Post on 05-Oct-2020
Humanities 1New for Level 5 of the
Victorian Essential
Learning Standards
JACARANDA essentials
Judy Mraz
Maureen Anderson
Stephen Chapman
Cathy Bedson
First published 2007 by
John Wiley & Sons Australia, Ltd
42 McDougall Street, Milton, Qld 4064
Offices also in Sydney and Melbourne
Typeset in 10.5/12 pt New Century
© Judy Mraz, Maureen Anderson, Stephen Chapman,
Cathy Bedson 2007
The moral rights of the authors have been asserted.
National Library of Australia
Cataloguing-in-publication data
Jacaranda essentials humanities 1.
Includes index.
For secondary school students.
ISBN 978 0 7314 0449 0.
1. Humanities — Textbooks. 2. Humanities — Study and
teaching (Secondary) — Victoria. I. Mraz, Judy.
001.30712
Reproduction and communication for educational
purposes
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Reproduction and communication for other purposes
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part of this book may be reproduced, stored in a retrieval
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be made to the publisher at the address above.
Front cover images: Australian Picture Library/Alain Coltier;
© Corbis Corporation; © Digital Stock/Corbis Corporation
Cartography by MAPgraphics Pty Ltd, Brisbane and the
Wiley Art Studio
Illustrated by Rob Alan, Wendy Arthur, Philip Blythe,
Garry Collett, Shane Collinge, Mike Golding, Steve Hunter,
Craig Jackson, Mike Lambel, Alex Lavroff, Glenn
Lumsden, Bronwyn Searle, Terry St Ledger, Graeme
Tavendale, John Wiffen and the Wiley Art Studio
Printed in Singapore by
Craft Print International Ltd
10 9 8 7 6 5 4 3 2 1
This textbook contains images and names of
Indigenous people who may no longer be living. The
publisher appreciates that this inclusion may
distress or sadden some Indigenous communities.
These names and images have been included so that
the young multicultural audience for this textbook
can better appreciate the richness of Indigenous
culture and history, and recognise the significant
contribution that Indigenous individuals have made
for their people and their land.
CO N T E N T SCO N T E N T S
Coverage of VELS — Level 5 vi
How to use this book viii
About the CD-ROM x
Acknowledgements xi
CHAPTER 1: INVESTIGATING HISTORY 2
1.1 History and the historian 4
1.2 People, motives and consequences 6
1.3 Time and the past 8
1.4 Detective work — using sources 10
1.5 Digging up the past 14
1.6 Deciding how old something is 16
1.7 Why is conserving our heritage important? 18
1.8 Our world heritage — treasures and sites 20
CHECK & CHALLENGE 22
CHAPTER 2: ANCIENT EGYPT 24
2.1 The origins of ancient Egyptian civilisation 26
2.2 Social and political structures in ancient Egypt 28
2.3 The world of work 30
2.4 Home and family 32
2.5 Rituals, values and beliefs 34
2.6 Expressions of culture 38
2.7 Two key individuals: Hatshepsut and Rameses II 40
2.8 A key event: building the Great Pyramid 42
2.9 Trade and culture contact 44
2.10 Ancient Egypt’s legacy for contemporary society 46
CHECK & CHALLENGE 50
CHAPTER 3: ANCIENT ATHENS 52
3.1 The origins of Ancient Athens 54
3.2 Social and political structures 56
3.3 The world of work 58
3.4 Home and family 60
3.5 Rituals, values and beliefs 62
3.6 Expressions of culture 64
3.7 A key individual: Pericles 66
3.8 Key events: wars with Persia 68
3.9 Key events: building a temple to Athena 70
3.10 Trade and culture contact 72
3.11 Legacy of ancient Athens for contemporary societies 74
CHECK & CHALLENGE 76
CHAPTER 4: ANCIENT ROME 78
4.1 The origins of ancient Rome 80
4.2 Social and political structures 82
4.3 The world of work 84
4.4 Home and family 86
4.5 Rituals, values and beliefs 88
4.6 Expressions of culture 90
4.7 Two key individuals: Pompey and Caesar 92
4.8 Key events: republic to empire 94
4.9 Trade and culture contact 96
4.10 Ancient Rome’s legacy for contemporary societies 98
CHECK & CHALLENGE 100
iv
CHAPTER 5: ANCIENT CHINA 102
5.1 The origins of ancient Chinese civilisation 104
5.2 Social and political structures 106
5.3 The world of work 110
5.4 Home and family 112
5.5 Values and beliefs — Confucius, Lao Zi and Buddha 116
5.6 Expressions of culture 118
5.7 Death of a key individual: Qin Shihuangdi 120
5.8 Trade and culture contact 122
5.9 A key event: the downfall of the Han 124
5.10 Ancient China’s legacy for contemporary societies 126
CHECK & CHALLENGE 128
CHAPTER 6: GEOSPATIAL SKILLS 130
6.1 What is a spatial perspective? 132
6.2 From a bird’s-eye view 134
6.3 Maps — the geographer’s main tool 136
6.4 Which symbols can be used on a map? 138
6.5 Which way? Direction and orientation 140
6.6 How do I use a grid reference? 142
6.7 How do I draw to scale? 144
6.8 How do I measure distance on a map? 146
6.9 Which maps do I use? 148
6.10 Drawing graphs 152
6.11 Using photographs and line drawings 154
Urban population
Under 1
Over 100
Over 1 000 000100 000 to 1 000 000
1000 to 10 000
Under 200
Population density
1 to 10
10 to 10010 000 to 100 000
200 to 1000
Number of people
People per square kilometre
Canberra
Hobart
Melbourne
Adelaide
Townsville
Darwin
Newcastle
Wollongong
Perth
Geelong
Gold CoastBrisbane
Sydney
N
0 250 500 km
CHAPTER 7: PEOPLE AND PLACES OF
THE ASIA–PACIFIC 156
7.1 Where is the Asia–Pacific? 158
7.2 Natural characteristics of the Asia–Pacific 160
7.3 Natural disaster in Asia: tsunami! 162
7.4 Climate in the Asia–Pacific 164
7.5 Human characteristics of the Asia–Pacific 166
7.6 Indigenous people of the Asia–Pacific 168
7.7 Cultural diversity in the Asia–Pacific 170
7.8 Are there inequalities in the Asia–Pacific? 172
7.9 Australia’s links in the Asia–Pacific 174
CHECK & CHALLENGE 176
CHAPTER 8: AUSTRALIA — LAND OF
CONTRASTS 178
8.1 What landforms make up Australia? 180
8.2 Distribution of Australia’s landforms 182
8.3 Contrasts in Australia’s climate 184
8.4 Hot and dry — Australia’s deserts 186
8.5 Desert landforms 188
8.6 Contrasts in ecosystems 190
8.7 Coober Pedy: a desert town 192
8.8 Contrasts in Australia’s population over time 194
8.9 People on the move 196
8.10 Coastal drifting 198
CHECK & CHALLENGE 200
v
CHAPTER 9: INDONESIA AND PAPUA
NEW GUINEA — OUR NEAREST
NEIGHBOURS 202
9.1 Where are Indonesia and PNG located? 204
9.2 Natural characteristics of Indonesia 206
9.3 Natural characteristics of PNG 208
9.4 Human characteristics of Indonesia and PNG 210
9.5 Rice is life in Indonesia 212
9.6 Cultural diversity in Indonesia and PNG 214
9.7 Are environments in Indonesia under threat? 216
9.8 Are environments in PNG under threat? 218
9.9 Australia’s links to Indonesia and PNG 220
CHECK & CHALLENGE 222
CHAPTER 10: ENDANGERED
HABITATS 224
10.1 What is a habitat? 226
10.2 What happens when habitats change? 228
10.3 How have coral reef habitats changed? 230
10.4 How have wetland and flood plain habitats changed? 232
10.5 What can be done to protect habitats? 234
10.6 Saving the habitat of the mountain pygmy possum 238
10.7 Precious pandas 240
10.8 Disappearing tigers 242
CHECK & CHALLENGE 244
CHAPTER 11: INVESTIGATING
ECONOMICS 246
11.1 What iseconomics? 248
11.2 Economics andyou 250
11.3 Economicresources 252
11.4 Scarcity 254
11.5 Making a choice 256
11.6 Wise consumerchoices 258
11.7 Comparisonshopping 260
11.8 More decisions tomake 262
CHECK & CHALLENGE 264
CHAPTER 12:
PARTICIPATING IN POLITICS 266
12.1 ‘Government of the people, by the people, for the people. . .’ 268
12.2 The beginnings of parliament 270
12.3 Power in their hands 272
12.4 Structure of government 274
12.5 Two houses of parliament 276
12.6 Political parties 278
12.7 Citizenship: rights and responsibilities 280
CHECK & CHALLENGE 282
CHAPTER 13: UNDERSTANDING THE
LAW 284
13.1 Reasons for laws 286
13.2 The legal system 288
13.3 Origin of Australia’s laws 290
13.4 How laws are made 292
13.5 Areas of law 294
13.6 Issues of fairness in using the law 296
13.7 Juvenile crime 298
CHECK & CHALLENGE 300
INDEX 302
vi
STRAND: Discipline-based Learning
Do
mai
n
Dim
ensi
on
Key elements of standards/learning focus*Chapternumber
>KC7D?J?;I��>?IJEHO
His
tori
cal
know
led
ge
and
un
der
stan
din
g
Standards
Develop knowledge and understanding about ancient societies.
2, 3, 4, 5
Understand how ancient societies have provided foundations for modern society. 2, 3, 4, 5
Develop an enhanced understanding of historical concepts such as time, and cause and effect. 1, 2, 3, 4, 5
Learning focus
Develop knowledge and understanding about ancient societies and how they have provided legacies and foundations for modern society.
2, 3, 4, 5
Explore key concepts of ancient societies (e.g. democracy, governance, the rule of law, justice, religion, liberty, authority, leadership and culture).
2, 3, 4, 5
Investigate daily life, the role and work of various groups, the division of labour between men and women, education, rituals and family.
2, 3, 4, 5
Explore the values and beliefs of societies through their religions, myths and legends, and their social and political structures.
2, 3, 4, 5
Examine how culture was expressed through art, music, literature, drama, festivals and education. 2, 3, 4, 5
Learn about key events and individuals, and the influence of trade and contact with other cultures. 2, 3, 4, 5
His
tori
cal
reas
on
ing
and
in
terp
reta
tio
n
Standards and learning focus
Frame key research questions, plan investigations and report on findings.
1, 2, 3, 4, 5
Use a range of primary and secondary sources (including visual sources) in investigations. 1, 2, 3, 4, 5
Identify content, origin, purpose and context of historical sources. 1, 2, 3, 4, 5
Evaluate historical sources for meaning, point of view, values and attitudes. 1, 2, 3, 4, 5
Identify some of the strengths and limitations of historical documents. 1, 2, 3, 4, 5
Use relevant historical conventions to document sources. 1, 2, 3, 4, 5
Use relevant historical evidence, concepts and conventions to present a point of view. 1, 2, 3, 4, 5
Use a variety of forms to present own understanding. 1, 2, 3, 4, 5
Use historical concepts such as time, evidence, and change and continuity. 1, 2, 3, 4, 5
>KC7D?J?;I��=;E=H7F>O
Geo
grap
hic
al k
now
led
ge a
nd
un
der
stan
din
g
Standards
Demonstrate knowledge and understanding of characteristics of regions of Australia and those surrounding it including the Asia–Pacific.
6, 7, 8, 9, 10
Explain, with examples, how physical and human interactions create variations within regions. 7, 8, 9, 10
Use evidence and appropriate geographical language to explain contrasts within smaller regions, including Australia.
6, 7, 8, 9, 10
Describe differences in culture, living conditions, outlook and attitudes to environmental issues in these regions. 7, 8, 9, 10
Demonstrate an understanding of environmental issues based on inquiry and propose ways of ensuring the sustainability of resources.
6, 8, 9, 10
Learning focus
Use a variety of geographic tools and skills, and an inquiry-based approach, to investigate regions of Australia and those surrounding it including the Asia–Pacific.
6, 7, 8, 9, 10
Explore how human and physical environments interact over time to change characteristics of regions. 7, 8, 9, 10
Extend knowledge and understanding of physical phenomena (including natural hazards) and of the physical processes that produce them.
7, 8, 9
Investigate tectonic plate movements and their consequences. 7, 8, 9
Identify distribution patterns. 6, 7, 8, 9, 10
Identify major physical features and their interrelationship with human activities (e.g. settlement). 6, 7, 8, 9, 10
Explore contrasts within Australia and surrounding regions through a study of smaller regions. 6, 7, 8, 9, 10
Appreciate differences in culture, living conditions and outlooks of people in Australia and surrounding regions. 7, 8, 9
Investigate environmental issues, and suggest and evaluate policies for their effective management and the sustainable use of resources.
8, 9, 10
* In the case of the Humanities sub-domains for the Discipline-based Learning strand, both the standards and essential elements of the learning focus for Level 5 are incorporated in the grid.
The key elements in the grid below are derived from the Victorian Essential Learning Standards (VELS) Level 5 document prepared by the Victorian Curriculum and Assessment Authority. The grid below addresses only Jacaranda Essentials Humanities 1.
9EL;H7=;�E<�L;BI��B;L;B�+9EL;H7=;�E<�L;BI��B;L;B�+
STRAND: Discipline-based LearningD
om
ain
Dim
ensi
on
Key elements of standards/learning focus*Chapternumber
>KC7D?J?;I��
�=;E=H7F>O
Geo
spat
ial
skil
ls
Standards and learning focus
Collect geographical information from electronic and print media.
6, 7, 8, 9, 10
Analyse, evaluate and present geographical information, using a range of forms including satellite images and atlas maps.
6, 7, 8, 9, 10
Construct overlay theme maps using map conventions of scale, legend, title and north point. 8
Identify and gather geographical information from fieldwork, and organise, process and communicate it using a range of forms.
6, 10
Recognise that parts of the Earth’s surface can be represented in various ways, at different scales, and from different perspectives.
6, 7, 8, 9, 10
Apply knowledge and understanding of scale, grid references, legend and direction to use maps, photographs, satellite images and text from electronic media as sources of spatial information.
6, 7, 8, 9, 10
Use a range of techniques (e.g. sketch maps, graphs, and electronic media such as GISs and spreadsheets) to collect, process, present and analyse data.
6, 7, 8, 9, 10
>KC7D?J?;I��;9EDEC?9I
Eco
no
mic
kn
ow
led
ge
and
un
der
stan
din
g
Standards
Explain the nature of the economic problem and how economic choices involve trade-offs with immediate and future consequences.
11
Explain key factors that influence the Australian economy, including factors of production, resource use, ownership and management, and types of businesses.
11
Identify and describe ways the government influences economic activity and outcomes at the personal, local and national level.
11
Make informed economic and consumer decisions, demonstrating the development of personal financial literacy. 11
Learning focus
Understand the concepts of scarcity, opportunity cost and resource allocation, and how these influence the Australian economy.
11
Examine the use, ownership and management of resources in personal, business and community contexts. 11
Appreciate economic choices involve trade-offs with immediate and future consequences. 11
Develop personal financial literacy skills and appreciate importance of being an informed consumer; practise making informed consumer decisions.
11
Eco
no
mic
rea
son
ing
and
in
terp
reta
tio
n
Standards and learning focus
Use the inquiry process to plan economic investigations, analyse and interpret data, and form conclusions supported by evidence.
11
Form and express opinions on economic issues that interest and/or impact on the individual personally, or locally and/or nationally.
11
STRAND: Physical, Personal and Social Learning
9?L?9I�7D:�9?J?P;DI>?F
Civ
ic k
now
led
ge
and u
nder
stan
din
g Explain the origins and features of representative government. 12
Identify significant developments in governance and achievement of political rights in Australia. 12
Explain key features of Australian governments, including levels of government, houses of parliament, political parties and citizen representation.
12
Describe the purposes of laws and the processes of creating and changing them. 12, 13
Identify and question the features and values of Australia’s political and legal systems. 12, 13
Co
mm
un
ity
enga
gem
ent
Participate in school and community events, and in activities that contribute to environmental sustainability or community action.
12
Explain different perspectives on contemporary issues and propose possible solutions to problems. 11, 12, 13
Use democratic processes when working in groups on class and community projects. 11, 12, 13
Present points of view on contemporary issues and events, using appropriate supporting evidence. 11, 12, 13
* In the case of the Humanities sub-domains for the Discipline-based Learning strand, both the standards and essential elements of the learning focus for Level 5 are incorporated in the grid.
vii
The above material is an extract from material produced by the Victorian Curriculum and Assessment Authority, Australia. Students and teachers should consult the VCAA home page www.vcaa.vic.edu.au for more information. This material is copyright and cannot be reproduced in any form without the written permission of the VCAA.
HOW TO USE THIS BOOKHOW TO USE THIS BOOK
viii
The following examples highlight the structure and main features of the textbook and the additionalfacilities offered when using the CD-ROM.
Chapters begin with ashort introduction to set
the context.
Chapter content is linkedto domain dimensions.
The opening photograph stimulates interest and discussion.
The glossary defines key terms for the chapter.
Large-scale illustrations with extensive and informative labels bring to life processes and concepts.
Key words in bold are defined in a glossary at the start of each chapter. When using the book on CD-ROM, the bold words are linked to definitions.
CHAPTER 2: ANCIENT EGYPT
25
33
2
Egypt invaded by Persia and other foreign powers. Time of great confusion.
ADBC ADBC ADBC
500500500
afterlife: the time of life after death, part of the
ancient Egyptians’ spiritual beliefs
ankh: a symbol of eternal life
canopic jars: pottery jars used to store the intestines,
liver, lungs and stomach of a preserved body
cartouche: an oval shape surrounding an inscription in
hieroglyphs identifying the name of the pharaoh
cataract: a large waterfall or series of waterfalls. The
first cataract was the geographical boundary that marked
the beginning of Upper Egypt.
civilisation: a town-based society with complex forms of
art, science, religion and government
concubine: a woman who lives as a wife with a man
without being married to him
crook and flail: curved stick (hieroglyph for ‘king’) and
whip (symbol of Osiris) carried by the pharaoh as a
symbol of his royal power
delta: area where a river splits into separate streams or
rivers before flowing into the sea
dynasty: a family of rulers; the period of time a family
remained in power
embalming: the process of preserving a dead body by
using spices and salts
frescoes: paintings on a plaster wall or ceiling
god: a supreme being worshipped by people
heritage: all things inherited from previous generations
and which we value, including events, traditions,
influences and experiences
hieroglyphics: ancient Egyptian written language
composed of hieroglyphs (picture-like symbols)
irrigation: a way of bringing water to dry land
kingdom: a period of time in Egypt’s history when
pharaohs and their descendants controlled all of
Egypt. Ancient Egypt’s history can be divided into three
kingdoms — the Old Kingdom, Middle Kingdom and New
Kingdom.
mummification: the process of preserving bodies by
drying them, packing them with minerals and wrapping
them in linen cloths
natron: a mineral used to preserve bodies
nomarch: the person responsible for day-to-day
government in each of Egypt’s main regions
nomes: the regions that ancient Egypt was divided into
to make government easier
papyrus: a plant growing along the Nile River, made
into flattened strips on which to write
pharaoh: word meaning ‘great house’, used to describe
the ruler of Egypt in ancient times
scribe: person employed to make written records
sickle: a tool with a curved blade, used for cutting grass
silt: eroded soil carried by a river
sphinx: a statue with a human head and a lion’s body
temple: a religious place, often a large building, where
people go to worship their god or gods
vizier: the person who took responsibility for the
pharaoh’s government and who was the chief judge in
ancient Egypt
Chapter 2
ANCIENT
EGYPT
HUMANITIES 1
24
31
00
27
50
21
60
17
80
10
80
15
70
20
40
NEW KINGDOM
1570–1080Hyksos driven out of Egypt by new Pharaoh Ahmose of Thebes. Egypt is at its strongest. Beautiful temples and colossal statues built.
1650: Hyksos people invade the Pella area. Fighting occurs over who should rule Egypt.
MIDDLE KINGDOM
2040–1780Egypt ruled by Pharaoh Mentuhotep of Thebes who is strong enough to rule all of Egypt. Great irrigation works and advances in sculpture.
Wars occur to determine who should rule Egypt. No pharaoh is strong enough to rule the land.
OLD KINGDOM
2750–2160Greatest period of achievement in Egypt. The pyramids are built and the potter’s wheel is invented.
Upper and Lower Egypt united. King Menes is the first pharaoh of united Egypt.
1500200025003000 1500200025003000 1500200025003000 100010001000
People settled along the Nile River in Egypt
about 5000 years ago. Over time, they developed
new farming and building techniques and a
form of picture writing. These achievements were
only rediscovered during the last 200 years.
Today people travel from all over the world to see
the magnificent monuments and pyramids built
by the ancient Egyptians. These treasures help
us to understand life in the land of the pharaohs.
Historical knowledge and understanding• Learn about change and its impact on the lives of
ancient Egyptians.
• Learn about continuity through appreciation of
aspects of ancient Egyptian society in our own
times.
• Learn about cause and effect by evaluating the role
of key individuals and events in ancient Egypt.
• Learn about sources of information on the ancient
Egyptian world.
Historical reasoning and interpretation• Frame questions and plan investigations based on
your knowledge of ancient Egypt.
• Develop skills in gathering and documenting
evidence from sources to analyse what they reveal
about culture and values in ancient Egypt.
• Know and use key words and conventions in the
language of history.
• Communicate your understanding of history
through a variety of presentations.A camel driver rests on the edge of Egypt’s desert with the pyramids in the distance.
Timeline of Egyptian history
HUMANITIES 1
70
3.9KEY EVENTS:
BUILDING A TEMPLE TO ATHENA
Pericles wanted Athens to be the most beautifulof all the Greek cities. He was particularly keento replace the temples on the acropolis that thePersians had destroyed during their attack onthe city in 480 BC. The greatest and most famousachievement of this building program was theParthenon. This was the temple of Athena Par-
thenos built both to honour the goddess Athena,who was the city’s patron, and to celebrate thevictory over the Persians.
The architects Ictinus and Callicrates designedthe building and the sculptor Phidias created manyof its decorations. The most impressive of these wasa 12-metre-high marble statue, decorated with goldand ivory, of Athena. This statue no longer exists.
Phidias also designed three sets of sculptures todecorate the temple — the metopes, the frieze andthe pediments. These were 92 individual sculp-tures, located above the outside row of columns,that showed scenes of real and imaginary battlesin which the Greeks had participated. Phidiasalso created a 160-metre-long frieze, comprising115 panels, that decorated the space above theinner row of columns. Phidias’ sculptures areknown as the Parthenon Marbles.
Workers, mostly slaves and prisoners of war,began building the Parthenon in 447 BC andcompleted it 15 years later in 432 BC. The mainbuilding material was white marble from quar-ries to the north-east of Athens.
The British Museum in London now houses alarge number of the Parthenon Marbles. Greecewants them back and says they were stolen byLord Elgin in 1801. The British Museum claimsthat Lord Elgin took them with the permissionof the Turkish government that controlledGreece at that time. Greece’s newest museum,the Acropolis Museum, will include the Par-thenon Hall — an area that the museum sayswill remain empty until the British return theParthenon Marbles.
HISTORY
Photograph showing the Athenian acropolis and the remains of the temple of Athena Parthenos, known as the Parthenon.
Source 3.9.1
Builders used cranes with giant tongs attached to lift stones into place.
Teams of oxen broughtcartloads of building blocks from the local quarry.
Craftsmen sculpted figures that were larger than life size so that they could be easily seen from the ground.
A block of marble being slotted into place
Timber scaffolding
CHAPTER 3: ANCIENT ATHENS
71
ICT
MADEEA
SY
Understand
1. Use sources 3.9.1 and 3.9.2 and your own knowledge as the basis for writing a news story to celebrate the completion of the Parthenon.
Use ICT
2. Locate websites that have illustrations of historical sites in ancient Athens. For ideas go to www.jaconline.com.au/essentials/humanities1 and click on the Ancient Architecture weblink for this chapter. Choose a theme and create a
desktop-published document. Use illustrations from the Internet and write a few lines about each one.
Communicate
3. Write a paragraph of 10–15 lines to explain what the Parthenon and the Parthenon Marbles are.
4. Imagine that the Greek government has asked your advice on the preservation of the Parthenon. Write 15–20 lines summarising your response, including:
(a) the problems that result from this being a tourist attraction
(b) your ideas on how to preserve the Parthenon while still allowing tourists to visit it.
Source 3.9.2
A twenty-first century artist’s impression of the process of building the Parthenon
A glimpse of Phidias’ statue of Athena Parthenos — about seven times life size, it was wooden and decorated in gold and ivory. The statue depicted Athena as a warrior goddess, wearing a helmet and breastplate and carrying a shield. The breastplate was carved with the snake-covered head of Medusa. In her right hand, Athena held a small figure of Athena Nike, the image of Athena in victory.
These rectangular sections show Giants, Centaurs, Titans and Amazons celebrating the Greek victory over the ‘inferior’ Persians.
Doric columns made ofwhite marble from Mount Pentelico. They each have a slight curve in the middle to create the optical illusion from below that they are straight.
The architectron was the person in charge of the building work.
The temple is built to face east — the direction of the rising sun. The decoration in this section, the pediment, is of coloured marble and shows Athena being born from the head of Zeus.
www.jaconline.com.au/ict-meDesktop publishing
Historical sources are numbered by section for easy cross-referencing and the type of source is clearly identified in the caption.
Questions in Activities and SkillsEssentials provide opportunities to use ICT.
ix
When using the book on CD-ROM, click on the CD-ROM icon to link to interactive skills, investigations and virtual historical site studies.
CHAPTER 7: PEOPLE AND PLACES OF THE ASIA–PACIFIC
159
Interpreting maps at different scales
Reading maps and comparing them provides geog-raphers with a lot of information. The legend (or key) tells you what the symbols and colours mean and the scale gives you an idea of the size and area of features being mapped.
1. Study the maps. What is the extent of each region (north to south, and east to west)?
2. Study the map of South-East Asia. List the mainland and archipelago countries and their capitals.
3. Indonesia is an archipelago — use the map to describe its location. Which seas divide this country?
4. Name the largest island in South-East Asia. Which three countries are located on this island?
SKILLS essentials
Understand
1. Australia’s past is closely linked with Britain. List two ways that this has changed over time.
2. Use the text to list two similarities and two differences in the population, land and sea areas of Asia, South-East Asia, Australia and the Pacific Islands.
Communicate
3. Have you ever visited the Pacific Islands region? Would you like to? Write a journal entry describing the countries you would visit and why.
4. Australia has many links with countries in the Asia–Pacific including trade, tourism and providing aid.
Choose one country in Asia and one in the Pacific and conduct some research about one of these links. Report your findings to the class.
5. Discuss with another student one advantage and one disadvantage of Australia’s location in the Asia–Pacific.
Think
6. Provide two reasons why you think Australia belongs in the Asia–Pacific region?
Dig deeper
7. Go to www.jaconline.com.au/essentials/humanities1 and click on the Travel South-East Asia weblink for this chapter. Play the electronic board game to test your geographical knowledge of this region.
The Pacific IslandsSouth-East Asia
The countries of Asia
Equator
PACIFIC
OCEAN
INDIAN OCEAN
INDIA
NEPAL
BHUTAN
BANGLADESH
MYANMAR
CHINA
MONGOLIA
RUSSIA
NORTHKOREA
SOUTHKOREA
TAIWAN
VIETNAM
LAOS
THAILANDCAMBODIA
MALAYSIA
BRUNEI
SINGAPORE
MALDIVES
EASTTIMOR
INDONESIA
JAPAN
PHILIPPINES
LANKASRI
IRAN
KAZAKHSTAN
UZBEKISTAN
TURKMENISTAN
AFGHANISTAN
TADZHIKISTAN
BAHRAIN
KUWAIT
UNITED ARABEMIRATES
OMANYEMEN
PAKISTAN
GEORGIA
AZERBAIJANISRAELLEBANON
KIRGIZIA
SAUDIARABIA
QATAR
TURKEY
CYPRUS
JORDAN
ARMENIA
IRAQ
SYRIA
0 1000 2000 km
N
BRUNEI
Country border
Country name
Country capital
Sabah
Province border
Province name
Island namePhnom Penh Borneo
Futuna(France) Geographic regionDependency MELANESIA
KEY
PACIFIC OCEAN
0 1000 2000 km
ME L A N E
SI
A
M I C R O N E S I A
PO
LY
NE
SI
A
HAWAIIAN ISLANDS (U.S.A.)
New Caledonia(France)
Inte
rnational D
ate
L
ine
Equator
COOKISLANDS
NIUE
TONGA
FIJI
NEWZEALAND
VANUATU
SOLOMONISLANDS TUVALU
KIRIBATINAURU
PALAU
PHILIPPINES
INDONESIA
TAIWAN
JAPAN
AUSTRALIA
SAMOA
FEDERATED STATES OF MICRONESIA
SOUTHKOREA
EASTTIMOR
MARSHALLISLANDS
NORTHERNMARIANAS
PAPUA NEW
GUINEA
FrenchPolynesia(France)
N
EquatorEquator
Luzon
Borneo
Java
Sumatra
Christmas Island(Aust.)
Sulawesi
IN
D O N E S I A
CAMBODIA
VI
ET
NA
M
THAILAND
SINGAPORE
EAST TIMOR
MA
L A YS
I A
L
A
OS
MY
AN
MA
R
BRUNEI
PH
IL
IP
PI
NE
S
Bangkok Manila
Jakarta
Hanoi
Yangon
Kuala Lumpur
Phnom Penh
Singapore
Vientiane
Bandar Seri Begawan
Dili
S a r a w a k
Sabah
K a l i m a n t a n
Torres Strait
I N D I A N
O C E A N
P H I L I P P I N E
S E A
MINDANAOSEA
P A C I F I C O C E A N
S OU
TH
CH
IN
A
SE
A
ARAFURASEA
BANDA SEA
FLORES SEA
SULAWESI
SEA
JAVA SEA
TIMORSEA
0 400 800 km
N
Andaman
and
Nicobar
Islands
HUMANITIES 1
158
7.1
WHERE IS THE ASIA–PACIFIC?
Australia is an island continent with a popu-lation of 20 million. Geographically, Australia ispart of the region known as the Asia–Pacific.Regions have something in common that helpsdefine them — it could be types of government,trade relations, languages, landforms, location,or a combination of these. A region is a humanconcept that can be mapped and analysed.
For most of Australia’s history, our strong cul-tural ties have mainly been with Britain andEurope. However, in the last 50 years this haschanged. Growing political, economic and sociallinks with our immediate neighbours in Asia andthe Pacific have meant that Australia hasbecome more closely aligned with this region.
Asia is very highly populated — six out of everyten people in the world (over 3.8 billion) live in Asia.The exact boundaries between Asia and Europe arevague, but generally accepted as shown on the mapof Asia on the next page. Asia contains a diversityof languages, religions, political systems, physicaltraits of the population, climate, natural resourcesand industry — many people and countries withinAsia may not feel they have much in common.
Australia generally feels more connected to thepart of Asia known as South-East Asia, a sub-region of Asia. This region was first definedduring World War II and is still used by theregion’s leaders in the Association of South-EastAsian Nations (ASEAN). There are 11 countries
SOUTH-EAST ASIA
in South-East Asia, some on the mainland andsome on archipelago islands. The Andaman andNicobar islands (a territory of India) are alsoconsidered part of this region. Over 550 millionpeople live in South-East Asia.
The Pacific Ocean is vast and contains about25 000 islands, divided into three main groups —Melanesia, Micronesia and Polynesia. Manyisland nations are found in this region. Thereare just over 7.5 million people in the PacificIslands, not including New Zealand and Hawaii.
Melanesia extends north and north-east of Aus-tralia, from the west Pacific Ocean to the ArafuraSea. It includes the island of New Guinea (dividedinto the nation of Papua New Guinea and theIndonesian province of Papua), New Caledonia,Vanuatu, Fiji and the Solomon Islands.
Micronesia has hundreds of small islands and islocated north-east of Papua New Guinea. It is alsobounded by the Philippines in the west, Indonesiain the south-west and Melanesia to the south.Micronesia includes the Northern Marianas,Guam, Palau, the Marshall Islands, Kiribati,Nauru and the Federated States of Micronesia.
Polynesia forms a triangle with its three cor-ners at Hawaii, New Zealand, and Easter Island.There are around 1000 islands in this part of thecentral and southern Pacific Ocean. The othermain islands are Samoa, Tonga, French Poly-nesia, Tuvalu and the Cook Islands.
THE PACIFIC ISLANDS
(a) The semi-nomadic Mongol people live in the Gobi Desert in eastern Asia. Bactrian camels provide transport, meat, milk, wool, hides for tents and dung for fuel. (b) The Pacific Island nation of Fiji is located about 2000 kilometres east of Australia.(c) Merchants transport their wares in small boats in this floating market in Thailand, South-East Asia.
(a)(b)
(c)
CHAPTER 12: PARTICIPATING IN POLITICS
281
Understand
1. List three rights and three responsibilities you have as a citizen.
Think
2. Explain the difference between a rightand a responsibility.
3. List the responsibilities youhave as a memberof your class.
Rights are exercised andinfringed every day.
4. Study the illustration above. Attempt to find examples where citizens are exercising or trying to exercise the following rights:(a) The right to freedom of protest(b) The right to freedom of religion(c) The right to freedom of speech(d) The right to vote in elections(e) The right to privacy(f) The right to safety
5. Using the illustration, find as many situations as possible where someone’s rights are being infringed. In each case, state what right is being interfered with.
Design and create
6. Make a collage that illustrates the rights and responsibilities of individuals in the democratic process.
Communicate
7. Write a story of what it would be like to live in a country where your rights are denied. You may wish to use desktop publishing software to present the story with text and graphics.
Teamwork
8. As a class, discuss the topic: ‘Young people have too many rights and forget their responsibilities’.
9. In small groups, discuss what you think would happen to a democracy like Australia if its people did not meet their obligations as citizens. Select a spokesperson to present your group’s ideas to the rest of the class.
Internet research
Each year about 70 000 new settlers become Australian citizens. Citizenship ceremonies are generally organised by local governments.
Go to www.jaconline.com.au/essentials/humanities1 and click on the Australian Citizenship weblink for this chapter and then answer the following questions.
1. Why is citizenship important?2. Discuss what becoming an Australian citizen
means to people.3. Write out the Australian citizenship pledge.4. Outline how a new settler can become an
Australian citizen.5. When was the first annual Australian
Citizenship Day celebrated? What is the purpose of the day?
SKILLS essentials
ICT
MADEEA
SY
www.jaconline.com.au/ict-meDesktop publishing
HUMANITIES 1
280
12.7CITIZENSHIP: RIGHTS AND
RESPONSIBILITIES
A citizen is someone who lives as part of a commu-nity and therefore has certain rights and responsi-bilities. There are some rights that we tend to takefor granted, such as freedom of speech. Someresponsibilities, like voting, may be seen as ‘justthings you have to do’. An active citizen not onlyknows his or her rights and responsibilities — andhow important they are — but also looks for oppor-tunities to be involved. Active citizens play a vitalrole in improving the way we are governed.
As Australian citizens, we have the right toexpect our government to protect us and to helpimprove the quality of our lives. In a democracy,we also have the right to a number of personalfreedoms. As active citizens, we have an obligationto contribute to the community by taking part inthe political and legal processes in this country.
One right that all Australian citizens have is the freedom of protest. In 2003, demonstrations were held across Australia to protest against the war in Iraq.
As an Australian citizen, you enjoy a number ofbasic rights, such as freedom of speech, freedomof protest and freedom of religion. You can leavethe country whenever you wish (provided youhave a passport) and can apply when you are olderto work in the armed services, the police force or
YOUR RIGHTS
the public service. You also have the right to trialby jury and to be protected from discrimination.
Another very important right you possess isthe right to decide how you want to be governed.Some of the ways this right is exercised areshown in the illustration below.
Your rights to decide how you will be governed
Two of your responsibilities as an Australiancitizen over the age of 18 are to register yourselfon the electoral roll, and to vote in federal, stateand local elections. An active citizen will alwaysensure that his or her vote counts — that it is aformal vote, and carefully considered.
You are also obliged to pay your taxes, obey thelaws of the land and serve as part of a jury ifasked. In times of war, you may be asked todefend your country.
Right to vote inan election or a referendum
Right to expressa political opinion inpublic or in writing
Right to standfor election to
Parliament or a local council
Right to joinand participate
in a union
Right to strike or to boycott a product or service
Right to takepart in a
demonstrationor publicmeeting
Right to becomea member of apolitical party
Right to approachthe media to makea grievance known
Right to makerepresentations to politicians and government bodies
Right to become part of a pressuregroup or a lobby group
Citizen
Jane
YOUR RESPONSIBILITIES
HUMANITIES 1
254
11.4
SCARCITY
The movie Oliver is a story about a youngorphaned boy. In one of the meal-time scenes,Oliver walks up to Mr Bumble, the master-in-charge of the orphanage and, holding up hisdinner plate in his outstretched arms, asks formore food. Mr Bumble explodes, ‘You want what
boy? More!’.
Please sir, may I have some more?
In a way, we are all like Oliver. We would alllike more goods and services because we believethey will improve our standard of living. How-ever, our wants are always changing and it isimpossible to satisfy them all. This also appliesto countries. It is a simple economic fact thatmany wants cannot be satisfied regardless of thewealth of a country. This is why we need aneconomic system.
You cannot point to an economy and say, ‘Thereit is’. However, economic activity is all around us.It includes activities such as the buying andselling of food and drink at your school canteen;trading on the stock exchange; the governmentcollecting taxes; the millions of people employedin hundreds of different types of jobs; and thenumerous businesses producing a vast assort-ment of goods and services. All these economicactivities are undertaken in an attempt to satisfythe needs and wants of a country’s people.
WHAT IS AN ECONOMIC SYSTEM?
Each country has only a certain amount of econ-omic resources. There is only so much in the wayof natural resources, only so many workers, onlyso much capital and only a specific number ofentrepreneurs. Consequently, the amount of goodsand services a country can produce is also limited.
Natural resources are limited.
In contrast to economic resources, humanwants are unlimited. No sooner are some wantssatisfied than new ones take their place. Afterpurchasing a DVD recorder, for example, youmay soon want a video camera. People neverseem fully satisfied with what they have. Theyalways want more!
This is the problem faced by every individualand every country: limited economic resourcesbut unlimited wants — the economic problem ofscarcity. This situation is similar to you nothaving enough money to buy everything youwould like. You have to decide which goods andservices you will buy. If you are a wise consumer,you try to choose those that give you the mostsatisfaction.
WHY DO WE NEED AN ECONOMY?
CHAPTER 11: INVESTIGATING ECONOMICS
255
Countries must also decide how to obtain thegreatest possible benefit from their limitedresources. Although different kinds of economicsystems are used throughout the world, thedecisions made by different countries are thesame, as shown in the table below.
When making economic decisions, individualsand countries need to consider what they haveto give up to satisfy a particular want. This isknown as the opportunity cost. Suppose youhave decided to spend your savings of $500 oneither a new MP3 player or a digital camera. Ifyou choose the MP3 player, the opportunity costis the digital camera. By purchasing the MP3player, you gave up the opportunity of owning adigital camera. Individuals and countriesalways attempt to minimise opportunity cost;that is, they put their scarce resources to thebest possible use.
Economic decisionHow the decisions are
made in Australia
1. What goods and services to produce?
By consumers when purchasing goods and services: the ‘dollar vote’
2. How to produce the goods and services?
By producers using the least costly method of production
3. Who gets the goods and services?
Whoever has the money to pay for them
OPPORTUNITY COST
Understand
1. Explain why you cannot satisfy all your wants.2. What is the purpose of an economy?3. List the three basic decisions every economy
must answer.
Think
4. Explain the statement that ‘in every country economic resources are limited’.
5. What are some of the likely opportunity costs of:(a) watching television(b) land used for farming?
Communicate
6. In small groups, create a either a one-minute mime or roleplay to explain the economic problem of scarcity. Present your mime or roleplay to the rest of the class.
Teamwork
7. As a class, brainstorm reasons why people’s wants are satisfied better today than they were 50 years ago.
8. In small groups, research ways of overcoming the problem of scarcity of fossil fuels in Australia. Should we be more careful in using these scarce resources? Are there alternative products that could be used? Present your research to the rest of the class.
Dig deeper
9. (a) If a country’s economic resources are being fully used, how can it produce more of a particular item, such as cars or televisions?
(b) Does the amount a country can produce depend entirely on the quantity of its economic resources? Why?
To spend on a digital camera… or an MP3 player? Weighing up the opportunity cost
SkillsEssentials provide guidance and practice in skill development.
Links are made in the activities to the domains of Communication, Thinking, ICT, and Design, Creativity and Technology. Activities are structured for different learning styles and abilities and include teamwork,in-depth learning and strategies to encourage participation in community activities.
ICT Made Easy icons signpost opportunities to access clearand friendly instructions via Jacaranda’s website at www.jaconline.com.au/ict-me.
Weblinks to useful sites are provided and kept up to date on the Jacaranda Essentials Humanities website.
ON
THE CD-R
OM
When using the book on CD-ROM, Activities can be opened as Word files, completed on-screen and printed out.
Clear and student-friendly text
x
ABOUT THE CD-ROMABOUT THE CD-ROM
The entire Jacaranda Essentials Humanities 1 textbookis on the CD-ROM in PDF format. As well, the CD-ROMcontains many stand-alone interactive components,which have been linked to relevant chapters. Thesecomponents can be used in a variety of ways, including:
• as individual or group activities in the classroom
• as homework activities or extended assignments.
The stand-alone interactive components are:
• Geography skills learning objects, individual pro-grams that give information (generally in animationformat) on a specific geographic skill. These learningobjects also include eTivities which in turn test theskill. Designed for about 5–10 minutes engagement.
• Time trap of truth, an interactive fact or fiction ‘game’requiring recall skills, providing broad informationand testing knowledge of core concepts. Designed forapproximately 10–20 minutes engagement.
• wiZdom, an interactive ‘game’ for visual learnersproviding information and testing knowledge of coreconcepts within a specific topic area. Designed forapproximately 30 minutes engagement.
• Investigator, a deep learning tool where investi-gation of the content provided culminates in writinga summary or recommendations. Designed forapproximately 20–30 minutes engagement.
• Site study, an interactive deep learning activitywhere, on the given subject, the user must investi-gate the evidence, form an opinion and complete anactivity based on their opinion. Designed forapproximately 30–50 minutes engagement.
Multimedia activities can be accessedby clicking on the CD-ROM icon.
Links to interactive components can be found on thepages listed in the table below.
The CD-ROM also contains the following features:
• Key term links: Click on the key terms in eachspread (highlighted) to view their definitions. Clickon the definition box to hide it.
• Activities links: All activity panels link to MicrosoftWord templates so the activities can be completedand printed. Click on the Activities heading toaccess these activities.
• Links to websites: All websites referred to in Activi-ties panels are linked to the Internet.
TROUBLESHOOTINGIf you have problems with the operation of the CD-ROM:
• Check that you have the right equipment (seeMinimum System Requirements on the CD label).
• Either phone, fax, email or write to John Wiley &Sons Australia.
Phone: Multimedia Assistant 07 3859 9649
Fax: 07 3859 9755 (Attention: Multimedia Assistant)
email: multimedia@johnwiley.com.au
Address: Multimedia Assistant
John Wiley & Sons Australia, Ltd
PO Box 1226
MILTON QLD 4064
Chapter Learning object Time trap of truth wiZdom Investigator Site study
1. Investigating history p. 5 Uncoveringthe past
p. 21 Stonehenge
2. Ancient Egypt p. 27 Ancient Egypt p. 39 Ancient Egypt p. 49 Who killed the Pharaoh?
3. Ancient Athens p. 55 Ancient Greece p. 65 Ancient Greece
p. 73 Alexander: was he really great?
4. Ancient Rome p. 81 Ancient Rome p. 85 Ancient Rome p. 87 Life and death in Pompeii
5. Ancient China p. 114 Ancient China p. 105 Ancient China p. 116 Confucius says
6. Geospatial skills p. 135 Oblique aerial photographsp. 137 Vertical aerial photographsp. 139 Map legendsp. 143 Alphanumeric gridsp. 145 Scalep. 149 Topographic mapsp. 149 Choropleth mapsp. 149 Satellite imagesp. 153 Interpreting graphs
7. People and places of the Asia–Pacific
p. 161 Asia–Pacific p. 173 Inequality in the Asia–Pacific
8. Australia — land of contrasts
p. 185 Climatic graphsp. 195 Population pyramids
p. 189 Deserts
9. Indonesia and PNG — our nearest neighbours
p. 205 Our nearest neighbours p. 213 Sticky ricep. 221 The Kokoda Track
10. Endangered habitats p. 227 World habitatsp. 229 Endangered species
p. 245 Endangered species
p. 229 Menace to mammals
11. Investigating economics p. 249 Money for lifep. 251 Our economy and you
12. Participating in politics p. 269 Representing the peoplep. 273 Political systems
p. 269 Government in action
13. Understanding the law p. 291 Origins of our legal system
p. 289 The legal system in Australia
ON
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ACKNOWLEDGEMENTSACKNOWLEDGEMENTS
xi
The authors would like to thank the many peoplewhose support and encouragement have made thisbook possible. From Judy Mraz, special thanks toGrant, Alexandra and Natasha. Maureen Andersonwould like to thank John, as always. From SteveChapman, special thanks to Jack and Lorna; Wendy,Shelsie and Max. From Cathy Bedson, special thanksto Maggy Saldais and to Wayne. Thanks also to thestaff of John Wiley for their wonderful support andhigh standards of quality, especially Sharon Ottery,Gabrielle Brady and Vanessa Tadijan.
The authors and publisher would like to thank thefollowing authors for their contributions — SusanBliss for material reproduced from Geoactive 1 2nd
edition and Geoactive 2 2nd edition, Angelo Calandrafor material reproduced from Jacaranda SOSE 1 2nd
edition, Grace Ciavarella for material reproduced fromJacaranda SOSE 1 2nd edition, Jeff Conroy formaterial reproduced from Ancient Quest, Ian Keese formaterial reproduced from Retroactive 1 2nd edition,John Paine for material reproduced from Geoactive 1
2nd edition and Geoactive 2 2nd edition, and JanneSchill for material reproduced from Ancient Quest. Wewould also like to thank the following copyrightholders, organisations and individuals for theirassistance and for permission to reproduce copyrightmaterial in this book.
Internal Design• © Digital Stock/Corbis Corporation • © CorbisCorporation • © PhotoDisc, Inc. • © Corbis Digital Stock• © Image Disk Photography • Cartography byMAPgraphics Pty Ltd, Brisbane • © Digital Vision.
ImagesAdidem Group, used in Australia with permission:page 263 (right) • © Ancient Art & Architecture Collection:pages 6 (Caesar), 10 (bottom left), 11 (top left), 15, 23 (bottomright); 38 (right)/R Sheridan; 47 (left & right), 57 (top), 60(top), 63 (top), 65, 74, 77, 81 (left and far right), 85 (top centre& top right), 88, 89 (left & right), 92, 93, 94, 99 (top left, topright, bottom left & bottom right), 107 (left), 123 (top) • ArtArchive, The: pages 51/British Museum/Jacqueline Hyde;110/National Palace Museum Taiwan; 111/Freer Gallery ofArt; 118; 119/Bibliothèque Nationale Paris • Auscape: pages181 (bottom left)/Jean-Paul Ferrero; 181 (top left)/RegMorrison; 183 (middle right)/Mike Langford • Photographyby Auspic: pages 276, 277, 293 • Austral International:page 120 (top)/Topham Picturepoint • Australian Bureau ofStatistics 2001, Population Projections, Australia 1999 to2101 (ABS Cat. no. 3220.0): page 195 (top) • AustralianDemocrats: page 279 (Democrats logo) • The AustralianGreens: page 279 (Greens logo) • Courtesy Australian LaborParty (ALP): page 278 (bottom right) • Australian WarMemorial Negative Number 015481: page 220 • Photographcourtesy of AusAID — The Australian Government’sOverseas Aid Program: page 172 • AAP Image: pages 2–3/AFP Photo/Hilti Foundation; 14/AP Photo/DiscoveryChannel/RMS Titanic Inc.; 17/AP Photo/Barry Schwortz;129/EPA Photo/Adrian Bradshaw; 175/AAP Photo/Paul
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& Environment, Victoria: page 235 (top right)/map redrawnby MAPgraphics Pty Ltd, Brisbane • Map supplied byMAPLAND, Environmental and Geographic Information,Department for Environment and Heritage, SouthAustralia: page 147 • © Digital Stock: pages 6 (buddha); iv,6 (far right), 41 (right), 70 (left), 169 (middle left & top left),259 (chips)/Corbis Corporation • © Digital Vision: pages 256(bottom left), 263 (left), 265 (bottom right), 268 (left); 230(left)/Stephen Frink • DigitalGlobe: page 46 (far right)• Fairfax Photo Library: pages 18 (bottom)/Jon Reid; 185(top right)/Nick Moir; 283 (f)/Robert Pearce; 292 (right)/PeterRae • Family First Party: page 279 (bottom) • Satelliteimage supplied by Geocarto International Centre, HongKong. Copyright © 1999 Geocarto/RSGS: pages 130–1• Data supplied and processed by Geoimage www.geoimage.com.au/Landsat: page 201 (top) • Copyright © Common-wealth of Australia 2006, Geoscience Australia, ACRES:181 (top right) • Satellite image courtesy of GeoEye: pages134–5, 150 (top) • Getty Images: pages 7/Paula Bronstein;127 (right)/Taxi/Ken Chernus; 135 (bottom & middle)/Stone/Warren Bolster; 156–7/The Image Bank/Max Dannenbaum;170 (left)/Stone/John & Lisa Merrill; 189 (top)/Photographer’s Choice/Tom Till; 211 (top right)/AFP/RockyRoe; 226 (bottom right)/Photographer’s Choice/Stuart Dee;226 (top right)/Stone/Hugh Sitton; 227 (bottom right)/TheImage Bank/Joseph Van Os; 248 (top right)/Stockdisc; 250(top)/Stone/Monica Dalmasso • Dr Ian Mansergh, DNRE,Victoria: pages 238 (top), 239 • © John Wiley & SonsAustralia: pages 68 (2 images)/Julie Stanton; 196 (right);246–7/Taken by Kari-Ann Tapp; 274 (bottom right)/DavidGrabham • Jonathan N Tubb: page 23 (top right) • JudyMraz: page 197 (2 images) • The Kobal Collection: page 254(left)/Trident Films • Landcare Australia: page 235 (left)• Landslides Aerial Photography: page 135 (top)/Alex SMacLean • Liberal Party of Australia: page 278 (bottom left)• Mary Evans Picture Library: pages 6 (Saladin), 73• Metropolitan Museum of Art: page 31/EgyptianExpedition of The Metropolitan Museum of Art, RogersFund, 1930. (30.4.103) Photograph © 1978 The MetropolitanMuseum of Art • MAPgraphics Pty Ltd, Brisbane: pages iv,22 (far right), 27, 54 (bottom), 72, 80, 96, 105 (bottom), 122(bottom), 124–5, 133 (4 maps), 139 (top & bottom), 140(bottom), 141, 143, 148 (left), 149 (bottom left & top left), 150(bottom), 151, 159 (bottom right, top & left), 161, 162 (right),164 (left & right), 166 (left & right), 173 (top left, top right& bottom), 177 (top left & bottom left), 181 (centre), 182, 183(centre), 184 (left), 185 (bottom left & top left), 187, 190(right), 196 (left), 198/ABS 2001 Census of Population andHousing, map redrawn by MAPgraphics Pty Ltd, Brisbane,201 (bottom), 204 (left), 205 (left), 206 (bottom), 208, 210 (left& right), 216 (left & right), 218 (right), 240 (right), 244(bottom) • © National Geographic Image Collection: pages41 (left)/O Louis Mazzarenta; 169 (top right)/BelindaWright; 242 (right)/MAPgraphics Pty Ltd, Brisbane; 243(bottom)/MAPgraphics Pty Ltd, Brisbane/Tibor Toth• National Party of Australia: page 278 (top left) • Newspix:pages 18 (top)/Steve Brennan; 19 (bottom left)/AFP; 126/Bob
Finlayson; 162 (left)/Ian Cugley; 163 (top (a) & (b))/AFP; 250(bottom)/Bob Baker; 260 (left)/Andy Baker; 269/CraigGreenhill; 273 (top)/AFP Photo/Pornchai Kittiwongsakul;274 (top right)/Michael Jones; 281/Jeff Darmanin; 283 ((a) &(d)); 297 (top)/Paul Burston • Copyright NucolorvueProductions Pty Ltd: page 193 • © Outback Photographics/Steve Strike: pages 178–9; © Panos Pictures: page 158 (b);233 (right)/Rod Johnson; 243 (top)/Qilai Shen; 249 (right)/Trygve Bolstad; 257 (top)/Jenny Matthews • © PhotoDisc,Inc.: pages iii, 5 (7 images), 19 (right), 21 (right), 43 (top), 44(bottom right), 55, 85 (left), 105 (left), 117, 144 (top left), 211(centre left), 227 (bottom left), 252 ((c) & (d)), 254 (right), 256(top left), 257 (bottom), 258 (right), 259 (fruit & pizza), 260(girl & shop), 265 (top left), 268 (right), 274 (left) • PictureMedia: pages 121/Gamma/Francois Lochon; 207 (python)/©Dwi Oblo/Reuters • © Qasco Vic P/L: pages 137, 199(bottom & top) • photolibrary.com: pages 24–5/Peter Adams;39 (left)/The Bridgeman Art Library; 50, 54 (top)/JerryEdmanson; 167 (left)/Nigel Hicks; 181 (bottom right)/RobinSmith; 202–3/Science Photo Library/Planetary Visions Ltd• photolibrary.com Royalty Free: pages 211 (bottom right),259 (sandwich)/© photolibrary.com • QueenslandNewspapers: page 163 (bottom)/The Courier Mail/JustinRichardson. • Dr Ronald Seib: page 211 (centre right)• Sensis Pty Ltd: page 260 (Yellow Pages)/® Registeredtrade mark of Telstra Corporation Limited • © The StateHermitage Museum, St. Petersburg: page 38 (left) • StephenChapman: pages 251, 252 (a) • © Steve Bloom/stevebloom.com: page 240 (left) • © Stockbyte: pages 256(top right), 258 (left) • Tourism New Zealand: page 256(bottom right) • © Victoria Police, www.neighbourhoodwatch.com.au: page 301 • Werner Forman Archive: pages 40;81 (top centre)/Schimmel Collection NY • Wildlight PhotoAgency: page 190 (bottom)/Penny Tweedie • World WildlifeFund: page 236.
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• Australian Bureau of Statistics 2003, PopulationProjections, Australia 2002–2101 (ABS Cat. no. 3222.0).ABS, Canberra; Deaths Australia (ABS Cat. no. 3302.0):pages 194, 200 • Mathew Murphy: page 237/The Age• Penguin Books Ltd UK: pages 66/from Thucydides:History of the Peloponnesian War, translated by RexWarner, Penguin Classics, 1954. Print rights granted byPenguin UK Ltd, Electronic rights granted by The RandomHouse Group Limited; 69/Extracts from The Histories byHerodotus, translated by Aubrey de Selincourt, Translationcopyright 1954 Aubrey de Selincourt. Reproduced withpermission of the Penguin Group • Solo Syndication: page241/Daily Mail, London, 23 June 1999.
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