ‘freemaptools’ site to answer those in column two.

Broome’s physical location

Broome’s influences 1.

People from which three continents have influenced the development of Broome over time?

2.

Discuss with your partner or group the practice of indentured labour. List reasons to explain why you think anyone would agree to this.

1.

Use your atlas to locate Broome and Darwin and mark them on the map.

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C.Publ i c at i o nsthe distance in Use this site to measure kilometres between the following places <http://www.freemaptools.com/measure•f orr evi ew pur p osesonl y• distance.htm> Simply enter one point and 2.

click on another.

3.

Discuss the practice of segregation with your partner and list some ideas to suggest:

(a)

Broome and Darwin:

(a)

(b)

Broome and Perth:

(c)

Broome and Jakarta:

(d)

Broome and Singapore:

(e)

Broome and Denpasar:

(f)

Broome and Sydney:

(b)

?

What people thought then:

What people think now:

Investigate the White Australia Policy that was introduced after Federation in 1901. Develop questions about this policy and conduct research on the internet to answer your questions.

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The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

Prior to the construction of all-weather bitumen roads around 1979, the people of Broome relied mainly on sea transport of goods from nearby Asia, or from southern Australia. The roads were often impassable during the wet season, and the distances are very great. Note the proximity of Broome and Darwin to Asia.

Australia’s cultural influences – 3 Investigate your local area or your nearest capital city’s cultural influences.

City, town or suburb:

Search your local area using Census QuickStats <http://www.abs.gov.au/census> and complete the tables.

List the visible cultural influences (e.g. restaurants, shops, signage, places of worship).

Ancestry – top five responses Ancestry

% of local population

1.

2.

3.

4.

5.

List the cultural groups that use or own the establishments.

Country of birth

The various connections Australia has with other countries and how these connections change people and places (ACHGK035)

Country

% of local population

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2.

3.

4.

5.

Why did the people come to the community (e.g. gold rushes, refugees, for better opportunities, to work)? You may need to conduct some research to answer this question.

Languages other than English Language

% of local population

1.

2.

3.

4.

Acknowledge your source.

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5.

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Australian Curriculum Geography (Year 6)

Connections with the world The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

Elaboration

Teacher information

Recognising that opinions of places and cultures can be based on personal experience and on information given by others. Understanding that information presented by the media is not always objective.

Key inquiry question • How do people’s connections to places affect their perception of them?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

• Of many places in the world, they will only know what they have been told through the media. Some information may be factual; e.g. natural disasters, sporting events, awards ceremonies. Some may be open to interpretation; e.g. protagonists in war or political and economic unrest.

• News reports focus on the main story, saying nothing about unrelated topics. Students are at risk of believing that such a report reflects the situation in the whole country/place.

• On page 71, students draw up their tables and graphs on separate paper.

Encourage them to use an atlas to ensure they colour each country correctly.

• On page 72, where possible, allocate the places about which students write their reports from those with which some students have a personal connection and others have only a media connection. Limit the number of countries so that more reports and opinions of the same places can be compared.

• Page 73 should be completed without any extra research. It is the students’ current opinions that are required. These opinions can then be shared with those who have a personal connection to the same place.

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Geographical concepts • place

Teaching notes • Many students will have some connection with places outside Australia; e.g. first generation migrants, recent family ancestry and holidays. Although their connections may be limited, they will have formed opinions, however vague or biased.

• interconnection

• These activities will help students understand that their opinions of places can be influenced by the opinions of others which are, by definition, biased.

Background information Geographical vocabulary personal connections, media connections, cultures, multicultural population

• Foreign holidays give students the ideal opportunity to compare cultures.

How realistic their formed opinions will be depends on the type of places they visit. To gain a true picture of a place, one must move away from the holiday locations and visit those not affected by tourism. They need to travel on public transport and shop at local places, trying to witness life through the eyes of the local people.

Resources • Understanding the term ‘culture’ <http://www.brown.edu/Facilities/ Haffenreffer/documents/CultureConnectteacherpacketfinal.pdf>

Additional activities • Throughout one week, pay special attention to local, national and international news. What major events have occurred? Group the events into different categories; e.g. social, political, environmental, sporting, religious. In groups, write reports on selected events and the places where they occurred, from different perspectives, to be presented by the students in a ‘The world this week’-type program.

• Faces magazine: <http://www.cricketmag.com/FAC-FACES-Magazine-forKids-ages-9-14> • Children just like me by Susan Elizabeth Copsey, Barnabas Kindersley, Anabel Kindersley • Children from Australia to Zimbabwe: a photographic journey of the world

by Maya Ajmera, Anna Rhesa Versola, Marian Wrighth Edelman • World cultures <http://www.buzzle.com/articles/different-cultures-of-theworld.html>

• Choose a news item from the above and prepare a ‘Question Time’ program in which students holding different views on the event discuss it with the aim of reaching a common understanding of the event, the place and the people involved.

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Connections with the world – 1 You know many things about the people and cultures of Australia and the rest of the world because you have personal connections with different places through various groups such as family, friends, school and recreational activities.

Publish

Daily

The internet, television, radio, newspapers and magazines also inform you about the people and cultures of places throughout Australia and around the world.

ed in

Cityton

since

1893

day, April

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$1.50

1.

Complete the table by recording the countries in each continent that you know something about, either through personal connections or via the media.

Media

Asia Africa Europe North America

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South America

The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

Australasia

Personal connections

2.

(a) Collect data from the rest of the class and draw up a table of all the countries students have a personal connection with. Use tally marks to record the number of students with such a connection to each country.

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(b) Choose a way to represent this data graphically.

3.

In the same way, draw up a table and graph to show the number of students who have learnt about world cultures through the media.

4.

On an outline map of the world, colour the countries with which the class has only personal connections one colour; those which they know of only through the media another colour; and those which are a combination of both in a third colour.

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Australian Curriculum Geography (Year 6)

Personal connections with the world When you have a personal connection with a place and its people, you are able to form an opinion of that place and its culture. This will include its positive and negative aspects.

1.

(a) Write the name of a place, other than your home town, with which you have a personal connection.

(b) Use your personal knowledge and research to write notes for an objective report.

Location

Culture

Important events that have occurred

2.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Different people like different things and so have different opinions of places.

Write notes for your personal opinion of this place, saying how you feel about it and including its positive and negative aspects.

3.

(a) Use the computer to write your reports in full, adding illustrations. (b) Compare objective reports of the same place. (c) Share your personal opinions of the same place.

?

Australia is a multicultural nation, representing many of the world’s countries. Compose geographical questions to determine how opinions of these countries have changed as connections to them have become more personal.

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The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

Physical features and climate

Media connections with the world When you have no personal connection with a place, you rely on other people and the media to inform you. But can you be sure you are receiving a true representation of the place? Media reports are not always objective.

1.

(a) Write a place with which you only have media connections.

(b) Complete the table.

Which media have informed you of this place and its people?

The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

What facts have you learnt about this place and its people?

What positive opinions, if any, have you formed about this place and its people? Explain why.

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What negative opinions, if any, have you formed about this place and its people? Explain why.

2.

Write a brief description based on the information you have given in the table.

3.

Compare your description with the opinion of someone who has a personal connection with the place. Do they match? Which do you think is more valid?

Explain why.

?

Information we are given by the media is often biased. Compose geographical questions about a place unfamiliar to you. Compare media responses to your questions.

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Australian Curriculum Geography (Year 6)

Australia’s neighbours The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

Elaboration

Teacher information

Determining how much students know about Australia’s closest neighbours. Considering the validity of their opinions with respect to their knowledge of each place. Researching cultural stereotypes and their accuracy.

Key inquiry question • How do people’s connections to places affect their perception of them?

Geographical inquiry and skills • Develop geographical questions to investigate and plan an inquiry (ACHGS040)

• Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041) • Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

Teaching notes

Background information

• Australians’ knowledge of Indonesia and Papua New Guinea is generally quite poor with the exception of Bali, which is a common holiday destination. Knowledge of New Zealand is generally better as it is culturally closer to Australia and the history of the two countries is closely linked.

• Australia’s relationship with Indonesia has at times been difficult. Australia supported Timor-Leste, against Indonesia, in its move towards independence in 1999. Australia also protected people from West Papua when they fled from the Indonesian province in 2006.

• The purpose of including another country to the table on page 75 is to illustrate that, generally, we know more about countries around the world than we do about our closest neighbours.

• Australia has formed ties with some of its neighbours. Much of Australia’s foreign aid money goes to Papua New Guinea which was once an Australian territory. Australian police have also been posted there to help maintain law and order.

• Most of what students do know will be related to major news items; e.g.

Indonesian conflict with Timor-Leste, 1999; Bali bombings, 2002; tsunami, 2004.

• In 1. (b), students should not be limited to recording geographical facts but in 1. (c) they should.

• In 2. (b), students can circle a different number for each country if necessary.

• Australia and New Zealand have strong trading links. People can move freely between the two countries without the need for working and resident visas.

Resources Indonesia

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Geographical concepts • place • interconnection

Geographical vocabulary personal connection, balanced opinion, valid resource, stereotypes, culture, nationality

Additional activities • Create a fact file for each of Australia’s closest neighbours to help others learn more about them.

• To raise awareness and understanding of each place, plan an ‘Australia’s neighbours’ special day in which the people and cultures of the three countries are celebrated.

Australian Curriculum Geography (Year 6)

• Although students may not have much prior knowledge of the three countries, they may have opinions of them and their people. Fuel for their opinions is likely to have come from people they know and the media. Discuss the validity of opinions formed by the information provided by the opinions of others.

• Discuss the factors that influence a person’s opinion; e.g. the opinions of respected people, commonly held beliefs.

Reinforce the notion that valid, balanced opinions come from research and critical thinking rather than gut reactions.

• Discuss some gender/appearance stereotypes that would create a response among the students; e.g. girls can’t kick a ball, boys are football crazy, left-handed people can’t write neatly, people with freckles don’t get wrinkles. As they object to stereotypes that include them, they will recognise that they are of very little value for developing opinions.

• As students research for the nationality stereotypes they may find some that are wildly inaccurate and offensive. Discuss the role stereotypes can play in causing tension among cultures. Many social conflicts occur because all people of a group are assumed to be just as the stereotype describes.

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• <http://kids.embassyofindonesia.org/ aboutIndonesiacover.htm> • <http://www.ducksters.com/geography/ country.php?country=Indonesia> Papua New Guinea

• <http://www.factmonster.com/ipka/ A0107875.html> • <http://www.ducksters. com/geography/country. php?country=Papua+New+Guinea> New Zealand • <http://www.factmonster.com/ipka/ A0107834.html> • <http://www.ducksters.com/geography/ country.php?country=New+Zealand> • Critical thinking and forming balanced opinions <http://lifehacker.com/how-totrain-your-mind-to-think-critically-and-formyou-1516998286> • Understanding stereotypes <http://www. discoveryeducation.com/teachers/freelesson-plans/understanding-stereotypes. cfm> • The effects of stereotypes <http://www. understandingprejudice.org/teach/activity/ labels.htm>

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Australia’s neighbours – 1 Indonesia, Papua New Guinea and New Zealand are Australia’s closest neighbours, but how much do you know about them? Compared with other countries in the world, do you know more or less?

1.

(a) Add any other country, with which you have no personal connection, to the bottom box. (b) Write down some facts you already know about each country and its people; e.g. location, capital cities, indigenous people, religions, climate. (c) Research to add more information if necessary; e.g. natural disasters, physical features, languages. Record this with a different coloured pen.

The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

Indonesia

Papua New Guinea

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New Zealand

2.

(a) Which of these countries do you know most about? (b) How would you rate your knowledge of Australia’s neighbours? Circle.

1

2

3

4

5

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75

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8

9

10 excellent

Australian Curriculum Geography (Year 6)

Australia’s neighbours – 2 Do you have an opinion of Australia’s closest neighbours?

1.

(a) Record your opinion of each of Australia’s neighbouring countries and its people, and your chosen country, including the influences that helped you to form these opinions.

Country

Opinion

Indonesia

New Zealand

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C.Publ i cat i ons •f orr evi ew pur posesonl y• (b) Considering your knowledge of each of Australia’s neighbours, how valid do you think your opinions are? Explain your answer.

2.

(a) Compose five survey questions to find out the main sources of information that have influenced people’s opinions of Australia’s neighbours.

• • • • • (b) Conduct your survey. (c) Present your results in a table and in a graph.

?

Forming a balanced opinion on any subject requires critical thinking of reliable sources. Explain why you need to consult a range of valid sources to form an opinion about a place and its people.

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The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

Papua New Guinea

Stereotypes People who have no personal connections with a place often base their opinions of the people who live there on stereotypes. These are simplified, general statements used to describe a person’s characteristics, preferences or abilities, based on his or her cultural background, nationality or gender.

1.

(a) Research to find a positive and a negative stereotypical statement that people make about each nationality or group of people.

Country

Positive statement

Negative statement

Australians

The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

Italians

British

Americans (USA)

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Indians

Japanese

(b) Stereotypes have been recognised as a cause of some social problems. Why do you think this might be so?

(c) How well do you think you, and members of your family, fit the Australian stereotypes?

?

Choose one stereotype to challenge; e.g. All boys love football. Write some questions to find out if the stereotype is accurate. Present your results in a table and then represent them in a graph.

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Australian Curriculum Geography (Year 6)

Bali: a great destination?

The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

Elaboration

Teacher information

Considering the author and purpose of written text. Separating fact from opinion in text. Realising that a person’s opinion of a place, based on his/her own experiences, does not provide an objective, accurate description of that place.

Key inquiry question • How do people’s connections to places affect their perception of them?

Geographical inquiry and skills • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS043)

• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)

Teaching notes • The text on page 79 offers four opinions of Bali. The first is a travel agent report, designed to persuade people to visit Bali. The three responses are primary sources, written from personal experiences of the island. While the first two responses are extreme, the final response is more balanced.

• The activity on page 80 is designed for the students to sift the opinions from the facts and look at the advantages and disadvantages of the island as a holiday destination. Using the information from page 79, students write their own, secondary source reports on Bali.

• On page 81, students have the opportunity to research different attractions in Bali, using geographical language to describe their location and placing them on a map. Considering the location of each place they have researched, students need to locate a central place to stay.

Background information • Australians have flocked to Bali for their holidays. It offers cultural diversity in a tropical setting, and cheap air travel, with accommodation included, can be found.

• But recent news reports suggest that the island is losing favour with Australians, quoting the number of deaths of Australians on the island as a main concern.

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• Some travellers believe they would not receive adequate medical assistance in Bali or fair treatment by the police.

Geographical concepts

• A number of Australians live permanently in Bali.

• place

• Across Indonesia, close to 90% of the population practise Islam, between 5 and 10% are Christians and less than 2% are Hindus, who live mostly on the island of Bali where it is the dominant religion.

• interconnection

Resources Facts: • <http://www.balireef-resort.com/Bali.htm> • <http://www.bali-go-round.com/bali-fact.htm> • Morning offerings: • <http://alittleadrift.com/2010/10/ritual-balinese-beliefs-offerings/> • <http://savemybali.blogspot.com.au/2009/08/ritual-of-morning.html> Maps: • <http://bayubalitours.com/article/bali-tourist-map/> • <http://firsttimebali.com/home/bali-maps/?

Additional activities Geographical vocabulary place, location, destination, fact, opinion

Australian Curriculum Geography (Year 6)

• Research news stories on the internet that reveal what Australians perceive as the negative side of Bali. Choose one item to report from an Australian and an Indonesian perspective.

• For the Balinese, their Hindu religion is very important. Research to write an illustrated report on the ritual of the morning offerings.

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Bali: a great destination? – 1 Read the travel agent report and the three responses to it.

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Absolute Travel Bali – A tropical getaway!

Posted on February 21, 2015 by Ric P

The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

The Indonesian island of Bali is a favourite tropical getaway for many Australians. With flight times from major cities between three and seven hours, it is an ideal destination for a short family break. Many Australians make multiple trips to this ‘island of a thousand temples’, proving that it continues to offer all that is needed for a relaxing, ‘away from it all’ holiday.

Bali has something for everyone. From simple economy accommodation to luxurious five star resorts, it caters for the needs of singles, couples and families from the very young to the young at heart. No-one will be disappointed with Bali.

There is only one downside to Bali. There is too much to do and see. How will you decide what to do and what to miss?

If you’re feeling active, you can try surfing, scuba-diving, snorkelling or trekking through the beautiful, lush, green jungle. For something a little less energetic, take a ride on an elephant, visit an active volcano or enjoy the serenity of the many ancient temples. And in the evening, what better way to relax than enjoying the delicious Bali cuisine as you watch the sun go down, followed by a gentle stroll through the market stalls.

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Category Travel Destinations t Tags 2015, Absolute, Travel, Holidays, Bali, Blogs t Share

Comments (3) March 11, 2015 Anonymous245 says:

You have got to be kidding! Bali is a nightmare! A week was seven days too long to be imprisoned there! The holiday brochures don’t tell you about the crowds and the traffic. Our hotel room was cramped and the air conditioner didn’t work.

The noise from the bars on the street kept us awake all night. The beaches and streets were littered with rubbish.

Everywhere we went, we had to fight our way through hawkers trying to sell us rip-off merchandise. And to cap it all, we all got the dreaded ‘Bali belly’. A holiday paradise? I don’t think so!

March 29, 2015 RazzleDazzle13 says:

You must have gone to a Bali in a parallel universe! We’ve just been to a wedding there and it was one of the most amazing holidays I’ve ever had. The peace and tranquillity of the island were just amazing. The hotel staff were so helpful.

They even arranged transport to and from all the places we visited. The resort was so clean it sparkled. The food was amazing and no, no-one got sick!

April 3, 2015 Joker2011 says:

We’ve just returned from a family holiday in Bali. It was a great place for us all to catch up. The children were busy from dawn to dusk so the adults were all able to do their own thing. Our hotel was small but it had all we needed, including a pool and spacious rooms for everyone. True, when we went into the town, we had to watch the traffic and we were hassled by hawkers, but that’s part of the experience. Seeing a different culture and enjoying all it had to offer was a wonderful education, especially for the children. It gave them a glimpse into a world outside Australia. They now know that not everyone lives in suburbia!

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Australian Curriculum Geography (Year 6)

Bali: a great destination? – 2 Imagine you are trying to convince your family to take a holiday in Bali but the only information you can access is the text on page 79.

In the table, write some different facts and opinions the text provides.

Facts

2.

Opinions

In the table, write the advantages and disadvantages the text suggests.

Advantages

Disadvantages

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3.

Write some questions to ask someone who has been to Bali, to confirm or dispute the information in the text.

4.

If you have been to Bali, try to forget your own experiences and use only the information on page 79 to answer the question, Bali: a great destination?

Present your answer in a computer-written report, giving reasons, from the text, to support your opinion.

?

In the last 15 years, Bali has been in the news for reasons other than tourism. Research and write a report on one of these news items.

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The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

1.

Bali: a great destination? – 3 From the text on page 79 and the responses to your survey questions, you have an idea of what is available in Bali and some of the possible problems.

1.

(a) Research on the internet to find places around the island that you and your family could visit. Find two places for each category. (b) Design an icon to represent each category. (c) Use geographical language to describe the location of each place. Use main points of reference such as the airport and the capital city, Denpasar.

Place

Location

Physical features

The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

Historical interest

Cultural experience

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Amusement

Sports

Wildlife

2.

(a) Locate each venue on a copy of a map of Bali. Add other key features you think would be appropriate. (b) Where would be an ideal location for you stay in Bali so that you could visit each place?

?

Your family may need to be convinced that Bali is an ideal destination. Design an illustrated brochure to persuade them to book a holiday there.

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Australian Curriculum Geography (Year 6)

Quiz questions Regions of Asia

Urban Asia

pages 2–5

pages 6–9

1.

Asia and which other continent are the same landmass? (a) North America (b) Australia (c) Europe

1.

The capital city of the People’s Republic of China is: (a) Mumbai (b) Beijing (c) Shanghai

2.

The UN recognises how many regions in Asia? (a) 4 (b) 5 (c) 6

2.

Mumbai in India was formerly known as: (a) Dharavi (b) Gandhi (c) Bombay

3.

Western Asia is also known as: (a) Middle Earth (b) The Middle West (c) The Middle East

3.

4.

Beijing has been continuously inhabited since (around) the: (a) 10th century BCE (b) 11th century BCE (c) 12th century BCE

The only country in Asia with territory below the equator is: (a) Indonesia (b) India (c) Cambodia

5.

6.

7.

formerly a colony © R. I .

C.Publ i c at i o nsof both: (a) Portugal and Britain •f orr evi ew pur po esand on l y• (b)s Spain Britain 4.

(c) America and Britain

The capital city of Sri Lanka is: (a) Columbine (b) Columbia (c) Colombo Tropical forest biomes are mainly located near: (a) the equator (b) the Arctic Circle (c) the Prime Meridian A biome’s characteristics are influenced by: (a) longitude, plants, animals and rainfall (b) climate, latitude, rainfall and elevation (c) climate, people, soil and age

Australian Curriculum Geography (Year 6)

The city of Mumbai in India was

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5.

The two countries from the table with the lowest percentages of urban inhabitants are: (a) Pakistan and India (b) Japan and South Korea (c) Afghanistan and Vietnam

6.

The country from the table with the lowest population is: (a) Australia (b) Kazakhstan (c) North Korea

7.

Tiananmen Square and The Forbidden City are famous historical landmarks in: (a) Mumbai (b) Beijing (c) Vietnam

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Quiz questions Rural Asia

Conservation and sustainability

pages 10–13

pages 14–17

1.

Which delta is a mass rice producing area? (a) Northern (b) Mekong (c) Cham

1.

Which species exists in the greatest numbers in the wild? (a) Sumatran elephant (b) Sumatran orangutan (c) Sumatran tiger

2.

The most populous city in Vietnam is: (a) Ho Chi Minh City (b) Hanoi (c) Hoi An

2.

The most populous city in Sumatra is: (a) Medan (b) Padang (c) Jambi

3.

The Cham Islands are known for the harvest of: (a) bananas (b) birds’ nests (c) guano

3.

4.

Which species has the lowest numbers in the wild and is most at risk of extinction? (a) Sumatran tiger (b) Sumatran rhinoceros (c) Sumatran elephant

Vietnam is bordered by: (a) Myanmar, Thailand and China (b) Thailand, Cambodia and China (c) Cambodia, Laos and China

5.

6.

7.

countries © R. I .

C.Publ i caWhich t i on s close to Sumatra were affected by smoke from its forest fires?

•f orr evi ew pur pos e s onl y• (a) China and Vietnam 4.

(b) Japan and South Korea (c) Singapore and Malaysia

Which of the following is an indigenous highlands tribe in Vietnam? (a) Cham (b) Hmong (c) Kinh Which south-east Asian capital city is not located close to the coast? (a) Bangkok (b) Hanoi (c) Vientiane The exact latitude and longitude of a place give its: (a) relative location (b) absolute location (c) general location

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5.

‘Arboreal’ means: (a) living on land (b) living in water (c) living in trees

6.

Which feature is unique to the Sumatran rhinoceros? (a) its light colour (b) its hair/fur (c) its tusks

7.

Sumatra is the island in the world. (a) 4th (b) 5th (c) 6th

largest

Australian Curriculum Geography (Year 6)

Quiz questions World statistics

Investigating relationships

pages 18–21

pages 22–25

1.

Demographics provide information about: (a) physical features of places (b) where a place is located (c) people and the characteristics of populations

2.

‘UN’ stands for: (a) Universal Norms (b) United Nations (c) Unity of Nations

3.

World statistics are used to measure a country’s for comparison with other countries. (a) people, plants, animals and cars (b) population, health, education and economy (c) likes, dislikes and interests

4.

6.

7.

Which of these countries uses the most energy per capita? (a) Chile (b) Australia (c) Zimbabwe

2.

Which of these countries has the lowest life expectancy? (a) Nepal (b) Botswana (c) Mongolia

3.

Which continent are Myanmar and Nepal on? (a) Africa (b) Europe (c) Asia

smallest population? © R. I .

C.Publ i c at i o ns (a) Vanuatu Population density tells us how o rr eper vi ew pur po esonl y• (b)s Norway many •f there are 4.

is one of the world’s most densely populated countries. (a) Australia (b) Singapore (c) Argentina Which two countries have a life expectancy under 65 years? (a) Sudan and Uganda (b) Papua New Guinea and Ukraine (c) USA and Mexico Which of these countries is the largest? (a) Argentina (b) Australia (c) United States

Australian Curriculum Geography (Year 6)

Which of these countries has the

(c) Chile

square kilometre. (a) houses (b) businesses (c) people 5.

1.

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5.

Which African country has the highest GDP per capita? (a) Zimbabwe (b) Cote d’Ivoire (c) Botswana

6.

Which of these countries has the highest GDP per capita ($54 100)? (a) Brunei (b) Mali (c) Italy

7.

Which of these countries has the lowest literacy rates (28.1%)? (a) Angola (b) Afghanistan (c) Indonesia

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Quiz questions Global poverty

Indigenous peoples

pages 26–29

pages 30–33

1.

Most countries with the highest percentages of their population below the poverty line are in: (a) Africa (b) Europe (c) North America

2.

The continents most affected by world hunger are: (a) Europe, South America and Australia (b) Africa, Asia and South America (c) North America, Europe and Africa

3.

How many Australian adults are obese? (a) over 25% (b) over 35% (c) over 45%

4.

Which Asian countries have very low percentages of undernourished people? (a) China and India (b) Indonesia and the Philippines (c) Malaysia and Japan

5.

6.

7.

1.

Maori people originally came from: (a) Australia (b) Indonesia (c) Polynesia

2.

The Surma people live in which African country? (a) Ethiopia (b) Nigeria (c) Kenya

3.

Orang Asli means ‘original people’ in which language? (a) Maori (b) Malay (c) Mursi

and caribou? © R. I .

C.Publ i caseals t i o ns (a) Inuit (b) Metis •f orr evi ew pur pos es onl y• 4.

(c) Batek

The continents least affected by world hunger are: (a) Australia, Asia and Europe (b) South America, Europe and North America (c) North America, Europe and Australia Which countries have a high % of poverty but a low % of undernourishment? (a) China, Loas and North Korea (b) Mexico, Argentina and South Africa (c) Malaysia, Japan and Brazil Which countries have less than 8% of the population below the poverty line? (a) Ireland, Tunisia and Malaysia (b) United States, Canada and Brazil (c) Mongolia, India and Argentina

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Which group of people hunt for

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5.

The Batek people of Malaysia hunt using: (a) rifles (b) sticks (c) blowguns

6.

Aboriginal people make up approximately what percentage of Australia’s population? (a) 7% (b) 3% (c) 15%

7.

Anthropologists have identified how many cultural groups of Native American people? (a) 10 (b) 15 (c) 25

Australian Curriculum Geography (Year 6)

Quiz questions World languages

Diversity in Australia

pages 34–37

pages 38–41

1.

Which of these languages has the most native speakers? (a) English (b) Spanish (c) Mandarin

2.

The only language on the top 10 list with fewer than 100 million speakers is: (a) German (b) Bengali (c) Japanese

3.

4.

Across the islands of Malaysia and Indonesia, how many native languages are spoken? (a) over 800 (b) over 700 (c) over 900

Australians are asked to complete a census questionnaire every: (a) 2 years (b) 5 years (c) 7 years

2.

The census helps the government to: (a) plan for future development (b) find out more about people’s backgrounds (c) both (a) and (b)

3.

Arrernte and Warlpiri are: (a) Asian languages (b) Aboriginal languages (c) African languages

In a 1996 the top 3 countries first © R. I .

C.Publ i c t i on s generation Australians were born in were: •f orr evi ew pur po sesonl y• (a) UK, NZ and Italy 4.

The top two religions in the world are: (a) Christianity and Islam (b) Christianity and Hinduism (c) Islam and Buddhism

5.

Which language is widely spoken across northern Africa? (a) English (b) Mandarin (c) Arabic

6.

Most of the world’s Hindu population lives in: (a) Indonesia (b) India (c) China

7.

1.

(b) India, NZ and China (c) China, India and Italy

Portuguese is spoken in which South American country? (a) Argentina (b) Chile (c) Brazil

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5.

In 2011 the top 3 countries first generation Australians were born in were: (a) Vietnam, NZ and India (b) NZ, China and India (c) UK, NZ and China

6.

The population of Australia surpassed 20 million between: (a) 1996 and 2001 (b) 2001 and 2006 (c) 2006 and 2011

7.

In the 2011 census, what percentage of Australians were third-plus generation? (a) 33% (b) 43% (c) 53%

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Quiz questions Intercultural understanding

2004 Indian Ocean tsunami

pages 42–45

pages 46–49

1.

Which type of culture values privacy over belonging (in general)? (a) Low context/individualist (b) High context/collectivist

2.

Which type of culture would Australia belong to in general? (a) Low context/individualist (b) High context/collectivist

3.

Which type of culture would Japan belong to in general? (a) Low context/individualist (b) High context/collectivist

1.

The 2004 Indian Ocean tsunami was caused by a massive undersea: (a) volcano (b) earthquake (c) explosion

2.

The earthquake’s epicentre was off the coast of: (a) Sumatra (b) Bali (c) Java

3.

The Sumatran province was very badly damaged in the tsunami. (a) South Sumatra (b) Aceh (c) Lampung

Decide which type of culture (in general) would be more likely to: 4.

5.

6.

7.

© R. I .

C.Publ i caThe t i o ns death toll from the devastating •f orr evi ew pur pos esontsunami l y•was close to:

Have their elderly parents living in their home rather than in a nursing home. (a) Low context/individualist (b) High context/collectivist

4.

(a) 50 000 (b) 150 000 (c) 230 000

Take over their family-run business. (a) Low context/individualist (b) High context/collectivist Complain about a meal to a waiter in front of others. (a) Low context/individualist (b) High context/collectivist Speak up and take the lead in a first meeting. (a) Low context/individualist (b) High context/collectivist

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5.

Many tourists lost their lives in: (a) Singapore and Malaysia (b) Thailand and Sri Lanka (c) Somalia and India

6.

The charity concert held in Sydney was: (a) Wave Aid (b) Water Aid (c) Tsunami Aid

7.

Australia provided aid and assistance after the tsunami. (a) True (b) False

Australian Curriculum Geography (Year 6)

Quiz questions The modern Olympics

World cultural events

pages 50–53

pages 54–57

1.

The first modern Olympics was held in: (a) 1696 (b) 1796 (c) 1896

1.

Hajj is the name of an annual pilgrimage to: (a) Medina (b) Jerusalem (c) Mecca

2.

The Ancient Olympics were a dedication to: (a) 12 gods (b) Jesus (c) Emperor Theodosius

2.

Around Muslim people visit the city during Hajj. (a) one million (b) two million (c) four million

3.

The first Olympics to be held out of Europe was in: (a) Los Angeles (b) St Louis (c) Melbourne

3.

Which style of music/dance is Rio’s Carnival famous for? (a) samba (b) merengue (c) tango

4.

Which city has hosted the Olympics three times? (a) Athens (b) Los Angeles (c) London

5.

6.

7.

© R. I .

C.Publ i c aEaster t i ons (a) (b) Lent •f orr evi ew pur po esonl y• (c)s Christmas

The Olympics were cancelled on occasions due to World Wars. (a) two (b) three (c) four Three Asian cities that have hosted the Olympics are: (a) Tokyo, Shanghai and Singapore (b) Tokyo, Seoul and Beijing (c) Tokyo, Jakarta and Bangkok The 2016 Olympics will take place in: (a) Mexico City (b) Buenos Aires (c) Rio de Janeiro

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4.

Carnival is held just before:

5.

Chinese New Year is celebrated over: (a) 13 days (b) 14 days (c) 15 days

6.

The date of the New Year is determined by: (a) the Chinese calendar (b) the solar calendar (c) the lunar calendar

7.

Which of these celebrations does not have religious origins or connections? (a) Chinese New Year (b) Carnival (c) Hajj

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Quiz questions Australia’s connections

Australia’s aid connections

pages 58–61

pages 62–65

1.

The highest percentages of overseas-born Australians come from? (a) China and India (b) the United Kingdom and New Zealand (c) Italy and Vietnam

1.

The United Nations aim to help the world’s poorest people. (a) Developing Country Goals (b) Global Development Goals (c) Millennium Development Goals

2.

The top three ancestries of Australians are: (a) Scottish, Italian and German (b) Chinese, Indian and Greek (c) English, Australian and Irish

2.

World Vision commenced operations in Australia in: (a) 1947 (b) 1966 (c) 1989

3.

The top two destination countries for Australians travelling overseas are: (a) New Zealand and USA (b) UK and China (c) Indonesia and Thailand

3.

Over of the population of Timor-Leste live in poverty. (a) 37% (b) 57% (c) 77%

4.

© R. I .

C.Publ i caHow t i o ns many Millennium The top three source countries Development Goals are there?

•f or r ev i ewforpur pos e s o n l y • visitors to Australia are: (a) 6 (b) 8 (c) 12 4.

(a) USA, Japan and Singapore (b) NZ, China and UK (c) USA, Indonesia and Thailand

5.

6.

7.

Australia’s top three exports are: (a) iron ore, coal and gold (b) wool, wheat and beef (c) motor vehicles, petroleum and natural gas Australia’s top partner for both imports and exports is: (a) Japan (b) India (c) China Which of these countries are not free trade agreement partners with Australia? (a) Chile, NZ and USA (b) Italy, Greece and Malta (c) China, India and Japan

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5.

The acronym DFAT stands for: (a) Department of Foreign Affairs and Trade (b) Department of Foreign Agencies and Trading (c) Department of Forestry and Trees

6.

The life expectancy in Timor-Leste is: (a) 52.1 (b) 62.1 (c) 72.1

7.

Which region is not listed as a place where the Australian government provides aid? (a) East Asia (b) Caribbean and Latin America (c) USA and Canada

Australian Curriculum Geography (Year 6)

Quiz questions Australia’s cultural influences

Connections with the world

pages 66–69

pages 70–73

1.

2.

3.

4.

5.

6.

7.

1.

The population of Australia is cultures. represented by (a) two (b) a few (c) many

2.

The White Australia Policy was introduced in: (a) 1898 (b) 1901 (c) 1910

Examples of the media are: (a) friends and family (b) television and radio (c) books

3.

The original inhabitants of the Broome area were the: (a) Yarawu people (b) Yolongu people (c) Yilba people

Media reports are objective. (a) sometimes (b) always (c) never

4.

The cemetery in Broome is the burial place of many divers. (a) Chinese (b) Malaysian (c) Japanese

For a balanced opinion of a place, one must media information. (a) believe (b) ignore (c) validate

5.

Personal connections to a place and its people encourage: (a) tolerance (b) prejudice (c) apathy

6.

The media us about places we have no personal connection to. (a) lies to (b) informs (c) deceives

7.

Our opinions about places are based on: (a) personal experience (b) media information (c) a mixture of both

People from which continents influenced the development of Broome? (a) America, Europe and Asia (b) Africa, Asia and Australia (c) Australia, Asia and Europe

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

Prior to 1979, Broome mainly relied on transport to receive goods. (a) sea (b) road (c) air Which of these places is Broome closest to? (a) Denpasar (b) Darwin (c) Perth Which of these places is Broome furthest from? (a) Jakarta (b) Sydney (c) Singapore

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Quiz questions Australia’s neighbours

Bali: a great destination?

pages 75–77

pages 79–81

1.

Which of Australia’s neighbours lies to the south-east? (a) Indonesia (b) Papua New Guinea (c) New Zealand

1.

The island of Bali is Indonesia. (a) a neighbour of (b) a part of (c) an enemy of

2.

The capital city of Papua New Guinea is: (a) Jakarta (b) Port Moresby (c) Wellington

2.

The climate of Bali is: (a) hot and dry (b) hot and wet (c) warm and wet

3.

Which areas of Bali are least likely to have lots of litter? (a) the streets (b) the beaches (c) the hotels

4.

The main religion practised by the Balinese is: (a) Hinduism (b) Islam (c) Christianity

5.

Hawkers in Bali often sell goods that are: (a) authentic (b) genuine (c) copies

6.

Bali is located to the Australia. (a) north (b) south (c) east

7.

Which natural feature is not found in Bali? (a) desert (b) jungle (c) volcano

3.

Which of Australia’s neighbours belonged in the ANZACs? (a) New Zealand (b) Papua New Guinea (c) Indonesia

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4.

A stereotypical statement is a: (a) fact (b) lie (c) generalisation

5.

To increase your chances of reading facts, find information from a: (a) website (b) textbook (c) newspaper

6.

Islam is the major religion of: (a) Indonesia (b) New Zealand (c) Papua New Guinea

7.

An opinion based on critical thinking of reliable sources is: (a) subjective (b) balanced (c) inaccurate

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of

Australian Curriculum Geography (Year 6)

Quiz answers ASIA

DIFFERENCES AMONG NATIONS

Regions of Asia .... 82 1. (c) Europe 2. (b) 5 3. (c) The Middle East 4. (a) Indonesia 5. (c) Colombo 6. (a) the equator 7. (b) climate, latitude, rainfall and elevation Urban Asia........... 82 1. (b) Beijing 2. (c) Bombay 3. (b) 11th century BCE 4. (a) Portugal and Britain 5. (c) Afghanistan and Vietnam 6. (b) Kazakhstan 7. (b) Beijing

World statistics .... 84 1. (c) people and the characteristics of populations 2. (b) United Nations 3. (b) population, health, education and economy 4. (c) people 5. (b) Singapore 6. (a) Sudan and Uganda 7. (c) United States Investigating relationships ....... 84 1. (b) Australia 2. (b) Botswana 3. (c) Asia 4. (a) Vanuatu 5. (c) Botswana 6. (a) Brunei 7. (b) Afghanistan

7. (a) 10 World languages.. 86 1. (c) Mandarin 2. (a) German 3. (b) Over 700 4. (a) Christianity and Islam 5. (c) Arabic 6. (b) India 7. (c) Brazil Diversity in Australia.............. 86 1. (b) 5 years 2. (c) both (a) and (b) 3. (b) Aboriginal languages 4. (a) UK, NZ and Italy 5. (c) UK, NZ and China 6. (b) 2001 and 2006 7. (c) 53%

6. (a) Wave Aid 7. (a) True The modern Olympics ............. 88 1. (c) 1896 2. (a) 12 gods 3. (b) St Louis 4. (c) London 5. (b) three 6. (b) Tokyo, Seoul and Beijing 7. (c) Rio de Janeiro World cultural events ................. 88 1. (c) Mecca 2. (b) 2 million 3. (a) Samba 4. (b) Lent 5. (c) 15 days 6. (c) the lunar calendar 7. (a) Chinese New Year

4. (b) 8 5. (a) Department of Foreign Affairs and Trade 6. (b) 62.1 7. (c) USA and Canada Australia’s cultural influences ........... 90 1. (c) Australia, Asia and Europe 2. (b) 1901 3. (a) Yarawu people 4. (c) Japanese 5. (a) sea 6. (c) Perth 7. (b) Sydney AWARENESS & OPINIONS THROUGH PERSONAL CONNECTIONS

Connections with the world ............. 90 1. (c) many 2. (b) television and radio 3. (a) sometimes 4. (c) validate 5. (a) tolerance 6. (b) informs 7. (c) a mixture of both

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Rural Asia ............ 83 1. (b) Mekong 2. (a) Ho Chi Minh City 3. (b) birds’ nests 4. (c) Cambodia, Laos and China 5. (b) Hmong 6. (c) Vientiane 7. (b) absolute location

Conservation and sustainability ....... 83 1. (b) Sumatran orangutan 2. (a) Medan 3. (b) Sumatran rhinoceros 4. (c) Singapore and Malaysia 5. (c) living in trees 6. (b) its hair/fur 7. (c) 6th

Global poverty ..... 85 1. (a) Africa 2. (b) Africa, Asia and South America 3. (a) over 25% 4. (c) Malaysia and Japan 5. (c) North America, Europe and Australia 6. (b) Mexico, Argentina and South Africa 7. (a) Ireland, Tunisia and Malaysia CULTURAL DIVERSITY

Indigenous peoples ............... 85 1. (c) Polynesia 2. (a) Ethiopia 3. (b) Malay 4. (a) Inuit 5. (c) blowguns 6. (b) 3%

Australian Curriculum Geography (Year 6)

Intercultural understanding ..... 87 1. (a) Low context / individualist 2. (a) Low context / individualist 3. (b) High context / collectivist 4. (b) High context / collectivist 5. (b) High context / collectivist 6. (a) Low context / individualist 7. (a) Low context / individualist WORLD EVENTS

2004 Indian Ocean tsunami .... 87 1. (b) earthquake 2. (a) Sumatra 3. (b) Aceh 4. (c) 230 000 5. (b) Thailand and Sri Lanka

92

AUSTRALIA’S CONNECTIONS

Australia’s connections ......... 89 1. (b) The United Kingdom and NZ 2. (c) English, Australian and Irish 3. (a) New Zealand and USA 4. (b) NZ, China and UK 5. (a) iron ore, coal and gold 6. (c) China 7. (b) Italy, Greece and Malta Australia’s aid connections ......... 89 1. (c) Millennium Development Goals 2. (b) 1966 3. (a) 37%

Australia’s neighbours ......... 91 1. (c) New Zealand 2. (b) Port Moresby 3. (a) New Zealand 4. (c) generalisation 5. (b) textbook 6. (a) Indonesia 7. (b) balanced Bali: a great destination? ........ 91 1. (b) a part of 2. (b) hot and wet 3. (c) the hotels 4. (a) Hinduism 5. (c) copies 6. (a) north 7. (a) desert

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Answers

Australian Curriculum Geography (Year 6) Regions of Asia 1.–3.

page 3 RUSSIA (EASTERN)

KAZAKHSTAN MONGOLIA S CA

UZBEKISTAN

P IA

KYRGYZSTAN

N

NORTH KOREA

A SE

BLACK SEA

TURKMENISTAN

TAJIKISTAN SOUTH KOREA

AFGHANISTAN

JAPAN

CHINA

IRAN PAKISTAN NEPAL

BHUTAN BANGLADESH

INDIA

MYANMAR (BURMA)

TAIWAN LAOS

THAILAND VIETNAM CAMBODIA PHILIPPINES SRI LANKA

KEY

MALAYSIA

MALDIVES

= Central

BRUNEI

SINGAPORE

= Southern = North-eastern

INDONESIA

= South-eastern

4.

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TIMOR-LESTE

GEORGIA

ARMENIA

Absolute locations in Asia page 4 1. Indonesia 2. Saudi Arabia, United Arab Emirates, Oman, India, Bangladesh, Myanmar (Burma), China, Taiwan 3. Georgia, Kazakhstan, Mongolia, Russia 4. Cambodia, Philippines, Malaysia, Brunei, Singapore, Sri Lanka 5. Indoneasia, Maldives 6. (a) 39°1’54’’ N , 125°45’13’’ E (b) 13°43’40” N 100°31’26” E (c) 6°12’41” S 106°50’42” E (d) 39°54’14” N 116°24’27” E (e) 6°55’48” N 79°51’40” E (f) 27°42’2” N 85°20’47” E (g) 35°41’22” N 139°41’30” E (h) 51°10’57” N 71°25’41” E (i) 15°21’7”N 44°12’26” E (j) 4°10’27” N 73°30’39” E 7. (a) 27°59’9” N 86°55’24” E (b) 53°33’56” N 108°12’34”E (c) 6°6’0” S 105°25’22” E (d) 44°40’80” N 110°2’21” E (e) 25°59’22” N 105°40’12” E

AZERBAIJAN

TURKEY

CYPRUS

SYRIA

LEBANON IRAQ

PALESTINE ISRAEL

JORDAN KUWAIT

BAHRAIN QATAR SAUDI ARABIA

UNITED ARAB EMIRATES

OMAN

YEMEN

Climate and vegetation page 5 1. Near to the equator (within 20° either side) and in areas that are within 1000 km distance from the coast.

2. The soil conditions (nutrient rich versus nutrient poor), the climate (warm and humid versus hot and dry) and the annual rainfall (high versus low).

3. Approximately between the latitudes 30°N and 50°N 4. 60°N 5. Between 10°N and 50°N, and between 20°S and 30°S www.ricpublications.com.au R.I.C. Publications®

Source: Google Earth™

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Answers

Australian Curriculum Geography (Year 6) Mumbai up close 1. Absolute location: 19°2’39” N, 72°51’21”E Relative location: east of Mahim Bay and close to the city centre Housing density: very dense housing Environmental characteristics: minimal vegetation, many small single-storey buildings, some multi-storey buildings My question and answer: teacher check, responses will vary 2. Absolute location: 19°13’43” N, 72°52’41”E Relative location: to the north-east of the city centre Housing density: no housing Environmental characteristics: dense vegetation, some roads/ tracks, lakes, a river and caves My question and answer: teacher check, responses will vary 3. Absolute location: 18°57’16” N, 72°48’4”E Relative location: south of the city centre, on a peninsula surrounded by water Housing density: less dense housing Environmental characteristics: vegetation between buildings; many large, multi-storey buildings My question and answer: teacher check, responses will vary Demographics across Asia 1. Source: CIA World Factbook. Statistics accurate at time of printing.

Country Australia

Population 22 507 617 31 822 848

Infant Life mortality (rate expectancy per 1000 …

GDP per capita

89%

4.43

82.07

$43 000

23.5%

117.23

50.49

$1100

50.6%

14.79

75.15

$9800

India

1 236 344 631

31.3%

43.19

67.8

$4000

Indonesia

253 609 643

50.7%

25.16

72.17

$5200

Japan

127 103 388

91.3%

2.13

84.46

$37 100

Kazakhstan

17 948 816

53.6%

21.61

70.24

$14 100

Korea (North)

24 815 627

60.3%

24.5

69.81

$1800

49 039 986

83.2%

3.93

79.80

$33 200

Pakistan

196 174 380

36.2%

57.48

67.05

$3100

Philippines

107 668 231

48.8%

17.64

72.48

$4700

93 421 835

31%

18.99

72.91

$4000

Vietnam

Vasai Creek

Sanjay Gandhi National Park

Arabian Sea Thane Creek Mumbai (city centre)

Mumbai City

Dharavi Malabar Hill Back Bay

2. Australia, Japan and South Korea 3. They have the highest GDP per capita, the highest life expectancy and the lowest infant mortality rates. They also have the highest percentages of people living in urban areas.

4. Afghanistan, Pakistan and India (or North Korea) 5. They have the lowest GDP per capita, the lowest life expectancy and the highest infant mortality rates.

6. Answers will vary and could include: Improving healthcare for pregnant women—this could be achieved by providing international aid to these countries in terms of healthcare professionals, funding and educating women and midwives; Educating people in health matters such as hygiene and nutrition—again this could be achieved through the provision of international aid or by charities.

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1 355 692 576

Korea (South)

4.

page 9

China

Afghanistan

page 8

Regions of Vietnam page 12 1. Rice farming, fishing, fish farming, animal farming, swallow’s nest harvesting, selling goods at markets 2. Hmong, Dao and Cham people 3. Primary: 69% of the population live outside of Vietnam’s cities and all of the activities (except selling at markets) are primary-industry based.

4. Teacher check 5. Ho Chi Minh City and Hanoi are not on the coast.

6. Answers will vary, students should suggest: coastal and low land areas and areas near to water sources. It is more difficult to live and farm in highlands and mountainous areas.

7. Answers will vary, students should suggest: Flat lands as they are easier to cultivate, and areas with good water sources such as river mouths. Areas that aren’t too heavily populated or urban.

Australian Curriculum Geography (Year 6)

94

Country research Teacher check

page 13

Sumatra – 1 1.

page 15 Sumatra 1

8 9 10 3

Equator

6 5 2 7 4

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Answers Australian Curriculum Geography (Year 6) 2. Settlements are spread out across the island, in the north and the south and in coastal and inland regions.

Sumatra – 2 page 16 1. • Illegal poaching • Habitat destruction and the resulting loss of food sources • Human/animal conflict • Illegal trafficking of live animals 2. Answers will vary and could include: • Educating citizens about the plight of the animals to enlist their support in preserving each species • Stricter government controls and interventions • Harsher penalties for poachers and smugglers 3. As only around 8 million of Sumatra’s 50 million people live in the 10 largest settlements, this means that around 42 million people are spread out all across the island and are living in rural areas or smaller settlements.

4. (a) Paper pulp and palm oil plantation owners and companies are starting the fires to clear the land quickly and cheaply. (b) Singapore and Malaysia (c) They damage crops, land and property and cause health problems such as sore eyes and respiratory problems. (d) Firefighters are sent to extinguish the fires. The Indonesian government appears to be trying to minimise the incidence of the fires after complaints from neighbouring countries about the smoke and haze. Some arrests have been made. (e) They would continue to destroy the habitats of the species and may even kill them directly; additionally, the smoke could cause health problems to the animals.

Illegal logging and wildlife trafficking page 17 1. Due to human settlement, agriculture and plantations, large areas of forest have been cleared on the islands of Borneo and Sumatra since after 1950.

2. Answers will vary. In 2040 or 2050 there may be no remaining rainforests on Sumatra and Borneo and no remaining species in the wild.

3. (a) China, Thailand and Vietnam (b) India and Indonesia World statistics – 1 page 19 1. 1 eradicate extreme poverty and hunger 2 achieve universal primary education 3 promote gender equality and empower women 4 reduce child mortality 5 improve maternal health 6 combat HIV/AIDS, malaria and other diseases 7 ensure environmental sustainability 8 global partnership for development

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World statistics – 2

page 20 Population

Health

Literacy rate

Economy Below pov. line

Total

Density/km2

Life exp. yrs

Obesity

HIV

Males

Females

7 741 220

22 507 617

2.9

82.07

26.8%

0.1%

99%

99%

$43 000

N/A

NZ

267 710

4 401 916

16.4

80.93

28.3%

0.1%

99%

99%

$30 400

N/A

PNG

462 840

6 552 730

14.2

66.85

16.2%

0.5%

65.4%

59.4%

$2900

37%

Thailand

513 120

67 741 401

132

74.18

8.8%

1.1%

95.6%

91.5%

$9900

7.8%

697

5 567 301

7988

84.38

7.1%

0.1%

98%

93.8%

$62 400

Ukraine

603 550

44 291 413

73.4

69.14

21.3%

0.9%

99.8%

99.7%

$7400

24.1%

Germany

357 022

80 996 685

226.9

80.44

25.1%

0.1%

99%

99%

$39 500

15.5%

North America

Area km2

USA

9 826 675 318 892 103

32.5

79.56

33%

0.6%

99%

99%

$52 800

15.1%

Mexico

1 964 375 120 286 655

61.2

75.43

32.1%

0.2%

94.8%

92.3%

$15 600

52.3%

South America

Country

Argentina

2 780 400

43 024 374

15.5

77.51

29.7%

0.4%

97.8%

97.9%

$18 600

30%*

Colombia

1 138 910

46 245 297

40.6

75.25

17.3%

0.5%

93.5%

93.7%

$11 100

32.7%

Sudan

1 861 484

35 482 233

19.1

63.32

6%

1.1%

80.7%

63.2%

$2600

46.5%

241 038

35 918 915

149

54.46

4.3%

7.2%

82.6%

64.6%

$1500

24.5%

Africa

Europe

Asia

Oceania

Australia

Singapore

Uganda

GDP PC

N/A

Source: CIA World Factbook. Statistics accurate at time of printing.* Data based on previous estimates (2010).

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Answers

Australian Curriculum Geography (Year 6) Comparing and analysing data page 21 LITERACY POPULATION 1. Uganda, Sudan, PNG 1. Singapore 2. Answers will vary. Rates in Uganda 2. Australia and Sudan are at around 80% 3. USA and Mexico for men and are much lower for 4. Thailand and Germany women (around 60%). In PNG 5. NZ, PNG and Singapore there is a smaller gap between HEALTH men and women, though rates are low for both (around 60%) 1. Australia, NZ, Singapore, Germany ECONOMY 2. PNG, Ukraine, Sudan, Uganda 1. Australia, Singapore, Germany, USA 3. 29.92 years 2. Uganda, Sudan, Ukraine, PNG 4. USA, Mexico, Argentina 3. Uganda, Sudan, Colombia, 5. Uganda, Sudan, Singapore Argentina, Mexico, Ukraine, PNG 6. Uganda, Thailand, Sudan, Ukraine

Investigating relationships – 1 page 23 1. A world map showing: ASIA: Nepal, Myanmar, Mongolia, Sri Lanka, Qatar; AFRICA: Cote d’Ivoire, Zimbabwe, Botswana, Egypt; EUROPE: Norway, Poland; OCEANIA: Australia, Vanuatu; SOUTH AMERICA: Brazil, Chile; NORTH AMERICA: United States 2.–3. Answers will vary. Generally, the higher the GDP per capita, the higher the life expectancy and generally the countries with the higher GDP per capita consume more energy than those with low GDP per capita.

AFRICA

Investigating relationships – 2 page 24 Gathering and displaying data page 25 Table: Literacy rates and GDP per capita INVESTIGATION GEOGRAPHY 1.–2.

GDP per Adult Country 1. Botswana has a much higher GDP per capita 1. Nepal, Myanmar, capita literacy rate than Zimbabwe ($14 000 versus $550) but Mongolia, Sri Lanka, Mali 33.4% $1100 Zimbabwe has a higher life expectancy (57 Qatar Angola 70.4% $6300 versus 47).

2. Cote d’Ivoire, 2. lower, higher, answers will vary: if people Teacher check. Answers will vary Zimbabwe, and countries have more money, there is Botswana, Egypt Indonesia 92.8% $5200 generally better health and nutrition so 3. Norway, Poland Brunei 95.4% $54 800 people should live longer.

4. Brazil, Chile 3. Botswana Afghanistan 28.1% $1100 5. Oceania 4. Answers will vary. Botswana has experienced Teacher check. Answers will vary 6. North America rapid economic growth because of its Romania 97.7% $13 200 POPULATION diamonds and other mined resources, 1. United States and however the life expectancy is low because Italy 99% $29 600 Brazil around 24% of adults are infected with HIV. Teacher check. Answers will vary Zimbabwe’s economy has suffered due 2. Vanuatu Source: CIA World Factbook. to war, corruption and loss of agriculture Statistics accurate at time of printing. (largely due to poor governmental decisions) 3.–4. Teacher check graph. and has a higher life expectancy as HIV rates are lower than in Botswana.

Global poverty page 27 1. Answers will vary and can include: 2. Answers will vary and can include: 3.–5. Answers will vary. Poverty is most prevalent in much Country Continent Abs. location Country Continent Abs. location of sub-Saharan Africa, Taiwan (1%) Asia 27°N 130°E Chad (80%) Africa 15°N 20°E Southern Asia and central Tunisia (4%) Africa 35°N 10°E and south America also North America 18°N 72°W Haiti (80%) have high percentages of Malaysia (4%) Asia 5°N 105°E Liberia (80%) Africa 6°N 9°W people living below the Lithuania (4%) Europe 55°N 25°E DR Congo (71%) Africa 0°N 25°W poverty line.

EUROPE

ASIA

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Sierra Leone (70%)

Africa

8°N 12°W

Nigeria (70%)

Africa

10°N 10°E

Suriname (70%)

South America

3°N 55°W

Ireland (6%)

Europe

53°N 10°W

Austria (6%)

Europe

47°N 25°W

France (6%)

Europe

45°N 5°W

Montenegro (7%)

Europe

43°N 20°E

Switzerland (7%)

Europe

45°N 9°E

Source: <http://www.indexmundi.com/ map/?t=0&v=69&r=xx&l=en> Statistics accurate at time of printing

Australian Curriculum Geography (Year 6)

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Answers

Australian Curriculum Geography (Year 6) World hunger map page 28 1. (a) Southern and Eastern Asia (b) sub-Saharan Africa (c) central America and northern South America 2. Answers will vary. In general, places that have high percentages of people living below the poverty line also have high percentages of people who are undernourished. Some exceptions to this are: Mexico, Argentina and South Africa, which have high percentages below the poverty line and low percentages of undernourished people, and Sri Lanka and Indonesia, which have less people living below the poverty line but higher rates of undernourishment.

3. Answers will vary. Global poverty leads to global hunger, as people cannot afford to feed themselves or their families. This undernourishment leads to ill-health as people are weaker and more susceptible to disease.

Undernourishment also impacts on infant and mother mortality rates as poor nutrition leads to low-birth weights and unhealthier mothers.

Country report Teacher check as answers will vary.

Example of possible answers below.

1. e.g. Mexico

page 29

Population

% undernourished

% obese

% living in poverty

% % HIV literate positive

Mexico

120 286 655

<5%

32.1%

42-56%

~93%

0.2%

Australia

22 507 617

<5%

26.8%

N/A

99%

0.1%

Country

2. Mexico is located between North and South America and is north-west of Australia.

3. Mexico has a high percentage of obese adults, and many people living below the poverty line. Literacy rates could be higher, especially for women.

4. More education about nutrition and exercise could see obesity rates fall. Improved literacy could see less people living in poverty as they will have more employment options.

5. My partner’s country was Zimbabwe. We agree that people in Mexico are better off as there is much more food and much lower rates of HIV infections.

6. I think Mexico is worse off than Australia as many people live below the poverty line.

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Indigenous peoples – 2 1.–2. Maori – shade New Zealand First Nations & Native Americans – shade North American continent Orang Asli – shade Peninsula Malaysia Surma – shade small area of southwestern Ethiopia

3.

Language/s (List up to 3 only)

Continent/region/ country

Group

% of country’s population

page 32 Cultural practices

Maori

New Zealand

Maori, English

15.4%

– Ta Moko tattoos – meeting in a marae

First Nations & Native Americans

North American continent

Inuktitut, Blackfoot, Cree

Canada: 2.5% USA: 1.2%

– dance & ceremonies – hunting

Orang Asli

Peninsula Malaysia

Malay, Jahai, Besisi

0.5%

– masks in rituals – hunting with blowguns

Surma

Omo Valley – Ethiopia

Suri, Mursi, Me’en

0.2%

– lip plates – stick fighting

The above table has only suggested answers where many are possible.

Statistics accurate at time of printing.

4. Teacher check as answers will vary.

Challenges indigenous people face

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F

Unemployment rate

Percentage of prison population

Australia

Aboriginal people – 3%

67.2

72.9

15.6%

27%

non-Aboriginal people – 97%

79.7

84.2

5.1%

73%

New Zealand

Maori people – 15.5%

72.8

76.5

13%

50.6%

non-Maori people – 84.5%

80.2

83.7

6.8%

49.4%

First Nations People – 4.5%

69

76

14.8%

27%

non-First Nations People – 95.5%

77

82

6.3%

73%

Country

M

Canada

1. Answers may include: (a) disruption or disturbance to land, food and water sources (b) loss of language and culture to dominant one (c) lack of access to services such as health care and education due to temporary, remote and/or underdeveloped dwelling places.

2.

page 33 People and approximate percentage of total population

97

Life expectancy

3. Answers will vary and may include: lack of access to healthcare facilities, lack of education about health issues, and alcohol and substance abuse.

4. Differences in levels of education and literacy; availability of positive role models.

5. Higher crime rates due to poverty and social issues, possible racism in the justice system.

Australian Curriculum Geography (Year 6)

Answers Australian Curriculum Geography (Year 6) World languages – 1 1. (a) Number of countries in which Language

page 35

World languages – 2 page 36 1. (a) A table and a pie chart. They show the world’s top ten spoken languages. (b) The proportion of native speakers of each language. (c) The table gives the more precise information because it gives actual numbers of people. (d) Teacher check. It will depend on how regularly the website is updated and when the statistics were collected. It is impossible for such statistics to be 100% accurate.

2. For government and official agencies if the native language has many dialects. If the country is home to significant numbers of more than one native language.

3. Answers will vary. Check the source is reliable (e.g. government agency), crosscheck the information from a few different places, check dates of information, and try to obtain the most recent and relevant data.

it is an official or national language

Arabic

24

Dutch

3

English

56

French

29

German

6

Italian

4

Malay

3

Portuguese

8

Russian

4

Serbian

3

Spanish

20

World religions 1.

Source: <http://ostranah.com/lists/ languages.php> Statistics accurate at time of printing Approximate number of native speakers

Language

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Arabic

Christianity

235 million

Bengali

Islam

189 million 480 million

German

98 million

Hindi

182 million

Japanese

125 million

Mandarin

1 120 million

Portuguese

170 million

Russian

180 million

Spanish

332 million

d

Hin

agnostics and athiests

m uis

Sikhism

m

English

Buddhis

(b)

page 37

minority religions

Judaism

2. (a) English, German, French, Portuguese, Spanish (b) Arabic, English, French, Portuguese

Source: <http://www.photius.com/ rankings/languages2.html> Statistics accurate at time of printing

Diversity in Australia – Classroom scale Data from the class

(c)

page 39

Diversity in Australia – Local scale page 40 Data will depend on areas chosen to investigate Mandarin English

German Japa nese Po rtu gu es e

nish

Bengali

Ara

an

ssi

Ru Hindi

bic

Spa

2. Teacher check Australian Curriculum Geography (Year 6)

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Australian Curriculum Geography (Year 6) Diversity in Australia – National scale page 41 1. (i) United Kingdom (ii) New Zealand (iii) China (iv) India (v) Italy 2. Answers will vary. Students will most likely draw on the knowledge of people in their communities and assume this is a reflection of the country. The results may also depend on the communities they looked at in the previous page’s exercise.

3. Country of birth 4. Answers will vary.

2011 2006 2001 1996 Students should TOTAL POPULATION 100% 21 507 700 100% 20 605 500 100% 19 413 200 100% 18 310 700 notice that numbers of immigrants from 69.8% 15 017 800 75.9% 15 648 600 76.9% 14 931 200 76.7% 14 052 100 Australia Italy, Germany and the (a) United Kingdom 5.1% 1 101 100 5.5% 1 153 300 5.8% 1 126 900 6.3% 1 164 100 UK have fallen while immigrants from, China, (b) New Zealand 2.2% 483 400 2.3% 476 700 2.0% 394 100 1.7% 315 100 India, Malaysia and New (c) China 1.5% 319 000 1.0% 203 100 0.8% 157 000 0.7% 121 100 Zealand have risen. (d) India 1.4% 295 400 0.7% 153 600 0.5% 103 600 0.5% 84 800 They may predict that numbers from Europe (e) Italy 0.9% 185 400 1.0% 220 500 1.2% 238 500 1.4% 259 100 will continue to fall and Vietnam 0.9% 185 000 0.9% 180 400 0.9% 169 500 0.9% 164 200 from Asia will continue to rise; they also may Philippines 0.8% 171 200 0.6% 135 600 0.6% 112 200 0.6% 102 700 predict that migrants South Africa 0.7% 145 700 0.6% 118 800 0.4% 86 900 0.3% 61 700 from Africa will rise if they Malaysia 0.5% 116 200 0.5% 103 900 0.4% 87 200 0.4% 83 000 can see this represented in their community.

Germany 0.5% 108 000 0.5% 114 900 0.6% 117 500 0.6% 120 800

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Intercultural understanding – 1 Teacher check

page 43

Student survey Teacher check

page 44

Intercultural understanding – 2 page 45 2. (a) H (b) L (c) L (d) H (e) H (f) L (g) H (h) L (i) H (j) L (k) L (l) H 3. Low context/ individualist: Australia, USA, UK, Germany, NZ. High context/ collectivist: China, Japan, India, Kenya, Brazil.

2004 Indian Ocean tsunami – 1 page 47 (Answers will vary depending on photographs accessed) 1. Before 26 December 2004. In this aerial photograph of Aceh there is a lot of greenery (vegetation) and the roofs of many buildings are visible quite close to the coastline. There is a clearly defined beach visible.

2. After 26 December 2004. In this aerial photograph of Aceh there is a lot of barren brown land without vegetation and with a small number of roofs visible. Dark patches could indicate flooding. The beach is no longer clearly defined. www.ricpublications.com.au R.I.C. Publications®

2004 Indian Ocean tsunami – 2 page 48 1. Teacher check students’ maps are labelled showing the countries below.

Countries coloured red: India, Sri Lanka, Indonesia, Thailand, Somalia, Malaysia, Maldives, Myanmar Countries coloured in orange: Bangladesh, Kenya, Seychelles, South Africa, Tanzania, Yemen Countries coloured in yellow: Australia, Madagascar, Mauritius, Oman, Reunion Island, Singapore 2. (a) Asia, Africa, Australia (b) Europe, North America, South America 3. Australia and South Africa Humanitarian aid page 49 (Answers may vary depending on websites accessed) 1. (a) Wave Aid was a charity concert that took place in Sydney in January 2005. (b) $2 300 000 (c) Bands such as: Powderfinger, The Waifs, Silverchair and Midnight Oil, and the public 2. (a) over $118 million (b) Indonesia, Sri Lanka, India, Thailand, Myanmar (c) emergency relief, reconstruction works, education and health care for children 3. (a) over $126 million (b) Indonesia, Sri Lanka and the Maldives (c) rebuilding homes, water and sanitation facilities 4. (a) $1 billion was pledged and as of 2005 over $60 million was spent (b) Indonesia, Sri Lanka, Maldives, Seychelles, India, Thailand (c) food, water, sanitation, medical supplies, rebuilding 99

Australian Curriculum Geography (Year 6)

Answers

Australian Curriculum Geography (Year 6) The modern Olympics – 1 1. Year City

Country

Year

City

Country

1896

Athens

Greece

1960

Rome

Italy

1900

Paris

France

1964

Tokyo

Japan

1904

St Louis

United States

1968

Mexico City

Mexico

1908

London

United Kingdom

1972

Munich

West Germany (Germany)

1912

Stockholm

Sweden

1976

Montreal

Canada

Cancelled due to World War I

1980

Moscow

Soviet Union (Russia)

1916 1920

Antwerp

Belgium

1984

Los Angeles

United States

1924

Paris

France

1988

Seoul

South Korea

1928

Amsterdam

Netherlands

1992

Barcelona

Spain

1932

Los Angeles

United States

1996

Atlanta

United States

1936

Berlin

Germany

2000

Sydney

Australia

1940

Cancelled due to World War II

2004

Athens

Greece

1944

Cancelled due to World War II

2008

Beijing

China

1948

London

United Kingdom

2012

London

United Kingdom

1952

Helsinki

Finland

2016

Rio de Janeiro

Brazil

1956

Melbourne

Australia

2020

Tokyo

Japan

page 51 2. Teacher check rings coloured correctly.

Left to right – blue, yellow, black, green, red 3. The five rings represent the five continents. They are interlaced to show the universality of Olympism and the meeting of the athletes of the world during the Olympic Games.

On the Olympic flag, the rings appear on a white background.

Combined in this way, the six colours of the flag (blue, yellow, black, green, red and white) represent all nations. (Source: The Olympic Museum)

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The modern Olympics – 2 1. Countries in dark grey more than once, countries in light grey once.

1912

page 52

1952

1972 1928 1920 1908, 1948, 2012

1980 1936 1976

1900, 1924 1992

1904 2008 1960

1896, 2004

1964, 2020

1996

1932, 1984

1988

1968

2016 2000 1956

2. South America and Africa Legacies of the Olympic Games Teacher check. Answers will vary.

Australian Curriculum Geography (Year 6)

page 53

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Answers

Australian Curriculum Geography (Year 6) Hajj – the pilgrimage to Mecca page 55 1. (Answers will vary depending on photographs accessed) There is a walled compound which has towers placed around the walls. There are three domed roofs within the walls and a sunken area (terraced) which contains a large cube shaped structure.

2. (a) 39.9° (b) 25.8° 3. Students should address the need for transport infrastructure, water and sanitation, accommodation, food and medical care for the massive visiting population. Security and policing will also need to be upped to cater for the population.

4. 21’41” N and 39’81” E 5. Mecca is located to the north-west of Australia in the Middle East region Carnival in Rio de Janeiro 1. & 3.

page 56

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Rio de Janeiro

2. Portugal and West Africa Chinese New Year Teacher check. Answers will vary.

Australia’s heritage connections 1.

Overseas-Born Country of birth

% of total population

page 57

Australia’s tourism connections 1.

page 59 Ancestry Ancestry

% of total population‡

Inbound travel and tourism Rank

Origin country

Number of visitors

1

New Zealand

2

China

665 000

3

UK

621 000

4

USA

473 000

5

Japan

297 000

6

Singapore

297 000

1 086 000

1

United Kingdom*

4.2%

English

36.1%

2

New Zealand

2.2%

Australian

35.4%

3

China

1.5%

Irish

10.4%

4

India

1.4%

Scottish

8.9%

5

Italy

0.9%

Italian

4.6%

Rank

6

Vietnam

0.9%

German

4.5%

1

New Zealand

7

Philippines

0.8%

Chinese

4.3%

2

USA

847 000

8

South Africa

0.6%

Indian

2%

3

Indonesia

801 000

9

Malaysia

0.5%

Greek

1.9%

4

Thailand

568 000

10

Germany

0.5%

Dutch

1.7%

5

UK

474 000

6

China

361 000

Source <http://www.tra.gov.au> (data for Dec. 2013) Outbound travel and tourism

Source: <http://www.abs.gov.au> Statistics accurate at time of printing

Destination country

Number of visitors 1 022 000

Source <http://www.tra.gov.au> (data for Year ending Sep. 2013)

2.–3. Teacher check www.ricpublications.com.au R.I.C. Publications®

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Answers Australian Curriculum Geography (Year 6) Australia’s trade connections 1.–4. Answers will vary 5.

Exports

page 61 6.

Imports

Goods/services

Country

Goods/services

1

China

Iron ore

China

Travel

2

Japan

Coal

USA

Crude petroleum

3

Republic of Korea

Gold

Japan

Motor vehicles

4

USA

Education

Singapore

Refined petroleum

5

India

Natural gas

Thailand

Freight transport services

Exports

Imports

$0.673b

$1.162b

New Zealand

$11.010b

$10.579b

USA

$14.898b

$39.281b

Singapore

$9.526b

$18.157b

Thailand

$5.819b $84.662b

Chile

Rank Country

Country

China

Country

Exports

Imports

India

$13.260b

$3.388b

Japan

$48.62b

$20.65b

Republic of Korea

$20.79b

$10.07b

$13.562b

Malaysia

$6.750b

$10.909b

$46.346b

Indonesia

$6.116b

$8.506b

Source: <http://www.dfat.gov.au/fta/> accessed May 2014

Source: <http://dfat.gov.au/publications/tgs/index.html>

Australia’s aid connections – 2 page 64 1. Extreme poverty, high rates of infant and mother mortality, hunger, high susceptibility to illness and disease through malnourishment, poor water quality and sanitation systems.

2. Answers will vary.

To help those less fortunate, to improve the lives and opportunities of people who don’t have the means to help themselves.

3. Teacher check. Answers will vary.

Your thoughts and opinions: Teacher check. Answers will vary.

Australia’s aid connections – 3 Teacher check.

Answers will vary.

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Australia’s cultural influences – 2 BROOME’S INFLUENCES BROOME’S PHYSICAL LOCATION 1. Australia, Asia and Europe 1.

2. Answers will vary. To make a better life for themselves, for opportunities, to get the chance to move to a more prosperous country.

3. Answers will vary. (a) People thought that certain races were BROOME superior to others. (b) People know that we are all equal and should be treated as such.

Australia’s cultural influences – 3 Teacher check.

Answers will vary.

Connections with the world – 1 Teacher check

page 69

page 71

Australian Curriculum Geography (Year 6)

page 68

2. (a) 1105.865 km (b) 1677.687 km (c) 2121.573 km (d) 2939.757 km (e) 1283.590 km (f) 3380.300 km DARWIN

Personal connections with the world Teacher check

page 72

Media connections with the world Teacher check

page 73

102

page 65

Australia’s neighbours – 1 Teacher check

page 75

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Answers

Australian Curriculum Geography (Year 6) Australia’s neighbours – 2 page 76 1. Teacher check 2. (a) Answers may include: ‘Have you ever visited Indonesia, Papua New Guinea or New Zealand?’

‘Do you have personal connections with Indonesia, Papua New Guinea or New Zealand?’

‘Have you researched Indonesia, Papua New Guinea or New Zealand for personal interest?’

‘Have you learned about Indonesia, Papua New Guinea or New Zealand through media news?’

‘Have you learned about Indonesia, Papua New Guinea or New Zealand through television shows or movies?’ (b) and (c) Teacher check Stereotypes page 77 1. (a) Answers may include: Australians like to give people a ‘fair go’. Australians dislike high achievers. (tall poppy syndrome) Italians are very fashionable.

Italians are involved in organised crime. (Mafia) The British enjoy participating in unusual sports and games. The British are all sports hooligans.

Americans are extremely friendly and helpful. Americans are loud and obnoxious.

Indians are industrious. Indians are untrustworthy.

The Japanese work extremely hard.

The Japanese look down on other Asian countries. (b) and (c) Teacher check

Bali: a great destination? – 2 page 80 1. FACTS: • tropical island in Indonesia • flight times from major Australian cities between 3 and 7 hours • many Australians make multiple trips • economy and 5* accommodation is available • things to do include: scuba-diving, snorkelling, trekking, elephant rides • places to visit include: temples, markets, volcanoes OPINIONS: • an ideal place for a short family break • Bali cuisine is delicious • Bali offers something for everyone • singles, couples and families will not be disappointed • too much to see and do in just one holiday • the jungles are beautiful • it is a nightmare • it is crowded and noisy • there is rubbish everywhere • hawkers rip you off • the island is peaceful • hotel staff are friendly and helpful • the resort was clean, the trip was educational 2. ADVANTAGES: • it is peaceful and tranquil • hotel staff are friendly and helpful • close to Australia • accommodation to suit all budgets • many and varied activities • Bali cuisine • educational DISADVANTAGES: • crowded • heavy traffic • noisy late at night • not clean • Bali belly • hassles from hawkers 3.–4. Teacher check

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Bali: a great destination? – 3 Teacher check

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