GeoWorld - Amazon S3€¦ · Unit 2: Place and liveability 6. Liveability: perceptions and...

A world of learning about

people, places and

environments

Series editor: Susan Bliss

NSWNSWGeoWorldGeoWorld

Contents

www.macmillaneducation.com.au /secondary

For all orders / enquiries, call Customer Support on 1300 764 276or email [email protected]

GeoWorld NSW 7

Unit 1: Landscapes and landforms

1. Distinctive landforms and geomorphic processes2. Restless Earth: geomorphic processes3. Landscapes: processes and values4. Changing landscapes: manage and protect5. Geomorphic hazards: causes, impacts

and responses

Unit 2: Place and liveability

6. Liveability: perceptions and influences7. Liveability: measurement and environmental factors 8. Urban, rural, remote places: access, identity and connections 9. Population and development: challenges to liveability 10. Strategies to enhance liveability

GeoWorld NSW 8

Unit 1: Water in the world

1. Water: resources and processes2. Values of water3. Water scarcity: nature, extent, causes and management4. Water management: towards sustain ability5. Australia’s water resources and management6. Atmospheric and hydrologic hazards and responses

Unit 2: Interconnections

7. Teenagers’ personal connections8. Travel, recreation, cultural and leisure connections9. Transport and ICT interconnections10. Production, consumption and trade: interconnections and effects

GeoWorld NSW 9

Unit 1: Sustainable biomes

1. From biomes to anthromes2. Biomes produce food and non-food products3. Factors affecting agricultural yields4. Challenges to food production5. Food security

Unit 2: Changing places

6. Urbanisation: causes and consequences7. Urban settlement patterns: Australia and USA 8. Changing Australia: migration9. China: internal migration and urbanisation10. Managing and planning Australia’s urban future

GeoWorld NSW 10

Unit 1: Environmental change and management1. Human-induced environmental change and management2. Human-induced climate change and management3. Marine: processes, change, management4. Coasts: processes, change, management5. Inland water: processes, change, management6. Urban: processes, change, management

Unit 2: Human wellbeing

7. Human wellbeing and development: measurement and mapping8. Spatial variations between and within countries9. Spatial variations: Australia, India, China and Russia10. Causes and consequences of spatial variations11. Improving human wellbeing

03/19

Orders may also be placed with your usual educational bookseller.

Prices are subject to change.

At Macmillan Science and Education (“Macmillan”) we recognise the importance of your privacy and understand your concerns about the security of the personal information you provide to us. We comply with the Australian Privacy Principles (APPs) as contained in the Privacy Act 1988 (Cth). The APPs detail how personal information may be collected, used, disclosed, stored and destroyed, and how an individual may gain access to or make complaints about the personal information held about them. ABN: 96 004 688 519

HEAD OFFICELocked Bag 1, PrahranVIC 3181

Title ISBN RRP GeoWorld NSW 7 Student Book + Digital 9781458662774 $41.50

GeoWorld NSW 7 Student Digital Access Card 9781458697912 $30.95

GeoWorld NSW 7 Teacher Digital Access 9781458697639 $162.95

GeoWorld NSW 8 Student Book + Digital 9781458662781 $41.50









ISBN 978 1 4586 6277 4

2 Place and liveabilityun

it

Santorini is a Greek island in the southern Aegean Sea. Santorini remained after a volcanic explosion, which destroyed early settlements and created the existing geological caldera.

200000_GW7_AC_NSW_06_1pp.indd 210 8/09/2015 10:39 am

Comprehensive eBook support for teachers includes:

• ready-to-go lesson plans • activities to extend or support

individual students• hands-on projects to spark

motivation • suggested answers • fieldwork activities• marking rubrics• editable teaching program.

Teacher support

GeoWorld NSW will equip students with geographical skills and general capabilities that can be applied in daily life and at work. Inquiry-based activities help students develop an appreciation of different perspectives in geographical knowledge, an understanding of ethical research principles, experience in teamwork, and critical and creative thinking. Embedded with cross-curriculum priorities throughout, the texts are well supported by a wealth of engaging resources that provide a sense of place.

Written for NSW This series links closely to all the new NSW curriculum content, including the three extra general capabilities: Civics and Citizenship, Difference and Diversity, and Work and Enterprise. All content, objectives and outcomes, values and attitudes, stage statements and assessment tasks have been tailored to support NSW requirements. Inquiry questions are an essential focus for all chapters, with opportunities for geographical investigations and fieldwork on all topics.

Student book features• Powerful images and succinct introductions to hook

students’ attention• Activities catering for a range of abilities• The latest geographical data and issues • Easy-to-use double-page spreads with vivid images,

maps and creative infographics.

ISBN 978 1 4586 6277 4

226

GeoWorld NSW 7: Australian Curriculum

6.7 Using and interpreting cartoons

The use of cartoons can be a very valuable tool in getting messages or ideas across about the liveability of places. It is the idea behind the cartoon that is important not the artistic quality of the drawing. Cartoons can be used to:• identify key geographical concepts (e.g. liveability)• analyse environmental and social issues

(e.g. climate change)• present different points of view or perspectives.

Cartoons can promote discussion, analysis and critical thinking through the identification of stereotypes and bias, keeping in mind that liveability is a personal perception.

TechniquesCartoonists use a variety of techniques to express a message:

• Caricatures are pictures of drawings that emphasise and exaggerate the peculiarities of people, things or places, usually in a humorous way.

• Symbols are easily recognised (e.g. crown = royalty, $$ = money).

• Colour suggests the tone or seriousness of an issue, and positive or negative feelings.

• Headings and captions give clues to the purpose of the cartoon.

• Irony uses words to express something different from their usual meaning, or satire, which uses sarcasm or irony to poke fun at or attack something.

Ten key questions for interpreting cartoonsThe ten key questions scaffold can assist in analysing cartoons. Create a mind map or annotate the cartoon as you answer the questions, making sure you relate it to your topic; for example, liveability. Summarising your ideas in this way will help you to discuss or write about the message of the cartoon.

6.7.1 Annotate cartoons with your ideas

Message: the use of child labour reduces the liveability of places for children and robs them of their childhood

Symbolism: ‘ball and chain’ = slavery

Box of supplies: lots of work for one child

Context: across the world thousands of children are forced to work because of poverty

Irony: children denied a childhood so other children can enjoy theirs

Sitting on the floor = poor workplace conditions

Facial expressions: happiness

Message: playing is a child’s human right

No mouth: no choice, no say

Thought bubble: the child wishes he could play

200000_GW7_AC_NSW_06_1pp.indd 2268/09/2015 10:39 am

Geolinks indicate online support

ISBN 978 1 4586 6277 4

Liveability: perceptions and influences

227

Ch

ap

ter 6

Cartoons versus photographsCartoons can have advantages over photographs when studying geographical issues. Cartoons can present perspectives and give a broader context to an issue. However, they can trivialise issues and enforce

2 Search the internet for a geographical cartoon relevant to the topic ‘Liveability’, or choose a cartoon from this textbook. Use key concepts such as environmental quality, safety, human rights, child exploitation or resources to focus your search.a Follow the ten key questions scaffold to analyse

the cartoon of your choice.b Draw a mind map of your ideas OR annotate

a copy of your cartoon manually or digitally.c Write a paragraph explaining the main message

and context of the cartoon.

Ten key questions scaffold

1 Does the cartoon have a title or caption?

2 What concept or issue is represented?

3 Are any symbols used? If so, what do they

represent? What is the relevance of the symbols

(e.g. heart or cupid = love; wearing black = villain)?

Can the symbols be interpreted in different ways?

4 Is colour important to the meaning of the

cartoon? 5 Do the facial expressions indicate any feelings

and emotions? 6 Are caricatures used in the cartoon? What is

being exaggerated? Why? Are the people in the

cartoon real? How exaggerated are they? Are

these exaggerations stereotypes?

7 Is a particular perspective or point of view

presented? If so, is it positive or negative? Is it

biased? What other points of view are there?

8 What is the purpose or motivation behind the

cartoon? 9 What is the message of the cartoon?

10 What is the context or background of the

cartoon? What is its topic and what are the

related issues and facts? What else do you know

about the topic or issue? Is it a global or local

issue? Where is it happening? What are the

circumstances? Can you link the cartoon to this

current topic?

Geoactivities 6.7

Inquiry and skills 1 Refer to 6.7.2.

a Why is the child inside the soccer ball?b What does the size of the foot indicate?c Do you think the player knows a child made the

ball?d Why might the child be determined to finish the

sewing?e What insight does the cartoon give to the issue

that cannot be interpreted in the photo?f Why are cartoons often used in conjunction with

stories and photographs?

6.7.2 Cartoons vs photographs

stereotypes. Photographs put real faces and places to an issue so they may be taken more seriously. The advantages and disadvantages of cartoons must be considered when they are used to investigate geographical issues.

200000_GW7_AC_NSW_06_1pp.indd 2278/09/2015 10:39 am

Clear links to the curriculum

Each double page is a self-contained lesson

Series editor: Susan Bliss

Highly illustrated with images,

maps and infographics

ISBN 978 1 4586 6277 4

Liveability: perceptions and influences

217

Ch

ap

ter 6

younger generations who now study hospitality,

foreign languages and tourism. While the

Uros have been criticised for allowing the

‘disneyfication’ of their culture, tourism may

guarantee the future liveability of the islands

and the survival of the Uros culture.

6.2.3 Lilypad islands—possible future floating worlds

Recycles waste

A central lake

collects and

purifies rainwater

Sources of

power include

solar panels on

mountainsides,

wind turbines

and wave power

generators.

Produces more

power than it

consumes and is

carbon neutral

Mountains and

forests provide

scenic variety

No roads and

cars. Transport is

by boat with

three marinas

Floats on ocean

currents

Houses 50 000

people

Geoactivities 6.2

Knowledge and understanding

1 Explain why the Dutch are planning floating cities,

such as the Lilypad.

2 List three examples of the connection sea gypsies

have with the sea.

3 What two issues are threatening the liveability of

oceans for sea gypsies?

4 Suggest ways that tourism would guarantee the

survival of the Uros culture.

5 Create a definition for the term ‘disneyfication’.

6 How important is culture as a location factor for the

Uros and sea gypsies?

7 What changes to the reed islands of Lake Titicaca

made them more liveable for young indigenous Uros

people?

Inquiry and skills

8 Refer to 6.2.1.

a Refer to an atlas to determine the latitude and

longitude of Lake Titicaca.

b Measure the distance from Puno to the Uros Islands.

c What is the approximate length and breadth of

Lake Titicaca? Calculate the area of the lake.

9 Refer to 6.2.2.

a Is there any evidence of sanitation in the

photograph? What do you think happens to

human waste?

b As a class discuss the basic needs of young

children. Create a list of these needs.

c Watch a YouTube clip or documentary on sea

gypsies (see Geolinks). Draw a conclusion

about the suitability of the ocean as a place for

children to live.

10 Refer to 6.2.3.

a What features of the Lilypad make it a

sustainable option for living in a world facing

climate change?

b Would you consider living on a floating

island? What would be the advantages and

disadvantages?

c Where might people living on floating islands get

employment?

d What would the island need to contain to be an

attractive place for teenagers?

A floating futureScientists warn of rising sea levels placing several

areas of the globe in danger of vanishing from

the map, disappearing under water. Society must

adapt and perhaps floating houses are an option.

200000_GW7_AC_NSW_06_1pp.indd 217

8/09/2015 10:39 am

Lake

TiticacaPuno

Uros Islands

LakeTiticaca

0 50 kmN

LakeTiticaca

UrosIslands

La Paz

BOL IV IA

PERU

Puno

Zepita

Achacachi

Huancane Swamp land

0 2 km

UTM Projection

N

ISBN 978 1 4586 6277 4

216

GeoWorld NSW 7: Australian Curriculum

6.2 Floating worlds and culture

Coastal islands and cities such as the Maldives and

New York may become unliveable in the future

because of climate change. While the Netherlands

continues to build structures to hold back the sea,

Dutch architects are now designing floating cities,

like the Lilypad, to house climate refugees.

The Indian and Pacific oceans are already

home to thousands of nomadic fishers and

hunters. The Bajau Laut and the Moken are two

of Asia’s sea gypsy communities. They live on

small boats with no fixed address and rely on the

sea for food and trade.

Moken spend up to nine months at sea, only

coming ashore to bury the dead or during the

stormy wet season.

Sea gypsies: body and soul

Sea gypsies have developed unique physical

adaptations. They can free dive to over 20 m, slow

their heart rate to 25 beats per minute to reduce

buoyancy, and have extraordinary underwater

vision. The Moken and Bajau Laut have a spiritual

bond with the sea. Bajau Laut thank the god of the

sea for good catches and use mediums to remove

bad spirits.

Overfishing and piracy are threatening the safety

and food security of the oceans for the sea gypsies,

while young people are seeking employment and

a modern, sustainable lifestyle on land.

6.2.2 Young sea gypsies in Semporna, Borneo. Today

some sea gypsies still live in small communities built on

stilts in shallow coastal bays.

6.2.1 Lake Titicaca

Reed islands Islands made from floating aquatic plants can be

found in Lake Titicaca, Peru. The traditional Uros

people made permanent islands from layers of

totora— a thick reed. The reeds were used to make

homes, watchtowers and boats and the Uros

survived by fishing, hunting and collecting birds’

eggs. Storms were the biggest threat to the liveability

of the islands. Today the lake is still home to several

hundred Uros. Traditional activities are still

important but life has modernised with solar

power, television, the internet and motorised boats.

Cultural survival The Uros moved their islands to safe locations

near shore after violent storms in the 1980s. This

meant they could work and study in Puno, and

tourism expanded. Uros showcase their culture

to 200 000 tourists a year with 80% of the

population now in tourism-related employment.

These changes have improved the islands for

Geoinfo

• Many sea gypsies are stateless, meaning they do

not belong to a country.

• When sea gypsies step on solid ground they

often suffer land sickness.

200000_GW7_AC_NSW_06_1pp.indd 216

8/09/2015 10:39 am

Differentiated activities

consolidate learning

Fascinatinginsights

NSWNSWGeoWorldGeoWorld

Student digital supportEach student book comes with lifetime access to an interactive eBook featuring:• tools for bookmarking, note-taking

and highlighting• weblinks for quick and easy access

to further research and information• auto-marking quizzes to reinforce

key concepts.

GeoWorld - Amazon S3€¦ · Unit 2: Place and liveability 6. Liveability: perceptions and...

Documents

Transcript of GeoWorld - Amazon S3€¦ · Unit 2: Place and liveability 6. Liveability: perceptions and...