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YEAR 10 SOCIAL SCIENCES COURSE 3 2020 IRENE MCCORMACK CATHOLIC

Transcript of Home - Irene McCormack Catholic College€¦  · Web viewThe concepts of place, space,...

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YEAR 10 SOCIAL SCIENCES COURSE 3 2020 IRENE MCCORMACK CATHOLIC COLLEGE

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YEAR 10 SOCIAL SCIENCES

In Year 10 Social Science each term will be spent studying one of the following topics.

Geography: The concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking, through an applied focus on the management of environmental resources and the geography of human wellbeing at the full range of scales, from local to global and in a range of locations.

History: Students develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context.

Economics & Business: Students are introduced to the concept of economic performance and living standards while continuing to further their understanding of the concepts of making choices, interdependence, specialisation, and allocation and markets through examining contemporary issues, events and/or case studies delving into the reasons for variations in the performance of economies. They explore the nature of externalities and investigate the role of governments in managing economic performance to improve living standards. They inquire into the ways businesses can manage their workforces to improve productivity.

Civics & Citizenship: Students continue to build on their understanding of the concepts of democracy, democratic values, justice, and rights and responsibilities by exploring Australia's roles and responsibilities at a global level and its international legal obligations. They inquire in to the values and practices that enable a resilient democracy to be sustained.

In Year 10 Course 3, all skills in Questioning and Researching, Analysis, Communicating and Reflecting are built upon and further developed as in Course 2. Analysis skills are also reinforced and further developed in order to prepare students for Senior Secondary courses. These skills include:

Analyse the ‘big picture’ (e.g. put information and/or data into different contexts, reconstruct information by identifying new relationships, identify missing viewpoints or gaps in knowledge)Apply subject specific skills and concepts in familiar, new and hypothetical ‐situations

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YEAR 10 SOCIAL SCIENCE COURSE 3 ASSESSMENT SCHEDULE

Throughout the year, you will be marked on the following assessments. Each of these will contribute to your overall mark. You are required to keep your assessments in your assessment folder.

TOPIC ASSESSMENT WEIGHTING

HISTORY WW2 SOURCE ANALYSIS 12%

HISTORY ESSAY 12%

GEOGRAPHY LAND CHANGE REPORT 12%

GEOGRAPHY HUMAN WELLBEING TEST 12%

ECONOMICS ECONOMICS TEST 12%

CIVICS SOURCE ANALYSIS 12%

SEMESTER ONE TOPICS SEMESTER ONE EXAM 14%

ALL TOPICS SEMESTER TWO EXAM 14%

HOW TO ENSURE YOU ACHIEVE THE BEST RESULTS POSSIBLE IN SOCIAL SCIENCES:

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1. BRING REQUIRED MATERIALS TO CLASS:

An exercise book for you to complete set activities A pencil case with pens, pencils, coloured pencils, glue and scissors A display folder for each topic (one per term) A display folder in which to keep all assessments Your computer with ebooks, charged and ready for use. Your school planner

2. BE EFFECTIVELY ORGANISED:

Bring all materials needed File handouts in date order in your display folder Date your work in your exercise book Answer all activity questions in full sentence answer File all Assessments in your Assessment folder and keep track of

your results on SEQTA Keep up to date with lessons on SEQTA, especially if you are absent

– it is your responsibility to catch up missed work! Write in homework and assessment due dates in your planner Create a study and homework routine and stick to it!

3. COMPLETE ALL ASSESSMENTS TO THE BEST OF YOUR ABILITY:

Plan your assessments and write notes in point form under headings

Explain all answers to questions in as much detail as you can, giving examples or using diagrams to help where possible

Always include a bibliography to reference your work Always check your work carefully and hand in by the due date

IRENE MCCORMACK CATHOLIC COLLEGE SOCIAL SCIENCEYEAR 10 HISTORY COURSE 3 PROGRAM 2020

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OVERVIEW:

In Year 10 Humanities and Social Sciences consists of Civics and Citizenship, Economics and Business, Geography and History. Students will study History in Term 1.

Students develop increasing independence in critical thinking and skill application, which includes questioning, researching, analysing, evaluating, communicating and reflecting. They apply these skills to investigate events, developments, issues and phenomena, both historical and contemporary.

Students develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context.

In Economics, students are introduced to the concepts of specialisation and trade while continuing to further their understanding of the key concepts of scarcity, making choices, interdependence, and allocation and markets. They examine the connections between consumers, businesses and government, both within Australia and with other countries, through the flow of goods, services and resources in a global economy. The roles and responsibilities of the participants in the changing Australian and global workplace are explored.

In Geography, the concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking, through an applied focus on the management of environmental resources and the geography of human wellbeing at the full range of scales, from local to global and in a range of locations.

In Civics and Citizenship students continue to build on their understanding of the concepts of democracy, democratic values, justice, and rights and responsibilities by exploring Australia's roles and responsibilities at a global level and its international legal obligations. They inquire in to the values and practices that enable a resilient democracy to be sustained.

TERM 1

WEEK

WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 The inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression (ACOKFH018)

Students to understand the terms of The Treaty of Versailles and the impact this had on Germany.Students to understand the causes of the Great Depression and the

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impact this had on many Germans.

2-3 The causes and course of World War II (ACDSEH024)

Students to understand the reasons for the rise of Hitler and NAZI party in Germany.Students to understand policies of the NAZI party leading to expansion and invasion of surrounding European countries.Students to understand how the failure of the policy of Appeasement led to WW2.Students to understand course of WW2 in Europe.

4-5 The causes and course of World War II (ACDSEH024)

Students to understand course of WW2 in Europe.Students to understand USA and Japan’s entry into the war and the course of the war in the Pacific.

6-7 An examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)

Students to understand the spread of anti-Semitism and formation of ghettos in Germany and Poland.Students to understand the purpose of and conditions in Concentration camps.Students to understand the scale and significance of the Holocaust.

ASSESSMENT TASK: SOURCE ANALYSIS

7-8 An examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)

Students to understand reasons why Atomic bomb was dropped on Hiroshima and the impact of this.

9-10 The experiences of Australians during World War II, such as prisoners

Students to examine Australian involvement in the war in Kokoda and

ASSESSMENT: ESSAY

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of war (POWs), the Battle of Britain, Kokoda and the fall of Singapore (ACDSEH108)The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (e.g. conscription, manpower controls, rationing, censorship) (ACDSEH109)

the reason for this involvement and conditions faced in this battle.Students to examine the impact of WW2 on Australia.

TERM 2

WEEK

WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 Factors that influence major consumer financial decisions (e.g. price, availability and cost of finance, marketing of products, age and gender of consumers, convenience, ethical and environmental considerations) and the short-term and long-term consequences of these decisions (ACHEK053)

Students to understand laws of demand and supply and factors that influence these.Students to be able to draw demand and supply graphs and show shifts in curve due to a variety of factors.

2 Factors that influence major consumer financial decisions (e.g. price, availability and cost of finance, marketing of products, age and gender of consumers, convenience, ethical and environmental considerations) and the short-term and long-

Students are to look at the implications of making major consumer purchases such as cars.

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term consequences of these decisions (ACHEK053)

3 The ways businesses organise themselves to improve productivity (e.g. provision of training, investment in applications of technology, use of just-in-time inventory systems) (ACHEK054)

Ways that businesses respond to improved economic conditions (ACHEK054)

Students are to understand how businesses respond to the three fundamental economic questions.Students to understand Productions possibilities curve and how improvements can be made to improve production in an economy.Students can define productivity and understand how businesses can improve productivity through investment in technology and the provision of education and training.

4-5 Indicators of economic performance (e.g. economic growth rates, unemployment trends, inflation rates, human development index, quality of life index, sustainability indexes) and how Australia's economy is performing (ACHEK050).

Students to define Economic Growth and understand how this is measured and what constitutes optimal growth.Students to define types of unemployment and explain causes of these. Students to define inflation and explain how the two types of inflation are caused.Label and explain the business cycle

Assessment: In class Test

6 The distribution of income and wealth in the economy and the ways in which governments can redistribute income (e.g. through taxation, social welfare payments) (ACHEK051)

Students to understand the role of the government in an economy and how Monetary and Fiscal policy are used to manage the economy.Students to examine taxation as a means of distributing income and wealth in the economy

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and how this occurs as part of fiscal policy.

7-8 The ways that governments manage the economy to improve economic performance and living standards (e.g. productivity policy, training and workforce development policy, migration), and to minimise the effects of externalities (e.g. regulation) (ACHEK052)

Students to understand what externalities are and how governments can regulate the economy to minimise the effects of externalities.

Exam 14%Section 1: History 7%Section 2: Economics 7%

9-10 The links between economic performance and living standards, the variations that exist within and between economies and the possible causes (e.g. foreign investment, employment rates and levels of debt) (ACHEK051)

Students to explain how living standards and sustainability are measured through a variety of indicators.Students to examine variations that occur in indicators between economies and the causes of these variations.Students are to examine ethical and environmental considerations of their economic decisions. Case studies: Made in Bangladesh, Nike

TERM 3

WEEK

WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 The human-induced environmental changes that challenge sustainability (e.g. water and atmospheric pollution, degradation of land, inland and coastal

How humans alter the environment

Ecological services

Sustainability The

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aquatic environments) (ACHGK070   opens in new window)

Select one of the following types of environments as the context for a comparative study of an environmental change for Australia and one other country: land

The causes and likely consequences of environmental change being investigated (ACHGK073   opens in new window)

environmental worldviews of people

Climate migrants Biodiversity loss Biodiversity loss

in Indonesia due to palm oil production

2-4 The strategies to manage the environmental change being investigated (ACHGK074   opens in new window)

The application of environmental, economic and social criteria in evaluating management responses to the change being investigated (ACHGK075   opens in new window)

Evaluate the sustainability of palm oil production (socially, economically and environmentally)

The impacts of deforestation

The threats to orangutans

Management strategies for biodiversity loss

Biodiversity Loss Report

5 The different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)

Spatial distribution of human wellbeing

How we measure human wellbeing

Rio’s slums The effect of

population growth on human wellbeing

The impact of poverty on human wellbeing

6 The different ways of measuring and The effect of

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mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)

The reasons for spatial variations between countries in selected indicators of human wellbeing(ACHGK077   op ens in new window)

The issues affecting the development of places and their impact on human wellbeing, drawing on a study from a developing country or region  in Africa, South America or the Pacific Islands (ACHGK078)

conflict on human wellbeing

The effect of disease on human wellbeing (malaria)

7 The different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)

The reasons for spatial variations between countries in selected indicators of human wellbeing (ACHGK077)

Malaria infograph activity

Reasons for differences in human wellbeing - gender inequality

Students should be able to

use Gapminder website to draw graphs

recognize positive and negative correlations

recognize weak and strong correlations

be able to account for correlations in a range of data sets

analyse the inequalities that women face in certain parts of the world

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explain why empowering women can help these countries improve their well being

analyse inequalities experienced by women in rural China

8 The issues affecting the development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)

Geographic Skills – Gapminder

Students should be able to

use Gapminder website to draw graphs

recognize positive and negative correlations

recognize weak and strong correlations

be able to account for correlations in a range of data sets

analyse the inequalities that women face in certain parts of the world

explain why empowering women can help these countries improve their well being

9-10 The issues affecting the development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)

Test The government’s

role in wellbeing Geography skills

– esri worksheet

ASSESSMENT:Human Wellbeing Assessment (Test)

TERM 4

WEEK

WA CURRICULUM CONTENT

LESSON TOPICS ASSESSMENT TASKS

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DESCRIPTION 1 The key features and

values of Australia's system of government (e.g. democratic elections, the separation of powers) compared with one other system of government in the Asia region, such as China, Japan, India or Indonesia (ACHCK090)

An explanation of the key features of Australia and Indonesia’s systems of government.Comparison and contrast of Australia and Indonesia’s systems of government.

2 The origins and significance of the Universal Declaration of Human Rights, including Australia's involvement in the development of the declaration (ACDSEH023)Australia's roles and responsibilities at a global level (e.g. provision of foreign aid, peacekeeping, participation in international organisations, such as the United Nations) (ACHCK091)

Explanation of what the Universal Declaration of Human Rights is, when and why it was created and the contents of the declaration.Explanation of the role of the United Nations and Australia’s participation in this organisation.Explanation of how the UN provides foreign aid and peacekeeping.

3 The US civil rights movement and its influence on Australia (ACDSEH105)

Explanation of the background to the US Civil Rights movement and key events in this movement leading up to Freedom Rides and Washington March.

4 The US civil rights movement and its influence on Australia (ACDSEH105)

Explanation of Martin Luther King Jnr’s passive resistance, the Freedom Rides and Washington March.

5 The background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen

Explanation of the treatment of Indigenous Australians at the handsof European settlers including the Stolen Generations.

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Generations (ACDSEH104)

Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of one individual or group in the struggle (ACDSEH134)

The international agreements Australia has ratified and examples of how they shape government policies and laws (e.g. the protection of World Heritage areas, the International Convention on the Elimination of All Forms of Racial Discrimination, the Convention on the Rights of the Child, the Declaration on the Rights of Indigenous Peoples) (ACHCK093)

Explanation of the role of Charles Perkins and the Freedom Riders in campaigning for Indigenous civil rights.

Explanation of the way in which Australia protects Human Rights and the international and national policies and laws that shape these.

7 The significance of one of the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 referendum; reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations); the Apology (ACDSEH106)

Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of one

Explanation of the significance of the1967 Referendum.

Explanation of the role of Eddie Mabo, the Mabo Case and the significance of the Mabo Decision.

ASSESSMENT:Civil Rights Source Analysis

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individual or group in the struggle (ACDSEH134)

6-7 The role of the High Court, including interpreting the Constitution (ACHCK092)The safeguards that protect Australia's democratic system and society, including shared values and the right to dissent within the bounds of the law (ACHCK094)The threats to Australia's democracy and other democracies, such as the influence of vested interests, organised crime, corruption and lawlessness (ACHCK094)

Explanation of the role of the High Court in interpreting the Constitution.Explanation of the safeguards in our political and legal system that protect our rights and freedoms.

8-9 EXAM REVISION ASSESSMENT:SEMESTER ONE AND TWO EXAMS