Big Ideas Hums Wa 8 Sample

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FILE NAME: OBI_HUMS_WA_8_07608_CVR SIZE: 217 x 280 SPINE: 18.5 mm COLOUR: FULL/CMYK
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PL
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oxford Leo Conti | Mark Easton | Maggy Saldais
big ideas
Richard Smith | Vladimir Dumovic
humanities and
social sciences
WESTERN AUSTRALIAN CURRICULUM
OBl_HUMS8_WA_07608_CVR_SI.indd 1 cyan magenta yellow black 27/09/2016 5:56 pm

1
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© Leo Conti, Mark Easton, Maggy Saldais, Richard Smith, Vladimir Dumovic 2016
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National Library of Australia Cataloguing-in-Publication data
Conti, Leo, author.
Oxford big ideas. Humanities and social sciences 8 Western Australian curriculum / Leo Conti,
Mark Easton, Maggy Saldais, Richard Smith, Vladimir Dumovic. PL
ISBN 9780190307608 (paperback.)
Includes index.
For secondary school age.
Humanities – Textbooks.
Humanities – Study and teaching (Secondary) – Western Australia.
Education – Curricula – Western Australia.
Easton, Mark Gerald, author.
M
Saldais, Maggy, author.
Smith, Richard, author.
Dumovic, Vladimir, author.
001.30712
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contents
Contents by skill .............................................................................................. vi
Using Oxford Big Ideas Humanities and Social Sciences ......... viii
PART 1
Chapter 3
Geography
Mountain landscapes.............................................................................56
Concepts and skills 3A What processes shape mountain landscapes?

3.1 The world’s mountains ..................................................................... 58
Chapter 1
The geography toolkit.............................................................................. 4 3.2 How mountains are formed ............................................................ 60
3.3 Tectonic plate boundaries ............................................................... 64
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1A What are the geographical concepts? 3A Rich task: The mountains of Antarctica ....................................... 66
1.1 Geographical concepts .......................................................................6
3B How are mountain landscapes used and managed?
1B What are the geographical skills? PL 3.4 Mountain landscapes have many uses ........................................ 68
1.2 Geographical skills ............................................................................ 12 3.5 Traditional Aboriginal land use and mountains ........................... 70
1.3 Questioning and researching .......................................................... 13 3.6 The impacts of living and farming on mountains ....................... 72
1.4 Analysing ............................................................................................. 26 3.7 Sustainably managed mountains .................................................. 74
1.5 Evaulating ............................................................................................ 30 3B Rich task: Wolong National Nature Reserve, China.................. 76
1.6 Communicating and reflecting ....................................................... 31
3C Are mountain landscapes hazardous places?
M
1C What is fieldwork? 3.8 Mountain hazards .............................................................................. 78
1.7 Fieldwork in geography .................................................................... 35 3.9 Vesuvius: studying a killer volcano ................................................ 80
3.10 Landslides ........................................................................................... 83
Landforms and landscapes 3.11 The Tumbi Landslide, Papua New Guinea .................................. 86
SA
Chapter 2 3C Rich task: Avalanches ...................................................................... 88

Landforms and landscapes ...............................................................40
2A What are landforms and landscapes?

2.1 The Earth’s landscapes .................................................................... 42
2.2 The Earth’s landforms....................................................................... 46
2.3 Landforms and landscapes around the world ........................... 48
2.4 Valuing landforms and landscapes ............................................... 50
2.5 Connecting through landscape stories ........................................ 52
2A Rich task: Uluru: an iconic Australian landform ......................... 54

Chapter 4 Changing nations
Coastal landscapes .................................................................................90
Chapter 5
Life in different cities ........................................................................... 120
4A What processes shape coastal landscapes?
4.1 Coastal landforms ............................................................................. 92 5A Why do people live in cities?
4.2 The power of waves ......................................................................... 94 5.1 The urban explosion .......................................................................122
4.3 Erosional landforms .......................................................................... 96 5.2 How cities are organised ...............................................................124
4.4 Depositional landforms..................................................................... 98 5.3 The advantages of cities ................................................................126
4A Rich task: Mandurah, Western Australia ..................................100 5.4 The disadvantages of cities ..........................................................128
4B How are coastal landscapes used and managed? 5.5 The rise of the megacity in Asia ...................................................130
4.5 Coastal landscapes have many uses .........................................102 5.6 Urbanisation in Asia ........................................................................132
4.6 Managing coastal landscapes......................................................104 5.7 Urban slums......................................................................................134
4.7 Caring for coastal landscapes ......................................................106 5A Rich task: Sydney – our biggest city ..........................................136
4B Rich task: Gold Coast Seaway, Queensland ............................108 5B Where do people in different countries live?
4C Are coastal landscapes hazardous places? 5.8 Where Australians live ....................................................................138
4.8 Coastal erosion ................................................................................110 5.9 Why Australians live where they do ............................................140
4.9 Rip currents.......................................................................................112 5B Rich task: The growth of Las Vegas ...........................................142
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4.10 Tsunamis ............................................................................................114 5C How can we plan for Australia’s urban future?
4.11 Japan earthquake and tsunami (2011) ......................................116 5.10 Managing the growth of Australian cities...................................144
4C Rich task: The Twelve Apostles ...................................................118
PL 5.11
5.12
5.13
Suburbanisation ...............................................................................146
Urban renewal ..................................................................................148
Decentralisation ...............................................................................150
5C Rich task: Canberra: a planned city............................................152
Chapter 6
Migration ..................................................................................................... 154
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6A What are the reasons for, and effects of, internal migration?
6.1 Migration in Australia ......................................................................156
6.2 Population movements in Australia .............................................158
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6.3 Australia’s mining boom .................................................................160

6.4 Case study: the growth of Australian mining towns ...............162
6.5 Population movements in China ..................................................164
6.6 Case study: the growth of China’s megacities ........................166
6A Rich task: Population movement in India ..................................168
6B What are the reasons for, and effects of, international

migration in Australia?
6.7 International migration to Australia ..............................................170
6.8 The changing face of Australia .....................................................172
6.9 Migrant communities in Australian cities....................................176
6B Rich task: International migration
and Indigenous Australians ...........................................................178

PART 2 Depth study 1: Investigating medieval Europe
History Chapter 9
0 Medieval Europe..................................................................................... 218
Concepts and skills
9A What was life like in medieval Europe and how was society
2 Chapter 7 organised?
4 The history toolkit ................................................................................. 182 9.1 Medieval Europe: a timeline ..........................................................220
6 9.2 Feudalism in medieval Europe......................................................222
7A What are the historical concepts?
8 9.3 The feudal manor ............................................................................224
7.1 Historical concepts .........................................................................184
0 9.4 Social groups in medieval society ...............................................226
2 7B What are the historical skills? 9.5 Daily life in medieval Europe .........................................................229
4 7.2 Historical skills ..................................................................................192 9.6 Tournaments and fairs ....................................................................232
6 7.3 Questioning and researching .......................................................193 9.7 Living conditions in medieval Europe .........................................234
7.4 Analysing ...........................................................................................196 9.8 The medieval castle ........................................................................236
7.5 Evaluating ..........................................................................................200 9A Rich task: The achievements of medieval women ..................238
8
7.6 Communicating and reflecting .....................................................201
0 9B How did societies in medieval Europe change?
2 9.9 New empires, kingdoms and rulers ............................................240
Overview
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9.10 Significant individual: Charlemagne ............................................242
Chapter 8 9.11 The spread of Christianity..............................................................244
The ancient to the modern world................................................ 206 PL 9.12 Other causes of change across medieval Europe...................248
6
9B Rich task: The Battle of Hastings ................................................250
8 8A Where and when did civilisations in the medieval world
develop? 9C What developments influenced life in medieval Europe?
0
8.1 The birth of the modern world......................................................208 9.13 Developments in architecture, literature and music ................252
2
8.2 The where and when of the medieval world ............................210 9.14 Crime and punishment...................................................................254
8B What were the key features of societies in the medieval 9.15 Military and defence systems ...................................................... 256
4
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world? 9.16 Towns, cities and commerce ........................................................262
8.3 Key features of the medieval world .............................................212 9C Rich task: Medieval architecture and the Catholic Church ..264
6
Depth study 2: Investigating the Black Death in Asia,
8
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Europe and Africa

0
2 Chapter 10
4 The Black Death in Asia, Europe and Africa ........................ 266
6
10A How was society organised at the time of the Black Death?
8
10.1 The Black Death: a timeline ..........................................................268
10.2 Life in Asia, Europe and Africa before the Black Death .........270
10.3 Growth of trade and cities .............................................................272
0 10.4 Living conditions ..............................................................................274
2 10A Rich task: Medieval London – a dirty old town ........................276
6
10B What were the causes of the Black Death and how did it
spread?
8
10.5 Causes and symptoms of the Black Death .............................278
10.6 The spread of the Black Death ....................................................280
10.7 Medicine at the time of the Black Death ..................................282
10B Rich task: Medieval medicine .......................................................284
10C What were the effects of the Black Death?

10.8 Seeking a cause or cure ................................................................286
10.9 Short-term impacts of the Black Death ....................................288
10.10 The end of the world… ..................................................................290
10.11 Long-term impacts of the Black Death ......................................292
10C Rich task: The consequences of population loss....................294

PART 3 Chapter 13
Economics and business Consumers and businesses ........................................................... 334
13A What does it mean to be a responsible business?

Concepts and skills 13.1 Types of business ............................................................................336
Chapter 11 13.2 Business opportunities and influences.......................................338
The economics and business toolkit........................................ 298 13.3 Business opportunities in Australia .............................................340
13.4 Responsible businesses ................................................................342
11A What are the economics and business concepts?
13A Rich task: Socially responsible business:
11.1 Economics and business concepts ...........................................300 The Body Shop ...............................................................................344
11B What are the economics and business skills? 13B What are the rights and responsibilities of consumers
11.2 Economics and business skills ....................................................304 in Australia?
11.3 Questioning and researching .......................................................305 13.5 Consumer rights ..............................................................................346
11.4 Analysing ...........................................................................................306 13.6 Consumer responsibilities .............................................................348
11.5 Evaluating ..........................................................................................307 13B Rich task: You are what you eat ..................................................350
11.6 Communicating and reflecting .....................................................309
Participation and influences in the marketplace
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Chapter 12
The Australian marketplace ........................................................... 310 PL
12A What is the relationship between producers and consumers
in the Australian market?
12.1 Markets ..............................................................................................312
12.2 Interdependence in the marketplace ..........................................314
12.3 Supply and demand .......................................................................316
12.4 Allocation of resources ...................................................................318
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12.5 Government in the market ............................................................320
12A Rich task: Chocoholics ..................................................................322
12B What influences work in the marketplace?

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12.6 Influences on the way people work ............................................324

12.7 The future of work ...........................................................................326
12.8 Australian workers ...........................................................................328
12.9 Workers of the world ......................................................................330
12B Rich task: Minimum wages around the globe .........................332

PART 4 Chapter 16
4 Civics and citizenship Law in action............................................................................................. 398
16A How are laws made and applied in Australia?

6 Concepts and skills 16.1 Why do we need laws?..................................................................400
8 Chapter 14 16.2 Statutory law .....................................................................................402
0 The civics and citizenship toolkit................................................ 354 16.3 Common law ....................................................................................404
2 16.4 Criminal law.......................................................................................406
14A What are the cities and citizenship concepts?
16.5 Civil law ..............................................................................................408
4 14.1 Civics and citizenship concepts...................................................356
16.6 Aboriginal and Torres Strait Islander customary law ...............410
14B What are the civics and citizenship skills? 16A Rich task: School bullying .............................................................412
14.2 Civics and citizenship skills ...........................................................360
6 14.3 Questioning and researching ........................................................361
8 14.4 Analysing ...........................................................................................363
Glossary: Geography ............................................................................... 414
0 14.5 Evaluating ..........................................................................................364
14.6 Communicating and reflecting .....................................................365 Glossary: History ........................................................................................ 417
Glossary: Economics and business .................................................. 420
Democracy and law in action
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Glossary: Civics and citizenship.......................................................... 422
Chapter 15 Index ................................................................................................................ 424
Democracy in action ........................................................................... 366
Acknowledgements ................................................................................. 433
15A
15.1
What are the freedoms and responsibilities of citizens in
Australia’s democracy?
The freedom of Australian citizens ..............................................368
PL
15.2 Freedom of speech .........................................................................370
15.3 Freedom of association..................................................................372
15.4 Freedom of assembly .....................................................................374
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15.5 Freedom of religion .........................................................................376
15.6 Freedom of movement ...................................................................378
15.7 Active participation ..........................................................................380
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15A Rich task: Petitions .........................................................................382
15B What does it mean to be an Australian citizen?

15.8 Australia’s national identity ............................................................384
15.9 Australia Day .....................................................................................386
15.10 Australian values ..............................................................................388
15.11 Multiculturalism ................................................................................392
15.12 Indigenous Australians and the Australian identity ..................394
15B Rich task: #ChangeTheDate.........................................................396

contents
by skill
Geography skills History skills
Skill Chapter Page Skill Chapter Page

Developing geographical questions 1 13 Generating questions to inform a historical 7 193
inquiry
Using line scale to measure distances 1 22
Creating a timeline 7 202
Creating an annotated visual display (AVD) 1 33
Creating an audiovisual presentation 7 205
Constructing a population pyramid 2 54
Using Venn diagrams to compare information 9 239
Interpreting a cross-section 3 66
from a range of sources
E
Six-figure grid references 3 76
Drawing conclusions about the usefulness of 9 251
Constructing a cross-section 3 88 sources
Measuring longshore drift 4 100 Identifying the origin and purpose of medieval 9 265
stained-glass windows
Drawing sketch maps
Creating a field sketch
Generating questions for a geographical
4
4
5
PL
108
118
123
Identifying purpose and point of view
Comparing, selecting and using information
10
10
277
285
from a range of sources as evidence
inquiry
Creating a concept map 10 294
Interpreting choropleth maps 5 136
Creating column and line graphs 5 142
M
Comparing vertical aerial images 5 152
Interpreting graphs 6 168
Reading complex maps 6 178
SA
viii oxford big ideas humanities and social sciences 8 western australian curriculum

Economic and Civics and citizenship skills
business skills
Skill Chapter Page Skill Chapter Page
Evaluating alternatives 11 307 Developing civics and citizenship questions 14 361
Constructing a demand graph 12 322 Creating a petition 15 383
Interpreting economic data from a bar graph 12 333 Civic engagement: writing a letter to your 15 397
local member of parliament or the prime
Creating a concept map 13 345
minister
How to read a food nutrition label 13 350
Drafting a Bill 16 413
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PL
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contents by skill ix

Oxford Big Ideas Humanities
Using
and Social Sciences
Oxford Big Ideas Humanities and Social Sciences is a brand-new series
developed and written to provide complete coverage of the Western Australian
Curriculum: Humanities and Social Sciences – Geography, History, Economics
and Business, and Civics and Citizenship – across Years 7–10.
Focus on inquiry
Each chapter of Oxford Big Ideas Humanities and Social Sciences is structured
around key inquiry questions from the Western Australian Curriculum. Each
unit of the text supports teachers and students as they adopt an inquiry-based
approach to the key learning areas in the Humanities and Social Sciences.
Overview
E
The ancient to the
modern world
Changing nations
The learning The period of time
between about 590
Life in
1500 CE marks the CE and
end of the ancient
the beginning of the world and
sequence in each
modern world. Historia
refer to this period ns
of human history
different
medieval period. as the
Across Europe it was
of great change. New a time
chapter is clearly
societies and civilisati
grew out of the ruins ons
cities
Different ideas develop
about the world were
of ancient civilisati
ons.
ed and ways of thinking
PL
8
challenged. It was
also
set out under key

a time during which
a deadly plague spread
across the
Australia’s original worldsettlements
coastal were
killing millions
5
and bringing
establishedabout
Stunning full-colour
huge change
near sources of fresh
s. water and
Toward
Overstime
inquiry questions.
deep harbours. the end
these settlements
of the period, a range of
inventio
grew into cities, nsAustralia
and developed is now new
alongone of
with new ideas about
art, politics,
photography generates
the most urbanised countries
literature,in the world,
religion and science.
with nine out Inof this
10 Australians
chapter youliving in an
chapter
will learn how differen
Students are urban area.beliefs

Around andthe world,
religion cities keep t
s, social structures, laws,
and govern
getting bigger. Growing cities put
ments influenced pressure
discussion and interest.

societies across
chapter
on land resources
the mediev and require investment
al world.
in infrastructure such as housing, roads,
encouraged to schools and other services. Megacities,

many of which are located in Asia, can
use their prior 8A

become swamped with so many people that
even the basic supply of housing, clean water
and sanitation is difficult.
Where and when 8B
Source 1 One of the
a central part of life. most important changes across
medieval period
This enormous stained
in Europe.
medieval Europe
glass window in was the spread of
the Notre Dame religious beliefs.
Cathedral in Paris Christianit
was built at the height y became
of the
did civilisations in
the medieval world What were the key
knowledge and
Source 1 A view of Perth’s CBD
develop? features of
M
societies in the medie
5A 5B 5C
val world?
make predictions Why do people live in cities?

206
1 Whyoxford
mightbigthe settlers
ideas whosarrived
humanitie in Western
and social
Where do people in different
countries live?
How can we plan for Australia’s
urban future?
sciences 8
at the start of each

Australia in 1827 have chosen Perth (Source 1) western
to australian curriculum
1 In which areas of Australia do most people live today? 1 Look carefully at Source 1. How can you tell that
begin a colony?
2 Why do you think Australians live in these areas and not Perth has grown into a city over a long period of
2 Some of the world’s cities are growing rapidly. What time?
in other parts of the continent?
types of things attract people to cities? chapter 8 the ancient
3 Where do you think most people live in Asia? 2 What problems do you think city planners might
new topic.
to the modern world
3 What are some of the disadvantages of living in cities? 207
have to deal with?
120 oxford big ideas humanities and social sciences 8 western australian curriculum chapter 5 life in different cities 121
SA
Focus on engagement
Each unit of the Student book combines a range of engaging source materials
– such as photographs, videos, data tables, graphs and illustrations – with
supporting questions and activities.
Source materials 9.8 The medieval

castle 9A What was life
like in medieval Europe
and how was society
organised?
– such as
Garrison – where
The wealthiest and soldiers lived; it Garderobe (toilet) 4A What processes shape coastal landscapes?
most powerful families – with a main bedroom of
lived in castles which in medieval Europe would be packed seat that opened the
with
4.2 The power of waves

were scattered across directly lord and his wife
Within the castle
walls lived not just
the countryside. soldiers in time of
war Longshore drift onto the moat below.
backwash
spit beach
community able the family but a

to serve all the needs whole Although some waves can hit directly onto a shoreline, most The private quarters
photographs,
medieval period of the family. The swash of the
saw the developm lordwaves
and his family, called
ent of some distinct waves hit the coast at an angle. This occurs because of the varied the
designs; these are castle solar. This was a
bit like a
covered later in shape of the land and the varying direction of the wind that
the chapter on page family room or lounge.
Waves are the main force that shape coastal landscapes. Waves 257. As waves move into the shallower produces the waves. When the waves hit the coast at an angle, It was
often next to the
great hall.
begin at sea when the wind blows across the surface of the water. waters near the coast, the bottom of the the swash picks up the sand and carries it along the beach rather
infographics,
The water surface rises along with the wind, but then is pulled orbit comes into contact with the sea bed. than just dumping it directly forward onto the shore. The next
The great hall, with
back down by the power of gravity. This tug-of-war between Friction generated on the sea bed slows wave that comes along will also move the sand along the beach its often straw-
the drag of the wind and the pull of gravity creates an orbit – a the bottom of the wave more quickly until eventually, after hundreds of small zigzags, many grains lined floor, served
circular movement of water (see Source 4) beneath the surface. than the top. The top (or crest) of the of sand are moved to one end of the beach. They may pile up to longshore many purposes.
Check your learning

It was a banquet
political cartoons,
drift
This orbit creates what we see as a wave. wave continues moving and finally falls form long deposits of material, such as spits and tombolos (see Source 6 Longshorehall,
drift
portcullis (gate) a court, a
forward onto the shore (much as a person Source 3 on page 93), or the wind may change direction, causing place to receive
Spilling waves can stumble and fall over, head first). The new waves to carry sand back in the opposite direction. This
These are sometimes called ‘surf
Men worked pulleys
to and moves up the
Check your learning 4.2 meeting visitors, and a
foam water that falls forward
lower movement of sand along a coast is called longshore drift. It is a place. In
breaks’ and are generally found where the drawbridge the early days of
shore
and is called the swash. The backwash major contributor to the shape of the coastline. Remember and understand castles,
graphs – simplify activities accompany every

there is a gently sloping beach. These raise the portcullis.
Access bridge is the water that runs back to the ocean. it was also
are categorised as constructive waves – anyone Longshore drift is also responsible for many problems faced a bedroom for the
wanting
because they carry sand or sediment to to enter thenearly horizontal beach 1 What is the difference between swash
castle by those people who live along the coast. The movement of sand lord and his family.
would be visible
the shore. to the guards
for quite some time The impact of waves on can clog harbours and river mouths. Many coastal communities
and backwash?
Plunging waves before 2 How do waves begin?
they reached the
coastal landscapes in Australia spend millions of dollars a year digging up the sand
unit, allowing students to

gate.
difficult concepts
3 Why do waves break?
moved by longshore drift and putting it back on the beaches
freshwater well, which
These are found where the shore is
Drawbridge
The energy in waves can travel thousands where local residents want it.
might tap into an
Apply and analyse
steep and are known for curling over as of kilometres before it is released on the
–
they break. this could
One of the most dramatic examples
undergrou of problems caused by
nd spring 4 How do waves change the coast?
steep beach
be raised coast. This energy then changes the coast longshore drift can be found on England’s south-eastern tip, in
5 What do you think happens to sand
and engage consolidate and extend

for security in three important ways. Firstly, it erodes a town called Dungeness. Here, a nuclear power station has been
reasons.
Surging waves
on a beach where the waves strike
the coast by breaking down the rocks built near the coast on an ancient and very large spit made of directly onto the beach rather than on
There are sometimes called ‘dumpers’ foam of cliffs and headlands into small pieces small stones called shingle. For centuries, this shingle has been
and are generally found where the an angle?
of stone or sand, eventually forming a shifting back and forth along the southern coast. Currently,
bottom slope is so steep that the wave
beach. Secondly, along with tides and huge amounts of the small shingle Evaluate and create
reluctant learners. their understanding. These

doesn’t break until it is right at the The castle gate and
very steep garden – used for
shoreline. These are categorised as currents, the wave energy transports stones have to be moved
destructive waves because their strength beach
gatehouse were always growing to prevent
herbs and Describe the journey of a grain of sand
6
guarded.the sand out to sea and along the coast. the shingle from eroding.
vegetablesErosion on a beach where the waves strike at
can cause erosion.
Thirdly, the waves deposit the sand in would threaten the station itself, an angle. In the kitchen, cauldrons
Source 1Chec
Types k
of breaking waves
your learning 9.8 new places, forming new beaches, spits potentially causing sea water to enter UNITED
Like many beaches around
7
(big iron pots) hung
the world, over
are graded according

KINGDOM open fires and spits;
and sand bars. the reactor and bring about a nuclear Dungeness is being changed by
Remember and unders sometime s a cauldron
tand meltdown. A meltdown would result in longshore drift. might contain a number
1 Write a short defi radioactive contamination – a disaster 0 300 600 km
of different dishes,
a What are the local authorities doing each
nition for each of
cauldron, scullery these terms: garderob packed separately
and dungeon. e, solar, garrison, with devastating effects that could last LEGEND about this? . The
portcullis, scullery, where dishes
to Bloom’s Taxonomy –
Evaluate and create thousands and thousands of years. Dungeness Nuclear
Power Station
b Why is this particularly serious
pots were washed,
at and
Dungeness? was
breaking wave swash often outside.
2 Work with a partner wind direction stables
to write a short account c Discuss with a partner some other
• a wealthy family member of a typical day in backwash
living in a castle, the life of either: dungeons (undergro possible
The solutions. Decide on your
or und basement room
• a servant working prison cells) best solution of a castle
and then sketchtower it sowould
in the castle, for example be
catering for a range of

used as a cool room to
as a cook or stable Workshops – where that you
salted can present it store
to the food
class.(e.g.
boy or gardener. craftspeople, such meat and bags of grain),
blacksmiths, furniture as wine and
236 oxford big ideas makers, cobblers, d equipmen
When you havethe
t under heard
surfaceall the
humanitie armour makers and of the moat.
s and social sciences potters, made their possible solutions from your
8 western australian for the castle occupant goods Power
curriculum
directio s and were trained. station classmates, decide on the one
n of lon Source 1 A modern
abilities and learning styles.

artist’s impressio
you consider to be the
gshore for many wealthy n ofmost likely
‘home sweet home’
toand
drift powerful
water movement in orbits succeed. Explain
familieswhy you think
in medieval
0 2 4 km Europe
Source 3 A surfer harnessing the energy of a this would work.
Source 4 Formation of waves chapter 9 medieval
breaking wave Source 5 Longshore drift is threatening Dungeness Nuclear Power Station. europe 237
94 oxford big ideas humanities and social sciences 8 western australian curriculum chapter 4 coastal landscapes 95
x oxford big ideas humanities and social sciences 8 western australian curriculum

Focus on concepts and skills
Complete coverage of all concepts and skills provided in stand-alone reference
‘toolkits’. All of these concepts and skills are also integrated throughout the text
so students can see them at work in context.
14.1 Civics and cit

izenship
Rich task activities concepts Democratic value
Skill drill activities guide
s These freedoms
Democratic values are a very importa
are the beliefs and of living in a democra nt part
encourage students to
are held by our ideals that cy as they allow
society as a democra participate and us to
Civics and citizensh include respect,
equality, fairness
cy. 13A valuesdoes it mean to be ahave
Such What a say in business?
responsible the way our country
is run. If we couldn’t
and support students step

ip students can Source 2). It is importa and freedom (see safely participate
Australia’s political use a wide range nt to understand society, then it in our
and legal systems of concepts to help democratic wouldn’t be a democra
values when examin
13A rich task
to use each of these
key concepts you
. These concept
s may be used together
them understand
the workings of ing Australia’s political cy at all.
apply the knowledge and

will begin toThe or as separate
Body Shop regularly monitors its impactideas.
on system. By underst Democratic
The six key concept think As you learn anding democra
s of civics and citizensh society andlikethe an active citizen.
environment through official investigations, skilldrill their purpose, we can tic values and value Definition
assess if a governm
Socially
• democracy ip are:
by step as they learn and

called audits. It releases this information publicly and operating as a true ent is respect treating others with
• democratic democracy. consideration and
• the Westminster
values uses it to•help
justice
improve its level of social responsibility. Creating a concept map For example, in
Australia (like many
Apply the skill their views, beliefs
and rights
valuing
responsible
• participation nations), freedom democra rights and privileges
skills they have learned

system 1 Useticthe steps above to create a concept mapforfor all,the
A concept map is a visual display ofisideas a very and how they
importa nt part of topic of ‘social discrimination based without
• rights and respons society. In Australi responsibility’.
equality on gender, race,
ibilities. link to one another. Ideas are usually a we
represented
are free to in asay religion, age, sexual
many things. For and do orientation or level
business: apply key skills.

education; all citizens of
box or circle, connected together example
by lines when
, we there
are is a
free have the right to
the
if we to protest same opportuni
Democracy relationship betweendo not agree
ideas. Wordswith can be placedng
somethi on the Extend your understanding ties
passiona or if we feel all people are treated
tely thatbetween
The Body Shop
lines to explain the relationship the ideas. It is a
in each chapter to a new

something should fairness fairly, or without
change. We injustice, and are
A democracy is great way to show are free to practice
others what youwhateve
are thinking and to given equal opportuni
ty;
a system of governm r religion we 1 Visit The Body Shop website also via theas
known link in your
a ‘fair obook
go’ in
the people, for the ent run by keep track ofincludin You can. map out your ideas want to,
g no religion
your thoughts. and write down a list of thingsrights,that the company
privileges
Australia
does
people. In most freedom and responsib
societies, citizens democratic on paper or on your computer or tablet. to be socially responsible.without interference, or control
ilities for all
are involved in from other
The Body Shop
society is a cosmetics
by electing people
companythe running of Step 1 Identify the topic you are interested in. In the
citizens or governme
nt receive
2 What potential benefits would The Body Shop
and interesting case study,

who will represen Source Democra
that was foundedent.
in governm by Represen
entrepreneur Dame t them example shown in Source 4 the topic is ‘Cosmetics by operating in a2socially tic values way?
responsible
tatives of the people business’.
develop policies then
Anita Roddick in 1976.andThe business
make laws on behalf The Westminster 3 What are the potential costs or disadvantages The
people who have
started in England andelected
opened its first
them.
of the Step 2 Write the topic and a list of all the concepts and system Body Shop would experience for being socially
The concept of ideas that are related
Australi to the topic.
a’s system responsible?
Australian democra
store in 1983. It is now wellbeen around of government
event or issue.
cy has
for a long time, with many Step 3 Connect Westmi related
nsterideas
system.with a line, addingisa based
word on 4theThink of another business you come into contact
civilisat The Westminster
known around the world with 90 stores
Extend your understanding

societies through ions and or two to the line
form if the relationship needs clarification.
of parliam system is with
a regularly. How could they be more socially
out history. The entary governm
term democracySource 2 ent
comes
across Australia alone.
from the Greek words
The Body Shop is a business that is internationally Step 4 Keep theadding
Unitedconcepts
Kingdom that relate or followoriginating in responsible? Draft a letter to that business identifying
‘demos’ (meanin renowned for its commitment to social responsibility. . It is named after
citizen) and ‘kratos’ g on fromLondonthe mainwhereconceptsthethat you have already the area ofhow their business could be more socially responsible
(meaning rule). British parliam
ancient Greece The people of identified(see using the same process as in the ent is located and convincing them that these changes would benefit
E
practised what is Source 3). The Westminster system
known as a direct previous step.
adopted by a number has been their business.
Muchdemocr
activities challenge students

acy. A is
acy
of this success due to
direct its reputation as a socially
democra of countries, includin
cy involves
meeting
responsible together
business as well as the quality productscitizens
to make that Canada and New
Zealand. It includes
g
laws for their :
Today,
it offers to its customers. Over the years, Anita andsociety.
most democra The • a lower house
of parliament that
tic societies such has been
BodyAustrali
Shop have runrepresen
a are campaigns protecting human rights, as elected democra safe working
tative democracies. Source 1 The Australian product testing tically by the people
animals and we
means the elect
environment, and have shown commit- This • a head of state conditions
to conduct further research,

representatives up of the people House of Represen or sovereign (such require
mentourto boosting body image and to make winning
self-esteem, laws on we have elected tatives is made requires as the Queen
behalf. In Australi citizens democracy. to represent us in or Governor General
of a generation ofa,consumers. our ) whose job product employees
the support
are required over the age of 18 is mainly
to vote for candida ceremonial from cost
tes in
federal,In state
1990,and
the local
business even openedelection
governm its own s for • a head of governm
manufacturing
wages and
of voting is ent. Our system ent (such as a prime incentives
charity, Theory,
compuls Body Shop Foundation. The minister) who leads needs needs
or complete group work, to

unlike other democra the majority of
such as the Unitedfoundation gives financial support cies representatives
Kingdom or the in the lower house
where participating to innovative organisationsUnited thatStates
in elections is optiona • an executive
otherwise would have had l.little or cabinet made
parliament (MPs) up of member
Cosmetics business
s of
hope of gaining conventional
• an independent
deepen their understanding

funding. Its focus is on civil service that
356 oxford big ideas

humanities and
assisting those working to
achieve progress in the areas
of human and civil rights,
the environment and animal
social sciences
protection. 8 western
Source 1 The founder of The
Body Shop, Dame Anita Roddick,
australian curriculum
passed away in 2007, but the core

values she instilled in the business
remain present today.
PL
Source 3 The Body Shop has 90 stores in Australia.
344 oxford big ideas humanities and social sciences 8 western australian curriculum
government in
•socialanmedia
courts), whichincludes
In Australia, the
both our federal includes
charity
sponsorship
power
independent judiciar
advertising
upholds the rule
Westminster system
and state governm
Source 4 A basic concept map exploring a cosmetics business

serves the
needs
y (made up of the
of law.
marketing
ents.
is used by
follows
responsible
business
Sourcepractices
London
must follow
3 Westminster Palace,
Competition
and Consumer
Act (2010)
should include Housessocial
chapter 14 the
of Parliament,
responsibility
civics and citizenship
chapter 13 consumers and businesses

toolkit
345
357
of an issue or skill being
investigated.
M
Digital support
SA
Student obook assess provides a fully interactive

electronic version of the print Student book in
an easy-to-read format. A host of additional
resources for students – such as videos,
worksheets, interactives objects, online quizzes
and multimedia links – are linked to each unit
in the book making them easier to access than
ever before.
obook assess is compatible with laptops, iPads,

tablets and IWBs, and access to content is
provided online and offline.
Teacher support is offered in digital format via

Teacher obook assess. Teacher notes, answers,
tests, additional worksheets, lesson ideas,
planning tips and assessment advice are provided
for every unit. Teacher obook assess allows
teachers to manage their classes by assigning
work, tracking progress and planning assessment.
using oxford big ideas humanities and social sciences xi

Landforms and
landscapes
Landforms
and
landscapes
The Earth’s surface is made up of a vast number
of elements that have been brought together
E
to create amazing shapes and formations. To
study and understand all these formations, PL
geographers organise them into groups based
on characteristics that are similar. These different
groups are referred to as landscapes. There are
many different types of natural landscapes on
M
Earth – including mountain landscapes, coastal
landscapes and riverine landscapes. Landscapes
created by people are called human landscapes.
SA
Natural landscapes are made up of a variety of

geographical features known as landforms such
as hills, caves and valleys.
2A
What are landforms and
landscapes?
1 Use Source 1 to identify two different landforms and
two types of landscapes.
2 Think about the place in which you live. Can you identify
two different landforms and two types of landscapes
that you see every day?

E
2
PL
chapter
M
SA
Source 1 This satellite image of Las Vegas shows many different landscapes and landforms.
chapter 2 landforms and landscapes 41

2.1 The Earth’s landscapes
What is a landscape? mainly unaffected by human activity and are
typical to particular areas of the world. Human
A landscape is part of the Earth’s surface. It consists landscapes (for example, cities and farms) have been
of a variety of geographical features that are created and modified by people. Human landscapes
characteristic of an area. Landscapes are divided into are sometimes also referred to as cultural landscapes.
two main categories – natural and human. Natural Some different types of landscapes are described
landscapes (for example, mountains and deserts) are below.
WORLD: EXAMPLES OF DIFFERENT LANDSCAPES
E
PL
1 Mountain 2 Coastal
M
5 Karst 6 Human
Arctic Circle
SA
Tropic of Cancer
Equator
Tropic of Capricorn
0 1500 3000 km
4 Desert
Antarctic Circle
3 Riverine
Source 1 Source: Oxford University Press

Source 2 The Himalayas in Asia are an example of a mountain landscape.
Mountain landscapes Coastal landscapes
E
1 2
Mountain landscapes are formed by tectonic plates PL The coast is where a land mass meets the sea. Coastal
on the Earth’s surface pushing against each other. landscapes are shaped by the natural forces of the
This movement and pressure causes the shape of the wind and waves. These geographical forces erode
land to change. The land is pushed up in a vertical (wear away) or construct (build up) the natural
direction and over time forms mountains. Mountains environment, constantly changing its shape. Features
rise high above their surroundings. Mountains can of coastal landscapes include beaches, dunes, bays,
stand alone, be grouped in ranges, or form ridges. We cliffs, platforms, spits and lagoons. We will explore
M
will explore mountain landscapes in more detail in coastal landscapes in more detail in Chapter 4.
Chapter 3.
SA
Source 3 Peggy’s Cove in Nova Scotia, Canada, is an example of a coastal landscape.

s

to the north and south of the Equator). Cold deserts
are located closer to the Arctic and Antarctic Circles
(the circles of latitude in the far north and far south).
Because of the lack of rain they have little vegetation
(plant life). Instead deserts are characterised by sand
dunes, rock and gravel.
5 Karst landscapes
A karst landscape is formed when easily dissolvable
bedrock (the rock below the surface of the land)
such as limestone is worn away by slightly acidic
water, from an underground source or a source
Source 4 The Wanganui River system in New Zealand is an on the Earth’s surface. These flows of water form
example of a riverine landscape. unique features such as caves, stalactites, springs and
sinkholes. Karst landscapes are extremely unstable
areas of land. Sinkholes are formed when rock
3 Riverine landscapes beneath the Earth's surface has eroded away and
E
sections of land on the surface collapse. Sinkholes
A riverine landscape is one formed by the natural
can range in size from a few metres to more than
movement of a water system such as a river. A PL 1 kilometre deep and have been known to
riverine landscape includes the ecosystems (all
occasionally collapse, swallowing up everything on
living things including plants and animals) in and
the surface including cars and buildings.
around the area of a river. A riverine landscape
may also be defined as a network of rivers and the
surrounding land. Riverine landscapes are excellent
for agricultural uses such as farming because the land
M
is rich and fertile. They are a valuable resource for
growing food.
SA
4 Arid landscapes
A desert is defined as an area of land which receives
no more than 250 millimetres of rain per year.
Deserts cover about one-third of the Earth’s surface
and contain some of the most uninhabitable regions
on Earth. There are two types of deserts – hot deserts
and cold deserts. Hot deserts are located along the Source 6 The Skocjan Caves in Slovenia are an example of a
Tropics of Cancer and Capricorn (the latitude lines karst landscape.
Source 5 The Sahara desert in North Africa is an example of an arid landscape.

6 Human landscapes Check your learning 2.1

Unlike the types of naturally occurring landscapes
Remember and understand
described above, human landscapes are created
by people. Human landscapes provide evidence 1 What is the meaning of the geographical term
of human settlement and occupation of an ‘landscape’?
environment. Features of human landscapes include 2 Which types of landscapes are found around the
elements of infrastructure such as buildings, roads, Tropics of Cancer and Capricorn?
transport, energy, sewerage and telecommunication 3 Why do you think human landscapes are included
systems. The construction of human landscapes in the definition of the word 'landscape'?
often results in the damage or destruction of natural
Apply and analyse
landscapes but commonly incorporates some natural
geographical features in its design, for example 4 Look carefully at Source 1.
harbours and mountains. a How many different types of landscapes are
shown on this map?
b What types of landscapes can you identify
in Australia?
c Write a description of the location of desert
E
landscapes. Give possible reasons to explain
Source 7 The capital city of China, Beijing, is an example of a why they are found there.
human landscape.
Evaluate and create
PL 5 Research one landscape that interests you. Your
chosen landscape might be on the World Heritage
List (such as karst in the Skocjan Caves Regional
Park) or in your local area. Investigate what makes
M
this landscape unique, and provide information
about how it is used. Present your research in the
form of a brochure, poster or webpage.
SA

L

2.2 The Earth’s landforms COA
Atol
Ring
close
enci
Arch
What is a landform? are shaped and created by a natural process, such as Grou
Bay
tectonic activity and erosion. Natural landscapes are
Broa
A landform is a natural geographic feature or shape made up of a variety of landforms. Often landforms Bea
that appears on the Earth’s surface. Large landforms are not unique to a single landscape. For example, a Dep
include mountains, plains, and rivers while small grav
hill can be found in many different landscapes.
Cliff
landforms include hills and billabongs. Landforms Stee
the w
mountain range
Cora
mountain Und
and
Hea
Narr
coas
ridge Islan
V-shaped valley Area
volcano
E
Isthm
Narr
cirque conn
PL glacier Spit
watershed Narr
the s
Stac
Tall p
drainage basin erod
gorge
M
river headland
waterfall
SA
tributary floodplain meander
lake oxbow lake

bay
delta
estuary
wadi
oasis
inselberg
mesa
beach
hamada butte
desert dune

COASTAL LANDSCAPES MOUNTAIN LANDSCAPES RIVERINE LANDSCAPES ARID LANDSCAPES

Atoll Cirque Delta Butte
Ring-shaped coral reef or a string of Bowl-shaped hollow at the head of Fan-shaped, low-lying area of deposits at Flat-topped hill
closely spaced small coral islands a valley or on a mountainside the mouth of a river Desert dune
encircling a shallow lagoon formed by glacial erosion Drainage basin Wind-blown particle formation
Archipelago Glacier Area providing water to a river system Hamada
Group or chain of islands Large frozen river of ice that slowly Estuary Area covered in boulders and large
Bay moves down a valley in response to River mouth broadening into the sea stones
Broad, curved indentation in the coastline gravity
Floodplain Inselberg
Beach Mountain Flat area over which water spreads in times Isolated, steep-sided hill of resistant
Deposited rock particles – such as sand, Steep-sided, lone peak rising over of flood rock on a plain
gravel or pebbles – along the coastline 600 metres above the surrounding
land Gorge Mesa
Cliff Deep, narrow, steep-sided valley Flat-topped, steep-sided plateau
Steep rock face formed by the action of Mountain range
Chain of connected mountains Lake Oasis
the waves
Large body of water surrounded by land Desert area with a water supply
Coral reef Ridge provided by groundwater
Long, narrow elevation of land Meander
Underwater ridge formed by the growth
Bend in a river Wadi
and deposit of coral Volcano
Oxbow lake Dry watercourse in a narrow valley
Headland Opening in the Earth’s crust where that divides a plateau
molten rock, ash and gas can Crescent-shaped lake on a river floodplain
Narrow, high land jutting out from a
coastal cliff into the sea escape River
Natural waterway that takes water downhill
Island
by gravity to the sea
Area of land surrounded by water
Tributary
E
Isthmus
Small river that joins a larger river
Narrow strip of land or sand that
connects an island to the mainland V-shaped valley
Narrow, steep-sided valley carved out by the
Spit
upper reaches of a river
Narrow strip of sand protruding into
the sea
Stack
Tall pillar of rock formed by wave action
PL Waterfall
River-water spill over resistant rock
Watershed
eroding a cliff High point from which water flows into a
drainage basin
M
Source 1 Some common landforms
island found in different natural landscapes
d cliff
SA
stack
Check your learning 2.2
1 Describe the meaning of the geographical term
archipelago ‘landform’.
2 Identify four geomorphic processes.
Apply and analyse

isthmus
3 Identify an Australian example of at least five of the
landforms described in Source 1.
Evaluate and create

spit 4 Create a travel brochure for the Western Australian
government tourism agency promoting one of
atoll
the landforms shown in Source 1. Investigate
the landform and provide a description including
information about how it was formed. You should
include persuasive text that aims to encourage
coral reef tourists to visit your chosen landform.

2.3 Landforms and landscapes
S
around the world

Australia’s landscapes and landforms are among the historical meaning, and they provide an identity
most unique in the world. From arid desert regions for people and places. Countries all over the world
in the north-west to snow-covered mountains in have their own unique landforms. Some examples
the south-east, Australia’s landscapes differ from are Yellowstone National Park in the United States,
region to region. Australia is the sixth-largest country the Sossusvlei red dunes in Namibia and the Perito
in the world by area and due to its large size, our Moreno Glacier in Argentina.
country is home to many diverse landscapes and
distinctive landforms. Protecting our landscapes and
Iconic landscapes and landforms
E
While some landscapes and landforms around the
landforms world are protected from humans, many landscapes
When we think of Aussie icons, we might think have been affected by human activity. A challenge
of Vegemite or the Sydney Opera House. But when
geographers use the word iconic, they are describing
PL for people around the world is to ensure that
natural landscapes and landforms are enjoyed in a
something that is widely admired, spiritually sustainable way so that they are there for us in the
important or unique to the scenery of the area. future. It is everyone’s responsibility to look after
We have many iconic landforms and landscapes in our landforms and landscapes.
M
Australia – Uluru, the Great Barrier Reef, Wave Rock There are over 500 national parks in Australia
or the Bungle Bungle Range to name a few – that alone that cover over 28 million hectares of land.
people from around the world immediately recognise These parks, along with other conservation reserves
SA
as being from Australia because they are so unique. and heritage listed sites, are kept safe from human
These landscapes are so important because they activities such as farming and land clearing, which
connect people through tourism, spiritual value and are banned in these areas.

Remember and understand c Write a short description of the image of
the Riverina floodplain in New South Wales.
1 In which two landscape types would you find Describe the advantages and disadvantages
valleys? of living in this area.
2 In which Australian location would you find an
inselberg? Evaluate and create
4 Conduct some research on iconic landscapes and
Apply and analyse
landforms in Australia and around the world. Then
3 Look carefully at Source 1. create a poster of one example, identifying where it
a How many different types of landforms are is, how it was formed and what makes it iconic.
included in this table?
b Why do you think Australia has so many different
landforms?

s
Source 1 Some common landforms found in different landscapes
Landscape Some common landforms An Australian example A world example
type found in that landscape
Mountain • Mountain – a large elevation At a height of 2228 metres above sea Mount Everest is the tallest mountain
on the Earth’s surface level, Mount Kosciuszko in NSW is the in the world at 8848 m tall.
• Ridge – a long, narrow, highest mountain in Australia
elevated surface
• Valley – a low area
enclosed by mountains
Coastal • Stack – a vertical column The Twelve Apostles is a group of The White Cliffs of Dover are found
of rock limestone stacks off the shore of along the southern coast of England.
• Beach – a sandy or the Port Campbell National Park in
pebbly shore Victoria.
• Headland – a high,
rocky outcrop of land
E
Riverine • Floodplain – a low-lying area
PL
The Riverina area in NSW is made Majuli is one of the largest river
regularly flooded by a river up of flat floodplains irrigated by the islands in the world on the
• Riverbed – the channel Murrumbidgee, Edward and Lachlan Brahmaputra River in India.
in which the river flows rivers.
M
• Billabong – an arm of a
river which forms a pool,
only joining with the river in
times of flooding
SA
Arid • Inselberg – an isolated Uluru is a large sandstone rock The Sahara Desert, located in
steep-sided rock hill on formation in the southern part of northern Africa, is an example of an
a plain the Northern Territory, known as an arid landscape. It is the third-largest
• Oasis – a supply of inselberg. desert in the world.
groundwater in the desert
• Grassland plains – a large,
flat area sparsely
covered with grasses
Karst • Spring – a basin in the rock The Wombeyan Caves in NSW The Guilin Karst hills and caves are
allowing water to consist of nine limestone caves with made of limestone and are a spiritual
come to the Earth’s surface spectacular stalactites and other place to visit in China.
• Cave – a large hollow formations.
underground with an
opening
• Stalactite – a formation that
hangs from the ceiling of a
cave, formed by dripping
water and minerals

2.4 Valuing
landforms and
landscapes
Landforms and landscapes around the world are
valued by many different people for many different
reasons. Some people may feel a deep personal
connection to a particular landscape, while others
are more interested in the money that can be earned
from it. The value a person attaches to a particular
landscape often depends on factors such as their
E
age, occupation, education, cultural background and
Source 1 This poster for the film Australia reflects the colours
experiences. In general, geographers divide the ways of the Australian outback. It is an example of how the Australian
in which people value landforms and landscapes into PL landscape has cultural value.
four categories:
• cultural value • aesthetic value have a transformative effect on the English Lady Sarah
• spiritual value • economic value. Ashley, and by the end of the film she feels Australian.
Indigenous Australians express the importance
Cultural value of the land to them through Dreaming stories, song
M
and dance, and their art. Nearly all Aboriginal art
Cultural value is linked to the importance of relates to the landscape and maps the landscape
landforms and landscapes as expressed by people and the landforms of importance to the Indigenous
through creative means such as poetry, literature, community.
SA
art and films. Australia’s landscapes and landforms

have shaped Australian culture and identity. The film
Australia, shown in Source 1, was a box-office hit in
Spiritual value
Australia. Set in northern Australia at the start of For Indigenous Australians the spiritual value of
World War II, the film features the vast, unforgiving land is expressed through the concept of ‘Country’.
landscapes of the outback, as well as the tropical Indigenous peoples believe that the myths of their
landscape of the Far North. These unique landscapes Dreaming bind them to the land. They also believe
that their ancestors live on through the land and
ensure their continued connection with it. Landscapes
contain many sacred sites of spiritual importance.
Uluru, for example, is a sacred place to the Anangu
people who live in the area. They believe that in the
Dreaming, a great sand hill was transformed into this
rock along with the Kunia people who lived there.
Aesthetic value
The aesthetic value of a landscape is closely linked
Source 2 Karlu Karlu (also known as the Devil's Marbles) is to its beauty and uniqueness. The aesthetic value
sacred to Indigenous Australians. This is an example of how
landforms can have spiritual value. attached to a place is always subjective (personal).

People are drawn to places for many reasons. Being

surrounded by the beauty of the landscape may give
someone a sense of freedom, stability and wellbeing.
An individual might be drawn to a particular
landform because of its overwhelming majesty,
creating a personal connection to that place.
The aesthetic value of the landscape to the
community has been recognised through the
creation of national parks, where land has been
Source 3 Unique and beautiful landscapes along the
set aside for the public’s use and enjoyment. The Australian coast are an example of aesthetic value.
first national park in Australia, the Royal National
Park, south of Sydney, was established in 1879. There
are now 516 national parks. Perth’s Kings Park
was established in 1895 and was originally called
Perth Park.
Economic value
E
Economic value is a measurement of how financially
important landscapes and landforms are. Economic Source 4 Landscapes with high mineral and metal deposits
are an example of economic value.
value is particularly relevant to the tourism and
mining industries in Australia. Tourism Western
PL
Australia, for example, wants regular visitors to its
state because people who travel spend money on Remember and understand
accommodation, transport, food, souvenirs and
1 Describe the concept of ‘value’.
activities. This money provides income for the
M
2 What does it mean for a landscape to have
tourism and hospitality industries and the State
aesthetic value?
of Western Australia. The south-west of Western
3 What does it mean for a landscape to have cultural
Australia is a landscape with a high economic value
value?
due to its popularity with tourists.
SA
Mining is the process of extracting natural Apply and analyse

resources from within the earth. These resources are 4 Look carefully at Source 4.
sold, processed and used to manufacture a variety a Which value is being attached to this source?
of goods – from jewellery and toys to construction b What groups of people are most likely to
materials. The mining industry attaches economic have a different opinion as to the value of this
value to landcapes that contain sought-after metals landscape? Create a table to show the groups
and minerals like coal and gold. and their possible opinions.
c What reasons might you list to account for, or
What is the true value? explain, these differences of opinion?
The same landscape can be valued by different Evaluate and create

people for different reasons. To a mining corporation, 5 Research a book, poem, movie or website that has
the economic value of a landscape might be most cultural value for Australia, or a country or place that
important. To an Indigenous Australian community, you feel connected to. Create a digital poster using
however, the spiritual value may be most important. a design program such as Glogster to present your
Then again, an artist might appreciate the aesthetic findings. Include the title of the work, its author, a
value of a landform. All these values are important to blurb about it and an image to represent it. Most
consider when deciding on how a landscape is best put importantly, provide three reasons why you feel it
to use. has particular cultural significance.

2.5 Connecting through
landscape stories
Landscapes and their stories have been important The legend of the Glasshouse
parts of people’s cultures and lives throughout history.
In Western Australia, the Noongar people had Nyitting Mountains: a creation story from
or Dreaming – the creation stories that told of the Australia
connection between people and the spiritual realm.
To Noongar people, who lived in the south-west of According to the Gubbi Gubbi people, Mount
Western Australia for over 45 000 years, the landscape Tibrogargan, the father, and Mount Beerwah, the
had meaning. The stories can vary from place to place, mother, had many children, the eldest of whom was
but one creation story of the Nyitting (ancestral time) Mount Coonowrin. One day, Mount Tibrogargan was
is of the Waugal, a great serpent-like spirit that created looking out to sea and saw a great wave approaching.
E
the landscape. According to the Noongar people, the He called out to his eldest son, Coonowrin, to help
Waugal makes the rain, lightning and thunder. They his mother, Mount Beerwah, who was pregnant
believe that during the Nyitting, the Waugal slithering PL with child.
over land created the sand dunes and the shape of the In the meantime, Tibrogargan gathered up his
rivers. When the Waugal stopped to rest it created the other children and began to run towards higher
bays and lakes. land. When Tibrogargan looked back to check that
Coonowrin was helping his mother, he was angered
to see him running off alone. He chased his son and,
M
in a great rage, smashed him on the head with his
club, dislocating his neck.
Later, when the floods had gone,
Coonowrin begged his father for
SA
forgiveness, but all his father could do

was weep in shame, creating the streams
that still run in the region. He asked his
son why he had not helped his mother.
Coonowrin – not knowing his mother
was pregnant − replied that Beerwah was
the biggest of all of them and could look
after herself. This angered Tibrogargan
even more. He turned his back and
vowed never to look at his son again.
Even today, Tibrogargan gazes out
to sea and Coonowrin hangs his head
and cries, his tears running off to
the sea. His mother Beerwah is still
pregnant as it takes a long time to give
birth to a mountain.
Source 1 Mount Coonowrin sitting beside his pregnant mother,

Mount Beerwah, Queensland

keyconcept: Place
Links between people and the
natural landscape
Not all people think about and see the same place
in the same way. These differences result from many
factors, such as cultural background, education and
life experiences. Scientists such as geologists and
vulcanologists have studied mountains and revealed
a great deal about their formation. Local indigenous
people, too, have their own stories relating to the
creation of these landscapes. For many indigenous
people around the world, mountains are much more
than lifeless rocks.
Many indigenous people believe that the mountains
were alive in the time before humans walked the
E
Earth. They believe that the shapes and locations of
mountains can tell us about ancient events. Learning
these stories helps us to appreciate that we do not all
PL Source 2 Mount Taranaki wearing a cloak of clouds
see the same place in the same way. For many people
there is a deep spiritual link between the landscape
and themselves.
For more information on the key concept of place,
refer to page 6 of ‘The geography toolkit’.
Examine Source 1. Which of these mountains is
M
1
Beerwah and which is Coonowrin? Give reasons
for your answer.
The legend of Mount Tongariro: a 2 According to the creation story from New Zealand,
creation story from New Zealand
SA
why did the volcanoes fight?

3 Why do you think many indigenous people have
According to the Maori people, the mountains of
legends to explain landscapes?
New Zealand were once warriors and gods who
moved about the landscape. In the centre of the Apply and analyse
North Island stood seven great mountains. Six of the
4 Compare the two legends.
mountains were male; Mount Pihanga was the only
a What features do both have in common?
female. Clothed in native trees and vegetation, she
b What is unique about each legend?
was a great beauty and all the other mountains loved
5 As well as helping people to understand their
her deeply. One night they decided to fight for her
natural environment, each of these legends
and a fierce battle erupted. The land shook. Smoke,
contains advice about how to live and behave.
fire and hot rocks filled the sky.
What is this advice?
Eventually, Tongariro was proven to be the supreme
6 What did you learn about the indigenous people
warrior and won the right to stand beside Pihanga. The
of these two regions by reading their legends?
losers were given one night to move away or else they
would be turned to stone. Taranaki, filled with anger Evaluate and create
and jealousy, fled to the coast, gouging out a mighty 7 Research the creation stories from your area and
valley as he went. Reaching the sea, he slept. When the prepare a presentation to your class explaining
day broke he was trapped, and he still hides beneath a one of the stories.
cloak of cloud.

2A rich task
skilldrill
Uluru: an iconic Constructing a population pyramid

Australian In order to better understand a group of people living in
the same place (i.e. a population), geographers often need
landform
to analyse and compare the different groups within that
population (for example the number of men versus women, or
young people versus old people). They do this by representing
population data visually on a population pyramid.
The term iconic refers to something that
Although population pyramids are a type of bar graph,
is an ‘icon’ or represents something of they are a little different. While standard bar graphs have
importance. Uluru is an iconic symbol one horizontal axis (or x-axis) and one vertical axis (y-axis),
population pyramids have one y-axis and two x-axes, like
of the Australian outback and one of the
graphs back to back. The y-axis runs vertically through the
most visited landforms in Australia. Part middle separating the data for males on the left and females
E
of the desert landscape and close to the on the right.
Rather than show the actual numbers of men and
continent’s geographical centre, Uluru PL women at each age group, population pyramids show
attracts around 200 000 visitors a year. each of these groups as a percentage of the total
Uluru rises approximately 348 metres population. This makes it easier for geographers to identify
trends and changes in different areas of the population.
above the ground and measures about
Population pyramids are created from a table of data.
10.6 kilometres around its base. It is Source 2 is the data for the Northern Territory’s Indigenous
M
a sacred place for the local Aboriginal population and Source 3 is the population pyramid. For
more information on population pyramids refer to page 29
people, the Anangu. Although the Northern
of ‘The geography toolkit’.
Territory has the smallest population of
SA
Source 2 The Northern Territory’s Indigenous population

any Australian state or territory, it has by
Age group (years) Indigenous population %
far the highest percentage of Indigenous
Males Females
Australians. Around one in three people 0–4 6.2 5.9
there (33 per cent) are of Indigenous 5–9 6.1 5.7
10–14 5.7 5.4
heritage.
15–19 5.3 5.0
20–24 4.7 4.8
25–29 4.0 4.3
30–34 3.9 4.1
35–39 3.5 3.7
40–44 2.9 3.0
45–49 2.3 2.5
50–54 1.7 2.0
55–59 1.1 1.4
60–64 0.8 1.1
65–69 0.5 0.7
70–74 0.3 0.5
Source 1 Uluru is Australia’s most recognisable landform. 75+ 0.3 0.6

Source 3 Population pyramid for the Northern Territory's Step 3 Choose two different colours; alternate with one
Indigenous population colour and then the other. This makes it easier to read
Male Age (years) Female the graph.
75+
70–74
Step 4 Give your population pyramid a title.
65–69
60–64
Apply the skill
55–59 1 Construct a population pyramid using the second
r 50–54
set of data (Source 4) on Northern Territory's
45–49
g 40–44 non-Indigenous Population, following steps 1–4.
35–39
30–34 Source 4 The Northern Territory’s non-Indigenous population
25–29
20–24 Age group (years) Non-Indigenous population %
15–19 Males Females
10–14
0–4 3.5 3.3
5–9
0–4 5–9 3.4 3.1
E
7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 10–14 3.4 3.2
Percentage of the total population
15–19 3.2 2.9
The steps to construct a population pyramid using the PL 20–24 3.9 3.5
statistics in Source 2: 25–29 4.3 4.2
Step 1 Using 5 mm grid paper, rule your axes as follows: 30–34 4.6 4.3
Vertical y-axis: There are 16 age groups in our 35–39 4.6 4.2
example. The age groups start at the bottom, with 40–44 4.6 4.0
the 0–4 age group, and finishing at the top with the 45–49 4.4 3.9
75+ age group. Keep this in mind while completing
M
50–54 4.0 3.5
your y-axis, because the table shows the age 55–59 3.7 2.8
groups from lowest to highest going down the 60–64 2.4 1.7
page. However, the population pyramid shows the 65–69 1.5 1.0
SA
age groups from lowest to highest going up the 70–74 0.7 0.5
page.
75+ 0.8 0.8
Label the top of your y-axis, ‘Age (years)’.
Horizontal x-axes (left and right): Find the highest
percentage of both males and females. In our
example, this is 6.2. Round this up to the nearest
Extend your understanding
whole number, which is 7. Use two 5 mm grids per
1 Use your population pyramid to answer the following
unit to create two 7 cm axes. Rule your x-axes with
questions:
a scale from 0 to 7 from each side of the central
y-axis to the left and right. a Which age group has the largest percentage for
both males and females?
Label the left side ‘Male’ and the right side ‘Female’
and write 'Percentage of the total population' along b Which is the smallest age group for each gender?
the bottom. c What is the total percentage for the 0–4 age group?
Step 2 Using a sharp lead pencil, create your bar graphs d What is the total percentage for the 35–39 age
for each gender – first males, then females. Be as group?
accurate as you can, and use the millimetre marks on a e What is the total percentage for the 70–74 and 75+
clear plastic ruler. First draw 5 mm high vertical strokes to age groups?
end each individual bar. You can rule up the horizontals
of each bar later.

8
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Richard Smith | Vladimir Dumovic
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Reproduction and communication for educational purposes

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Concepts and skills 3A What processes shape mountain landscapes?

Chapter 2 3C Rich task: Avalanches ...................................................................... 88

2A What are landforms and landscapes?

00_OBI_HUMS8_WA_07608_TXT_SI.indd 3 26/09/2016 11:12 am

6.3 Australia’s mining boom .................................................................160

6B What are the reasons for, and effects of, international

00_OBI_HUMS8_WA_07608_TXT_SI.indd 4 7/10/2016 11:12 am

Europe and Africa

10C What were the effects of the Black Death?

00_OBI_HUMS8_WA_07608_TXT_SI.indd 5 26/09/2016 11:12 am

13A What does it mean to be a responsible business?

Participation and influences in the marketplace

12B What influences work in the marketplace?

12.6 Influences on the way people work ............................................324

00_OBI_HUMS8_WA_07608_TXT_SI.indd 6 26/09/2016 11:12 am

16A How are laws made and applied in Australia?

15A Rich task: Petitions .........................................................................382

15B What does it mean to be an Australian citizen?

00_OBI_HUMS8_WA_07608_TXT_SI.indd 7 3/10/2016 10:17 am

Geography skills History skills

Skill Chapter Page Skill Chapter Page

00_OBI_HUMS8_WA_07608_TXT_SI.indd 8 26/09/2016 11:12 am

00_OBI_HUMS8_WA_07608_TXT_SI.indd 9 26/09/2016 11:12 am

set out under key

Students are urban area.beliefs

discussion and interest.

encouraged to schools and other services. Megacities,

use their prior 8A

make predictions Why do people live in cities?

at the start of each

Source materials 9.8 The medieval

4.2 The power of waves

community able the family but a

Check your learning

graphs – simplify activities accompany every

unit, allowing students to

and engage consolidate and extend

reluctant learners. their understanding. These

are graded according

catering for a range of

abilities and learning styles.

00_OBI_HUMS8_WA_07608_TXT_SI.indd 10 3/10/2016 10:18 am

14.1 Civics and cit

and support students step

apply the knowledge and

by step as they learn and

skills they have learned

business: apply key skills.

in each chapter to a new

and interesting case study,

Extend your understanding

activities challenge students

to conduct further research,

or complete group work, to

deepen their understanding

356 oxford big ideas

passed away in 2007, but the core

Source 4 A basic concept map exploring a cosmetics business

should include Housessocial

civics and citizenship