JACARANDA Essentials Humanities 1

JACARANDA essentials Humanities 1

New for Level 5 of the Victorian Essential Learning Standards

Judy Mraz Maureen Anderson Stephen Chapman Cathy Bedson First published 2007 by This textbook contains images and names of John Wiley & Sons Australia, Ltd Indigenous people who may no longer be living. The 42 McDougall Street, Milton, Qld 4064 publisher appreciates that this inclusion may Ofﬁces also in Sydney and Melbourne distress or sadden some Indigenous communities. These names and images have been included so that Typeset in 10.5/12 pt New Century the young multicultural audience for this textbook can better appreciate the richness of Indigenous © Judy Mraz, Maureen Anderson, Stephen Chapman, culture and history, and recognise the signiﬁcant Cathy Bedson 2007 contribution that Indigenous individuals have made for their people and their land. The moral rights of the authors have been asserted.

National Library of Australia Cataloguing-in-publication data

Jacaranda essentials humanities 1.

Includes index. For secondary school students. ISBN 978 0 7314 0449 0.

1. Humanities — Textbooks. 2. Humanities — Study and teaching (Secondary) — Victoria. I. Mraz, Judy.

001.30712

Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act.

For details of the CAL licence for educational institutions contact: [email protected]

Reproduction and communication for other purposes Except as permitted under the Act (for example, a fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address above.

Front cover images: Australian Picture Library/Alain Coltier; © Corbis Corporation; © Digital Stock/Corbis Corporation

Cartography by MAPgraphics Pty Ltd, Brisbane and the Wiley Art Studio

Illustrated by Rob Alan, Wendy Arthur, Philip Blythe, Garry Collett, Shane Collinge, Mike Golding, Steve Hunter, Craig Jackson, Mike Lambel, Alex Lavroff, Glenn Lumsden, Bronwyn Searle, Terry St Ledger, Graeme Tavendale, John Wiffen and the Wiley Art Studio

Printed in Singapore by Craft Print International Ltd 10987654321 CONTENTSCONTENTS

Coverage of VELS — Level 5 vi CHAPTER 3: ANCIENT ATHENS 52 How to use this book viii 3.1 The origins of Ancient Athens 54 About the CD-ROM x 3.2 Social and political structures 56 3.3 The world of work 58 Acknowledgements xi 3.4 Home and family 60 3.5 Rituals, values and beliefs 62 CHAPTER 1: INVESTIGATING 3.6 Expressions of culture 64 HISTORY 2 3.7 A key individual: Pericles 66 3.8 Key events: wars with Persia 68 1.1 History and the historian 4 3.9 Key events: building a temple to 1.2 People, motives and consequences 6 Athena 70 1.3 Time and the past 8 3.10 Trade and culture contact 72 1.4 Detective work — using sources 10 3.11 Legacy of ancient Athens for 1.5 Digging up the past 14 contemporary societies 74 1.6 Deciding how old something is 16 CHECK & CHALLENGE 76 1.7 Why is conserving our heritage important? 18 1.8 Our world heritage — treasures and sites 20 CHECK & CHALLENGE 22

CHAPTER 2: ANCIENT EGYPT 24 2.1 The origins of ancient Egyptian civilisation 26 2.2 Social and political structures in ancient Egypt 28 2.3 The world of work 30 2.4 Home and family 32 2.5 Rituals, values and beliefs 34 2.6 Expressions of culture 38 2.7 Two key individuals: Hatshepsut and Rameses II 40 2.8 A key event: building the Great Pyramid 42 2.9 Trade and culture contact 44 CHAPTER 4: ANCIENT ROME 78 2.10 Ancient Egypt’s legacy for contemporary 4.1 The origins of ancient Rome 80 society 46 4.2 Social and political structures 82 CHECK & CHALLENGE 50 4.3 The world of work 84 4.4 Home and family 86 4.5 Rituals, values and beliefs 88 4.6 Expressions of culture 90 4.7 Two key individuals: Pompey and Caesar 92 4.8 Key events: republic to empire 94 4.9 Trade and culture contact 96 4.10 Ancient Rome’s legacy for contemporary societies 98 CHECK & CHALLENGE 100 CHAPTER 5: ANCIENT CHINA 102 CHAPTER 7: PEOPLE AND PLACES OF 5.1 The origins of ancient Chinese THE ASIA–PACIFIC 156 civilisation 104 7.1 Where is the Asia–Pacific? 158 5.2 Social and political structures 106 7.2 Natural characteristics of the 5.3 The world of work 110 Asia–Pacific 160 5.4 Home and family 112 7.3 Natural disaster in Asia: tsunami! 162 5.5 Values and beliefs — Confucius, Lao Zi 7.4 Climate in the Asia–Pacific 164 and Buddha 116 7.5 Human characteristics of the 5.6 Expressions of culture 118 Asia–Pacific 166 5.7 Death of a key individual: Qin 7.6 Indigenous people of the Asia–Pacific 168 Shihuangdi 120 7.7 Cultural diversity in the Asia–Pacific 170 5.8 Trade and culture contact 122 7.8 Are there inequalities in the 5.9 A key event: the downfall of the Han 124 Asia–Pacific? 172 5.10 Ancient China’s legacy for contemporary 7.9 Australia’s links in the Asia–Pacific 174 societies 126 CHECK & CHALLENGE 176 CHECK & CHALLENGE 128

CHAPTER 6: GEOSPATIAL SKILLS 130 6.1 What is a spatial perspective? 132 6.2 From a bird’s-eye view 134 6.3 Maps — the geographer’s main tool 136 6.4 Which symbols can be used on a map? 138 6.5 Which way? Direction and orientation 140 6.6 How do I use a grid reference? 142 6.7 How do I draw to scale? 144 6.8 How do I measure distance on a map? 146 6.9 Which maps do I use? 148 6.10 Drawing graphs 152 6.11 Using photographs and line drawings 154

Darwin

N CHAPTER 8: AUSTRALIA — LAND OF CONTRASTS 178 Townsville 8.1 What landforms make up Australia? 180 8.2 Distribution of Australia’s landforms 182 8.3 Contrasts in Australia’s climate 184 8.4 Hot and dry — Australia’s deserts 186 Brisbane Gold Coast 8.5 Desert landforms 188 8.6 Contrasts in ecosystems 190 Newcastle Perth 8.7 Coober Pedy: a desert town 192 Adelaide Sydney Canberra Wollongong 8.8 Contrasts in Australia’s population over Urban population Number of people Melbourne time 194 Population density Geelong Over 1 000 000 People per square kilometre 100 000 to 1 000 000 8.9 People on the move 196 Over 100 10 000 to 100 000 10 to 100 1000 to 10 000 8.10 Coastal drifting 198 1 to 10 Hobart 200 to 1000 0 250 500 km Under 1 Under 200 CHECK & CHALLENGE 200 iv CHAPTER 9: INDONESIA AND PAPUA 10.7 Precious pandas 240 NEW GUINEA — OUR NEAREST 10.8 Disappearing tigers 242 NEIGHBOURS 202 CHECK & CHALLENGE 244 9.1 Where are Indonesia and PNG located? 204 CHAPTER 11: INVESTIGATING 9.2 Natural characteristics of Indonesia 206 ECONOMICS 246 9.3 Natural characteristics of PNG 208 9.4 Human characteristics of Indonesia and 11.1 What is PNG 210 economics? 248 11.2 Economics and 9.5 Rice is life in Indonesia 212 you 250 9.6 Cultural diversity in Indonesia and 11.3 Economic PNG 214 resources 252 9.7 Are environments in Indonesia under 11.4 Scarcity 254 threat? 216 11.5 Making a choice 256 9.8 Are environments in PNG under 11.6 Wise consumer threat? 218 choices 258 9.9 Australia’s links to Indonesia and 11.7 Comparison PNG 220 shopping 260 CHECK & CHALLENGE 222 11.8 More decisions to make 262 CHECK & CHALLENGE 264

CHAPTER 12: PARTICIPATING IN POLITICS 266 12.1 ‘Government of the people, by the people, for the people. . .’ 268 12.2 The beginnings of parliament 270 12.3 Power in their hands 272 12.4 Structure of government 274 12.5 Two houses of parliament 276 12.6 Political parties 278 12.7 Citizenship: rights and responsibilities 280 CHECK & CHALLENGE 282

CHAPTER 10: ENDANGERED CHAPTER 13: UNDERSTANDING THE HABITATS 224 LAW 284 10.1 What is a habitat? 226 13.1 Reasons for laws 286 10.2 What happens when habitats 13.2 The legal system 288 change? 228 13.3 Origin of Australia’s laws 290 10.3 How have coral reef habitats changed? 230 13.4 How laws are made 292 13.5 Areas of law 294 10.4 How have wetland and ﬂood plain habitats changed? 232 13.6 Issues of fairness in using the law 296 13.7 Juvenile crime 298 10.5 What can be done to protect habitats? 234 CHECK & CHALLENGE 300 10.6 Saving the habitat of the mountain pygmy possum 238 INDEX 302

v 9EL;H7=;E<L;BIÇB;L;B+9EL;H7=;E<L;BIÇB;L;B+

The key elements in the grid below are derived from the Victorian Essential Learning Standards (VELS) Level 5 document prepared by the Victorian Curriculum and Assessment Authority. The grid below addresses only Jacaranda Essentials Humanities 1.

STRAND: Discipline-based Learning

Chapter

Domain Dimension Key elements of standards/learning focus* number Standards 2, 3, 4, 5 Develop knowledge and understanding about ancient societies. Understand how ancient societies have provided foundations for modern society. 2, 3, 4, 5 Develop an enhanced understanding of historical concepts such as time, and cause and effect. 1, 2, 3, 4, 5 Learning focus 2, 3, 4, 5 Develop knowledge and understanding about ancient societies and how they have provided legacies and foundations for modern society. Explore key concepts of ancient societies (e.g. democracy, governance, the rule of law, justice, religion, liberty, 2, 3, 4, 5 O authority, leadership and culture). Investigate daily life, the role and work of various groups, the division of labour between men and women, 2, 3, 4, 5 education, rituals and family. and understanding Historical knowledge Historical knowledge Explore the values and beliefs of societies through their religions, myths and legends, and their social and political 2, 3, 4, 5 structures. Examine how culture was expressed through art, music, literature, drama, festivals and education. 2, 3, 4, 5 Learn about key events and individuals, and the inﬂuence of trade and contact with other cultures. 2, 3, 4, 5 Standards and learning focus 1, 2, 3, 4, 5 Frame key research questions, plan investigations and report on ﬁndings. Use a range of primary and secondary sources (including visual sources) in investigations. 1, 2, 3, 4, 5

>KC7D?J?;IÇ>?IJEH Identify content, origin, purpose and context of historical sources. 1, 2, 3, 4, 5 Evaluate historical sources for meaning, point of view, values and attitudes. 1, 2, 3, 4, 5 Identify some of the strengths and limitations of historical documents. 1, 2, 3, 4, 5 Use relevant historical conventions to document sources. 1, 2, 3, 4, 5 Use relevant historical evidence, concepts and conventions to present a point of view. and interpretation 1, 2, 3, 4, 5 Historical reasoning Historical reasoning Use a variety of forms to present own understanding. 1, 2, 3, 4, 5 Use historical concepts such as time, evidence, and change and continuity. 1, 2, 3, 4, 5 Standards 6, 7, 8, 9, 10 Demonstrate knowledge and understanding of characteristics of regions of Australia and those surrounding it including the Asia–Paciﬁc. Explain, with examples, how physical and human interactions create variations within regions. 7, 8, 9, 10 Use evidence and appropriate geographical language to explain contrasts within smaller regions, including 6, 7, 8, 9, 10 Australia. Describe differences in culture, living conditions, outlook and attitudes to environmental issues in these regions. 7, 8, 9, 10 F>O Demonstrate an understanding of environmental issues based on inquiry and propose ways of ensuring the 6, 8, 9, 10 sustainability of resources. Learning focus 6, 7, 8, 9, 10 Use a variety of geographic tools and skills, and an inquiry-based approach, to investigate regions of Australia and those surrounding it including the Asia–Paciﬁc. Explore how human and physical environments interact over time to change characteristics of regions. 7, 8, 9, 10 Extend knowledge and understanding of physical phenomena (including natural hazards) and of the physical 7, 8, 9 processes that produce them. Investigate tectonic plate movements and their consequences. 7, 8, 9 Identify distribution patterns. 6, 7, 8, 9, 10

>KC7D?J?;IÇ=;E=H7 Identify major physical features and their interrelationship with human activities (e.g. settlement). 6, 7, 8, 9, 10

Geographical knowledge and understanding knowledge Geographical Explore contrasts within Australia and surrounding regions through a study of smaller regions. 6, 7, 8, 9, 10 Appreciate differences in culture, living conditions and outlooks of people in Australia and surrounding regions. 7, 8, 9

Investigate environmental issues, and suggest and evaluate policies for their effective management and the 8, 9, 10 sustainable use of resources. * In the case of the Humanities sub-domains for the Discipline-based Learning strand, both the standards and essential elements of the learning focus for Level 5 are incorporated in the grid. vi STRAND: Discipline-based Learning

Chapter

Domain Dimension Key elements of standards/learning focus* number Standards and learning focus 6, 7, 8, 9, 10 Collect geographical information from electronic and print media.

Analyse, evaluate and present geographical information, using a range of forms including satellite images and atlas 6, 7, 8, 9, 10 O maps. I

F> Construct overlay theme maps using map conventions of scale, legend, title and north point. 8

H7 Identify and gather geographical information from ﬁeldwork, and organise, process and communicate it using a 6, 10 range of forms. E= Recognise that parts of the Earth’s surface can be represented in various ways, at different scales, and from different 6, 7, 8, 9, 10 perspectives. >KC7D?J?; Geospatial skills Ç=; Apply knowledge and understanding of scale, grid references, legend and direction to use maps, photographs, 6, 7, 8, 9, 10 satellite images and text from electronic media as sources of spatial information. Use a range of techniques (e.g. sketch maps, graphs, and electronic media such as GISs and spreadsheets) to 6, 7, 8, 9, 10 collect, process, present and analyse data.

Standards 11 Explain the nature of the economic problem and how economic choices involve trade-offs with immediate and future consequences. Explain key factors that inﬂuence the Australian economy, including factors of production, resource use, ownership 11 and management, and types of businesses. Identify and describe ways the government inﬂuences economic activity and outcomes at the personal, local and 11 national level.

owledge owledge Make informed economic and consumer decisions, demonstrating the development of personal ﬁnancial literacy. 11

Learning focus 11 Understand the concepts of scarcity, opportunity cost and resource allocation, and how these inﬂuence the 9EDEC?9I

and understanding Australian economy. Economic kn Examine the use, ownership and management of resources in personal, business and community contexts. 11 Appreciate economic choices involve trade-offs with immediate and future consequences. 11 Develop personal ﬁnancial literacy skills and appreciate importance of being an informed consumer; practise 11 making informed consumer decisions. Standards and learning focus 11 Use the inquiry process to plan economic investigations, analyse and interpret data, and form conclusions supported by evidence. >KC7D?J?;IÇ; Form and express opinions on economic issues that interest and/or impact on the individual personally, or locally 11

reasoning reasoning and/or nationally. and interpretation Economic

STRAND: Physical, Personal and Social Learning Explain the origins and features of representative government. 12 Identify signiﬁcant developments in governance and achievement of political rights in Australia. 12 Explain key features of Australian governments, including levels of government, houses of parliament, political 12 owledge owledge parties and citizen representation. Describe the purposes of laws and the processes of creating and changing them. 12, 13 ?J?P;DI>?F ivic kn ivic C and understanding Identify and question the features and values of Australia’s political and legal systems. 12, 13 Participate in school and community events, and in activities that contribute to environmental sustainability or 12 community action.

I7D:9 Explain different perspectives on contemporary issues and propose possible solutions to problems. 11, 12, 13 Use democratic processes when working in groups on class and community projects. 11, 12, 13 L?9 Community engagement 9? Present points of view on contemporary issues and events, using appropriate supporting evidence. 11, 12, 13

* In the case of the Humanities sub-domains for the Discipline-based Learning strand, both the standards and essential elements of the learning focus for Level 5 are incorporated in the grid.

The above material is an extract from material produced by the Victorian Curriculum and Assessment Authority, Australia. Students and teachers should consult the VCAA home page www.vcaa.vic.edu.au for more information. This material is copyright and cannot be reproduced in any form without the written permission of the VCAA. vii HOWHOW TOTO USEUSE THISTHIS BOOKBOOK

The following examples highlight the structure and main features of the textbook and the additional facilities offered when using the CD-ROM.

Chapter 2

afterlife: the time of life after death, part of the ANCIENT ancient Egyptians’ spiritual beliefs ankh: a symbol of eternal life canopic jars: pottery jars used to store the intestines, EGYPT liver, lungs and stomach of a preserved body cartouche: an oval shape surrounding an inscription in hieroglyphs identifying the name of the pharaoh cataract: a large waterfall or series of waterfalls. The first cataract was the geographical boundary that marked the beginning of Upper Egypt. civilisation: a town-based society with complex forms of People settled along the Nile River in Egypt art, science, religion and government about 5000 years ago. Over time, they developed concubine: a woman who lives as a wife with a man Chapters begin with a new farming and building techniques and a without being married to him crook and flail: curved stick (hieroglyph for ‘king’) and form of picture writing. These achievements were whip (symbol of Osiris) carried by the pharaoh as a short introduction to set only rediscovered during the last 200 years. symbol of his royal power Today people travel from all over the world to see delta: area where a river splits into separate streams or the context. the magnificent monuments and pyramids built rivers before flowing into the sea dynasty: a family of rulers; the period of time a family by the ancient Egyptians. These treasures help remained in power us to understand life in the land of the pharaohs. embalming: the process of preserving a dead body by using spices and salts frescoes: paintings on a plaster wall or ceiling Historical knowledge and understanding god: a supreme being worshipped by people • Learn about change and its impact on the lives of heritage: all things inherited from previous generations ancient Egyptians. and which we value, including events, traditions, • Learn about continuity through appreciation of influences and experiences aspects of ancient Egyptian society in our own hieroglyphics: ancient Egyptian written language times. composed of hieroglyphs (picture-like symbols) • Learn about cause and effect by evaluating the role irrigation: a way of bringing water to dry land of key individuals and events in ancient Egypt. kingdom: a period of time in Egypt’s history when Chapter content is linked • Learn about sources of information on the ancient pharaohs and their descendants controlled all of Egyptian world. Egypt. Ancient Egypt’s history can be divided into three kingdoms — the Old Kingdom, Middle Kingdom and New to domain dimensions. Historical reasoning and interpretation Kingdom. • Frame questions and plan investigations based on mummification: the process of preserving bodies by your knowledge of ancient Egypt. drying them, packing them with minerals and wrapping • Develop skills in gathering and documenting them in linen cloths evidence from sources to analyse what they reveal natron: a mineral used to preserve bodies about culture and values in ancient Egypt. nomarch: the person responsible for day-to-day • Know and use key words and conventions in the government in each of Egypt’s main regions language of history. nomes: the regions that ancient Egypt was divided into • Communicate your understanding of history A camel driver rests on the edge of Egypt’s to make government easier through a variety of presentations. desert with the pyramids in the distance. papyrus: a plant growing along the Nile River, made into flattened strips on which to write pharaoh: word meaning ‘great house’, used to describe Timeline of Egyptian history Wars occur to determine who should rule Egypt. 1650: Hyksos people invade the Pella area. No pharaoh is strong enough to rule the land. Fighting occurs over who should rule Egypt. the ruler of Egypt in ancient times 3000 2500 2000 1500 1000 500 scribe: person employed to make written records 3100 2750 2160 2040 1780 1570 1080 332 sickle: a tool with a curved blade, used for cutting grass silt: eroded soil carried by a river BC AD sphinx: a statue with a human head and a lion’s body temple: a religious place, often a large building, where people go to worship their god or gods OLD KINGDOM MIDDLE KINGDOM NEW KINGDOM Upper and Lower Egypt Egypt invaded by Persia vizier: the person who took responsibility for the united. King Menes is the first 2750–2160 2040–1780 1570–1080 and other foreign powers. pharaoh’s government and who was the chief judge in pharaoh of united Egypt. Greatest period of achievement in Egypt. Egypt ruled by Pharaoh Mentuhotep of Thebes who Hyksos driven out of Egypt by new Pharaoh Ahmose Time of great confusion. The pyramids are built and the potter’s is strong enough to rule all of Egypt. Great irrigation of Thebes. Egypt is at its strongest. Beautiful temples ancient Egypt wheel is invented. works and advances in sculpture. and colossal statues built. 24 25 HUMANITIES 1 CHAPTER 2: ANCIENT EGYPT

The opening photograph stimulates The glossary deﬁnes interest and discussion. key terms for the chapter.

DE A EA M S T Y C www.jaconline.com.au/ict-me I 3.9 Desktop publishing

desktop-published document. Use illustrations KEY EVENTS: from the Internet and write a few lines about each one. Understand Communicate BUILDING A TEMPLE TO ATHENA 1. Use sources 3.9.1 and 3.9.2 and your own knowledge as the basis for writing a news 3. Write a paragraph of 10–15 lines to explain what the Parthenon and the Parthenon Marbles are. story to celebrate the completion of the Parthenon. 4. Imagine that the Greek government has asked Questions in Activities and Pericles wanted Athens to be the most beautiful your advice on the preservation of the of all the Greek cities. He was particularly keen HISTORY Use ICT Parthenon. Write 15–20 lines summarising your to replace the temples on the acropolis that the The British Museum in London now houses a 2. Locate websites that have illustrations of response, including: SkillsEssentials provide Persians had destroyed during their attack on large number of the Parthenon Marbles. Greece historical sites in ancient Athens. For ideas go to (a) the problems that result from this being a the city in 480 BC. The greatest and most famous wants them back and says they were stolen by www.jaconline.com.au/essentials/humanities1 tourist attraction opportunities to use ICT. achievement of this building program was the Lord Elgin in 1801. The British Museum claims and click on the Ancient Architecture weblink (b) your ideas on how to preserve the Parthenon Athena Par- Parthenon. This was the temple of that Lord Elgin took them with the permission for this chapter. Choose a theme and create a while still allowing tourists to visit it. thenos built both to honour the goddess Athena, of the Turkish government that controlled who was the city’s patron, and to celebrate the Greece at that time. Greece’s newest museum, Source 3.9.2 the Acropolis Museum, will include the Par- victory over the Persians. A twenty-first century artist’s impression of the process of building the Parthenon The architects Ictinus and Callicrates designed thenon Hall — an area that the museum says the building and the sculptor Phidias created many will remain empty until the British return the of its decorations. The most impressive of these was Parthenon Marbles. A glimpse of Phidias’ statue of Athena Parthenos — The temple is built to face east — about seven times life size, it was wooden and a 12-metre-high marble statue, decorated with gold the direction of the rising sun. decorated in gold and ivory. The statue depicted and ivory, of Athena. This statue no longer exists. The decoration in this section, Athena as a warrior goddess, wearing a helmet and Historical sources are the pediment, is of coloured breastplate and carrying a shield. The breastplate Phidias also designed three sets of sculptures to marble and shows Athena being was carved with the snake-covered head of Medusa. These rectangular sections show Giants, Centaurs, Titans and decorate the temple — the metopes, the frieze and A block of marble being born from the head of Zeus. In her right hand, Athena held a small figure of slotted into place Athena Nike, the image of Athena in victory. Amazons celebrating the Greek numbered by section for the pediments. These were 92 individual sculp- victory over the ‘inferior’ Persians. tures, located above the outside row of columns, Timber scaffolding that showed scenes of real and imaginary battles easy cross-referencing and Doric columns made of in which the Greeks had participated. Phidias white marble from Mount also created a 160-metre-long frieze, comprising Pentelico. They each have a slight curve in the middle to the type of source is 115 panels, that decorated the space above the create the optical illusion inner row of columns. Phidias’ sculptures are from below that they are Builders used straight. known as the Parthenon Marbles. cranes with giant clearly identified in the Workers, mostly slaves and prisoners of war, tongs attached to lift stones into began building the Parthenon in 447 BC and place. caption. completed it 15 years later in 432 BC. The main building material was white marble from quar- Teams of oxen ries to the north-east of Athens. brought cartloads of Source 3.9.1 building blocks from the local Photograph showing the Athenian acropolis and the remains quarry. The architectron was the person of the temple of Athena Parthenos, known as the Parthenon. in charge of the building work. Large-scale illustrations with extensive and informative labels bring to life processes and Craftsmen sculpted figures that were larger than life size so that they could be easily concepts. seen from the ground. 70 71 HUMANITIES 1 CHAPTER 3: ANCIENT ATHENS

Key words in bold are deﬁned in a glossary at the start of each chapter. When using the book on CD-ROM, the bold words are linked to deﬁnitions. viii 7.1 SKILLS essentials

Interpreting maps at different scales Reading maps and comparing them provides geog- raphers with a lot of information. The legend (or key) WHERE IS THE ASIA–PACIFIC? tells you what the symbols and colours mean and the RUSSIA scale gives you an idea of the size and area of features TURKEY PACIFIC CYPRUS GEORGIA SkillsEssentials provide being mapped. ARMENIA KAZAKHSTAN LEBANON AZERBAIJAN OCEAN ISRAEL SYRIA JAPAN 1. Study the maps. What is the extent of each region JORDAN UZBEKISTAN MONGOLIA NORTH KOREA Australia is an island continent with a popu- in South-East Asia, some on the mainland and (north to south, and east to west)? IRAQ TURKMENISTAN KIRGIZIA guidance and practice in KUWAIT IRAN TADZHIKISTAN SOUTH lation of 20 million. Geographically, Australia is some on archipelago islands. The Andaman and 2. Study the map of South-East Asia. List the mainland SAUDI AFGHANISTAN KOREA ARABIA BAHRAIN part of the region known as the Asia–Pacific. Nicobar islands (a territory of India) are also QATAR CHINA and archipelago countries and their capitals. UNITED ARAB PAKISTAN Regions have something in common that helps considered part of this region. Over 550 million EMIRATES NEPAL skill development. 3. Indonesia is an archipelago — use the map to BHUTAN YEMEN OMAN TAIWAN define them — it could be types of government, people live in South-East Asia. BANGLADESH describe its location. Which seas divide this country? INDIA LAOS trade relations, languages, landforms, location, 4. Name the largest island in South-East Asia. Which MYANMAR VIETNAM or a combination of these. A region is a human three countries are located on this island? THAILAND PHILIPPINES CAMBODIA Equator concept that can be mapped and analysed. THE PACIFIC ISLANDS SRI KEY MALDIVES LANKA BRUNEI N For most of Australia’s history, our strong cul- Country border Province border MALAYSIA The Pacific Ocean is vast and contains about SINGAPORE tural ties have mainly been with Britain and BRUNEI Country name Sabah Province name 25 000 islands, divided into three main groups — INDIAN OCEAN INDO Europe. However, in the last 50 years this has Phnom Penh Country capital Borneo Island name 0 1000 2000 km NESIA EAST TIMOR Melanesia, Micronesia and Polynesia. Many Futuna MELANESIA changed. Growing political, economic and social (France) Dependency Geographic region links with our immediate neighbours in Asia and island nations are found in this region. There The countries of Asia the Pacific have meant that Australia has are just over 7.5 million people in the Pacific A PACIFIC OCEAN SOUTH M Hanoi Islands, not including New Zealand and Hawaii. L E KOREA Y JAPAN become more closely aligned with this region. A PACIFIC OCEAN Vientiane V S Line e A I HAW Melanesia extends north and north-east of Aus- O P AIIAN ISLANDS (U.S.A.) N E Asia is very highly populated — six out of every Yangon H T A Luzon M THAILAND S tralia, from the west Pacific Ocean to the Arafura N I TAIWAN ten people in the world (over 3.8 billion) live in Asia. A N L Bangkok A NORTHERN R I Manila I PHILIPPINE Sea. It includes the island of New Guinea (divided M P MARIANAS MARSHALL The exact boundaries between Asia and Europe are Andaman CAMBODIA H ISLANDS Dat national P SEA PHILIPPINES M into the nation of Papua New Guinea and the and C I C R O N E S

Phnom Penh I I A Inter

vague, but generally accepted as shown on the map A Nicobar N FEDERATED Indonesian province of Papua), New Caledonia, H STATES OF

MINDANAO I Islands T E PALAU of Asia on the next page. Asia contains a diversity U SEA Equator MICRONESIA O S Vanuatu, Fiji and the Solomon Islands. S PAPUA NAURU S of languages, religions, political systems, physical A NEW KIRIBATI L Y Bandar Seri Begawan INDONESIA SOLOMON Micronesia has hundreds of small islands and is A S N GUINEA E traits of the population, climate, natural resources M I Sabah EAST M ISLANDS TUVALU A E L A N E Kuala Lumpur BRUNEI SULAWESI TIMOR S SAMOA N located north-east of Papua New Guinea. It is also Sarawak I and industry — many people and countries within SEA VANUATU AFIJI French SINGAPORE Singapore Y COOK bounded by the Philippines in the west, Indonesia Equator New Caledonia NIUE Polynesia Borneo TONGA ISLANDS Asia may not feel they have much in common. (France) L (France) Weblinks to useful sites are Kalimantan in the south-west and Melanesia to the south. Sumatra AUSTRALIA Sulawesi O INDIAN Micronesia includes the Northern Marianas, P JAVA SEA I OCEAN Jakarta N BANDA SEA provided and kept up to date Guam, Palau, the Marshall Islands, Kiribati, D SOUTH-EAST ASIA O N E S I A NEW ZEALAND Nauru and the Federated States of Micronesia. 0 400 800 km Java FLORES SEA Dili EAST TIMOR N Australia generally feels more connected to the Polynesia forms a triangle with its three cor- ARAFURA Torres Strait Christmas Island TIMOR SEA 0 1000 2000 km on the Jacaranda Essentials part of Asia known as South-East Asia, a sub- ners at Hawaii, New Zealand, and Easter Island. (Aust.) SEA region of Asia. This region was first defined There are around 1000 islands in this part of the South-East Asia The Pacific Islands during World War II and is still used by the central and southern Pacific Ocean. The other Humanities website. region’s leaders in the Association of South-East main islands are Samoa, Tonga, French Poly- Choose one country in Asia and one in the Pacific Asian Nations (ASEAN). There are 11 countries nesia, Tuvalu and the Cook Islands. and conduct some research about one of these (a) The semi-nomadic Mongol people live in the Gobi Desert in eastern Asia. Bactrian camels provide transport, meat, milk, links. Report your findings to the class. wool, hides for tents and dung for fuel. (b) The Pacific Island nation of Fiji is located about 2000 kilometres east of Australia. Understand 5. Discuss with another student one advantage and (c) Merchants transport their wares in small boats in this floating market in Thailand, South-East Asia. 1. Australia’s past is closely linked with Britain. List one disadvantage of Australia’s location in the two ways that this has changed over time. Asia–Pacific. ICT Made Easy icons signpost (a) (c) (b) 2. Use the text to list two similarities and two differences in the population, land and sea areas Think opportunities to access clear of Asia, South-East Asia, Australia and the Pacific 6. Provide two reasons why you think Australia Islands. belongs in the Asia–Pacific region? and friendly instructions via Communicate Dig deeper 3. Have you ever visited the Pacific Islands region? 7. Go to www.jaconline.com.au/essentials/ Would you like to? Write a journal entry humanities1 and click on the Travel South-East Jacaranda’s website at describing the countries you would visit and why. Asia weblink for this chapter. Play the electronic 4. Australia has many links with countries in the Asia– board game to test your geographical knowledge www.jaconline.com.au/ict-me. Pacific including trade, tourism and providing aid. of this region. 158 159

HUMANITIES 1 DE CHAPTER 7: PEOPLE AND PLACES OF THE ASIA–PACIFIC A EA M S T Y C www.jaconline.com.au/ict-me I 12.7 Desktop publishing

Design and create CITIZENSHIP: RIGHTS AND 6. Make a collage that illustrates the rights and responsibilities of individuals in the democratic Understand process. RESPONSIBILITIES 1. List three rights and three responsibilities you have as a citizen. Communicate 7. Write a story of what it would be like to live in a Clear and student- Think country where your rights are denied. You may A citizen is someone who lives as part of a commu- the public service. You also have the right to trial 2. Explain the difference between a right wish to use desktop publishing software to nity and therefore has certain rights and responsi- by jury and to be protected from discrimination. and a responsibility. present the story with text and graphics. friendly text bilities. There are some rights that we tend to take Another very important right you possess is 3. List the responsibilities you for granted, such as freedom of speech. Some the right to decide how you want to be governed. have as a member Teamwork responsibilities, like voting, may be seen as ‘just Some of the ways this right is exercised are of your class. 8. As a class, discuss the topic: ‘Young people have things you have to do’. An active citizen not only shown in the illustration below. too many rights and forget their responsibilities’. knows his or her rights and responsibilities — and 9. In small groups, discuss what you think would how important they are — but also looks for oppor- happen to a democracy like Australia if its tunities to be involved. Active citizens play a vital Right to express people did not meet their obligations as citizens. a political opinion in Right to stand role in improving the way we are governed. Right to vote in Select a spokesperson to present your group’s an election or a public or in writing for election to As Australian citizens, we have the right to referendum Parliament or a ideas to the rest of the class. expect our government to protect us and to help local council improve the quality of our lives. In a democracy, SKILLS essentials we also have the right to a number of personal freedoms. As active citizens, we have an obligation Right to Internet research to contribute to the community by taking part in become part Right to join When using the book on the political and legal processes in this country. of a pressure and participate Each year about 70 000 new settlers become group or a in a union Australian citizens. Citizenship ceremonies are lobby group Citizen generally organised by local governments. CD-ROM, click on the Jane Go to www.jaconline.com.au/essentials/ humanities1 and click on the Australian CD-ROM icon to link to Right to take Citizenship weblink for this chapter and then Right to strike part in a answer the following questions. or to boycott a demonstration product or service or public 1. Why is citizenship important? interactive skills, meeting 2. Discuss what becoming an Australian citizen means to people. investigations and virtual 3. Write out the Australian citizenship pledge. Right to make 4. Outline how a new settler can become an representations Right to become Australian citizen. historical site studies. to politicians Right to approach a member of a 5. When was the ﬁrst annual Australian and government political party Citizenship Day celebrated? What is the bodies the media to make a grievance known purpose of the day?

Rights are exercised and Your rights to decide how you will be governed infringed every day.

One right that all Australian citizens have is the freedom of 4. Study the illustration above. Attempt to ﬁnd protest. In 2003, demonstrations were held across Australia examples where citizens are exercising or trying to protest against the war in Iraq. YOUR RESPONSIBILITIES to exercise the following rights: E CD-R TH O Two of your responsibilities as an Australian (a) The right to freedom of protest (b) The right to freedom of religion N M citizen over the age of 18 are to register yourself on the electoral roll, and to vote in federal, state (c) The right to freedom of speech O YOUR RIGHTS and local elections. An active citizen will always (d) The right to vote in elections As an Australian citizen, you enjoy a number of ensure that his or her vote counts — that it is a (e) The right to privacy basic rights, such as freedom of speech, freedom formal vote, and carefully considered. (f) The right to safety of protest and freedom of religion. You can leave You are also obliged to pay your taxes, obey the 5. Using the illustration, ﬁnd as many situations as the country whenever you wish (provided you laws of the land and serve as part of a jury if possible where someone’s rights are being have a passport) and can apply when you are older asked. In times of war, you may be asked to infringed. In each case, state what right is being to work in the armed services, the police force or defend your country. interfered with. 280 281 11.4 HUMANITIES 1 CHAPTER 12: PARTICIPATING IN POLITICS

SCARCITY

The movie Oliver is a story about a young WHY DO WE NEED AN orphaned boy. In one of the meal-time scenes, Oliver walks up to Mr Bumble, the master-in- ECONOMY? charge of the orphanage and, holding up his Each country has only a certain amount of econ- To spend dinner plate in his outstretched arms, asks for omic resources. There is only so much in the way on a digital more food. Mr Bumble explodes, ‘You want what of natural resources, only so many workers, only camera… boy? More!’. so much capital and only a specific number of or an MP3 entrepreneurs. Consequently, the amount of goods player? Weighing up When using the book on the opportunity and services a country can produce is also limited. cost CD-ROM, Activities can be opened as Word files, Countries must also decide how to obtain the Understand greatest possible benefit from their limited completed on-screen and resources. Although different kinds of economic 1. Explain why you cannot satisfy all your wants. systems are used throughout the world, the 2. What is the purpose of an economy? decisions made by different countries are the 3. List the three basic decisions every economy printed out. same, as shown in the table below. must answer. Think How the decisions are 4. Explain the statement that ‘in every country Economic decision made in Australia economic resources are limited’. Please sir, may I have some more? 5. What are some of the likely opportunity costs of: 1. What goods and By consumers when (a) watching television services to produce? purchasing goods and (b) land used for farming? In a way, we are all like Oliver. We would all services: the ‘dollar vote’ like more goods and services because we believe Communicate they will improve our standard of living. How- 2. How to produce the By producers using the Links are made in the goods and services? least costly method of 6. In small groups, create a either a one-minute ever, our wants are always changing and it is mime or roleplay to explain the economic impossible to satisfy them all. This also applies production problem of scarcity. Present your mime or activities to the domains of to countries. It is a simple economic fact that 3. Who gets the goods Whoever has the money roleplay to the rest of the class. many wants cannot be satisfied regardless of the and services? to pay for them wealth of a country. This is why we need an Natural resources are limited. Teamwork Communication, Thinking, economic system. 7. As a class, brainstorm reasons why people’s In contrast to economic resources, human wants are satisfied better today than they were wants are unlimited. No sooner are some wants ICT, and Design, Creativity OPPORTUNITY COST 50 years ago. satisfied than new ones take their place. After WHAT IS AN ECONOMIC 8. In small groups, research ways of overcoming purchasing a DVD recorder, for example, you When making economic decisions, individuals the problem of scarcity of fossil fuels in and Technology. Activities are SYSTEM? may soon want a video camera. People never and countries need to consider what they have Australia. Should we be more careful in using You cannot point to an economy and say, ‘There seem fully satisfied with what they have. They to give up to satisfy a particular want. This is these scarce resources? Are there alternative it is’. However, economic activity is all around us. always want more! known as the opportunity cost. Suppose you structured for different products that could be used? Present your It includes activities such as the buying and This is the problem faced by every individual have decided to spend your savings of $500 on research to the rest of the class. selling of food and drink at your school canteen; and every country: limited economic resources either a new MP3 player or a digital camera. If learning styles and abilities trading on the stock exchange; the government but unlimited wants — the economic problem of you choose the MP3 player, the opportunity cost Dig deeper collecting taxes; the millions of people employed scarcity. This situation is similar to you not is the digital camera. By purchasing the MP3 9. (a) If a country’s economic resources are being in hundreds of different types of jobs; and the having enough money to buy everything you player, you gave up the opportunity of owning a fully used, how can it produce more of a and include teamwork, numerous businesses producing a vast assort- would like. You have to decide which goods and digital camera. Individuals and countries particular item, such as cars or televisions? ment of goods and services. All these economic services you will buy. If you are a wise consumer, always attempt to minimise opportunity cost; (b) Does the amount a country can produce in-depth learning and activities are undertaken in an attempt to satisfy you try to choose those that give you the most that is, they put their scarce resources to the depend entirely on the quantity of its the needs and wants of a country’s people. satisfaction. best possible use. economic resources? Why? strategies to encourage 254 ix 255 HUMANITIES 1 CHAPTER 11: INVESTIGATING ECONOMICS participation in community activities. ABOUTABOUT THETHE CD-ROMCD-ROM

C HE D-R T O N M The entire Jacaranda Essentials Humanities 1 textbook Multimedia activities can be accessed O is on the CD-ROM in PDF format. As well, the CD-ROM by clicking on the CD-ROM icon. contains many stand-alone interactive components, Links to interactive components can be found on the which have been linked to relevant chapters. These pages listed in the table below. components can be used in a variety of ways, including: The CD-ROM also contains the following features: • as individual or group activities in the classroom • Key term links: Click on the key terms in each • as homework activities or extended assignments. spread (highlighted) to view their definitions. Click The stand-alone interactive components are: on the definition box to hide it. • Geography skills learning objects, individual pro- • Activities links: All activity panels link to Microsoft grams that give information (generally in animation Word templates so the activities can be completed format) on a specific geographic skill. These learning and printed. Click on the Activities heading to objects also include eTivities which in turn test the access these activities. skill. Designed for about 5–10 minutes engagement. • Links to websites: All websites referred to in Activi- • Time trap of truth, an interactive fact or fiction ‘game’ ties panels are linked to the Internet. requiring recall skills, providing broad information and testing knowledge of core concepts. Designed for TROUBLESHOOTING approximately 10–20 minutes engagement. If you have problems with the operation of the CD-ROM: • wiZdom, an interactive ‘game’ for visual learners • Check that you have the right equipment (see providing information and testing knowledge of core Minimum System Requirements on the CD label). concepts within a specific topic area. Designed for • Either phone, fax, email or write to John Wiley & approximately 30 minutes engagement. Sons Australia. • Investigator, a deep learning tool where investi- gation of the content provided culminates in writing Phone: Multimedia Assistant 07 3859 9649 a summary or recommendations. Designed for Fax: 07 3859 9755 (Attention: Multimedia Assistant) approximately 20–30 minutes engagement. email: [email protected] • Site study, an interactive deep learning activity where, on the given subject, the user must investi- Address: Multimedia Assistant gate the evidence, form an opinion and complete an John Wiley & Sons Australia, Ltd activity based on their opinion. Designed for PO Box 1226 approximately 30–50 minutes engagement. MILTON QLD 4064

Chapter Learning object Time trap of truth wiZdom Investigator Site study 1. Investigating history p. 5 Uncovering p. 21 Stonehenge the past 2. Ancient Egypt p. 27 Ancient Egypt p. 39 Ancient Egypt p. 49 Who killed the Pharaoh? 3. Ancient Athens p. 55 Ancient Greece p. 65 Ancient p. 73 Alexander: was he Greece really great? 4. Ancient Rome p. 81 Ancient Rome p. 85 Ancient Rome p. 87 Life and death in Pompeii 5. Ancient China p. 114 Ancient China p. 105 Ancient China p. 116 Confucius says 6. Geospatial skills p. 135 Oblique aerial photographs p. 137 Vertical aerial photographs p. 139 Map legends p. 143 Alphanumeric grids p. 145 Scale p. 149 Topographic maps p. 149 Choropleth maps p. 149 Satellite images p. 153 Interpreting graphs 7. People and places of the p. 161 Asia–Pacific p. 173 Inequality in Asia–Pacific the Asia–Pacific 8. Australia — land of p. 185 Climatic graphs p. 189 Deserts contrasts p. 195 Population pyramids 9. Indonesia and PNG — p. 205 Our nearest neighbours p. 213 Sticky rice our nearest neighbours p. 221 The Kokoda Track 10. Endangered habitats p. 227 World habitats p. 245 Endangered p. 229 Menace to p. 229 Endangered species species mammals 11. Investigating economics p. 249 Money for life p. 251 Our economy and you 12. Participating in politics p. 269 Representing the people p. 269 Government p. 273 Political systemsx in action 13. Understanding the law p. 291 Origins of our legal p. 289 The legal system system in Australia ACKNOWLEDGEMENTSACKNOWLEDGEMENTS

The authors would like to thank the many people Shakeshaft; 221 (bottom)/AFP Photo/Torsten Blackwood; whose support and encouragement have made this 234 (top right & bottom right)/AFP Photo/Parks Victoria; book possible. From Judy Mraz, special thanks to 249 (left)/Philip Quirk; 266–7/Alan Porritt; 272 (bottom Grant, Alexandra and Natasha. Maureen Anderson right)/AP Photo/David Longstreath; 278 (top right)/AFP; would like to thank John, as always. From Steve 279 (top)/AFP/Patrick Riviere; 280/Mick Tsikas; 286–7/AP Photo/Francois Mori • ANTPhoto.com.au: pages 122 (right)/ Chapman, special thanks to Jack and Lorna; Wendy, Grant Dixon; 183 (bottom left)/Otto Rogge; 207 (bottom Shelsie and Max. From Cathy Bedson, special thanks right)/Michael Tweedie; 224–5/Franz Gerber; 227 (top left)/ to Maggy Saldais and to Wayne. Thanks also to the Martin Harvey; 227 (top right), 230 (right)/Norbert Wu; 229 staff of John Wiley for their wonderful support and (bottom right); 229 (centre right)/Paddy Ryan; 229 (left)/ high standards of quality, especially Sharon Ottery, Nigel Dennis; 229 (top right)/John Cann; 231/Ron & Valerie Gabrielle Brady and Vanessa Tadijan. Taylor; 238 (centre)/Franz Gerber • Australian Picture The authors and publisher would like to thank the Library: pages 6 (Pocahontas), 21 (top left), 67, 127 (bottom), following authors for their contributions — Susan 265 (bottom left), 270 (left), 283 (c)/Corbis/Bettmann; 10 (top left), 78–9/Corbis/Sygma/ Georges De Keerle; 21 (bottom Bliss for material reproduced from Geoactive 1 2nd centre)/Corbis/Jason Hawkes; 22/Sygma; 39 (right)/Gianni edition and Geoactive 2 2nd edition, Angelo Calandra Dagli Orti; 46 (bottom)/Kazuyoshi Nomachi; 97/Erich for material reproduced from Jacaranda SOSE 1 2nd Lessing; 102–3, 215 (left)/Corbis/Keren Su; 123 (bottom), edition, Grace Ciavarella for material reproduced from 241/Keren Su; 134–5 (birds)/Corbis/Fireﬂy Productions; 158 Jacaranda SOSE 1 2nd edition, Jeff Conroy for (a)/Corbis/Jacques Langevin; 158 (c)/ML Sinibaldi; 160, 167 material reproduced from Ancient Quest, Ian Keese for (right), 183 (top left)/Corbis/Yann Arthus-Bertrand; 167 material reproduced from Retroactive 1 2nd edition, (middle)/Corbis/H Reinhard; 169 (bottom left)/Minden John Paine for material reproduced from Geoactive 1 Digital/Gerry Ellis; 169 (bottom right), 209 (top left), 214 2nd edition and Geoactive 2 2nd edition, and Janne (left), 252(b)/Corbis; 170 (right)/Charles Lenars; 171/Corbis/ John Van Hasselt; 183 (bottom right)/Travel Ink-Capture Schill for material reproduced from Ancient Quest. We Ltd; 183 (middle left)/Corbis/Robert Garvey; 183 (top right)/ would also like to thank the following copyright Corbis/Eye Ubiquitous/Barry Davies; 188 (right)/Lightstorm holders, organisations and individuals for their — S & B Kendrick; 192 (top)/Nick Rains; 204 (right)/Corbis/ assistance and for permission to reproduce copyright Dean Conger; 205 (right)/Corbis/Gary Bell; 206 (right)/Roger material in this book. Ressmeyer; 207 (tarsiers)/Corbis/Michael & Patricia Fogden; 209 (top centre), 223 (top left)/Corbis/Michael S Yamashita; Internal Design 209 (top right)/Corbis/David Sailors; 211 (bottom left)/ • © Digital Stock/Corbis Corporation • © Corbis Corbis/Charles O’Rear; 211 (top left)/Corbis/Wolfgang Corporation • © PhotoDisc, Inc. • © Corbis Digital Stock Kaehler; 214 (right)/Travel Ink — Capture Ltd; 215 (bottom • © Image Disk Photography • Cartography by right & top right)/Corbis/Bob Krist; 217 (top), 219/Corbis/ MAPgraphics Pty Ltd, Brisbane • © Digital Vision. Wayne Lawler; 218 (bottom)/Corbis/Arne Hodalic; 222/ Wolfgang Kaehler; 223 (slums)/Corbis/Sergio Dorantes; 226 Images (bottom left)/Corbis/Darrell Gulin; 226 (top left)/Corbis/ Adidem Group, used in Australia with permission: David Muench; 234 (left)/Corbis/Paul A Souders; 257 page 263 (right) • © Ancient Art & Architecture Collection: (middle); 272 (left)/Heritage Image Partnership Limited; pages 6 (Caesar), 10 (bottom left), 11 (top left), 15, 23 (bottom 272 (top right)/Corbis/Tim Graham; 273 (bottom); 283 (b); right); 38 (right)/R Sheridan; 47 (left & right), 57 (top), 60 283 (e)/Bob King; 283 (g); 290/Corbis/Stapleton Collection; (top), 63 (top), 65, 74, 77, 81 (left and far right), 85 (top centre 298/Corbis/Gabe Palmer • The Bridgeman Art Library: & top right), 88, 89 (left & right), 92, 93, 94, 99 (top left, top pages 6 (Copernicus & Lorenzo de Medici); 19 (top left)/The right, bottom left & bottom right), 107 (left), 123 (top) • Art British Museum London; 101/Guildhall Art Gallery, Archive, The: pages 51/British Museum/Jacqueline Hyde; Corporation of London; 116/Bibliothèque Nationale, Paris, 110/National Palace Museum Taiwan; 111/Freer Gallery of France • © The Trustees of The British Museum: page 61 Art; 118; 119/Bibliothèque Nationale Paris • Auscape: pages (bottom) • City of Sydney: page 12/‘Barani — Indigenous 181 (bottom left)/Jean-Paul Ferrero; 181 (top left)/Reg History of Sydney City’, www.cityofsydney.nsw.gov.au/barani Morrison; 183 (middle right)/Mike Langford • Photography • Copyright Commonwealth of Australia reproduced by by Auspic: pages 276, 277, 293 • Austral International: permission: pages 149 (right)/map redrawn by MAPgraphics page 120 (top)/Topham Picturepoint • Australian Bureau of Pty Ltd, Brisbane from The Sydney Morning Herald dated Statistics 2001, Population Projections, Australia 1999 to 30 March 2004. Supplied by the Bureau of Meteorology; 2101 (ABS Cat. no. 3220.0): page 195 (top) • Australian 184 (top)/Bureau of Meteorology, www.bom.gov.au Democrats: page 279 (Democrats logo) • The Australian • Coo-ee Historical Picture Library: page 297 (bottom left) Greens: page 279 (Greens logo) • Courtesy Australian Labor • Coo-ee Picture Library: pages 154, 185 (bottom right), 287 Party (ALP): page 278 (bottom right) • Australian War (top) • © Corbis Corporation: pages 1, 42 (left), 52–3, 188 Memorial Negative Number 015481: page 220 • Photograph (left), 194 (background to graphs), 296 (left); 228/© Corbis courtesy of AusAID — The Australian Government’s Images • Reprinted from the April 2003 edition of CHOICE Overseas Aid Program: page 172 • AAP Image: pages 2–3/ — with the permission of the Australian Consumers’ AFP Photo/Hilti Foundation; 14/AP Photo/Discovery Association (ACA): page 260 (magazine) • David Jones: page Channel/RMS Titanic Inc.; 17/AP Photo/Barry Schwortz; 260 (catalogue) • © Department of Environment & Heritage: 129/EPA Photo/Adrian Bradshaw; 175/AAP Photo/Paul page 20 • Map courtesy of the Department of Sustainability xi & Environment, Victoria: page 235 (top right)/map redrawn Finlayson; 162 (left)/Ian Cugley; 163 (top (a) & (b))/AFP; 250 by MAPgraphics Pty Ltd, Brisbane • Map supplied by (bottom)/Bob Baker; 260 (left)/Andy Baker; 269/Craig MAPLAND, Environmental and Geographic Information, Greenhill; 273 (top)/AFP Photo/Pornchai Kittiwongsakul; Department for Environment and Heritage, South 274 (top right)/Michael Jones; 281/Jeff Darmanin; 283 ((a) & Australia: page 147 • © Digital Stock: pages 6 (buddha); iv, (d)); 297 (top)/Paul Burston • Copyright Nucolorvue 6 (far right), 41 (right), 70 (left), 169 (middle left & top left), Productions Pty Ltd: page 193 • © Outback Photographics/ 259 (chips)/Corbis Corporation • © Digital Vision: pages 256 Steve Strike: pages 178–9; © Panos Pictures: page 158 (b); (bottom left), 263 (left), 265 (bottom right), 268 (left); 230 233 (right)/Rod Johnson; 243 (top)/Qilai Shen; 249 (right)/ (left)/Stephen Frink • DigitalGlobe: page 46 (far right) Trygve Bolstad; 257 (top)/Jenny Matthews • © PhotoDisc, • Fairfax Photo Library: pages 18 (bottom)/Jon Reid; 185 Inc.: pages iii, 5 (7 images), 19 (right), 21 (right), 43 (top), 44 (top right)/Nick Moir; 283 (f)/Robert Pearce; 292 (right)/Peter (bottom right), 55, 85 (left), 105 (left), 117, 144 (top left), 211 Rae • Family First Party: page 279 (bottom) • Satellite (centre left), 227 (bottom left), 252 ((c) & (d)), 254 (right), 256 image supplied by Geocarto International Centre, Hong (top left), 257 (bottom), 258 (right), 259 (fruit & pizza), 260 Kong. Copyright © 1999 Geocarto/RSGS: pages 130–1 (girl & shop), 265 (top left), 268 (right), 274 (left) • Picture • Data supplied and processed by Geoimage www.geoimage. Media: pages 121/Gamma/Francois Lochon; 207 (python)/ com.au/Landsat: page 201 (top) • Copyright © Common- ©Dwi Oblo/Reuters • © Qasco Vic P/L: pages 137, 199 wealth of Australia 2006, Geoscience Australia, ACRES: (bottom & top) • photolibrary.com: pages 24–5/Peter Adams; 181 (top right) • Satellite image courtesy of GeoEye: pages 39 (left)/The Bridgeman Art Library; 50, 54 (top)/Jerry 134–5, 150 (top) • Getty Images: pages 7/Paula Bronstein; Edmanson; 167 (left)/Nigel Hicks; 181 (bottom right)/Robin 127 (right)/Taxi/Ken Chernus; 135 (bottom & middle)/Stone/ Smith; 202–3/Science Photo Library/Planetary Visions Ltd Warren Bolster; 156–7/The Image Bank/Max Dannenbaum; • photolibrary.com Royalty Free: pages 211 (bottom right), 170 (left)/Stone/John & Lisa Merrill; 189 (top)/ 259 (sandwich)/© photolibrary.com • Queensland Photographer’s Choice/Tom Till; 211 (top right)/AFP/Rocky Newspapers: page 163 (bottom)/The Courier Mail/Justin Roe; 226 (bottom right)/Photographer’s Choice/Stuart Dee; Richardson. • Dr Ronald Seib: page 211 (centre right) 226 (top right)/Stone/Hugh Sitton; 227 (bottom right)/The • Sensis Pty Ltd: page 260 (Yellow Pages)/® Registered Image Bank/Joseph Van Os; 248 (top right)/Stockdisc; 250 trade mark of Telstra Corporation Limited • © The State (top)/Stone/Monica Dalmasso • Dr Ian Mansergh, DNRE, Hermitage Museum, St. Petersburg: page 38 (left) • Stephen Victoria: pages 238 (top), 239 • © John Wiley & Sons Chapman: pages 251, 252 (a) • © Steve Bloom/ stevebloom.com: page 240 (left) • © Stockbyte: pages 256 Australia: pages 68 (2 images)/Julie Stanton; 196 (right); (top right), 258 (left) • Tourism New Zealand: page 256 246–7/Taken by Kari-Ann Tapp; 274 (bottom right)/David (bottom right) • © Victoria Police, www.neighbourhood Grabham • Jonathan N Tubb: page 23 (top right) • Judy watch.com.au: page 301 • Werner Forman Archive: pages 40; Mraz: page 197 (2 images) • The Kobal Collection: page 254 81 (top centre)/Schimmel Collection NY • Wildlight Photo (left)/Trident Films • Landcare Australia: page 235 (left) Agency: page 190 (bottom)/Penny Tweedie • World Wildlife • Landslides Aerial Photography: page 135 (top)/Alex S Fund: page 236. MacLean • Liberal Party of Australia: page 278 (bottom left) • Mary Evans Picture Library: pages 6 (Saladin), 73 • Metropolitan Museum of Art: page 31/Egyptian Text Expedition of The Metropolitan Museum of Art, Rogers • Australian Bureau of Statistics 2003, Population Fund, 1930. (30.4.103) Photograph © 1978 The Metropolitan Projections, Australia 2002–2101 (ABS Cat. no. 3222.0). Museum of Art • MAPgraphics Pty Ltd, Brisbane: pages iv, ABS, Canberra; Deaths Australia (ABS Cat. no. 3302.0): pages 194, 200 • Mathew Murphy: page 237/The Age 22 (far right), 27, 54 (bottom), 72, 80, 96, 105 (bottom), 122 • Penguin Books Ltd UK: pages 66/from Thucydides: (bottom), 124–5, 133 (4 maps), 139 (top & bottom), 140 History of the Peloponnesian War, translated by Rex (bottom), 141, 143, 148 (left), 149 (bottom left & top left), 150 Warner, Penguin Classics, 1954. Print rights granted by (bottom), 151, 159 (bottom right, top & left), 161, 162 (right), Penguin UK Ltd, Electronic rights granted by The Random 164 (left & right), 166 (left & right), 173 (top left, top right House Group Limited; 69/Extracts from The Histories by & bottom), 177 (top left & bottom left), 181 (centre), 182, 183 Herodotus, translated by Aubrey de Selincourt, Translation (centre), 184 (left), 185 (bottom left & top left), 187, 190 copyright 1954 Aubrey de Selincourt. Reproduced with (right), 196 (left), 198/ABS 2001 Census of Population and permission of the Penguin Group • Solo Syndication: page Housing, map redrawn by MAPgraphics Pty Ltd, Brisbane, 241/Daily Mail, London, 23 June 1999. 201 (bottom), 204 (left), 205 (left), 206 (bottom), 208, 210 (left & right), 216 (left & right), 218 (right), 240 (right), 244 Every effort has been made to trace the ownership of (bottom) • © National Geographic Image Collection: pages 41 (left)/O Louis Mazzarenta; 169 (top right)/Belinda copyright material. Information that will enable the Wright; 242 (right)/MAPgraphics Pty Ltd, Brisbane; 243 publisher to rectify any error or omission in subsequent (bottom)/MAPgraphics Pty Ltd, Brisbane/Tibor Toth reprints will be welcome. In such cases, please contact • National Party of Australia: page 278 (top left) • Newspix: the Permission Section at John Wiley & Sons, who will pages 18 (top)/Steve Brennan; 19 (bottom left)/AFP; 126/Bob arrange for the payment of the usual fee.

xii