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Leo Conti | Mark Easton | Maggy Saldais oxford Richard Smith | Vladimir Dumovic big ideas humanities and social sciences WESTERN AUSTRALIAN CURRICULUM
OBl_HUMS8_WA_07608_CVR_SI.indd 1 cyan magenta yellow black 27/09/2016 5:56 pm 1
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries. Published in Australia by Oxford University Press 253 Normanby Road, South Melbourne, Victoria 3205, Australia © Leo Conti, Mark Easton, Maggy Saldais, Richard Smith, Vladimir Dumovic 2016 The moral rights of the author have been asserted First published 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the appropriate reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. National Library of Australia Cataloguing-in-Publication data Conti, Leo, author. Oxford big ideas. Humanities and social sciences 8 Western Australian curriculum / Leo Conti, Mark Easton, Maggy Saldais, Richard Smith, Vladimir Dumovic. ISBN 9780190307608 (paperback.) Includes index. For secondary school age. Humanities – Textbooks. Humanities – Study and teaching (Secondary) – Western Australia. Education – Curricula – Western Australia. Easton, Mark Gerald, author. Saldais, Maggy, author. Smith, Richard, author. Dumovic, Vladimir, author. 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: Copyright Agency Limited Level 15, 233 Castlereagh Street SAMPLE Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 Email: [email protected]
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00_OBI_HUMS8_WA_07608_TXT_SI.indd 2 26/09/2016 11:12 am contents
Contents by skill ...... vi
Using Oxford Big Ideas Humanities and Social Sciences ...... viii
PART 1 Chapter 3 Geography Mountain landscapes ...... 56
Concepts and skills 3A What processes shape mountain landscapes? Chapter 1 3.1 The world’s mountains ...... 58 The geography toolkit...... 4 3.2 How mountains are formed ...... 60 3.3 Tectonic plate boundaries ...... 64 1A What are the geographical concepts? 3A Rich task: The mountains of Antarctica ...... 66 1.1 Geographical concepts ...... 6 3B How are mountain landscapes used and managed? 1B What are the geographical skills? 3.4 Mountain landscapes have many uses ...... 68 <
2A What are landforms and landscapes? 2.1 The Earth’s landscapes ...... 42 2.2 The Earth’s landforms ...... 46 2.3 Landforms and landscapes around the worldSAMPLE ...... 48 2.4 Valuing landforms and landscapes ...... 50 2.5 Connecting through landscape stories ...... 52 2A Rich task: Uluru: an iconic Australian landform ...... 54
00_OBI_HUMS8_WA_07608_TXT_SI.indd 3 26/09/2016 11:12 am Chapter 4 Changing nations Coastal landscapes ...... 90 Chapter 5 Life in different cities ...... 120 4A What processes shape coastal landscapes?
4.1 Coastal landforms ...... 92 5A Why do people live in cities? 4.2 The power of waves ...... 94 5.1 The urban explosion ...... 122 4.3 Erosional landforms ...... 96 5.2 How cities are organised ...... 124 4.4 Depositional landforms...... 98 5.3 The advantages of cities ...... 126 4A Rich task: Mandurah, Western Australia ...... 100 5.4 The disadvantages of cities ...... 128 4B How are coastal landscapes used and managed? 5.5 The rise of the megacity in Asia ...... 130 4.5 Coastal landscapes have many uses ...... 102 5.6 Urbanisation in Asia ...... 132 4.6 Managing coastal landscapes ...... 104 5.7 Urban slums ...... 134 4.7 Caring for coastal landscapes ...... 106 5A Rich task: Sydney – our biggest city ...... 136
4B Rich task: Gold Coast Seaway, Queensland ...... 108 5B Where do people in different countries live? 4C Are coastal landscapes hazardous places? 5.8 Where Australians live ...... 138 4.8 Coastal erosion ...... 110 5.9 Why Australians live where they do ...... 140 4.9 Rip currents...... 112 5B Rich task: The growth of Las Vegas ...... 142
4.10 Tsunamis ...... 114 5C How can we plan for Australia’s urban future? 4.11 Japan earthquake and tsunami (2011) ...... 116 5.10 Managing the growth of Australian cities...... 144 4C Rich task: The Twelve Apostles ...... 118 5.11 Suburbanisation ...... 146 5.12 Urban renewal ...... 148 5.13 Decentralisation ...... 150 5C Rich task: Canberra: a planned city ...... 152
Chapter 6 Migration ...... 154
6A What are the reasons for, and effects of, internal migration? 6.1 Migration in Australia ...... 156 6.2 Population movements in Australia ...... 158 6.3 Australia’s mining boom ...... 160 6.4 Case study: the growth of Australian mining towns ...... 162 6.5 Population movements in China ...... 164 6.6 Case study: the growth of China’s megacities ...... 166 6A Rich task: Population movement in India ...... 168
6B What are the reasons for, and effects of, international SAMPLEmigration in Australia? 6.7 International migration to Australia ...... 170 6.8 The changing face of Australia ...... 172 6.9 Migrant communities in Australian cities...... 176 6B Rich task: International migration and Indigenous Australians ...... 178
00_OBI_HUMS8_WA_07608_TXT_SI.indd 4 7/10/2016 11:12 am Changing nations PART 2 Depth study 1: Investigating medieval Europe Chapter 5 History Chapter 9 Life in different cities ...... 120 Medieval Europe ...... 218 Concepts and skills 5A Why do people live in cities? 9A What was life like in medieval Europe and how was society 5.1 The urban explosion ...... 122 Chapter 7 organised? ...... 5.2 How cities are organised ...... 124 The history toolkit 182 9.1 Medieval Europe: a timeline ...... 220 5.3 The advantages of cities ...... 126 9.2 Feudalism in medieval Europe...... 222 7A What are the historical concepts? 5.4 The disadvantages of cities ...... 128 9.3 The feudal manor ...... 224 7.1 Historical concepts ...... 184 5.5 The rise of the megacity in Asia ...... 130 9.4 Social groups in medieval society ...... 226 5.6 Urbanisation in Asia ...... 132 7B What are the historical skills? 9.5 Daily life in medieval Europe ...... 229 5.7 Urban slums ...... 134 7.2 Historical skills ...... 192 9.6 Tournaments and fairs ...... 232 5A Rich task: Sydney – our biggest city ...... 136 7.3 Questioning and researching ...... 193 9.7 Living conditions in medieval Europe ...... 234 7.4 Analysing ...... 196 9.8 The medieval castle ...... 236 5B Where do people in different countries live? 7.5 Evaluating ...... 200 9A Rich task: The achievements of medieval women ...... 238 5.8 Where Australians live ...... 138 7.6 Communicating and re ecting ...... 201 5.9 Why Australians live where they do ...... 140 9B How did societies in medieval Europe change? 9.9 New empires, kingdoms and rulers ...... 240 5B Rich task: The growth of Las Vegas ...... 142 Overview 9.10 Signi cant individual: Charlemagne ...... 242 5C How can we plan for Australia’s urban future? Chapter 8 9.11 The spread of Christianity ...... 244 5.10 Managing the growth of Australian cities 144 ...... The ancient to the modern world 206 9.12 Other causes of change across medieval Europe...... 248 5.11 Suburbanisation ...... 146 9B Rich task: The Battle of Hastings ...... 250 5.12 Urban renewal ...... 148 8A Where and when did civilisations in the medieval world develop? 5.13 Decentralisation ...... 150 9C What developments in uenced life in medieval Europe? 8.1 The birth of the modern world...... 208 5C Rich task: Canberra: a planned city ...... 152 9.13 Developments in architecture, literature and music ...... 252 ...... 8.2 The where and when of the medieval world 210 9.14 Crime and punishment ...... 254 Chapter 6 8B What were the key features of societies in the medieval 9.15 Military and defence systems ...... 256 Migration ...... 154 world? 9.16 Towns, cities and commerce ...... 262 8.3 Key features of the medieval world ...... 212 9C Rich task: Medieval architecture and the Catholic Church ..264 6A What are the reasons for, and effects of, internal migration? 6.1 Migration in Australia ...... 156 Depth study 2: Investigating the Black Death in Asia, 6.2 Population movements in Australia...... 158 Europe and Africa 6.3 Australia’s mining boom ...... 160 6.4 Case study: the growth of Australian mining towns ...... 162 Chapter 10 6.5 Population movements in China ...... 164 The Black Death in Asia, Europe and Africa ...... 266 6.6 Case study: the growth of China’s megacities ...... 166 10A How was society organised at the time of the Black Death? 6A Rich task: Population movement in India ...... 168 10.1 The Black Death: a timeline ...... 268 6B What are the reasons for, and effects of, international 10.2 Life in Asia, Europe and Africa before the Black Death ...... 270 migration in Australia? SAMPLE 10.3 Growth of trade and cities ...... 272 6.7 International migration to Australia...... 170 10.4 Living conditions ...... 274 6.8 The changing face of Australia ...... 172 10A Rich task: Medieval London – a dirty old town ...... 276 6.9 Migrant communities in Australian cities...... 176 6B Rich task: International migration 10B What were the causes of the Black Death and how did it spread? and Indigenous Australians ...... 178 10.5 Causes and symptoms of the Black Death ...... 278 10.6 The spread of the Black Death ...... 280 10.7 Medicine at the time of the Black Death ...... 282 10B Rich task: Medieval medicine ...... 284
10C What were the effects of the Black Death? 10.8 Seeking a cause or cure ...... 286 10.9 Short-term impacts of the Black Death ...... 288 10.10 The end of the world… ...... 290 10.11 Long-term impacts of the Black Death ...... 292 10C Rich task: The consequences of population loss ...... 294
00_OBI_HUMS8_WA_07608_TXT_SI.indd 5 26/09/2016 11:12 am PART 3 Chapter 13 Economics and business Consumers and businesses ...... 334
13A What does it mean to be a responsible business? Concepts and skills 13.1 Types of business ...... 336 Chapter 11 13.2 Business opportunities and in uences ...... 338 The economics and business toolkit ...... 298 13.3 Business opportunities in Australia ...... 340 13.4 Responsible businesses ...... 342 11A What are the economics and business concepts? 13A Rich task: Socially responsible business: 11.1 Economics and business concepts ...... 300 The Body Shop ...... 344
11B What are the economics and business skills? 13B What are the rights and responsibilities of consumers 11.2 Economics and business skills ...... 304 in Australia? 11.3 Questioning and researching ...... 305 13.5 Consumer rights ...... 346 11.4 Analysing ...... 306 13.6 Consumer responsibilities ...... 348 11.5 Evaluating ...... 307 13B Rich task: You are what you eat ...... 350 11.6 Communicating and re ecting ...... 309
Participation and in uences in the marketplace Chapter 12 The Australian marketplace ...... 310
12A What is the relationship between producers and consumers in the Australian market? 12.1 Markets ...... 312 12.2 Interdependence in the marketplace ...... 314 12.3 Supply and demand ...... 316 12.4 Allocation of resources ...... 318 12.5 Government in the market ...... 320 12A Rich task: Chocoholics ...... 322
12B What in uences work in the marketplace? 12.6 In uences on the way people work ...... 324 12.7 The future of work ...... 326 12.8 Australian workers ...... 328 12.9 Workers of the world ...... 330 12B Rich task: Minimum wages around theSAMPLE globe ...... 332
00_OBI_HUMS8_WA_07608_TXT_SI.indd 6 26/09/2016 11:12 am Chapter 13 PART 4 Chapter 16 Consumers and businesses ...... 334 Civics and citizenship Law in action...... 398
13A What does it mean to be a responsible business? 16A How are laws made and applied in Australia? 13.1 Types of business ...... 336 Concepts and skills 16.1 Why do we need laws? ...... 400 13.2 Business opportunities and in uences ...... 338 Chapter 14 16.2 Statutory law ...... 402 13.3 Business opportunities in Australia ...... 340 The civics and citizenship toolkit ...... 354 16.3 Common law ...... 404 13.4 Responsible businesses ...... 342 16.4 Criminal law ...... 406 14A What are the cities and citizenship concepts? 13A Rich task: Socially responsible business: 16.5 Civil law ...... 408 14.1 Civics and citizenship concepts ...... 356 The Body Shop ...... 344 16.6 Aboriginal and Torres Strait Islander customary law ...... 410 13B What are the rights and responsibilities of consumers 14B What are the civics and citizenship skills? 16A Rich task: School bullying ...... 412 in Australia? 14.2 Civics and citizenship skills ...... 360 13.5 Consumer rights ...... 346 14.3 Questioning and researching ...... 361 13.6 Consumer responsibilities ...... 348 14.4 Analysing ...... 363 Glossary: Geography ...... 414 13B Rich task: You are what you eat ...... 350 14.5 Evaluating ...... 364 14.6 Communicating and re ecting ...... 365 Glossary: History ...... 417 Glossary: Economics and business ...... 420 Democracy and law in action Glossary: Civics and citizenship...... 422
Chapter 15 Index ...... 424 Democracy in action ...... 366 Acknowledgements ...... 433 15A What are the freedoms and responsibilities of citizens in Australia’s democracy? 15.1 The freedom of Australian citizens ...... 368 15.2 Freedom of speech ...... 370 15.3 Freedom of association...... 372 15.4 Freedom of assembly ...... 374 15.5 Freedom of religion ...... 376 15.6 Freedom of movement ...... 378 15.7 Active participation ...... 380 15A Rich task: Petitions ...... 382
15B What does it mean to be an Australian citizen? 15.8 Australia’s national identity ...... 384 15.9 Australia Day ...... 386 15.10 Australian values ...... 388 15.11 Multiculturalism ...... 392 15.12 Indigenous Australians and the AustralianSAMPLE identity ...... 394 15B Rich task: #ChangeTheDate ...... 396
00_OBI_HUMS8_WA_07608_TXT_SI.indd 7 3/10/2016 10:17 am contents by skill
Geography skills History skills
Skill Chapter Page Skill Chapter Page Developing geographical questions 1 13 Generating questions to inform a historical 7 193 inquiry Using line scale to measure distances 1 22 Creating a timeline 7 202 Creating an annotated visual display (AVD) 1 33 Creating an audiovisual presentation 7 205 Constructing a population pyramid 2 54 Using Venn diagrams to compare information 9 239 Interpreting a cross-section 3 66 from a range of sources Six- gure grid references 3 76 Drawing conclusions about the usefulness of 9 251 Constructing a cross-section 3 88 sources Measuring longshore drift 4 100 Identifying the origin and purpose of medieval 9 265 stained-glass windows Drawing sketch maps 4 108 Identifying purpose and point of view 10 277 Creating a eld sketch 4 118 Comparing, selecting and using information 10 285 Generating questions for a geographical 5 123 from a range of sources as evidence inquiry Creating a concept map 10 294 Interpreting choropleth maps 5 136 Creating column and line graphs 5 142 Comparing vertical aerial images 5 152 Interpreting graphs 6 168 Reading complex maps 6 178 SAMPLE
viii oxford big ideas humanities and social sciences 8 western australian curriculum
00_OBI_HUMS8_WA_07608_TXT_SI.indd 8 26/09/2016 11:12 am Economic and Civics and citizenship skills business skills
Skill Chapter Page Skill Chapter Page Skill Chapter Page Generating questions to inform a historical 7 193 Evaluating alternatives 11 307 Developing civics and citizenship questions 14 361 inquiry Constructing a demand graph 12 322 Creating a petition 15 383 Creating a timeline 7 202 Interpreting economic data from a bar graph 12 333 Civic engagement: writing a letter to your 15 397 Creating an audiovisual presentation 7 205 local member of parliament or the prime Creating a concept map 13 345 Using Venn diagrams to compare information 9 239 minister How to read a food nutrition label 13 350 from a range of sources Drafting a Bill 16 413 Drawing conclusions about the usefulness of 9 251 sources Identifying the origin and purpose of medieval 9 265 stained-glass windows Identifying purpose and point of view 10 277 Comparing, selecting and using information 10 285 from a range of sources as evidence Creating a concept map 10 294
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contents by skill ix
00_OBI_HUMS8_WA_07608_TXT_SI.indd 9 26/09/2016 11:12 am Oxford Big Ideas Humanities Using and Social Sciences
Oxford Big Ideas Humanities and Social Sciences is a brand-new series developed and written to provide complete coverage of the Western Australian Curriculum: Humanities and Social Sciences – Geography, History, Economics and Business, and Civics and Citizenship – across Years 7–10.
Focus on inquiry Each chapter of Oxford Big Ideas Humanities and Social Sciences is structured around key inquiry questions from the Western Australian Curriculum. Each unit of the text supports teachers and students as they adopt an inquiry-based approach to the key learning areas in the Humanities and Social Sciences.
Overview The ancient to the
Changingmodern nations world The learning The period of time between about 590 CE and 1500 CE marks the end of the ancient world and Lifethe inbeginning of the modern world. Historians refer to this period of human history as the sequence in each medieval period. Across Europe it was a time of great change. New societies and civilisations differentgrew out of the ruins of ancient civilisations. chapter is clearly Different ideas developed and ways of thinking about the world were challenged. It was also citiesa time during which a deadly plague spread set out under key Australia’s originalacross thecoastal world settlements killing millions were and bringing establishedabout near sourceshuge changes. of fresh water and deep harbours.Towards Over time the endthese of settlements the period, a range of new Stunning full-colour grew into cities,inventions and Australia developed is now along one with of new ideas about inquiry questions. the most urbanisedart, politics, countries literature, in the religion world, and science. with nine out Inof this10 Australianschapter you living will learn in an how different urban area.beliefs Around and the religions, world, socialcities keepstructures, laws, photography generates Students are getting bigger.and governments Growing cities in uenced put pressure societies across on land resourcesthe medieval and world. require investment in infrastructure such as housing, roads, discussion and interest. schools and other services. Megacities, encouraged to many of which are located in Asia, can
chapter become swamped with so many people that Source 1 One of the most important changes across medieval Europe was the spread of religious beliefs. Christianity became even the basic supply of housing, clean water a central part of life. This enormous stained glass window in the Notre Dame Cathedral in Paris was built at the height of the medieval period in Europe. and sanitation is dif cult. 8A chapter 8 use their prior Where and when did civilisations in 8B the medieval world develop? What were the key features of Source 1 A view of Perth’s CBD 5 knowledge and societies in the medieval world? 5A 5B 5C make predictions Why do people live in cities? Where do people in different How can we plan for Australia’s 206 1 Whyoxford might big the ideas settlers humanities who arrived and social in Westernsciences 8 western australiancountries curriculum live? urban future? Australia in 1827 have chosen Perth (Source 1) westernto australian curriculum 1 In which areas of Australia do most people live today? 1 Look carefully at Source 1. How can you tell that begin a colony? 2 Why do you think Australians live in these areas and not Perth has grown into a city over a long period of at the start of each 2 Some of the world’s cities are growing rapidly. What time? in other parts of the continent? types of things attract people to cities? chapter 8 the ancient to the modern world 3 Where do you think most people live in Asia? 2 What problems do you think city planners might the ancient to the modern world new topic. 3 What are some of the disadvantages of living in cities? have to deal with? 207 120 oxford big ideas humanities and social sciences 8 western australian curriculum chapter 5 life in different cities 121
Focus on engagement Each unit of the Student book combines a range of engaging source materials – such as photographs, videos, data tables, graphs and illustrations – with supportingSAMPLE questions and activities.
9.8 The medieval castle Source materials 9A What was life like in medieval Europe and how was society organised?
Garrison – where The wealthiest and most powerful families in medieval Europe soldiers lived; it Garderobe (toilet) – with a 4A What processes shape coastal landscapes? main bedroom of the lived in castles which were scattered across the countryside. would be packed with seat that opened directly lord and his wife – such as Within the castle walls lived not just the family but a whole soldiers in time of war Longshore drift onto the moat below. spit beach backwash community able to serve all the needs of the family. The The private quarters of the 4.2 The power of waves Although some waves can hit directly onto a shoreline, most swash medieval period saw the development of some distinct castle lordwaves and his family, called the waves hit the coast at an angle. This occurs because of the varied designs; these are covered later in the chapter on page 257. solar. This was a bit like a photographs, shape of the land and the varying direction of the wind that family room or lounge. It was Waves are the main force that shape coastal landscapes. Waves As waves move into the shallower produces the waves. When the waves hit the coast at an angle, often next to the great hall. begin at sea when the wind blows across the surface of the water. waters near the coast, the bottom of the the swash picks up the sand and carries it along the beach rather
The water surface rises along with the wind, but then is pulled orbit comes into contact with the sea bed. than just dumping it directly forward onto the shore. The next The great hall, with back down by the power of gravity. This tug-of-war between Friction generated on the sea bed slows wave that comes along will also move the sand along the beach its often straw- infographics, the drag of the wind and the pull of gravity creates an orbit – a the bottom of the wave more quickly until eventually, after hundreds of small zigzags, many grains lined oor, served circular movement of water (see Source 4) beneath the surface. than the top. The top (or crest) of the of sand are moved to one end of the beach. They may pile up to longshore many purposes. drift It was a banquet This orbit creates what we see as a wave. wave continues moving and nally falls form long deposits of material, such as spits and tombolos (see Source 6 Longshore drift portcullis (gate) hall, a court, a forward onto the shore (much as a person Source 3 on page 93), or the wind may change direction, causing place to receive Spilling waves can stumble and fall over, head rst). The new waves to carry sand back in the opposite direction. This visitors, and a political cartoons, Men worked pulleys to Check your learning 4.2 Check your learning These are sometimes called ‘surf meeting place. In foam waterlower that the fallsdrawbridge forward and moves up the movement of sand along a coast is called longshore drift. It is a breaks’ and are generally found where the early days of shoreand israise called the portcullis. the swash. The backwash major contributor to the shape of the coastline. there is a gently sloping beach. These Remember and understand castles, it was also are categorised as constructive wavesAccess bridge – anyone is the water that runs back to the ocean. Longshore drift is also responsible for many problems faced wanting to enter the nearlycastle horizontal beach 1 What is the difference between swasha bedroom for the because they carry sand or sediment to by those people who live along the coast. The movement of sand lord and his family. the shore. would be visible to the guards and backwash? activities accompany every graphs – simplify can clog harbours and river mouths. Many coastal communities for quite some time before The impact of waves on Plunging waves 2 How do waves begin? they reached the gate. in Australia spend millions of dollars a year digging up the sand coastal landscapes 3 Why do waves break? moved by longshore drift and putting it back on the beaches These are found where the shore is freshwater well, which Drawbridge The energy in waves can travel thousands where local residents want it. Apply and analyse steep and are known for curling over as might tap into an – this could of kilometres before it is released on the One of the most dramaticunderground examples spring of problems caused by unit, allowing students to dif cult concepts they break. steep beach 4 How do waves change the coast? be raised coast. This energy then changes the coast longshore drift can be found on England’s south-eastern tip, in for security 5 What do you think happens to sand in three important ways. Firstly, it erodes a town called Dungeness. Here, a nuclear power station has been reasons. on a beach where the waves strike Surging waves the coast by breaking down the rocks built near the coast on an ancient and very large spit made of directly onto the beach rather than on There are sometimes called ‘dumpers’ foam of cliffs and headlands into small pieces small stones called shingle. For centuries, this shingle has been and engage and are generally found where the an angle? consolidate and extend of stone or sand, eventually forming a bottom slope is so steep that the wave shifting back and forth along the southern coast. Currently, doesn’t break until it is right at the beach. Secondly, along with tides and huge amounts of the small shingle Evaluate and create The castle gate and garden – used for shoreline. These are categorised as very steep currents, the wave energy transports beachgatehouse were always stones have to be movedgrowing toherbs prevent and 6 Describe the journey of a grain of sand destructive waves because their strength guarded.the sand out to sea and along the coast. can cause erosion. the shingle from eroding.vegetables Erosion on a beach where the waves strike at Thirdly, the waves deposit the sand in In the kitchen, cauldrons their understanding. These reluctant learners. would threaten the station itself, an angle. Source 1Check Types of breaking waves your learning 9.8 new places, forming new beaches, spits potentially causing sea water to enter UNITED (big iron pots) hung over KINGDOM 7 Like many beaches around the world, and sand bars. open res and spits; Remember and understand the reactor and bring about a nuclear Dungeness is being changedsometimes by a cauldron meltdown. A meltdown would result in longshore drift. might contain a number 1 Write a short de nition for each of these terms: garderobe, solar, garrison, portcullis, 0 300 600 km radioactive contamination – a disaster a What are the local authoritiesof different dishes, doing each are graded according cauldron, scullery and dungeon. packed separately. The with devastating effects that could last LEGEND about this? scullery, where dishes and thousands and thousands of years. Dungeness Nuclear b Why is this particularly serious at Evaluate and create Power Station pots were washed, was Dungeness? 2 Work with a partner to write a short account of a typical day in the life of either: breaking wave stables often outside. wind direction swash c Discuss with a partner some other • a wealthy family member living in a castle, or backwash to Bloom’s Taxonomy – dungeons (underground Thepossible basement solutions. room of Decide a castle on tower your would • a servant working in the castle, for example as a cook or stable boy or gardener. prison cells) bebest used solution as a cool and room then to sketch store food it so (e.g. Workshops – where craftspeople, such as saltedthat you meat can and present bags of itgrain), to the wine class. and blacksmiths, furniture makers, cobblers, equipment under the surface of the moat. 236 oxford big ideas humanities and social sciences 8 d When you have heard all the armour makers and potters, made their goods possible solutions from your western australian curriculum catering for a range of for the castle occupants and were trained. Power direction of longshore drift station classmates, decide on the one Source 1 A modern artist’s impression of ‘home sweet home’ for many wealthyyou and consider powerful tofamilies be the in mostmedieval likely Europe water movement in orbits to succeed. Explain why you think 0 2 4 km Source 3 A surfer harnessing the energy of a this would work. Source 4 Formation of waves breaking wave Source 5 Longshore drift is threatening Dungeness Nuclear Power Station. chapter 9 medieval europe abilities and learning styles. 237
94 oxford big ideas humanities and social sciences 8 western australian curriculum chapter 4 coastal landscapes 95
x oxford big ideas humanities and social sciences 8 western australian curriculum
00_OBI_HUMS8_WA_07608_TXT_SI.indd 10 3/10/2016 10:18 am Focus on concepts and skills Complete coverage of all concepts and skills provided in stand-alone reference ‘toolkits’. All of these concepts and skills are also integrated throughout the text so students can see them at work in context.
14.1 Civics and citizenship Rich task activities concepts Democratic values These freedoms are a very important part Democratic values are the beliefs and ideals that of living in a democracy as they allow us to are held by our society as a democracy. Such values Skill drill activities guide participate and have a say in the way our country include respect, equality, fairness and freedom (see Civics and citizenship students can use a wide range of concepts to help them understand the workings of 13A What doesis itrun. mean If weto becouldn’t a responsible safely participate business? in our Source 2). It is important to understand democratic encourage students to Australia’s political and legal systems. These concepts may be used together or as separate ideas. As you learn society, then it wouldn’t be a democracy at all. to use each of these key concepts you will begin to think like an active citizen. values when examining Australia’s political 13A rich task system. By understanding democratic values and Democratic The six key concepts of civics and citizenship are:The Body Shop regularly monitors its impact on and support students step De nition society and the environment through of cial investigations, skilldrill their purpose, we can assess if a government is value • democracydemocracy called audits. It releases this information publicly and operating as a true democracy. respect treating others with consideration and valuing apply the knowledge and • democraticdemocratic values values Socially uses it to• help justicejustice improve its level of social responsibility. Creating a Forconcept example, inmap Australia (like many democraticApply the skill their views, beliefs and rights • thethe Westminster Westminster system system • participationparticipation nations), freedom is a very important part 1of Use the steps above to createrights a and concept privileges map for for all, thewithout A concept map is a visual display of ideas and how they discrimination based on gender, race, by step as they learn and • rightsrights and and responsibilities responsibilities. society. In Australia we are free to say and do topic of ‘socialequality responsibility’. based on gender, race, responsible . link to one another. Ideas are usually represented in a religion, age, sexual orientation or level of many things. For example, we are free to protest education; all citizens have the right to the box or circle, connected together by lines when there is a skills they have learned same opportunities if we do not agree with something or if we feel relationship between ideas. Words can be placed on the your understanding business:Democracy Extend all people are treated fairly, or without lines to explainpassionately the relationship that between something the ideas. should It is change. a We fairness injustice, and are given equal opportunity; apply key skills. are free to practice whatever religion we want to, A democracy is a system of government run by great way to show others what you are thinking and to 1 Visit The Body Shop websitealso knownvia the as link a ‘fairin your go’ in obook Australia The Body Shopgovernment including no religion. the people, for the people. In most democratic run by keep track of your thoughts. You can map out your ideas and write down a list of thingsrights, thatprivileges the company and responsibilities does for all freedom in each chapter to a new on paper or on your computer or tablet. without interference, or control from other societies, citizens are involved in the running of to be socially responsible. The Body Shop is a cosmetics company citizens or government society by electing people who will represent them Step 1 Identify the topic you are interested in. In the 2 What potential bene ts would The Body Shop receive Source 2 Democratic values that wasin government.founded by Representativesentrepreneur Dameof the people then example shown in Source 4 the topic is ‘Cosmetics by operating in a sociallyDemocratic responsible values way? develop policies and make laws business’. Anita Roddick in 1976. The businesslaws The Westminster system 3 What are the potential costs or disadvantages The and interesting case study, people who have elected them. on behalf of the Step 2 Write the topic and a list of all the concepts and started in England and opened its rst Body Shop would experience for being socially The concept of democracy has been around ideas thatAustralia’s are related system to the topic.of government is based on theresponsible? Australian store in 1983. It is now well for a long time, with many civilisations and Step 3 ConnectWestminster related ideas system. with Thea line, Westminster adding a word system 4 is Thinka of another business you come into contact knownsocieties around throughout the world history. with 90 The stores term democracy or two toform the lineof parliamentaryif the relationship government needs clari cation. originating inwith regularly. How could they be more socially event or issue. acrosscomes Australia from thealone. Greek words ‘demos’ (meaning Source 2 The Body Shop is a business that is internationally Step 4 Keepthe adding United concepts Kingdom. that It relate is named or follow after the area ofresponsible? Draft a letter to that business identifying citizen) and ‘kratos’ (meaning rule). The people ofrenowned for its commitment to social responsibility. on fromLondon the main where concepts the that British you haveparliament already how their business could be more socially responsible parliament Extend your understanding ancient Greece practised what is known as a direct identi ed(see using Source the same3). The process Westminster as in the system is has located been and convincing them that these changes would bene t previous step. their business. Muchdemocracy of this success. A isdirect due todemocracy its reputation involves as a socially citizensdirect adopted by a number of countries, including responsiblemeeting business together as wellto make as the laws quality for products their society. that Canada and New Zealand. It includes: it offers toToday, its customers. most democratic Over the years, societies Anita such and Theas • a lower house of parliament that has been activities challenge students BodyAustralia Shop have are run representative campaigns protecting democracies human rights, elected democratically by the people safe working Source 1 The Australian House of Representatives is made product testing animalsmeans and wethe electenvironment, representatives and have toshown make commit- laws. This on The Australian House of Representatives is made • a head of state or sovereign (such as the Queen conditions up of the people we have elected to represent us in our require mentour to boostingbehalf. Inbody Australia, image and citizens self-esteem over the, winning age of 18 requires democracy. or Governor General) whose jobproduct is mainly employees the supportare required of a generation to vote for of consumers.candidates in elections for ceremonial from cost federal, state and local government. Our system wages and to conduct further research, In 1990, the business even opened its own manufacturing• a head of government (such as a prime of voting is compulsory, unlike other democracies incentives charity, The Body Shop Foundation. The minister) who leads the majorityneeds of needs such as the Unitedfoundation Kingdom gives nancialor the United support States representatives in the lower house where participatingto innovative in elections organisations is optional. that • an executive or cabinet made up of members of otherwise would have had little parliament (MPs) Cosmetics business or complete group work, to hope of gaining conventional • funding. Its focus is on an independent civil service that serves the government in power assisting those working to needs follows Competition social media achieve progress in the areas • an independent judiciary (made up of the and Consumer advertising judiciary (made up of the of human and civil rights, courts), whichincludes upholds the rule of law. must follow Act (2010) deepen their understanding responsible 356 oxford big ideas humanities andthe social environment sciences and 8 western animal australian curriculum In Australia, the Westminster systemmarketing is used by businessSource practices 3 Westminster Palace, Houses of Parliament, protection. both our federal andincludes state governments. Westminstershould Palace, include Houses of Parliament, western australian curriculum charity London social Source 1 The founder of The sponsorship responsibility Body Shop, Dame Anita Roddick, Source 3 The Body Shop has 90 stores in Australia. of an issue or skill being passed away in 20 07, but the core values she instilled in the business Source 4 A basic concept map exploring a cosmetics business chapter 14 the civics and citizenship toolkit remain present today. the civics and citizenship toolkit 357 investigated. 344 oxford big ideas humanities and social sciences 8 western australian curriculum chapter 13 consumers and businesses 345
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obook assess is compatible with laptops, iPads, tablets and IWBs, and access to content is provided online and o ine.
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00_OBI_HUMS8_WA_07608_TXT_SI.indd 11 26/09/2016 11:13 am Landforms and landscapes Landforms and landscapes The Earth’s surface is made up of a vast number of elements that have been brought together to create amazing shapes and formations. To study and understand all these formations, geographers organise them into groups based on characteristics that are similar. These different groups are referred to as landscapes. There are many different types of natural landscapes on Earth – including mountain landscapes, coastal landscapes and riverine landscapes. Landscapes created by people are called human landscapes. Natural landscapes are made up of a variety of geographical features known as landforms such as hills, caves and valleys. SAMPLE 2A What are landforms and landscapes? 1 Use Source 1 to identify two different landforms and two types of landscapes. 2 Think about the place in which you live. Can you identify two different landforms and two types of landscapes that you see every day?
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Source 1 This satellite image of Las VegasSAMPLE shows many different landscapes and landforms. 2
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What is a landscape? mainly unaffected by human activity and are typical to particular areas of the world. Human A landscape is part of the Earth’s surface. It consists landscapes (for example, cities and farms) have been of a variety of geographical features that are created and modi ed by people. Human landscapes characteristic of an area. Landscapes are divided into are sometimes also referred to as cultural landscapes. two main categories – natural and human. Natural Some different types of landscapes are described landscapes (for example, mountains and deserts) are below.
WORLD: EXAMPLES OF DIFFERENT LANDSCAPES
5 1 Mountain 6 Human 2 Coastal Karst Arctic Circle
Tropic of Cancer
SAMPLE Equator
Tropic of Capricorn
01500 3000 km 4 Desert Antarctic Circle
3 Riverine
Source 1 Source: Oxford University Press
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Source 2 The Himalayas in Asia are an example of a mountain landscape.
1 Mountain landscapes 2 Coastal landscapes Mountain landscapes are formed by tectonic plates The coast is where a land mass meets the sea. Coastal on the Earth’s surface pushing against each other. landscapes are shaped by the natural forces of the This movement and pressure causes the shape of the wind and waves. These geographical forces erode land to change. The land is pushed up in a vertical (wear away) or construct (build up) the natural direction and over time forms mountains. Mountains environment, constantly changing its shape. Features rise high above their surroundings. Mountains can of coastal landscapes include beaches, dunes, bays, stand alone, be grouped in ranges, or form ridges. We cliffs, platforms, spits and lagoons. We will explore Arctic Circle will explore mountain landscapes in more detail in coastal landscapes in more detail in Chapter 4. Chapter 3.
Tropic of Cancer
Equator SAMPLE
Tropic of Capricorn
0 1500 3000 km
Antarctic Circle
Source 3 Peggy’s Cove in Nova Scotia, Canada, is an example of a coastal landscape. Source: Oxford University Press
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to the north and south of the Equator). Cold deserts are located closer to the Arctic and Antarctic Circles (the circles of latitude in the far north and far south). Because of the lack of rain they have little vegetation (plant life). Instead deserts are characterised by sand dunes, rock and gravel.
5 Karst landscapes A karst landscape is formed when easily dissolvable bedrock (the rock below the surface of the land) such as limestone is worn away by slightly acidic water, from an underground source or a source
Source 4 The Wanganui River system in New Zealand is an on the Earth’s surface. These ows of water form example of a riverine landscape. unique features such as caves, stalactites, springs and sinkholes. Karst landscapes are extremely unstable areas of land. Sinkholes are formed when rock 3 Riverine landscapes beneath the Earth's surface has eroded away and sections of land on the surface collapse. Sinkholes A riverine landscape is one formed by the natural can range in size from a few metres to more than movement of a water system such as a river. A 1 kilometre deep and have been known to riverine landscape includes the ecosystems (all occasionally collapse, swallowing up everything on living things including plants and animals) in and the surface including cars and buildings. around the area of a river. A riverine landscape may also be de ned as a network of rivers and the surrounding land. Riverine landscapes are excellent for agricultural uses such as farming because the land is rich and fertile. They are a valuable resource for growing food.
4 Arid landscapes A desert is de ned as an area of land which receives no more than 250 millimetres of rain per year. Deserts cover about one-third of the Earth’s surface and contain some of the most uninhabitable regions on Earth. There are two types ofSAMPLE deserts – hot deserts and cold deserts. Hot deserts are located along the Source 6 The Skocjan Caves in Slovenia are an example of a Tropics of Cancer and Capricorn (the latitude lines karst landscape.
Source 5 The Sahara desert in North Africa is an example of an arid landscape.
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6 Human landscapes Check your learning 2.1 Unlike the types of naturally occurring landscapes Remember and understand described above, human landscapes are created by people. Human landscapes provide evidence 1 What is the meaning of the geographical term of human settlement and occupation of an ‘landscape’? environment. Features of human landscapes include 2 Which types of landscapes are found around the elements of infrastructure such as buildings, roads, Tropics of Cancer and Capricorn? transport, energy, sewerage and telecommunication 3 Why do you think human landscapes are included systems. The construction of human landscapes in the de nition of the word 'landscape'? often results in the damage or destruction of natural Apply and analyse landscapes but commonly incorporates some natural geographical features in its design, for example 4 Look carefully at Source 1. harbours and mountains. a How many different types of landscapes are shown on this map? b What types of landscapes can you identify in Australia? c Write a description of the location of desert landscapes. Give possible reasons to explain Source 7 The capital city of China, Beijing, is an example of a why they are found there. human landscape. Evaluate and create
5 Research one landscape that interests you. Your chosen landscape might be on the World Heritage List (such as karst in the Skocjan Caves Regional Park) or in your local area. Investigate what makes this landscape unique, and provide information about how it is used. Present your research in the form of a brochure, poster or webpage. SAMPLE
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COASTAL LANDSCAPES MOUNTAIN LANDSCAPES RIVERINE LANDSCAPES ARID LANDSCAPES Atoll Cirque Delta Butte 2.2 The Earth’s landforms Ring-shaped coral reef or a string of Bowl-shaped hollow at the head of Fan-shaped, low-lying area of deposits at Flat-topped hill closely spaced small coral islands a valley or on a mountainside the mouth of a river Desert dune encircling a shallow lagoon formed by glacial erosion Drainage basin Wind-blown particle formation Archipelago Glacier Area providing water to a river system Hamada are shaped and created by a natural process, such as Group or chain of islands Large frozen river of ice that slowly What is a landform? Estuary Area covered in boulders and large tectonic activity and erosion. Natural landscapes are Bay moves down a valley in response to River mouth broadening into the sea stones Broad, curved indentation in the coastline gravity A landform is a natural geographic feature or shape made up of a variety of landforms. Often landforms Floodplain Inselberg Beach Mountain Flat area over which water spreads in times Isolated, steep-sided hill of resistant that appears on the Earth’s surface. Large landforms are not unique to a single landscape. For example, a Deposited rock particles – such as sand, Steep-sided, lone peak rising over of ood rock on a plain gravel or pebbles – along the coastline 600 metres above the surrounding include mountains, plains, and rivers while small hill can be found in many different landscapes. land Gorge Mesa Cliff Deep, narrow, steep-sided valley Flat-topped, steep-sided plateau landforms include hills and billabongs. Landforms Steep rock face formed by the action of Mountain range Lake Oasis the waves Chain of connected mountains mountain range Large body of water surrounded by land Desert area with a water supply Coral reef Ridge Meander provided by groundwater Underwater ridge formed by the growth Long, narrow elevation of land mountain Bend in a river Wadi and deposit of coral Volcano Oxbow lake Dry watercourse in a narrow valley Headland Opening in the Earth’s crust where Crescent-shaped lake on a river oodplain that divides a plateau Narrow, high land jutting out from a molten rock, ash and gas can coastal cliff into the sea escape River Natural waterway that takes water downhill Island ridge by gravity to the sea V-shaped valley Area of land surrounded by water Tributary volcano Isthmus Small river that joins a larger river Narrow strip of land or sand that cirque connects an island to the mainland V-shaped valley Narrow, steep-sided valley carved out by the glacier Spit upper reaches of a river watershed Narrow strip of sand protruding into the sea Waterfall River-water spill over resistant rock Stack Tall pillar of rock formed by wave action Watershed drainage basin eroding a cliff High point from which water ows into a drainage basin
gorge
island river headland cliff waterfall stack
tributary oodplain meander
lake oxbow lake SAMPLE bay archipelago delta
estuary isthmus
wadi oasis inselberg spit
atoll mesa beach
hamada butte coral reef
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COASTAL LANDSCAPES MOUNTAIN LANDSCAPES RIVERINE LANDSCAPES ARID LANDSCAPES Atoll Cirque Delta Butte Ring-shaped coral reef or a string of Bowl-shaped hollow at the head of Fan-shaped, low-lying area of deposits at Flat-topped hill closely spaced small coral islands a valley or on a mountainside the mouth of a river Desert dune encircling a shallow lagoon formed by glacial erosion Drainage basin Wind-blown particle formation Archipelago Glacier Area providing water to a river system Hamada Group or chain of islands are shaped and created by a natural process, such as Large frozen river of ice that slowly Estuary Area covered in boulders and large tectonic activity and erosion. Natural landscapes are Bay moves down a valley in response to River mouth broadening into the sea stones Broad, curved indentation in the coastline gravity made up of a variety of landforms. Often landforms Floodplain Inselberg Beach Mountain Flat area over which water spreads in times Isolated, steep-sided hill of resistant are not unique to a single landscape. For example, a Deposited rock particles – such as sand, Steep-sided, lone peak rising over of ood rock on a plain gravel or pebbles – along the coastline 600 metres above the surrounding hill can be found in many different landscapes. land Gorge Mesa Cliff Deep, narrow, steep-sided valley Flat-topped, steep-sided plateau Steep rock face formed by the action of Mountain range Lake Oasis the waves Chain of connected mountains mountain range Large body of water surrounded by land Desert area with a water supply Coral reef Ridge Meander provided by groundwater Underwater ridge formed by the growth Long, narrow elevation of land mountain Bend in a river Wadi and deposit of coral Volcano Oxbow lake Dry watercourse in a narrow valley Headland Opening in the Earth’s crust where Crescent-shaped lake on a river oodplain that divides a plateau Narrow, high land jutting out from a molten rock, ash and gas can coastal cliff into the sea escape River Natural waterway that takes water downhill Island ridge by gravity to the sea V-shaped valley Area of land surrounded by water Tributary volcano Isthmus Small river that joins a larger river Narrow strip of land or sand that cirque connects an island to the mainland V-shaped valley Narrow, steep-sided valley carved out by the glacier Spit upper reaches of a river watershed Narrow strip of sand protruding into the sea Waterfall River-water spill over resistant rock Stack Tall pillar of rock formed by wave action Watershed drainage basin eroding a cliff High point from which water ows into a drainage basin gorge Source 1 Some common landforms island found in different natural landscapes river headland cliff waterfall stack Check your learning 2.2 tributary oodplain meander Remember and understand lake oxbow lake 1 Describe the meaning of the geographical term ‘landform’. bay archipelagoSAMPLE delta 2 Identify four geomorphic processes. Apply and analyse isthmus estuary 3 Identify an Australian example of at least ve of the landforms described in Source 1. wadi Evaluate and create oasis inselberg spit 4 Create a travel brochure for the Western Australian government tourism agency promoting one of atoll mesa the landforms shown in Source 1. Investigate beach the landform and provide a description including information about how it was formed. You should include persuasive text that aims to encourage hamada butte coral reef tourists to visit your chosen landform. desert dune chapter 2 landforms and landscapes 47
02_OBI_HUMS8_WA_07608_TXT_SI.indd 47 27/09/2016 11:39 am 2A What are landforms and landscapes? 2.3 Landforms and landscapes Source 1 Some common landforms found in different landscapes around the world
Australia’s landscapes and landforms are among the historical meaning, and they provide an identity most unique in the world. From arid desert regions for people and places. Countries all over the world in the north-west to snow-covered mountains in have their own unique landforms. Some examples the south-east, Australia’s landscapes differ from are Yellowstone National Park in the United States, region to region. Australia is the sixth-largest country the Sossusvlei red dunes in Namibia and the Perito in the world by area and due to its large size, our Moreno Glacier in Argentina. country is home to many diverse landscapes and distinctive landforms. Protecting our landscapes and Iconic landscapes and landforms landforms While some landscapes and landforms around the world are protected from humans, many landscapes When we think of Aussie icons, we might think have been affected by human activity. A challenge of Vegemite or the Sydney Opera House. But when for people around the world is to ensure that geographers use the word iconic, they are describing natural landscapes and landforms are enjoyed in a something that is widely admired, spiritually sustainable way so that they are there for us in the important or unique to the scenery of the area. future. It is everyone’s responsibility to look after We have many iconic landforms and landscapes in our landforms and landscapes. Australia – Uluru, the Great Barrier Reef, Wave Rock There are over 500 national parks in Australia or the Bungle Bungle Range to name a few – that alone that cover over 28 million hectares of land. people from around the world immediately recognise These parks, along with other conservation reserves as being from Australia because they are so unique. and heritage listed sites, are kept safe from human These landscapes are so important because they activities such as farming and land clearing, which connect people through tourism, spiritual value and are banned in these areas.
Check your learning 2.3SAMPLE Remember and understand c Write a short description of the image of the Riverina oodplain in New South Wales. 1 In which two landscape types would you nd Describe the advantages and disadvantages valleys? of living in this area. 2 In which Australian location would you nd an inselberg? Evaluate and create Apply and analyse 4 Conduct some research on iconic landscapes and landforms in Australia and around the world. Then 3 Look carefully at Source 1. create a poster of one example, identifying where it a How many different types of landforms are is, how it was formed and what makes it iconic. included in this table? b Why do you think Australia has so many different landforms?
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Source 1 Some common landforms found in different landscapes Landscape Some common landforms An Australian example A world example 2.3 Landforms and landscapes type found in that landscape
Mountain • Mountain – a large elevation At a height of 2228 metres above sea Mount Everest is the tallest mountain around the world on the Earth’s surface level, Mount Kosciuszko in NSW is the in the world at 8848 m tall. • Ridge – a long, narrow, highest mountain in Australia elevated surface • Valley – a low area enclosed by mountains
Coastal • Stack – a vertical column The Twelve Apostles is a group of The White Cliffs of Dover are found of rock limestone stacks off the shore of along the southern coast of England. • Beach – a sandy or the Port Campbell National Park in pebbly shore Victoria. • Headland – a high, rocky outcrop of land
Riverine • Floodplain – a low-lying area The Riverina area in NSW is made Majuli is one of the largest river regularly ooded by a river up of at oodplains irrigated by the islands in the world on the • Riverbed – the channel Murrumbidgee, Edward and Lachlan Brahmaputra River in India. in which the river ows rivers. • Billabong – an arm of a river which forms a pool, only joining with the river in times of ooding
Arid • Inselberg – an isolated Uluru is a large sandstone rock The Sahara Desert, located in steep-sided rock hill on formation in the southern part of northern Africa, is an example of an a plain the Northern Territory, known as an arid landscape. It is the third-largest • Oasis – a supply of inselberg. desert in the world. groundwater in the desertSAMPLE • Grassland plains – a large, at area sparsely covered with grasses
Karst • Spring – a basin in the rock The Wombeyan Caves in NSW The Guilin Karst hills and caves are allowing water to consist of nine limestone caves with made of limestone and are a spiritual come to the Earth’s surface spectacular stalactites and other place to visit in China. • Cave – a large hollow formations. underground with an opening • Stalactite – a formation that hangs from the ceiling of a cave, formed by dripping water and minerals
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02_OBI_HUMS8_WA_07608_TXT_SI.indd 49 27/09/2016 11:40 am 2A What are landforms and landscapes? 2.4 Valuing landforms and landscapes
Landforms and landscapes around the world are valued by many different people for many different reasons. Some people may feel a deep personal connection to a particular landscape, while others are more interested in the money that can be earned from it. The value a person attaches to a particular landscape often depends on factors such as their age, occupation, education, cultural background and Source 1 This poster for the lm Australia re ects the colours experiences. In general, geographers divide the ways of the Australian outback. It is an example of how the Australian in which people value landforms and landscapes into landscape has cultural value. four categories: • cultural value • aesthetic value have a transformative effect on the English Lady Sarah • spiritual value • economic value. Ashley, and by the end of the lm she feels Australian. Indigenous Australians express the importance Cultural value of the land to them through Dreaming stories, song and dance, and their art. Nearly all Aboriginal art Cultural value is linked to the importance of relates to the landscape and maps the landscape landforms and landscapes as expressed by people and the landforms of importance to the Indigenous through creative means such as poetry, literature, community. art and lms. Australia’s landscapes and landforms have shaped Australian culture and identity. The lm Spiritual value Australia, shown in Source 1, was a box-of ce hit in Australia. Set in northern Australia at the start of For Indigenous Australians the spiritual value of World War II, the lm features the vast, unforgiving land is expressed through the concept of ‘Country’. landscapes of the outback, as wellSAMPLE as the tropical Indigenous peoples believe that the myths of their landscape of the Far North. These unique landscapes Dreaming bind them to the land. They also believe that their ancestors live on through the land and ensure their continued connection with it. Landscapes contain many sacred sites of spiritual importance. Uluru, for example, is a sacred place to the Anangu people who live in the area. They believe that in the Dreaming, a great sand hill was transformed into this rock along with the Kunia people who lived there. Aesthetic value The aesthetic value of a landscape is closely linked Source 2 Karlu Karlu (also known as the Devil's Marbles) is to its beauty and uniqueness. The aesthetic value sacred to Indigenous Australians. This is an example of how landforms can have spiritual value. attached to a place is always subjective (personal).
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People are drawn to places for many reasons. Being surrounded by the beauty of the landscape may give someone a sense of freedom, stability and wellbeing. An individual might be drawn to a particular landform because of its overwhelming majesty, creating a personal connection to that place. The aesthetic value of the landscape to the community has been recognised through the creation of national parks, where land has been Source 3 Unique and beautiful landscapes along the set aside for the public’s use and enjoyment. The Australian coast are an example of aesthetic value. rst national park in Australia, the Royal National Park, south of Sydney, was established in 1879. There are now 516 national parks. Perth’s Kings Park was established in 1895 and was originally called Perth Park. Economic value Economic value is a measurement of how nancially important landscapes and landforms are. Economic Source 4 Landscapes with high mineral and metal deposits are an example of economic value. value is particularly relevant to the tourism and mining industries in Australia. Tourism Western Check your learning 2.4 Australia, for example, wants regular visitors to its state because people who travel spend money on Remember and understand accommodation, transport, food, souvenirs and 1 Describe the concept of ‘value’. activities. This money provides income for the 2 What does it mean for a landscape to have tourism and hospitality industries and the State aesthetic value? of Western Australia. The south-west of Western 3 What does it mean for a landscape to have cultural Australia is a landscape with a high economic value value? due to its popularity with tourists. Mining is the process of extracting natural Apply and analyse resources from within the earth. These resources are 4 Look carefully at Source 4. sold, processed and used to manufacture a variety a Which value is being attached to this source? of goods – from jewellery and toys to construction b What groups of people are most likely to materials. The mining industry attaches economic have a different opinion as to the value of this value to landcapes that contain sought-afterSAMPLE metals landscape? Create a table to show the groups and minerals like coal and gold. and their possible opinions. c What reasons might you list to account for, or What is the true value? explain, these differences of opinion? The same landscape can be valued by different Evaluate and create people for different reasons. To a mining corporation, 5 Research a book, poem, movie or website that has the economic value of a landscape might be most cultural value for Australia, or a country or place that important. To an Indigenous Australian community, you feel connected to. Create a digital poster using however, the spiritual value may be most important. a design program such as Glogster to present your Then again, an artist might appreciate the aesthetic ndings. Include the title of the work, its author, a value of a landform. All these values are important to blurb about it and an image to represent it. Most consider when deciding on how a landscape is best put importantly, provide three reasons why you feel it to use. has particular cultural signi cance.
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Landscapes and their stories have been important The legend of the Glasshouse parts of people’s cultures and lives throughout history. In Western Australia, the Noongar people had Nyitting Mountains: a creation story from or Dreaming – the creation stories that told of the Australia connection between people and the spiritual realm. To Noongar people, who lived in the south-west of According to the Gubbi Gubbi people, Mount Western Australia for over 45 000 years, the landscape Tibrogargan, the father, and Mount Beerwah, the had meaning. The stories can vary from place to place, mother, had many children, the eldest of whom was but one creation story of the Nyitting (ancestral time) Mount Coonowrin. One day, Mount Tibrogargan was is of the Waugal, a great serpent-like spirit that created looking out to sea and saw a great wave approaching. the landscape. According to the Noongar people, the He called out to his eldest son, Coonowrin, to help Waugal makes the rain, lightning and thunder. They his mother, Mount Beerwah, who was pregnant believe that during the Nyitting, the Waugal slithering with child. over land created the sand dunes and the shape of the In the meantime, Tibrogargan gathered up his rivers. When the Waugal stopped to rest it created the other children and began to run towards higher bays and lakes. land. When Tibrogargan looked back to check that Coonowrin was helping his mother, he was angered to see him running off alone. He chased his son and, in a great rage, smashed him on the head with his club, dislocating his neck. Later, when the oods had gone, Coonowrin begged his father for forgiveness, but all his father could do was weep in shame, creating the streams that still run in the region. He asked his son why he had not helped his mother. Coonowrin – not knowing his mother SAMPLEwas pregnant − replied that Beerwah was the biggest of all of them and could look after herself. This angered Tibrogargan even more. He turned his back and vowed never to look at his son again. Even today, Tibrogargan gazes out to sea and Coonowrin hangs his head and cries, his tears running off to the sea. His mother Beerwah is still pregnant as it takes a long time to give birth to a mountain.
Source 1 Mount Coonowrin sitting beside his pregnant mother, Mount Beerwah, Queensland
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02_OBI_HUMS8_WA_07608_TXT_SI.indd 52 27/09/2016 11:40 am 2A What are landforms and landscapes? 2.5 Connecting through keyconcept: Place Links between people and the landscape stories natural landscape Not all people think about and see the same place in the same way. These differences result from many factors, such as cultural background, education and life experiences. Scientists such as geologists and vulcanologists have studied mountains and revealed a great deal about their formation. Local indigenous people, too, have their own stories relating to the creation of these landscapes. For many indigenous people around the world, mountains are much more than lifeless rocks. Many indigenous people believe that the mountains were alive in the time before humans walked the Earth. They believe that the shapes and locations of mountains can tell us about ancient events. Learning these stories helps us to appreciate that we do not all Source 2 Mount Taranaki wearing a cloak of clouds see the same place in the same way. For many people there is a deep spiritual link between the landscape and themselves. Check your learning 2.5 For more information on the key concept of place, Remember and understand refer to page 6 of ‘The geography toolkit’. 1 Examine Source 1. Which of these mountains is Beerwah and which is Coonowrin? Give reasons The legend of Mount Tongariro: a for your answer. 2 According to the creation story from New Zealand, creation story from New Zealand why did the volcanoes ght? 3 Why do you think many indigenous people have According to the Maori people, the mountains of legends to explain landscapes? New Zealand were once warriors and gods who moved about the landscape. In the centre of the Apply and analyse North Island stood seven great mountains. Six of the 4 Compare the two legends. mountains were male; Mount PihangaSAMPLE was the only a What features do both have in common? female. Clothed in native trees and vegetation, she b What is unique about each legend? was a great beauty and all the other mountains loved 5 As well as helping people to understand their her deeply. One night they decided to ght for her natural environment, each of these legends and a erce battle erupted. The land shook. Smoke, contains advice about how to live and behave. re and hot rocks lled the sky. What is this advice? Eventually, Tongariro was proven to be the supreme 6 What did you learn about the indigenous people warrior and won the right to stand beside Pihanga. The of these two regions by reading their legends? losers were given one night to move away or else they would be turned to stone. Taranaki, lled with anger Evaluate and create and jealousy, ed to the coast, gouging out a mighty 7 Research the creation stories from your area and valley as he went. Reaching the sea, he slept. When the prepare a presentation to your class explaining day broke he was trapped, and he still hides beneath a one of the stories. cloak of cloud.
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02_OBI_HUMS8_WA_07608_TXT_SI.indd 53 27/09/2016 11:40 am 2A What are landforms and landscapes? 2A rich task skilldrill Uluru: an iconic Constructing a population pyramid In order to better understand a group of people living in Australian the same place (i.e. a population), geographers often need to analyse and compare the different groups within that landform population (for example the number of men versus women, or young people versus old people). They do this by representing population data visually on a population pyramid. The term iconic refers to something that Although population pyramids are a type of bar graph, is an ‘icon’ or represents something of they are a little different. While standard bar graphs have importance. Uluru is an iconic symbol one horizontal axis (or x-axis) and one vertical axis (y-axis), of the Australian outback and one of the population pyramids have one y-axis and two x-axes, like graphs back to back. The y-axis runs vertically through the most visited landforms in Australia. Part middle separating the data for males on the left and females of the desert landscape and close to the on the right. continent’s geographical centre, Uluru Rather than show the actual numbers of men and women at each age group, population pyramids show attracts around 200 000 visitors a year. each of these groups as a percentage of the total Uluru rises approximately 348 metres population. This makes it easier for geographers to identify above the ground and measures about trends and changes in different areas of the population. Population pyramids are created from a table of data. 10.6 kilometres around its base. It is Source 2 is the data for the Northern Territory’s Indigenous a sacred place for the local Aboriginal population and Source 3 is the population pyramid. For people, the Anangu. Although the Northern more information on population pyramids refer to page 29 of ‘The geography toolkit’. Territory has the smallest population of any Australian state or territory, it has by Source 2 The Northern Territory’s Indigenous population Age group (years) Indigenous population % far the highest percentage of Indigenous Males Females Australians. Around one in three people 0–4 6.2 5.9 there (33 per cent) are of Indigenous 5–9 6.1 5.7 heritage. SAMPLE10–14 5.7 5.4 15–19 5.3 5.0 20–24 4.7 4.8 25–29 4.0 4.3 30–34 3.9 4.1 35–39 3.5 3.7 40–44 2.9 3.0 45–49 2.3 2.5 50–54 1.7 2.0 55–59 1.1 1.4 60–64 0.8 1.1 65–69 0.5 0.7 70 –74 0.3 0.5 Source 1 Uluru is Australia’s most recognisable landform. 75+ 0.3 0.6
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Source 3 Population pyramid for the Northern Territory's Step 3 Choose two different colours; alternate with one Indigenous population colour and then the other. This makes it easier to read Male Age (years) Female the graph. Constructing a population pyramid 75+ Step 4 Give your population pyramid a title. 70–74 In order to better understand a group of people living in 65–69 Apply the skill the same place (i.e. a population), geographers often need 60–64 to analyse and compare the different groups within that 55–59 1 Construct a population pyramid using the second population (for example the number of men versus women, or 50–54 set of data (Source 4) on Northern Territory's 45–49 young people versus old people). They do this by representing 40–44 non-Indigenous Population, following steps 1–4. population data visually on a population pyramid. 35–39 Although population pyramids are a type of bar graph, 30–34 Source 4 The Northern Territory’s non-Indigenous population they are a little different. While standard bar graphs have 25–29 20–24 Age group (years) Non-Indigenous population % one horizontal axis (or x-axis) and one vertical axis (y-axis), 15–19 Males Females population pyramids have one y-axis and two x-axes, like 10–14 0–4 3.5 3.3 graphs back to back. The y-axis runs vertically through the 5–9 middle separating the data for males on the left and females 0–4 5–9 3.4 3.1 on the right. 7 6 5 4 3 2 1 0 10 2 3 4 5 6 7 10–14 3.4 3.2 Percentage of the total population Rather than show the actual numbers of men and 15–19 3.2 2.9 The steps to construct a population pyramid using the women at each age group, population pyramids show 20–24 3.9 3.5 statistics in Source 2: each of these groups as a percentage of the total 25–29 4.3 4.2 population. This makes it easier for geographers to identify Step 1 Using 5 mm grid paper, rule your axes as follows: 30–34 4.6 4.3 trends and changes in different areas of the population. Vertical y-axis: There are 16 age groups in our 35–39 4.6 4.2 Population pyramids are created from a table of data. example. The age groups start at the bottom, with 40–44 4.6 4.0 Source 2 is the data for the Northern Territory’s Indigenous the 0–4 age group, and nishing at the top with the 45–49 4.4 3.9 population and Source 3 is the population pyramid. For 75+ age group. Keep this in mind while completing 50–54 4.0 3.5 more information on population pyramids refer to page 29 your y-axis, because the table shows the age 55–59 3.7 2.8 of ‘The geography toolkit’. groups from lowest to highest going down the 60–64 2.4 1.7 page. However, the population pyramid shows the 65–69 1.5 1.0 Source 2 The Northern Territory’s Indigenous population age groups from lowest to highest going up the 70 –74 0.7 0.5 page. Age group (years) Indigenous population % 75+ 0.8 0.8 Males Females Label the top of your y-axis, ‘Age (years)’. 0–4 6.2 5.9 Horizontal x-axes (left and right): Find the highest 5–9 6.1 5.7 percentage of both males and females. In our Extend your understanding 10–14 5.7 5.4 example, this is 6.2. Round this up to the nearest whole number, which is 7. Use twoSAMPLE 5 mm grids per 15–19 5.3 5.0 1 Use your population pyramid to answer the following unit to create two 7 cm axes. Rule your x-axes with 20–24 4.7 4.8 questions: 25–29 4.0 4.3 a scale from 0 to 7 from each side of the central a Which age group has the largest percentage for 30–34 3.9 4.1 y-axis to the left and right. both males and females? 35–39 3.5 3.7 Label the left side ‘Male’ and the right side ‘Female’ b Which is the smallest age group for each gender? 40–44 2.9 3.0 and write 'Percentage of the total population' along c What is the total percentage for the 0–4 age group? 45–49 2.3 2.5 the bottom. d What is the total percentage for the 35–39 age 50–54 1.7 2.0 Step 2 Using a sharp lead pencil, create your bar graphs group? 55–59 1.1 1.4 for each gender – rst males, then females. Be as e What is the total percentage for the 70–74 and 75+ 60–64 0.8 1.1 accurate as you can, and use the millimetre marks on a age groups? 65–69 0.5 0.7 clear plastic ruler. First draw 5 mm high vertical strokes to end each individual bar. You can rule up the horizontals 70 –74 0.3 0.5 of each bar later. 75+ 0.3 0.6
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