A world of learning about
people, places and
environments
Series editor: Susan Bliss
NSWNSWGeoWorldGeoWorld
Contents
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GeoWorld NSW 7
Unit 1: Landscapes and landforms
1. Distinctive landforms and geomorphic processes2. Restless Earth: geomorphic processes3. Landscapes: processes and values4. Changing landscapes: manage and protect5. Geomorphic hazards: causes, impacts
and responses
Unit 2: Place and liveability
6. Liveability: perceptions and influences7. Liveability: measurement and environmental factors 8. Urban, rural, remote places: access, identity and connections 9. Population and development: challenges to liveability 10. Strategies to enhance liveability
GeoWorld NSW 8
Unit 1: Water in the world
1. Water: resources and processes2. Values of water3. Water scarcity: nature, extent, causes and management4. Water management: towards sustain ability5. Australia’s water resources and management6. Atmospheric and hydrologic hazards and responses
Unit 2: Interconnections
7. Teenagers’ personal connections8. Travel, recreation, cultural and leisure connections9. Transport and ICT interconnections10. Production, consumption and trade: interconnections and effects
GeoWorld NSW 9
Unit 1: Sustainable biomes
1. From biomes to anthromes2. Biomes produce food and non-food products3. Factors affecting agricultural yields4. Challenges to food production5. Food security
Unit 2: Changing places
6. Urbanisation: causes and consequences7. Urban settlement patterns: Australia and USA 8. Changing Australia: migration9. China: internal migration and urbanisation10. Managing and planning Australia’s urban future
GeoWorld NSW 10
Unit 1: Environmental change and management1. Human-induced environmental change and management2. Human-induced climate change and management3. Marine: processes, change, management4. Coasts: processes, change, management5. Inland water: processes, change, management6. Urban: processes, change, management
Unit 2: Human wellbeing
7. Human wellbeing and development: measurement and mapping8. Spatial variations between and within countries9. Spatial variations: Australia, India, China and Russia10. Causes and consequences of spatial variations11. Improving human wellbeing
03/19
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Title ISBN RRP GeoWorld NSW 7 Student Book + Digital 9781458662774 $41.50
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ISBN 978 1 4586 6277 4
2 Place and liveabilityun
it
Santorini is a Greek island in the southern Aegean Sea. Santorini remained after a volcanic explosion, which destroyed early settlements and created the existing geological caldera.
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Comprehensive eBook support for teachers includes:
• ready-to-go lesson plans • activities to extend or support
individual students• hands-on projects to spark
motivation • suggested answers • fieldwork activities• marking rubrics• editable teaching program.
Teacher support
GeoWorld NSW will equip students with geographical skills and general capabilities that can be applied in daily life and at work. Inquiry-based activities help students develop an appreciation of different perspectives in geographical knowledge, an understanding of ethical research principles, experience in teamwork, and critical and creative thinking. Embedded with cross-curriculum priorities throughout, the texts are well supported by a wealth of engaging resources that provide a sense of place.
Written for NSW This series links closely to all the new NSW curriculum content, including the three extra general capabilities: Civics and Citizenship, Difference and Diversity, and Work and Enterprise. All content, objectives and outcomes, values and attitudes, stage statements and assessment tasks have been tailored to support NSW requirements. Inquiry questions are an essential focus for all chapters, with opportunities for geographical investigations and fieldwork on all topics.
Student book features• Powerful images and succinct introductions to hook
students’ attention• Activities catering for a range of abilities• The latest geographical data and issues • Easy-to-use double-page spreads with vivid images,
maps and creative infographics.
ISBN 978 1 4586 6277 4
226
GeoWorld NSW 7: Australian Curriculum
6.7 Using and interpreting cartoons
The use of cartoons can be a very valuable tool in getting messages or ideas across about the liveability of places. It is the idea behind the cartoon that is important not the artistic quality of the drawing. Cartoons can be used to:• identify key geographical concepts (e.g. liveability)• analyse environmental and social issues
(e.g. climate change)• present different points of view or perspectives.
Cartoons can promote discussion, analysis and critical thinking through the identification of stereotypes and bias, keeping in mind that liveability is a personal perception.
TechniquesCartoonists use a variety of techniques to express a message:
• Caricatures are pictures of drawings that emphasise and exaggerate the peculiarities of people, things or places, usually in a humorous way.
• Symbols are easily recognised (e.g. crown = royalty, $$ = money).
• Colour suggests the tone or seriousness of an issue, and positive or negative feelings.
• Headings and captions give clues to the purpose of the cartoon.
• Irony uses words to express something different from their usual meaning, or satire, which uses sarcasm or irony to poke fun at or attack something.
Ten key questions for interpreting cartoonsThe ten key questions scaffold can assist in analysing cartoons. Create a mind map or annotate the cartoon as you answer the questions, making sure you relate it to your topic; for example, liveability. Summarising your ideas in this way will help you to discuss or write about the message of the cartoon.
6.7.1 Annotate cartoons with your ideas
Message: the use of child labour reduces the liveability of places for children and robs them of their childhood
Symbolism: ‘ball and chain’ = slavery
Box of supplies: lots of work for one child
Context: across the world thousands of children are forced to work because of poverty
Irony: children denied a childhood so other children can enjoy theirs
Sitting on the floor = poor workplace conditions
Facial expressions: happiness
Message: playing is a child’s human right
No mouth: no choice, no say
Thought bubble: the child wishes he could play
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Geolinks indicate online support
ISBN 978 1 4586 6277 4
Liveability: perceptions and influences
227
Ch
ap
ter 6
Cartoons versus photographsCartoons can have advantages over photographs when studying geographical issues. Cartoons can present perspectives and give a broader context to an issue. However, they can trivialise issues and enforce
2 Search the internet for a geographical cartoon relevant to the topic ‘Liveability’, or choose a cartoon from this textbook. Use key concepts such as environmental quality, safety, human rights, child exploitation or resources to focus your search.a Follow the ten key questions scaffold to analyse
the cartoon of your choice.b Draw a mind map of your ideas OR annotate
a copy of your cartoon manually or digitally.c Write a paragraph explaining the main message
and context of the cartoon.
Ten key questions scaffold
1 Does the cartoon have a title or caption?
2 What concept or issue is represented?
3 Are any symbols used? If so, what do they
represent? What is the relevance of the symbols
(e.g. heart or cupid = love; wearing black = villain)?
Can the symbols be interpreted in different ways?
4 Is colour important to the meaning of the
cartoon? 5 Do the facial expressions indicate any feelings
and emotions? 6 Are caricatures used in the cartoon? What is
being exaggerated? Why? Are the people in the
cartoon real? How exaggerated are they? Are
these exaggerations stereotypes?
7 Is a particular perspective or point of view
presented? If so, is it positive or negative? Is it
biased? What other points of view are there?
8 What is the purpose or motivation behind the
cartoon? 9 What is the message of the cartoon?
10 What is the context or background of the
cartoon? What is its topic and what are the
related issues and facts? What else do you know
about the topic or issue? Is it a global or local
issue? Where is it happening? What are the
circumstances? Can you link the cartoon to this
current topic?
Geoactivities 6.7
Inquiry and skills 1 Refer to 6.7.2.
a Why is the child inside the soccer ball?b What does the size of the foot indicate?c Do you think the player knows a child made the
ball?d Why might the child be determined to finish the
sewing?e What insight does the cartoon give to the issue
that cannot be interpreted in the photo?f Why are cartoons often used in conjunction with
stories and photographs?
6.7.2 Cartoons vs photographs
stereotypes. Photographs put real faces and places to an issue so they may be taken more seriously. The advantages and disadvantages of cartoons must be considered when they are used to investigate geographical issues.
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Clear links to the curriculum
Each double page is a self-contained lesson
Series editor: Susan Bliss
Highly illustrated with images,
maps and infographics
ISBN 978 1 4586 6277 4
Liveability: perceptions and influences
217
Ch
ap
ter 6
younger generations who now study hospitality,
foreign languages and tourism. While the
Uros have been criticised for allowing the
‘disneyfication’ of their culture, tourism may
guarantee the future liveability of the islands
and the survival of the Uros culture.
6.2.3 Lilypad islands—possible future floating worlds
Recycles waste
A central lake
collects and
purifies rainwater
Sources of
power include
solar panels on
mountainsides,
wind turbines
and wave power
generators.
Produces more
power than it
consumes and is
carbon neutral
Mountains and
forests provide
scenic variety
No roads and
cars. Transport is
by boat with
three marinas
Floats on ocean
currents
Houses 50 000
people
Geoactivities 6.2
Knowledge and understanding
1 Explain why the Dutch are planning floating cities,
such as the Lilypad.
2 List three examples of the connection sea gypsies
have with the sea.
3 What two issues are threatening the liveability of
oceans for sea gypsies?
4 Suggest ways that tourism would guarantee the
survival of the Uros culture.
5 Create a definition for the term ‘disneyfication’.
6 How important is culture as a location factor for the
Uros and sea gypsies?
7 What changes to the reed islands of Lake Titicaca
made them more liveable for young indigenous Uros
people?
Inquiry and skills
8 Refer to 6.2.1.
a Refer to an atlas to determine the latitude and
longitude of Lake Titicaca.
b Measure the distance from Puno to the Uros Islands.
c What is the approximate length and breadth of
Lake Titicaca? Calculate the area of the lake.
9 Refer to 6.2.2.
a Is there any evidence of sanitation in the
photograph? What do you think happens to
human waste?
b As a class discuss the basic needs of young
children. Create a list of these needs.
c Watch a YouTube clip or documentary on sea
gypsies (see Geolinks). Draw a conclusion
about the suitability of the ocean as a place for
children to live.
10 Refer to 6.2.3.
a What features of the Lilypad make it a
sustainable option for living in a world facing
climate change?
b Would you consider living on a floating
island? What would be the advantages and
disadvantages?
c Where might people living on floating islands get
employment?
d What would the island need to contain to be an
attractive place for teenagers?
A floating futureScientists warn of rising sea levels placing several
areas of the globe in danger of vanishing from
the map, disappearing under water. Society must
adapt and perhaps floating houses are an option.
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Lake
TiticacaPuno
Uros Islands
LakeTiticaca
0 50 kmN
LakeTiticaca
UrosIslands
La Paz
BOL IV IA
PERU
Puno
Zepita
Achacachi
Huancane Swamp land
0 2 km
UTM Projection
N
ISBN 978 1 4586 6277 4
216
GeoWorld NSW 7: Australian Curriculum
6.2 Floating worlds and culture
Coastal islands and cities such as the Maldives and
New York may become unliveable in the future
because of climate change. While the Netherlands
continues to build structures to hold back the sea,
Dutch architects are now designing floating cities,
like the Lilypad, to house climate refugees.
The Indian and Pacific oceans are already
home to thousands of nomadic fishers and
hunters. The Bajau Laut and the Moken are two
of Asia’s sea gypsy communities. They live on
small boats with no fixed address and rely on the
sea for food and trade.
Moken spend up to nine months at sea, only
coming ashore to bury the dead or during the
stormy wet season.
Sea gypsies: body and soul
Sea gypsies have developed unique physical
adaptations. They can free dive to over 20 m, slow
their heart rate to 25 beats per minute to reduce
buoyancy, and have extraordinary underwater
vision. The Moken and Bajau Laut have a spiritual
bond with the sea. Bajau Laut thank the god of the
sea for good catches and use mediums to remove
bad spirits.
Overfishing and piracy are threatening the safety
and food security of the oceans for the sea gypsies,
while young people are seeking employment and
a modern, sustainable lifestyle on land.
6.2.2 Young sea gypsies in Semporna, Borneo. Today
some sea gypsies still live in small communities built on
stilts in shallow coastal bays.
6.2.1 Lake Titicaca
Reed islands Islands made from floating aquatic plants can be
found in Lake Titicaca, Peru. The traditional Uros
people made permanent islands from layers of
totora— a thick reed. The reeds were used to make
homes, watchtowers and boats and the Uros
survived by fishing, hunting and collecting birds’
eggs. Storms were the biggest threat to the liveability
of the islands. Today the lake is still home to several
hundred Uros. Traditional activities are still
important but life has modernised with solar
power, television, the internet and motorised boats.
Cultural survival The Uros moved their islands to safe locations
near shore after violent storms in the 1980s. This
meant they could work and study in Puno, and
tourism expanded. Uros showcase their culture
to 200 000 tourists a year with 80% of the
population now in tourism-related employment.
These changes have improved the islands for
Geoinfo
• Many sea gypsies are stateless, meaning they do
not belong to a country.
• When sea gypsies step on solid ground they
often suffer land sickness.
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Differentiated activities
consolidate learning
Fascinatinginsights
NSWNSWGeoWorldGeoWorld
Student digital supportEach student book comes with lifetime access to an interactive eBook featuring:• tools for bookmarking, note-taking
and highlighting• weblinks for quick and easy access
to further research and information• auto-marking quizzes to reinforce
key concepts.