YEAR 8 SOCIAL SCIENCES

Term One – Geography: The concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking and provide students with the opportunity to inquire into the significance of landscapes to people and the spatial change in the distribution of populations. They apply this understanding to a wide range of places and environments at the full range of scales, from local to global, and in a range of locations. Term Two – Civics & Citizenship: Students continue to build on their understanding of the concepts of the Westminster system, democracy and participation. They investigate the types of law in Australia and how they are made. They consider the responsibilities and freedoms of citizens, and how Australians can actively participate in their democracy. Students explore the different perspectives of Australian identity. Term Three – 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 end of the ancient period to the beginning of the modern period, c. 650 AD (CE) – 1750. They consider how societies changed, what key beliefs and values emerged, and the causes and effects of contact between societies in this period. Term Four – Economics: The concept of markets is introduced to further develop students understanding of the concepts of interdependence, making choices and allocation. They consider how markets work and the rights, responsibilities and opportunities that arise for businesses, consumers and governments. Work and work futures are explored as students consider the influences on the way people work now and consider how people will work in the future. Students focus on national and regional issues, with opportunities for the concepts to also be considered in relation to local community, or global, issues where appropriate. In the Year 8 Extension Course, the reinforcement of all Questioning and Researching, Communicating and Reflecting and Analysis skills are continued along with the further development of Evaluating skills. These skills include:

• Draw evidence‐based conclusions by evaluating information and/or data to generate a range of alternatives and plan for action in response to contemporary events, challenges, developments, issues, problems and/or phenomena; make comparisons; evaluate costs (disadvantages) and benefits (advantages); and infer relationships.

YEAR 8 SOCIAL SCIENCE 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.

TERM/WEEK ASSESSMENT WEIGHTING Week 4 Term 1

Landforms Test

10%

Week 9 Term 1

Megacities Research Assignment

10%

Week 5 Term 2

Parliament Lobby Campaign (group)

10%

Week 8 Term 2

Semester 1 Exam

15%

Week 4 Term 3

Medieval Events Source Analysis Newspaper

10%

Week 6 Term 3

Medieval Europe Document Study

10%

Week 10 Term 3

Medieval Japan Social Classes Portfolio (pair)

10%

Week 5 Term 4

Circular Flow Extended Response Assessment

10%

Week 8 Term 4

Semester 2 Exam

15%

Each of your marks will be recorded on SEQTA and your assessments need to be kept in your assessment folder.

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

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 SCIENCE YEAR 8 EXTENSION PROGRAM 2020

OVERVIEW: In Year 8, Humanities and Social Sciences consists of Civics and Citizenship, Economics and Business, Geography and History.

In Geography, the concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking and provide students with the opportunity to inquire into the significance of landscapes to people and the spatial change in the distribution of populations. They apply this understanding to a wide range of places and environments 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 the Westminster system, democracy and participation. They investigate the types of law in Australia and how they are made. They consider the responsibilities and freedoms of citizens, and how Australians can actively participate in their democracy. Students explore the different perspectives of Australian identity.

In 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 end of the ancient period to the beginning of the modern period, c. 650 AD (CE) – 1750. They consider how societies changed, what key beliefs and values emerged, and the causes and effects of contact between societies in this period. Students will also complete a case study on Japan under the Shoguns (c.794 – 1887) and compare and contrast this with Medieval European society in the same time period.

In Economics, the concept of markets is introduced to further develop students understanding of the concepts of interdependence, making choices and allocation. They consider how markets work and the rights, responsibilities and opportunities that arise for businesses, consumers and governments. Work and work futures are explored as students consider the influences on the way people work now and consider how people will work in the future. Students focus on national and regional issues, with opportunities for the concepts to also be considered in relation to local community, or global, issues where appropriate.

TERM 1

WEEK WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 The geographical processes that produce landforms, including a case study of one type of landform, such as mountains, volcanoes, riverine

Students are to identify and describe types of landforms found in the world. Students are to describe and explain processes of: tectonic

or coastal landforms (ACHGK050)

forces, erosion, weathering, transportation and deposition Students are to investigate and explain processes involved in formation of earthquakes and tsunamis through divergent and convergent plate tectonic movements using diagrams.

2 The geographical processes that produce landforms, including a case study of one type of landform, such as mountains, volcanoes, riverine or coastal landforms (ACHGK050) The causes, spatial distribution, impacts and responses to a geomorphic hazard (e.g. volcanic eruption, earthquake, tsunami, landslide, avalanche) (ACHGK053)

Students to investigate and explain causes of volcanoes with reference to convergent and divergent plate boundaries. Students to identify Pacific Ring of Fire and account for the spatial distribution of volcanoes on this. Students to investigate 2011 Japanese Earthquake and account for the causes, the impacts and responses to this.

3 How the effects caused by geomorphic hazards are influenced by social, cultural and economic factors (e.g. where people choose to live, poverty, the available infrastructure and resources to prepare and respond to a hazard) (ACHGK053) How the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphic hazards (ACHGK053)

Students to analyse the effects of 2011 Japanese Earthquake and Japanese preparation and response for this event. Students to evaluate effects of earthquakes and tsunamis on various countries over time and evaluate why effects are larger on some countries than others. Students to evaluate how Disaster Management principles are used in order to prepare and respond in the event of an earthquake or tsunami.

4

The different types of landscapes in Australia and their distinctive landform features (e.g. coastal, riverine, arid, mountain, karst) (ACHGK048)

The spiritual, cultural and aesthetic value of landscapes and landforms for people,

Students to identify and locate on maps where Australia’s main landform regions and features are found. Students to complete overlay maps and account for

including Aboriginal and Torres Strait Islander Peoples (ACHGK049)

correlations between landforms, climate, cities and population features in Australia.

5 The causes and consequences of urbanisation in Australia and one other country from the Asia region (ACHGK054)

The reasons for, and effects of, internal migration in Australia (ACHGK056)

The reasons for, and effects of, international migration in Australia (ACHGK058)

Students to define and account for Australia’s population distribution and density. Students to define migration and immigration. Students to analyse reasons people migrate between states and immigrate between countries. Students to evaluate effects of immigration on Australia.

ASSESSMENT: IN CLASS TEST ON LANDFORMS AND AUSTRALIAN URBANISATION

6 The causes and consequences of urbanisation in Australia and one other country from the Asia region (ACHGK054)

Students to define urbanisation and account for causes of urbanisation. Students to identify and account for changes in world urbanisation over time.

7 The causes and consequences of urbanisation in Australia and one other country from the Asia region (ACHGK054)

Students to evaluate consequences of urbanisation in London, Tokyo, Shanghai, Mexico City and Dhaka and examine ways in which these cities are dealing with high populations.

8 The causes and consequences of urbanisation in Australia and one other country from the Asia region (ACHGK054)

Students to evaluate consequences of urbanisation in London, Tokyo, Shanghai, Mexico City and Dhaka and examine ways in which these cities are dealing with high populations.

9 The causes and consequences of urbanisation in Australia and one other country from the Asia region (ACHGK054)

Students to evaluate consequences of urbanisation in London, Tokyo, Shanghai, Mexico City and Dhaka and examine ways in which these cities are dealing with high populations.

ASSESSMENT TASK: RESEARCH ESSAY COMPARING AND CONTRASTING CONSEQUENCES AND

EVALUATING STRATEGIES DEALING WITH URBANISATION IN SELECTED CITIES

10 The causes and consequences of urbanisation in Australia and one other country from the Asia region (ACHGK054)

TERM 2

WEEK WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 The freedoms that enable active participation in Australia's democracy within the bounds of law, including freedom of speech, association, assembly, religion and movement (ACHCK061)

Students to define and explain democracy. Students to investigate main rights and freedoms protected in Australia’s democratic system. Students to evaluate reasons for these rights and freedoms.

2 How citizens can participate in Australia's democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups and direct action (ACHCK062)

Students to investigate and explain how citizens can participate in Australia's democracy.

• Electoral diversity and boundaries

• Electoral representation and how they communicate with the public

• Voting

• Graphing Australian data

3 How citizens can participate in Australia's democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups and direct action (ACHCK062)

Students to investigate and explain what the Constitution is and the role and purpose of Parliament.

• Explanation of the main features of Australian Constitution

• Representation in Parliament

• Roles of Houses of Parliament

4

How laws are made in Australia through parliaments (statutory law) (ACHCK063)

Students to investigate and explain the process by which laws are made in Parliament.

• Introduce the rules and structures in Parliament

• The role of government as a law-making body

• The process of a Bill

5 How citizens can participate in Australia's democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups and direct action (ACHCK062) How laws are made in Australia through parliaments (statutory law) (ACHCK063)

Students to work on Assessment task creating a lobby group over analyse an issue and designing a Bill to introduce for debate in Parliament. Students to design a campaign to lobby for this issue.

ASSESSMENT TASK: LOBBY GROUP CAMPAIGN

6 How citizens can participate in Australia's democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups and direct action (ACHCK062) How laws are made in Australia through parliaments (statutory law) (ACHCK063)

Students to present Assessment task creating a lobby group over an issue and designing a Bill to introduce for debate in Parliament. Students to design a campaign to lobby for this issue.

7 How laws are made in Australia through the courts (common law) (ACHCK063) The types of law in Australia, including criminal law, civil law and the place of Aboriginal and Torres Strait Islander customary law (ACHCK064)

Evaluation of Separation of Powers and role of Judiciary in making laws. Definition and examples of common law. Definition and examples of civil law. Explanation and examples of Aboriginal and Torres Strait Islander customary law.

8 EXAM REVISION EXAM REVISION

9 SEMESTER ONE EXAMS SEMESTER ONE EXAMS

ASSESSMENT: SEMESTER ONE EXAM

10 Different perspectives about Australia's national identity,

including Aboriginal and Torres Strait Islander

perspectives and what it means to be Australian

(ACHCK066)

Students to investigate contributing factors and groups to Australian identity and how this has changed over time.

TERM 3

WEEK WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 Key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict) (ACOKH009

Explains and defines the Middle Ages and analyses why they were often called Medieval or Dark Ages. Comprehensive definition and explanation of Feudalism

2 The way of life in medieval Europe (e.g. social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)

Explanation of peasants and what was involved in their daily life on the manor. Explanation and analysis of role of peasants and their relationship to other groups in society.

3 The way of life in medieval Europe (e.g. social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)

Comprehensive definition of fief, lord and vassal and what is involved in the relationship between a King, Nobles and Knights. Explanation and analysis of the role of knights and their relationships to different groups in society.

PAIR PORTFOLIO: MEDIEVAL SOCIAL CLASSES

4

Continuity and change in society in one of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)

Explanation of castle design and development during the Middle Ages. Explanation of military and defence systems. Case Study: The Battle of Hastings Students to investigate using source images from the Bayeux Tapestry the causes

and events in the Battle of Hastings.

5 The role of significant individuals in the medieval period (e.g. Charlemagne) (ACDSEH052)

Explanation of the role of Charlemagne in the Middle Ages. Explanation of the role of the Church in the Middle Ages. Explanation of the role of religious men and women in Medieval Society

5 Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)

Explanation of the causes and events of The Crusades. Explanation of the impact and relations between the West and Islam during and following the Crusades.

6 The role of expanding trade between Europe and Asia during the Black Death, including the origin and spread of the disease (ACDSEH069)

The causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries (ACDSEH070)

Explanation of trade operations between Asia and Europe. Explanation of the origin and spread of the Black Death. Explanation of causes of the Black Death. Explanation of symptoms of Black Death. Analysis of how different groups in society responded to the spread of the disease.

6 Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015)

Students to explain and analyse living conditions and religious beliefs of people in Europe in 14th Century. Students to explain and analyse medical knowledge and beliefs of the time and why this led to spread of the Black Death.

7 The effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071)

Students to explain and analyse the Black Death had on Europe and world populations. Students to evaluate the impact of the Black Death on the feudal system.

7 Significant developments and/or cultural achievements,

such as changing relations between Islam and the West

(including the Crusades), architecture, medieval manuscripts and music

(ACDSEH050)

Students to explain medieval art and architecture as primary sources

ASSESSMENT: GROUP MEDIEVAL NEWSPAPER

8-9 Japan under the Shoguns’ (c.794 – 1867)

The role of the Tokugawa Shogunate in reimposing a feudal

system (based on daimyo and samurai) and the increasing

control of the Shogun over foreign

trade (ACDSEH063)

Students to understand social class structure in Japan in c.794 Analysis of events leading to establishment of Tokugawa Shogunate in Medieval Japan and evaluation of how this changed the social structure of Feudal Japan.

10 The way of life in shogunate Japan, including social, cultural, economic and political features

(including the feudal system and the increasing power of the

shogun) (ACDSEH012)

Students to investigate the roles and way of life of each social class in feudal Japan.

11 Theories about the decline of the Shogunate, including

modernisation and westernisation, through the adoption of Western

arms and technology (ACDSEH065)

Students to understand how the Shogunate declined and ended with arrival of Americans in Japan. Comparison and contrast with Medieval European society.

SOURCE ANALYSIS TEST

TERM 4

WEEK WA CURRICULUM CONTENT DESCRIPTION

LESSON TOPICS ASSESSMENT TASKS

1 The way markets operate in Australia and how the interaction between buyers and sellers influences prices and how markets enable the allocation (of resources) (how businesses answer the questions of what to produce, how to produce and for whom to produce) (ACHEK027)

Review of Year 7 content: The Economic Problem, needs and wants, goods and services. Definition of Factors of Production and how businesses decide on use of these to produce goods and services.

2 The way markets operate in Australia and how the interaction between buyers

Definition of a market and explanation of different types of markets operating in the

and sellers influences prices and how markets enable the allocation (of resources) (how businesses answer the questions of what to produce, how to produce and for whom to produce) (ACHEK027)

world (retail, labour financial, stock).

3 & 4 The way markets operate in Australia and how the interaction between buyers and sellers influences prices and how markets enable the allocation (of resources) (how businesses answer the questions of what to produce, how to produce and for whom to produce) (ACHEK027)

How the government is involved in the market, such as providing some types of goods and services that are not being provided for sufficiently by the market (e.g. healthcare) (ACHEK027)

Explanation of the Circular Flow Model and the role of each sector and how they link to each other. Describe the interaction between Households and Firms – labour and factor markets. Explanation of the role of banks and other financial institutions in the Finance sector. Explains a range of government interventions in a selected market.

Explain the difference between an import & export and describe the Australia’s composition and patterns of trade. Understand the difference between leakages and injections and how this influences economic activity.

ASSESSMENT TASK: In class explanation of Circular Flow model extended answer response.

5

The way markets operate in Australia and how the interaction between buyers and sellers influences prices and how markets enable the allocation (of resources) (how businesses answer the questions of what to produce, how to produce and for whom to produce) (ACHEK027)

Definition of demand and supply Explanation of how each influences price in a market. Students to draw demand and supply graphs and explain how equilibrium price is determined.

Explains the role of price and non-price factors in determining market outcomes, including the allocation of resources.

6 The rights and responsibilities of consumers and businesses in Australia (ACHEK029)

Students to understand what Consumer Rights and responsibilities are and their purpose. Product recall case study.

6 Types of businesses (e.g. sole trader, partnership, corporation, cooperative, franchise) and the ways that businesses respond to opportunities in Australia (ACHEK030)

Students to define each type of business and investigate case studies of each type of business in operation in Australia. Case studies on businesses in WA.

7 Influences on the ways people work (e.g. technological change, outsourced labour in the global economy, rapid communication changes and factors that might affect work in the future) (ACHEK031)

Students to understand how changing technology is changing the future of work. Students to understand key skills needed for entry into the workforce. Working at Google Case Study.

8-10 EXAM REVISION SEMESTER TWO EXAMS

EXAM REVISION SEMESTER TWO EXAMS

SEMESTER TWO EXAMINATION