Years 7-10 Geography

YEARS 7-10 GEOGRAPHY

GLOBAL CHANGE

This program has a focus on water-related topics.

The program is a modified version of the sample program produced by the Curriculum K-12 Directorate, NSW Department of Education and Training.

Focus area 4G3 Global Change Focus The changing nature of the world and responses to these changes

Outcomes 4.1 identifies and gathers geographical information 4.2 organises and interprets geographical information 4.3 uses a range of written, oral and graphic forms to communicate geographical information 4.4 uses a range of geographical tools 4.5 demonstrates a sense of place about global environments 4.7 identifies and discusses geographical issues from a range of perspectives 4.8 describes differences in life opportunities throughout the world 4.9 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship 4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship

Suggested ICT Use a range of digital images, maps, sound and other appropriate multimedia sources to develop a multimedia presentation or webpage.

Resources (Include resources available within your school and community.) There are a variety of commercial textbooks that can support the tasks outlined in this topic to provide background for students and that have skills based activities incorporating mandatory tools. The use of the Internet is assumed as a source of information.

Publications Assorted materials from global organisations

Websites United Nations World Water Development Report – Facts and Figures http://www.unesco.org/water/wwap/facts_figures/basic_needs.shtml http://www.unesco.org/water/wwap/facts_figures/water_industry.shtml http://www.unesco.org/water/wwap/facts_figures/sharing_water.shtml http://www.unesco.org/water/wwap/facts_figures/knowledge_base.shtml http://www.unesco.org/water/wwap/facts_figures/water_cities.shtml http://www.unesco.org/water/wwap/facts_figures/valuing_water.shtml

United Nations – Water – events explanation of World Water Decade – Water for Life http://www.unwater.org/w4life.html Learn abouts Teaching and learning activities Assessment: The activities require students to Learn tos demonstrate their learning and are all assessment for learning activities. Some activities might be selected and included in a school assessment schedule for assessment of learning. The changing nature of the world Task 1 Researching a global brand name . globalisation: Scenario - the globalisation process Form groups of four to research and prepare a report on a global brand. For example Mattel, - changes in technology Porsche, or Kodak. The report will be sent to a - impacts of globalisation new Australian company as a case study in the form of an email attachment. This attachment is . changing global relationships: to be no longer than 4 pages (including graphs / photos). - business The report is to contain information on - nations globalisation processes, changes in technology and its impacts on globalisation. - organisations

Groups to select a global brand and research the . outline the process of brand for the following information: globalisation . recognise the role of  technology in the globalisation  the year the brand was established process  3 photographs that demonstrate the historical . identify examples of economic development of the brand and cultural factors that are part  a map, using appropriate mapping of globalisation conventions, with the locations of: . identify the impact of - the head office globalisation at an individual, - local, national and global scale - the original production sites . describe ways in which global - relationships are changing as a - the main sites currently producing the product result of globalisation    outline the reasons for the changes in the manufacturing sites  design a graph that shows the growth in the consumption of the brand for five countries  outline the role of technology in this expansion process

  - - 

 identify the advantages and disadvantages for a country and its people when participating in the production of this brand. Include information relating to the: - economy - culture  explain how this brand has affected the relationships between countries, businesses and organisations.

Teacher note The students can make their attachments to a fictitious new Australian company if the teacher establishes an email address. Sites like Yahoo and Hotmail allow you to set up such addresses. You will need to discuss ethical behaviour when using email. The final map will need to be scanned so as to be included in the attachment for the email.

Global Inequalities Task 2 Student perspective on global inequalities . extremes of poverty and wealth Scenario . variations in the access The Minister for Foreign Affairs has asked for a of people to essential aspects student perspective on nations that have high or of life including: low income per head of population, to assist the - education government in allocating its resources to aid programs. - food - health To acquire this perspective the class will form pairs and each pair will investigate one nation - shelter with high income per head and one nation with - water low income per head. Students choose their nations to investigate, and prepare a case study . variations in the report comparing the two nations. distribution, access and use of natural resources: Within the pairs, one student will be an expert on each nation selected, to contribute to the combined report.

The case study report will contain:  a world map showing both nations chosen, and noting the map projection being used  a basic sketch map for each nation showing . use of natural resources landforms, rivers, other physical features and the . sustainability of natural location of major cities (including the capital city) resources . different life  a climate graph for each capital city, opportunities and quality of including data on the maximum and minimum life throughout the world temperatures and the total rainfall  a table showing lifestyle comparisons . identify global patterns between the two nations of poverty and wealth  a table that shows the different natural . describe global resources found within each nation in terms of: variations in the access of - where they are found people to a range of essential aspects of life - - how they are used . identify global patterns of resource use - - how is the country ensuring sustainability . explain the link between resource use and sustainability  a description of evidence collected about each . describe different global nation to substantiate its poverty and/or wealth life opportunities and quality of life, including those based  on gender  write a half page report for the Minister for Foreign Affairs recommending ways to allocate its resources to aid programs.

Task 3 Assessing relationships Scenario Aid Abroad, a new non-government organisation has asked for your assistance in assessing the relationships between the points listed below and their impact on peoples’ opportunities and quality of life.

To prepare your report for Aid Abroad, you need to:

 locate thematic maps of the world that show the global variations in accessibility to: - income - education - food - health - shelter - water - natural resources

 analyse the maps and complete the following:

- rank the continents in terms of the quality of access to each of the above resources (1 – excellent, 5 – very poor) - compare nations with low income per head of population with distribution of natural resources - suggest reasons why these nations have not gained wealth from the sale of their natural resources - determine the relationship between the accessibility of food, water and shelter, and health on the different continents - determine the relationship between the level of education attained and average income level  prepare a one-page report for Aid Abroad outlining the relationship between the resources of different nations and the life opportunities and the quality of life of the people.

Global Inequalities Task 4 Access to water and gender issues . different life opportunities and quality of Scenario life throughout the world You are responsible for planning an event celebrating ‘World Water Day’ for your school. Your research about increasing inequalities of . describe different global worldwide access life opportunities and quality to fresh water resources makes you realise the of life, including those based importance of raising awareness through ‘World on gender Water Day’. You are determined to promote understanding about who has access to water and who does not and the lifestyle consequences that result from such inequality. You want to deepen public understanding and increase empathy for others. You investigate the role of governments, organisations and individuals that influence opportunities of access to water. You want to get as many people as possible actively involved in water issues.

Your ‘World Water Day’ event will include a presentation at an assembly, posters and brochures to raise the awareness of your peers.

1. The presentation at the assembly could have guest speakers eg women refugees from a poor country. 2. The posters around the school should be designed to be eye-catching and informative for other students, focussing on issues of gender and water. 3. The brochures will raise the students’ awareness of the work of UNESCO with water issues.

Research the UNESCO and UN Water websites to plan your World Water Event.

The posters should display a range of geographical tools such as:      Global organisations  . global organisations by  investigating:  . a group involved in reducing global inequalities   . discuss methods used by  groups to influence the global  comparative data and calculations community  a range of graphs  a range of maps, photographs (oblique, aerial, ground-level) and other imagery  use of expressions of scale to highlight the distance travelled by women each day to obtain clean water.

Task 4 Promotional brochure for UNESCO

Teacher note You will need to show students a range of promotional brochures to give them ideas to work with.

Scenario You are to prepare a promotional brochure for UNESCO (United Nations Educational, Scientific and Cultural Organisation). The brochure will be distributed to participants at the ‘World Water Day’ assembly to raise awareness of their roles including access to water.

Research your information from the UNESCO site at http://portal.unesco.org/ .

 The brochure is to contain:  main objectives  headquarter locations  funding sources  current projects (including access to water and gender issues)  recent achievements  main forms of global promotion used  methods used to influence the global community. Your brochure needs to be one A4-page folded. It should be visually engaging and informative, with a balance of graphics, images and words to get the message across to participants.