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HUMAN WELLBEING WORKBOOK This book belongs to: _______________________________________________

Source of both images: “Work, life and dating in an ISIS war zone” http://www.marieclaire.co.uk/reports/workdating-war-zone-520453

ACTIVITY: Discuss what you think is meant by “Wellbeing”.

Decide which images shows a higher level of wellbeing and why there is a difference in such a small

geographic location.

ISIS war zone – local streetscape

ISIS war zone – Foreign reporter’s nightspot

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HUMAN WELLBEING

KEY INQUIRY QUESTIONS

• What makes human wellbeing a geographical issue?

• How can the spatial variations in human wellbeing and development be measured and explained?

• What are the economic, social and environmental impacts of variations in development and human

wellbeing?

• How do governments, groups and individuals respond to inequalities in development and human

wellbeing for a sustainable future?

CONTENT FOCUS

Students examine the nature of, and differences in, human wellbeing and development that exist within

and between countries. They describe ways of measuring human wellbeing and development to reveal

spatial variations and develop explanations for differences. Students investigate examples from Australia

and across the world of issues affecting development, the impact on human wellbeing and the

consequences of spatial variations across scales. Local, national and global initiatives to improve human

wellbeing are also examined.

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CONTENT

Human wellbeing and development

Students: • investigate ways of measuring and mapping human wellbeing and development, for example:

- examination of global indicators and benchmarks for human wellbeing

- description of ways of measuring and mapping human wellbeing and development for the

purpose of identifying and analysing spatial variations

- analysis of contemporary trends in human wellbeing and development

Spatial variations in human wellbeing

Students: • investigate causes, issues and consequences of spatial variations in human wellbeing, for example:

- description of spatial variations in human wellbeing and development between and within

countries using selected indicators

- examination of reasons for and consequences of spatial variations in human wellbeing and

development

- discussion of issues affecting the development of places and their impact on human wellbeing in

ONE country or region

Human wellbeing in Australia

Students: • investigate the reasons for and consequences of spatial variations in human wellbeing in Australia, for example:

- identification of differences in human wellbeing in Australia using a range of indicators

- examination of reasons for and consequences of differences in human wellbeing for TWO groups

of people in Australia eg cultural groups, unemployed, the aged, young people, people with

disabilities

- analysis of how human wellbeing is influenced by where people live in Australia

Improving human wellbeing

Students: • investigate initiatives to improve human wellbeing in Australia and other countries, for example:

- evaluation of initiatives by governments and non-government organisations to reduce spatial

variations in human wellbeing

- discussion of the role individuals play in improving human wellbeing

- proposal for action by governments, organisations or individuals to improve the wellbeing of ONE

group in Australia

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GLOSSARY

Aid The transfer of resources and help from, usually, wealthy nations (donors) to less developed (receivers).

Developed A state that has reached a high level of economic progress.

Development Economic, social and political changes that improve the wellbeing of people.

Economic migrant A person who moves location for a better job, lifestyle etc.

Famine A lack of food for a population.

Global indicators A set of statistical measures that make a quantitative statement about human wellbeing e.g. income, health etc.

Government organisation Any organisation run directly or indirectly by a government at any scale.

Human Development Index A statistic, constructed using a range of measures that aims to summarise the state of development of a nation.

Human Wellbeing The quality of life of a population

Inequality A marked difference between the living standards or state of being between two groups of people.

Less economically developed nation A country with a low level of economic activity.

More economically developed nation

A nation with low birth and death rates and much higher than average economic standard of living.

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Non-government organisation An organisation that has considerable scope and authority but is not part of the government structure e.g. Greenpeace.

Overpopulation A level at which the population exceeds the resources to maintain it.

Population pyramid A graphical representation of a population divided by gender and age.

Poverty Lacking key resources for wellbeing, usually money.

Refugee A person forced to move away from their home by war, famine etc.

Slum A area of poor housing characterised by high population density and poor provision of resources.

Social justice The study of access to justice in terms of geography and society.

Standard of living

The extent to which a social or economic factor applies to a person or group of people. The goal would be to find a high standard of living i.e. access to healthcare, employment, housing etc.

Territory A piece of land within a border that can be controlled by its state authorities.

Third World An older term, increasingly less used, referring to the developing world.

Under-developed A nation that has not fully developed its economy.

Uneven development Changes in economic structures that seen more in one area than another.

Welfare Those factors in the control of societies that improve the standard of living, usually of the most disadvantaged.

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Human wellbeing and development

Focus Questions: ➢ What is wellbeing? ➢ What factors can be used to measure wellbeing? ➢ How could measurements of wellbeing be visually represented? ➢ What are the patterns of wellbeing in the world today?

1. Talk to the person next to you and come up with a definition for wellbeing. What does it mean to

you?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Share your ideas with the class and add to your definition.

3. What do you think is the most important aspect of a person’s life that would contribute to their

wellbeing?

_______________________________________________________________________________________

4. Listen to those of other people in your class and then decide if the aspect can be measured or

cannot be measured.

Aspect of wellbeing

Measured Cannot be measured

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5. Pick one of the links below and examine the images. Fill in the See, Think, Wonder table

https://www.huffingtonpost.com.au/2014/04/11/children-prized-possessions-around-the-

world_n_5119733.html?ir=Australia

http://time.com/8515/hungry-planet-what-the-world-eats/

http://flavorwire.com/205437/photos-from-around-the-world-of-families-and-their-possessions/2

http://mic.com/articles/75173/21-images-of-where-children-sleep-around-the-world-paints-a-powerful-picture-of-

inequality

What do you SEE when you

view the images?

What are you THINKING

when you view the images?

What do you WONDER?

What questions do you want to ask?

6. Watch the Human Development video: https://www.youtube.com/watch?v=HwgZQ1DqG3w

Keep adding to your own definition!

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7. Respond to the questions below with your own knowledge and information from the reading on

the next page.

a. What is development and how could you tell if a country was developed or developing?

b. Identify 3 countries you know are developed and three which are developing.

c. Of your 6 countries, rank them in order of their level of development (making a list from

least to most developed)

d. What is meant by the word “dethrone” as used in line 3 of the reading?

e. Why does the UN suggest that GDP is not a good enough measure of development or

wellbeing on its own?

f. As a geographer researching human development and wellbeing, which do you think is

more important to use as a measure: economic outcomes e.g. levels of income, or social

outcomes e.g. life expectancy and literacy rates?

g. What overall message is given about the relationship between economic growth and

development and wellbeing from the UN?

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Reading: The United Nations Development Program

http://hdr.undp.org/en/content/what-human-development

Measuring human development grew out of global discussions on the links between economic growth and

development during the second half of the 20th Century. By the early 1960s there were increasingly loud

calls to “dethrone” the measurement of Gross Domestic Product (GDP): economic growth had emerged as

both a leading objective, and indicator, of national progress in many countries, even though GDP was

never intended to be used as a measure of wellbeing. In the 1970s and 80s development debate

considered using alternative focuses to go beyond GDP, including putting greater emphasis on

employment, followed by whether people had their basic needs met.

These ideas helped pave the way for the human development approach, which is about expanding the

richness of human life, rather than simply the richness of the economy in which human beings live. So how

do these ideas come together in the human development approach?

• People: the human development approach focuses on improving the lives people lead rather than

assuming that economic growth will lead, automatically, to greater opportunities for all. Income

growth is an important means to development, rather than an end in itself.

• Opportunities: human development is about giving people more freedom and opportunities to live

lives they value. In effect this means developing people’s abilities and giving them a chance to use

them. For example, educating a girl would build her skills, but it is of little use if she is denied access

to jobs, or does not have the skills for the local labour market. The diagram below looks at aspects

of human development that are foundational (that is they are a fundamental part of human

development); and aspects that are more contextual (that is they help to create the conditions that

allow people to flourish). Three foundations for human development are to live a healthy and

creative life, to be knowledgeable, and to have access to resources needed for a decent standard of

living. Many other aspects are important too, especially in helping to create the right conditions for

human development, such as environmental sustainability or equality between men and women.

Once the basics of human development are achieved, they open up opportunities for progress in

other aspects of life.

• Choices: human development is, fundamentally, about more choice. It is about providing people

with opportunities, not insisting that they make use of them. No one can guarantee human

happiness, and the choices people make are their own concern. The process of development –

human development - should at least create an environment for people, individually and

collectively, to develop to their full potential and to have a reasonable chance of leading productive

and creative lives that they value.

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Factors of Human Wellbeing

In the reading on page 8 we can see that measuring income (GDP) on its own has limitations as there is

often not always a direct link between wealth of a country and the wellbeing of all the individuals in that

country’s population.

8. Using the information below on three different indexes, decide which of the following is the most

effective measure of wellbeing.

HDI – the Human Development Index

The health dimension is assessed by life expectancy at birth, the education dimension is measured by mean of years

of schooling for adults aged 25 years and more and expected years of schooling for children of school entering age.

The standard of living dimension is measured by gross national income per capita.

GDP – Gross Domestic Product

Gross domestic product (GDP) is the monetary value of all the finished goods and services produced within

a country's borders in a specific time period.

World Happiness Report

This is a survey, often using voluntary submissions, and data from other polls. Some of the key variables

that have been found to support well-being in this survey include: income, healthy life expectancy, social

support, freedom, trust and generosity

Chosen ranking system Reason for choice

9. Use the following website to decide your own Index for Human Development.

http://www.zolabo.com/projects/hdi/

a. How many countries lived up to your standards?

b. What was your mean schooling?

c. What was your average wage?

d. Did Australia reach these targets?

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10. Read the article below about measuring absolute poverty and respond to the questions below.

a. What was the main issue identified with using a dollar amount to measure poverty?

b. Do you think this was an accurate way to measure poverty?

c. How would you define poverty?

d. Do you think poverty exists in a country like Australia? Why/why not?

e. Can you think of other measures of wellbeing that might have limitations?

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SKILL: CHOROPLETH MAPS Choropleth maps are simply a map which uses the shading of colour to show a theme. They often just use

on colour with different shades: the darker the shade the more frequent or dense the feature being

mapped occurs. By contrast the lighter the shading the feature occurs less frequently or at a lower density.

A choropleth map will use these colour shades over a geographic area which has boundaries which might

include mapping features between countries, so each country will have its own shading. They may also be

used to show differences within a country and the states or provinces of that country are then given their

own shading. It can also be used to show differences on a local scale with the boundaries of different

suburbs across being used to show a pattern of one city.

Some common themes or features mapped using a choropleth map are:

• averages e.g. water use, income

• rates e.g. population density, fertility or mortality

• total figures e.g. number of deaths, number of road accidents

Choropleth maps have their positives and negatives. Can you think, in general terms, what a choropleth

map would be useful for and what some of the disadvantages might be of using one?

Advantages Disadvantages

Example of a Choropleth map:

https://www.vox.com/2015/4/27/8503237/happiest-countries-happiness-map

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11. Using the choropleth map of Happiness level by country, respond to the questions below:

a. What feature does this map measure?

b. Describe the spatial distribution, using continents, regions and some examples of specific

countries of happiness. Use the ALARM table below to help you structure your response and

then write it below in proper sentences

Describe the spatial distribution of happiness

across the world. Continents Regions Countries

Name and Define Show your understanding of the theory with definitions and factual statements that you will build on

Describe Use facts or names and numbers to show details, characteristics and features

c. “Describe” asks for features and characteristics. Does your description use these from the

choropleth map? An easy way to check is to see if you have used names and numbers.

d. Is there a spatial association with development of countries and the level of happiness?

Is there a pattern between development and the happiness of a country?

e. Do you think this is a strong measurement for wellbeing?

Watch to get a better perspective on measuring happiness: https://www.youtube.com/watch?v=7Zqdqa4YNvI

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Have a go!

12. Use the map below to create a choropleth map for the number of students in each Australian state

or territory.

Step 1 – Calculate the total for each State and Territory.

Step 2 – Write the totals and the name of the State or Territory in descending order into the top

data table on the next page.

Step 3 – Decide on an appropriate scale for your key. Try and have around 5 categories as a

maximum. E.g. 0 – 500 students, 501 – 1000 students etc

Step 4 – Decide on the colour and shade your key. Remember darker shades for higher frequency

and lighter shades to lower frequency.

Step 5 – Colour the map using your key and the data you have organised.

Step 6 – Give the map an appropriate title.

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Data table (for Step 2)

State or territory Total number of students by State/Territory

Key (for Step 3 and 4)

Map (for Step 5)

Bonus questions:

Do you think this data is useful in studying wellbeing?

What further information would you want to know?

Do you think the information comes from a reliable source?

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SKILL: POPULATION PYRAMIDS Population pyramids are a visual display of a population in a country. They generally use two sets of bar

graphs and have a central scale which measures age groups in 5-year groupings. From this central scale

males and females in each age group are measured outwards. Often the horizontal scale is a percentage of

the total population or a whole number – be careful to double check this.

The shaded groups on these pyramids are the dependent age groups:

• Younger dependants aged 0 to 15 years

• Older dependants aged 65years or older

13. Can you suggest who these aged groups are dependent on and why?

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14. Us the population pyramids for Ethiopia and the Netherlands to respond to the following questions:

a. Which country has a greater percentage of their population as younger dependants?

b. Which country has people living to an older age? What evidence do you have to support

this?

c. Ethiopia has a population of 102, 400, 000. Calculate the number of people in each of the

following categories:

Males 5-9

Females 60-64

People 65+

Males 30-39

Females 0-14

d. The Netherlands has a population of 17, 200, 000. Calculate the number of people in each of

the following categories:

Males 5-9

Females 60-64

People 65+

Males 30-39

Females 0-14

e. How could a population pyramid be used as evidence of Human Wellbeing or development?

f. Which country do you think has a higher rate of wellbeing or development? What is your

evidence to support this?

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15. Draw a basic shape over each pyramid and then use the guide below to help categorise the trends

in the population.

Shape and type of population pyramid

Features and trends of population pyramid

Inferences for a population

Triangular

• Low number of older dependants

• Large number of younger dependants

Bee hive / barrel

• Growing number of older dependants

• Large bulge in the working age group

• Shrinking younger dependants

Rectangular

• Stable numbers between all age groups

16. From the table below, match the possible effects each feature might mean for the population. Put

the missing information in the “inferences” column.

Almost no growth in the population. Replacement level has been met and stabilised.

Fewer children being born, often due to a rise in living standards.

Low life expectancy. Average age may be as low as 45 may be due to poor access to healthcare.

High life expectancy. May be due to good access to healthcare.

High mortality rate with some children not living beyond the age of 5.

Large working age group due to a baby boom in the past or a large influx of migrants.

17. Does this information confirm your choice of which country has a higher measure of wellbeing?

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18. The following sets of population pyramids belong to Indonesia and show the population in 1980,

2000 and a projection into 2030.

The pyramids are not in chronological order.

Decide which population pyramid belongs to each year and then describe the changes in

Indonesia’s population over time.

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SKILL: SCATTER GRAPHS Scatter graphs are used to show whether there is a pattern between two sets of data or variables. Two

variables are plotted against each other to show if there is a relationship. The relationship between the

two sets of data can be described as either:

https://www.youtube.com/watch?v=qscgK78No70

It is important to note that even if a visual relationship exists there may not be a causal relationship. For

example: If you found that there was a positive trend that the taller you are the more pocket money you

receive, would you really think that height in some way caused your parents to give you more money?

Sometimes relationships in data can be a coincidence. So be careful before making bold statements about

what you see when you graph data in this way.

19. View the table below and the two graphs on the next page. The second graph has been plotted,

but not all countries are labelled. Label the missing countries.

COUNTRY Human Development

Index (HDI) Life expectancy

at birth Mean years of

schooling

Gross national income (GNI)

per capita

Australia 0.939 82.5 13.2 42,822

Brazil 0.754 74.7 7.8 14,145

Egypt 0.691 71.3 7.1 10,064

Haiti 0.493 63.1 5.2 1,657

India 0.624 68.3 6.3 5,663

Iran (Islamic Republic of) 0.774 75.6 8.8 16,395

Norway 0.949 81.7 12.7 67,614

Papua New Guinea 0.516 62.8 4.3 2,712

South Africa 0.666 57.7 10.3 12,087

South Sudan 0.418 56.1 4.8 1,882

Syrian Arab Republic 0.536 69.7 5.1 2,441

Thailand 0.740 74.6 7.9 14,519

United States 0.920 79.2 13.2 53,245

Viet Nam 0.683 75.9 8.0 5,335

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a. What relationships do you observe?

b. Are they positive, negative or is there no real link?

Aus

BrazilEgypt

HatiIndia

Iran

Norway

Papua New Guinea

South Africa

South Sudan Syria

Thailand

USA

Viet Nam

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

50.0 55.0 60.0 65.0 70.0 75.0 80.0 85.0

Mea

n Y

ears

of

Sch

oo

ling

Life Expectancy at Birth

Mean Years of Schooling VS Life Expectancy at Birth

BrazilIndia

Iran

Papua New Guinea

South Africa

Syria

Thailand

USA

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

50.0 55.0 60.0 65.0 70.0 75.0 80.0 85.0

Gro

ss n

atio

nal

inco

me

(GN

I) p

er c

apit

a

Life Expectancy

Gross national income (GNI) per capita vs Life Expectancy

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20. View the graph below and respond to the questions

a. This graph shows the relationship between guns in the USA and some other countries.

Read the analysis of the data in the graph and point out any issues you can find with the

description of the data.

b. Create your own analysis of the data which better reflects the graph’s contents.

In the USA there is a positive relationship between the number of guns per 100 residents and gun deaths.

The data identifies that the more guns within the population there is going to be more deaths, which is

reflected across all countries measured. Due to this trend, a decrease in gun ownership will see a

corresponding decrease in gun violence and deaths. Ultimately, I think the removal of guns and the

associated decrease in the death rate will improve the wellbeing in the USA.

USA

All other countries measured

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21. View the graph below and respond to the questions.

a. Which two variable doe the graph measure?

b. What type of relationship exists between the variables: positive, negative, no relationship

c. Multiple choice question:

Which of the following statements best describes the data in the graph? 1. In recent years the number of people feeling happy has decreased. 2. In some countries people eat unhealthy foods more frequently. 3. In countries with higher obesity rates, people are less happy. 4. In recent years obesity rates have decreased.

22. Construct your own scatter graph using the following data:

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SKILL: PIE GRAPHS Pie Graphs are a visual representation of a set of data where you are able to measure a full 100%. It uses

percentages of a data set by dividing the categorised data into sectors in proportion of a 360° circular

graph.

Pie graphs are a good visual representation and can allow you to easily see trends in what might be

otherwise complex or hard to read statistics.

A correctly drawn pie graph will:

• Start from a North line as Zero (0)

• Graph each sector in a clockwise direction (to the right). The sectors must be graphed from largest

to smallest in this clockwise direction.

• Graph data left over that does not have its own category or is too small and give this data the title

“Other”. This category is always graphed last, even if it is larger than other sectors.

A good rule is – if they can’t be bothered naming it, I can’t be bothered graphing it. The “Other”

sector should be what is left over after graphing all the other named sector.

• Have an appropriate title

When changing percentages to degrees to measure the angles needed in the pie graph it is a good idea to

use this guide:

If you already have a percentage to graph:

𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (%) × 360 = 𝑎𝑛𝑔𝑙𝑒 𝑜𝑓 𝑠𝑒𝑐𝑡𝑜𝑟

If you have raw data to graph:

𝐶𝑎𝑡𝑒𝑔𝑜𝑟𝑦 𝑣𝑎𝑙𝑢𝑒

𝑇𝑜𝑡𝑎𝑙 (𝑜𝑓 𝑎𝑙𝑙 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠)

× 360 = 𝑎𝑛𝑔𝑙𝑒 𝑜𝑓 𝑠𝑒𝑐𝑡𝑜𝑟

23. The teachers of Geography have done a survey of their favourite things to do instead of marking

and graphed the results below.

a. What is wrong with the way they have graphed the data? What has it done wrong or what is

it missing?

b. What trends do you see?

c. Write a description about the trends in the pie graph.

Percentage Angle

1% 3.6°

10% 36°

100% 360°

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24. Survey your class on their fast food habits by asking how many times a week they eat fast food.

Use the table below to help organise your data and calculate the angles you will need to graph the

data in a pie graph.

Construct a pie graph to visually represent your findings – don’t forget to give the graph a title, key

and make a descriptive statement about what you have found.

Frequency of fast food each week

Tally of class

Angle of sector 𝐶𝑎𝑡𝑒𝑔𝑜𝑟𝑦 𝑣𝑎𝑙𝑢𝑒

𝑇𝑜𝑡𝑎𝑙 (𝑜𝑓 𝑎𝑙𝑙 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠)

× 360 = 𝑎𝑛𝑔𝑙𝑒 𝑜𝑓 𝑠𝑒𝑐𝑡𝑜𝑟 Key

0 days

2-3 days

4 or more

Total in class

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25. The charts below give information on the ages of the populations of Yemen and Italy in 2000 and

projections for 2050.

Summarise the information by selecting and reporting the main features, and make comparisons

where relevant.

Write your response on the next page and evaluate your writing.

Markers comment for a top range response:

The answer addresses the task, reporting the main features and reporting enough detail for the reader to

be completely informed. Very clear comparisons are made between the two countries throughout the

essay. A very clear overview is given that gives a general picture of both countries, all age groups and both

times. The information is very well organised with good linking phrases such as ‘in contrast to’,

‘respectively’ and ‘It is envisaged’. Vocabulary is wide-ranging and accurate with words such as ‘Yemeni’,

‘bracket’, ‘category’ and ‘proportion’. Data is described well with words and phrases such as ‘over half’,

‘just over’, ‘jump to’ and ‘drop to’ put to good use. The range of grammatical structures is both wide-

ranging and accurate with past, present and future tenses used effectively.

My response:

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Criteria from markers comments Yes No

Reports on the main trends in both countries in a clear overview

Makes comparisons between the two countries

Organises information logically and uses linking phrases

Uses a wide vocabulary or geographic terms and terms to describe the graphs

Data is used from the graphs and words to describe the data

Covers past, present and future tense when referring to the different graphs

My areas to improve on when using a source within writing:

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SKILL: DIAGRAMS Diagrams are visual representations that use symbols and other techniques to show a summary of

information. They often show the basic outline of a more complex idea and can even show the

relationships between ideas of parts of the whole concept.

26. The diagram below shows the types of services available in different urban areas. Complete the

questions based on the diagram:

a. Identify an example of each type of settlement in Australia.

b. Explain why you think there is a lack of services offered in small rural settlements and more

services offered in large urban settlements.

c. Decide which type of settlement you think is the most liveable and would have residents

with the highest level of wellbeing. In your response refer to real world illustrative

examples.

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Spatial variations in human wellbeing

Focus Questions: ➢ What patterns exist of wellbeing between and within countries? ➢ Which indicators of wellbeing have similarities and differences across locations? ➢ What are the causes of variations in wellbeing? ➢ What are the initial and ongoing effects of variations on wellbeing? ➢ How do issues affecting development play a role in the wellbeing of one country?

27. Watch the video about the world’s most typical person and on the image below circle the aspects

which are similar and cross out those which are different to you.

https://www.youtube.com/watch?v=_9Hr4ZwJSag

Do you think that these differences matter in determining your wellbeing?

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SKILL: CHOROPLETH MAPS Spatial variations are differences in features over a location. Geographers studying wellbeing will look for

trends across locations to see if there are reasons for these patterns.

In addition, you can look for spatial associations, where over a specific location, two or more features may

have a similar pattern. For example: you might find that people who have low life expectancies are likely to

also have less access to doctors and hospitals. This information when shown on a map can show you the

common themes in the world. And give you the opportunity to do something about it.

28. Observe the two choropleths maps below and see if there are any trends you can notice across

both maps. Are the variables being mapped similarly arranged?

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d. What feature does each map show?

e. Use the table below to make some generalisations about each variable for each continent:

Continent Africa Asia Australia Europe North

America South

America

GDP (High,

Medium, Low)

Access to safe water

(High medium,

Low)

f. What patterns did you observe?

An ALARM table is included below to help you structure your responses for the next questions.

g. Explain these patterns by showing the relationship between the two variables. Use some

linking phrases e.g. results in, leads to, is associated with.

h. Analyse the patterns by suggesting some of the ongoing effects of the patterns. Try making

a cause and effect chain that goes beyond the initial effect to further implications.

Name and Define Show your understanding of the theory with definitions and factual statements that you will build on

Describe Use facts or names and numbers to show details, characteristics and features

Explain Use cause and effect or show relationships and initial effects Use linking language

Analyse Use positives and negatives Make a longer cause and effect chain to show ongoing implications

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29. Watch the following video: The River of Myths: Hans Rosling

https://www.youtube.com/watch?v=lYpX4l2UeZg

a. How does this video dispel some myths you have had about developed and developing

countries?

b. What were the most interesting things you learned from the video?

c. Ethiopia has large differences in child mortality and babies being born from the urban

capital Addis Ababa and rural regions. Can you justify (provide reasons) for these

differences?

d. If the world does reach all the milestones of “development” and there are no developing

countries, do you think there will still be people with low levels of wellbeing? Why/why not?

e. Using the map below find the latitude and longitude of the capital city.

f. Shade in the area which you think is the Somali region of Ethiopia.

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30. Use the internet to research one of the following wellbeing issues: famine, child soldiers or gender

inequality.

In your presentation of your finding you should include:

o A visual representation of the issue, appropriately captioned

o An explanation and map of the spatial distribution of the issue

o A description of the issue

o An explanation of the effects of the issue for individuals.

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Human wellbeing in Australia

Focus Questions: ➢ What wellbeing indicators can be used to measure Australia’s welling? ➢ What patterns exist in the spatial variations of wellbeing in Australia on a local and national

scale? ➢ Why are there difference in wellbeing for TWO groups in Australia? E.g. cultural groups including

Indigenous peoples and migrants, unemployed, the aged, young people and people with disabilities.

➢ Analyse the role location plays in influencing the wellbeing of people in Australia by looking at a local and national example.

31. Read the article and respond to the questions below.

Census uncovers Australia’s most advantaged and disadvantaged areas https://www.sbs.com.au/yourlanguage/mandarin/en/article/2018/03/27/census-uncovers-australias-most-advantaged-and-disadvantaged-areas 27 Mar 2018

Ku-ring-gai on Sydney’s upper north shore is Australia’s most advantaged Local Government Area (LGA) according to new data released today from the 2016 Census of Population and Housing. The leafy area is officially the most advantaged LGA in the country based on the ABS’ Socio-Economic Indexes for Areas (SEIFA), which ranks areas in Australia according to relative socio-economic advantage and disadvantage. Another Sydney LGA, Mosman, which includes the affluent suburbs of Balmoral, Beauty Point and Clifton Gardens, has also been ranked amongst the most advantaged. In fact, SEIFA data shows the 10 most advantaged LGAs in Australia are all located around the Northern and Eastern areas of Sydney Harbour and in coastal Perth. The most disadvantaged LGA is Cherbourg, approximately 250 kilometres north-west of Brisbane (QLD), followed by West Daly (NT). The 10 most disadvantaged LGAs in Australia can be found in Queensland and the Northern Territory.

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SEIFA can help governments, communities and businesses determine areas needing additional funding and improved services, identify potential business opportunities, and research the relationship between health and education outcomes and the socio-economic conditions of an area. The latest data has found that more than 30 per cent of people born in China, South Africa and Malaysia live in advantaged areas and less than 10 per cent reside in disadvantaged areas. Meanwhile, 40 per cent of Vietnamese-born live in disadvantaged areas and only a small proportion (11 per cent) live in advantaged areas. People of Aboriginal and/or Torres Strait Islander origin are more likely to live in the most disadvantaged areas with 48 per cent living in the bottom fifth most disadvantaged LGAs, compared to 18 per cent of non-Indigenous people. Overall, only 5.4 per cent of Aboriginal and/or Torres Strait Islander people live in areas of high relative advantage compared with 22 per cent of non-Indigenous people. New for 2016 SEIFA are easy-to-use features and data visualisation tools, including interactive maps on the ABS website, making interpreting Census data even easier. 10 MOST ADVANTAGED AREAS

1. Ku-ring-gai (NSW) 2. Mosman (NSW) 3. Woollahra (NSW) 4. Cottesloe (WA) 5. Peppermint Grove (WA) 6. Nedlands (WA) 7. North Sydney (NSW) 8. Lane Cove (NSW) 9. Cambridge (WA) 10. Hunters Hill (NSW)

10 MOST DISADVANTAGED AREAS

1. Cherbourg (QLD) 2. West Daly (NT) 3. Belyuen (NT) 4. Woorabinda (QLD) 5. Central Desert (NT) 6. Aurukun (QLD) 7. Yarrabah (QLD) 8. Doomadgee (QLD) 9. Napranum (QLD) 10. Palm Island (QLD)

a. Are areas of advantage located in more rural or urban areas?

b. Are areas of disadvantage located in more rural or urban areas?

c. Why do you think the patterns of advantage and disadvantage exist?

d. How is this data useful in removing inequalities and disadvantage?

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Aboriginal and Torres Strait Islander vs Non-Indigenous Australian population

profiles

http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/2071.0~2016~Main%20Features~Aborig

inal%20and%20Torres%20Strait%20islander%20Population%20Article~12

32. Discuss the differences in population profiles.

33. Why do you think there are stark differences in the profiles between the two groups?

34. Are there any associated issues with either profile?

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Your class will be guided through a discussion of Sydney as a location with large differences in Human

Wellbeing. Your teacher will use two PowerPoints on spatial inequality and writing effective responses.

You should take notes and gather evidence so that you can attempt the following question:

35. Analyse the role location plays in influencing the wellbeing of people in Sydney.

As a part of this case study you will become familiar with two contrasting suburbs in Sydney:

• Claymore in Sydney’s south-west

• Mosman in Sydney’s north shore

Sources to view to get to know each suburb:

Claymore

“Growing up poor in Claymore” http://www.abc.net.au/4corners/growing-up-poor/4279854

Mosman

“Welcome to Mosman” https://www.youtube.com/watch?v=TF6ierjalMQ

(Just for laughs) “Once upon a time in Mosman” https://www.youtube.com/watch?v=5azDHLO_5_I

36. Use the map below to highlight areas of Sydney with advantage and disadvantage.

(Hint: WEENE SWEEPE)

Label Claymore and Mosman on your map.

CASESTUDY: Spatial Inequality in Sydney

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Below is a satellite image showing census data about advantage and disadvantage. It is better represented

in colour. This is an example of how Geographic Information Systems (GIS) can be used to map spatial

variations.

Do you think it matches the information you have gathered on Sydney?

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STUDY SITES CLAYMORE MOSMAN

Distance and direction from CBD

54 km South West 5 km North North East

Total population and area 3,308 people 1 km2 27,452 people 8.7 km2

Population structure - Age and gender profile

Notes on population profile - Ethnicity, family

structures, wealth, education

73% Australian / 6% New Zealand 24% married / 10% de facto / 66% single 35% aged under 12 30% finished Year 12 / 10% left school at Year 8 or lower Average children / family is 2.4 (for all families 1.6) Median age 23 Median Household Income $698 / week (2016 Census) Cars / dwelling 1 94% of properties rented (2011)

29% English / 18% Aus / 10% Irish / 8% Scottish / 4% Chinese 52% married /10% de facto / 38% single 18 % Tertiary educated Average children / family is 1.8 (for all families 0.7) Median age 42 Median Household Income $2522 / week (2016 Census) Cars / dwelling 1.5

POPULATION (%) BY DWELLING TYPE:

Detached: 36% Semidetached: 64% Units: 0% Detached: 36% Semidetached: 26% Units: 38%

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SPATIAL INEQUALITY IN SYDNEY CROSSWORD 1

2 3

4

5

6

7 8

9 10

11 12 13 14

15

16

17

18 19

Across 2. An indicator of inequality across Sydney would be household _________; 39% of Illawong families earn more than $2500 a week compared to 3% of families in Claymore (I) 6. Suburbs in Sydney like Claymore often have problems accessing _____________________________________; trains and buses are not close by (P T) 7. Another indicator of inequality is the ability to understand what you are reading (known as _________); lower rates if this in families can lead to intergenerational problems with achieving at school (L) 9. Lower rates of this occur in the south and west of Sydney, even though it is mandatory to attend school (E) 11. A suburb in Sydney’s southwest that is being redeveloped to improve living standards with 70% private housing (C) 15. _____________ is often a factor in the disadvantage of suburbs in Sydney’s west; how far you are from something (D) 17. Claymore is being redeveloped with 70% __________ and 30% public housing (P) 18. The west and ___________________ of Sydney are said to be the most disadvantaged areas of the city (S) 19. Disadvantaged areas often have higher rates of _____________; this illegal activity can be caused by a range of factors, where any act out of desperation or due to an addiction to alcohol and drugs (C)

Down 1. Areas in Sydney’s southwest which have a low socio economic status often have higher rates of ____________ violence towards women (D) 3. This region of Sydney is said to be advantaged due to a strong access to employment and recreational activities (E) 4. Areas of a city which are rundown suffer from; broken windows, graffiti and general disrepair – just like your teeth if you don’t take care of them (D) 5. Where things are and why they are there is a key geographic theme (S D) 8. In Sydney areas in the west and southwest suffer from ___________________; they don’t have the same facilities and opportunities as in the east (D) 10. Higher rates of _________ and alcohol abuse are often found in disadvantaged areas (D) 12. A suburb in Sydney’s Sutherland Shire that is considered advantaged due to the higher rates of employment, education and income compared to other areas (M) 13. The process of upgrading an area of a city which has fallen into disrepair (R) 14. A region of Sydney which is full of some of the biggest WEENEs; it has a coastal vibe and has Sydney’s only beach accessed by a train – the ________ (S) 16. Claymore is ___________ km from Sydney’s CBD (F)

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Improving human wellbeing

Focus Questions: ➢ How are governments and non-government organisations trying to reduce spatial variations in

human wellbeing? ➢ Evaluate the success of these initiatives. ➢ How can individuals play a role in improving human wellbeing? ➢ Propose actions that could be adopted by individuals, organisations or governments to improve

the wellbeing of ONE group in Australia.

37. Read the following quote from Nelson Mandela.

“Overcoming poverty is not a task of charity, it is an act of justice. Like slavery

and apartheid, poverty is not natural. It is man-made and it can be overcome and

eradicated by the actions of human beings. “

Nelson Mandela

a. Do you agree with this quote?

b. Talk to the person next to you about your thoughts on the quote and what you could do to

reduce poverty.

c. Watch the following video and discuss further causes of poverty:

https://www.youtube.com/watch?v=9-4V3HR696k (keep in mind this is for informational

purposes only, not to sway you in any way).

38. Use the Millennium Development Goal reviews in the links below to decide if these targets were

successful. Which do you think still need working on?

MDG progress video:

https://www.youtube.com/watch?v=VWBMDi2_Skw

http://www.who.int/news-room/fact-sheets/detail/millennium-development-goals-(mdgs)

http://www.undp.org/content/undp/en/home/sustainable-development-goals.html

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CASESTUDY: Australia’s AID program Australia is located in the Asia-Pacific region which contains over a billion people who live on less than $2

per day. The region is, in some areas, poverty stricken; disease, death, homelessness, illiteracy, violence

and low life expectancy are issues facing our closest neighbours.

Australia provides most of its global Aid to our local region in many forms:

• Financial – money

• Technical assistance – educated people e.g. doctors, engineers and teachers

• Administrative – police and armed forces as well as people who advise on the running of a country.

How much Australia spends

In 2017-18 Australia will provide $3.9 billion worth of aid (less than 0.22% of Gross National Income

compared to the 33% spent on social security and welfare). This is the lowest level ever spent by Australia.

Along with other developed nations Australia had pledged to increase its aid to 0.7% of Gross National

Income by 2020 in order to meet Millennium Development Goals. (The UK has already reached 0.7% and

the UAE is currently donating 1.25% of GNI).

Aims of our aid program

• reduce poverty

• promote economic growth which will help to increase living standards

• improve infrastructure (electricity, roads, schools and medical facilities)

• help strengthen health systems in countries such as Tonga

• help others in our region cope with pandemics, disasters, and transborder crimes like people smuggling and illegal fishing

• provide relief supplies, medical teams, law and order personnel, or transport and communication during natural disasters

39. Check your understanding of Australia’s Aid program:

40. Watch a segment from “The Weekly” about foreign aid:

https://www.youtube.com/watch?v=1ViVkuQyZxI

True or False: T F

a) Australia provides aid to countries which are not in great need

b) Australia gives aid to countries that have people living in poverty

c) Australia only provides aid in the form of money

d) Australia gives most aid to its closest neighbours

e) Australia is not part of the Asia-Pacific region

f) Australia’s aid aims to provide aid to create better health and social conditions

g) Australia’s aid aims to improve economic conditions in neighbouring countries

h) Australia’s aid aims to strengthen relationships between other countries and Australia

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CLUES CLUE ONE

Australia doesn’t provide aid to wealthy countries.

CLUE TWO

Australia provides most of its aid to the Asia-Pacific

region countries.

CLUE THREE

There is a strong link between how far a country or

region is from Australia and the aid it receives. The

closer a country is to Australia to more aid it is likely

to receive.

Round 1 Round 2 Round 3 WINNER

Vs

Vs

Vs

Vs

Vs

Vs

Vs

Ethiopia

Vanuatu

Japan

Papua New Guinea

Tonga

The Middle East

Philippines

Pakistan

WHO GETS THE MOST AID FROM AUSTRALIA? 41. Help complete the tournament prioritiser to find out which country Australia provides the

most aid to.

For each pair of countries, you need to decide which country Australia is likely to provide more aid to. The ‘winner’ moves to the next Round; you then need to decide out of the pair which is likely to receive more aid from Australia.

To help make your decision, use the information you have learned in class and in the clue box.

The country that receives the most aid from Australia in the 2015-16

periods will get around $549.7 million in funding and technical assistance.

Australia’s aid to this country focuses on economic growth to reduce poverty,

with investments in private sector development and human development.

Australia’s aid program in this country has three objectives:

• promoting effective governance

• enabling economic growth

• enhancing human development.

All programs integrate a target for gender equality

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PNG case study Advantages for providing Aid to PNG Cultural Focus on education and health and HIV/AIDS. Evidence:

• medical supplies to over 2000 PNG hospitals

• Reduced tuberculosis death rates from 25% to 5%

• 1.6 mil text books to PNG schools

Australia’s aid links with

PNG

• Australia’s closest neighbour – to our North

• Receives around $500 million

• Australia’s largest aid recipient – 1/6 of AusAID

budget

Disadvantages for providing Aid to PNG Cultural Issue – aid may not reach those most in need of it. Evidence:

• Aid received by large companies is meant to trickle down to improve the lives of rural workers – not happening

• Development assistance to the OK Tedi mine has led to environmental and health problems

Economic Focus on transport and infrastructure to assist businesses in transporting goods and services. Evidence:

• Rehabilitate over 2000km of national roads

• Improved air freight processing times (from 4 to 1 day) via technical assistance

• Reduced the number of maritime accidents in PNG coastal waters

Agreements (signed)

PNG – AUST

partnership for development

2008

Treaties (ratified into

law) Treaty on

Development and

Cooperation between the

government of AUST and the

government of PNG 2000

Economic Issue - Aid money is misused or controlled by corrupt officials Evidence:

• Much corruption exists in PNG. Both PNG and AUST governments issued a joint statement of ‘zero tolerance’ on fraud and corruption in 2011

• Tied aid sees money being directed back to AUST instead of cheaper local goods (boomerang aid)

Geopolitical Focus on law and justice. Evidence:

• Trained over 4500 police and other law officials (20% are women)

• Established 5 more family and sexual violence units

• Stable Asia-Pacific region through stable internal countries

Most aid between AUST and PNG is

tied aid and is also bilateral!

Geopolitical Issue - Creates dependency on AUST to provide aid. Evidence:

• 1/6 of AUST aid budget given to PNG

• AUST providing aid to PNG since 1975, averaging 375 million – will continue to increase to 507 million 2013-14.

Advantages and Disadvantages of providing aid to PNG

Australia provides around $500 million dollars annually to PNG – our closest neighbour to the north

(150km). this represents about 1/6 of Australia’s aid budget, the majority of which goes towards aid in the

Asia-Pacific region.

42. Name an agreement/treaty between Aust and PNG.

43. Explain the Economic, cultural and Geopolitical advantages of providing aid to PNG.

44. Which do you think is most beneficial to Australia?

45. Why do you think Tied aid is used for aid to PNG (HINT: economic disadvantage)

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A GOOD GEOGRAPHY ESSAY? In Geography there are simple techniques that may help you write a well-structured (introduction,

conclusion and uses paragraphs) and logical (reads well) essay which shows your ideas clearly.

Before answering the question:

• Pull apart the question. Pick out what ideas it is asking you to cover and what the directive term is.

• Organise your ideas. Make lists of key ideas, terms and examples which fit together – these

groupings will form paragraphs – and make sure you have information for each part of a question.

• Try and put all your ideas into a logical order so that your writing and ideas flow together.

Intro:

• Reword the question in your introduction. Don’t restate it; the marker already knows the question.

Also include a summary of the ideas/areas you will cover in your response.

E.g. Sample essay question:

Explain why it is important for Australia to provide aid within the Asia-Pacific region.

This could be reworded to show your understanding like this:

Australia provides aid on a global and regional level to developing countries and areas which are suffering from natural disasters. The Asia-Pacific region is the main focus of Australia’s aid program, where the majority of aid spending and technical assistance is given.

Body:

• You can use subheadings.

E.g. You might for instance, in an essay about why Australia gives aid, choose to use a subheading for the aims of providing aid:

Aims of providing aid

• You will still need paragraphs to organise your ideas: One idea per paragraph is best. You should

also back up your idea with an example.

E.g. An important aim for Australia providing aid to the Asia-Pacific region is that our closest neighbours benefit from reduced poverty levels. This has been shown in Papua New Guinea where males and females have experienced 5 years added to their life expectancy due to increased access to healthcare and food aid, which is linked to Australia aid funding.

Conclusion:

• Summarise your point. It might be best for you to fence sit and not make wild claims. You are a

child, do you think the marker cares about your opinion?

E.g. There are many aims including social and economic objectives for Australia providing aid to the Asia-Pacific region.

NOT Australia shouldn’t provide aid as I have shown the recipient countries are just corrupt and the people won’t know what to do with the money anyway.

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Other hints using the sample paragraph:

An important aim for Australia providing aid to the Asia-Pacific region is that

our closest neighbours benefit from reduced poverty levels. This has been

shown in Papua New Guinea where males and females have experienced

5 years added to their life expectancy due to increased access to healthcare and

food aid, which is linked to Australia aid funding.

46. Make an essay plan for the sample essay question.

“Explain why it is important for Australia to provide aid within the Asia-Pacific region.”

• Start by breaking down the question to see what information it is asking

you to write about.

• What directive term does it have and what do you need to do/show to

meet this?

• Group your ideas and information into a logical order.

Shows idea straight

up Links to syllabus area:

Asia Pacific region

Specific example

Links back to the

question Syllabus/Geographic

terms Detailed evidence

Cause and effect

(explanation)

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CASESTUDY: Aboriginal and Torres Strait Islander community Reconciliation

What is Reconciliation? In Australia reconciliation is about mending and creating a relationship of understanding and unity between the Indigenous and non-Indigenous population. Reconciliation is also about closing the gaps of disparity between Indigenous and non-Indigenous Australians. These gaps or differences can be seen in what geographer’s term quality of life. Indigenous Australians have a life expectancy 20 years less than all other Australians.

How do individuals respond? Individuals often work towards highlighting the disadvantages faced by Indigenous Australians. People with high profiles (celebrities), often use their status to promote education campaigns and the work of organisations. Some notable of these individuals include: Cathy Freeman, Peter Garrett, and former Australian of the year Patrick Dodson. What can you do?

• Don’t be racist

• Support the recognition of Indigenous achievements

Individual’s actions promote the movement forward in Australia as a nation without racism. Simple actions among people can include being polite, making eye contact and starting conversations.

How do governments respond?

State

The state governments in Australia work towards reconciliation by creating policy that supports all people within their territories. The NSW state government has a commitment to involving Indigenous people in decisions that affect them and ensuring all policies are appropriate.

Federal

The federal government makes decisions that best represent all Australians. To do this the government often consults with Indigenous advisory bodies and relevant Indigenous leaders.

The federal government strives to involve Indigenous peoples in all decision making processes.

Prime Minister Kevin Rudd, on February 13 2008, apologised to the Stolen Generations and did what the previous PM, John Howard refused to do; say 'sorry'.

What strategies can be used in the future?

Self-determination

Self-determination is the ability to run one's own community. This concept is currently not allowed in Australia, however could be a possible strategy for the future.

Recently government intervention of Aboriginal communities has happened in the Northern Territory. In these situations the Federal government would enter into an Indigenous community and manage how money is spent by all residents, control aspects of people’s lives and ban products which have negative social impacts such as alcohol and pornography.

Self-determination would mean that Aboriginal communities can have a say in and control or run their own lives.

The Reconciliation Flag

The reconciliation flag was designed by Brendan Jones, an active campaigner for a new Australian flag. This flag aims to combine the Australian and the Aboriginal flags. It is a symbol that shows unity of all Australians rather than having separate flags for the different peoples of Australia.

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Some key findings of the report released by Reconciliation Australia on the State of Reconciliation in

Australia: Our history, our story, our future.

47. In the table below are some sources related to the experiences of Aboriginal Australians. Decide if

they are positive or negative in working towards reconciliation and which dimension (from the

table above) they relate to.

Experiences of Aboriginal and Torres Strait Islanders

Positive or negative in meeting reconciliation

Dimension from the State of reconciliation in

Australia report

Kevin Rudd’s apology to the Stolen Generations in 2008 https://bit.ly/2JfOD2g

Experience of reporter Marie McInerney: “My 11 year old son brought home a school work sheet last week for his project on ‘Australia as a nation’. It had four pictures on it that he had to decorate: Parliament House in Canberra, a map of Australia, the Australian flag, and an image of the Anzacs. Nothing about the First Peoples of this nation.” https://bit.ly/2HkQdhA

Acknowledgement of country Schools, businesses, organisations and governments acknowledge the local aboriginal community when meeting on country.

Constitutional recognition Politicians make no further attempts to include Aboriginal and Torres Strait Islander peoples in the Constitution.

48. Visit Reconciliation Australia’s website to see what you can do to support the ongoing process

towards a better future for Australia: https://www.reconciliation.org.au/