2006 School Certificate Specimen Test
AUSTRALIAN HISTORY, GEOGRAPHY,
CIVICS AND CITIZENSHIP
Introduction
This document accompanies the specimen test for the 2006 School Certificate test in
Australian History, Geography, Civics and Citizenship. A mapping grid is also
included with the test. It shows how each question in the test relates to the relevant
syllabus outcomes and content, and to the performance bands used to report student
achievement in the test.
In 2006, the first cohort of students studying the History Years 7–10 Syllabus (2003)
and the Geography Years 7–10 Syllabus (2003) will sit for the School Certificate
Australian History, Geography, Civics and Citizenship test. The scope of the test and
the test specifications have been reviewed for 2006, and this specimen test is
indicative of the type of test that will be produced for 2006 and subsequent years.
Because much of the content of the new syllabuses is similar to that in the previous
syllabuses, many of the questions in past School Certificate Australian History,
Geography, Civics and Citizenship tests would continue to be suitable for tests from
2006. The inclusion of questions from past tests in the specimen paper reflects this.
The purpose of the School Certificate tests
The School Certificate credential marks the end of compulsory schooling. It records
student achievement in the courses studied in Stage 5, and provides results in five
state-wide tests in areas considered foundational to subsequent achievement. Further
information about the School Certificate can be found on the Board’s Assessment
Resource Centre (http://www.arc.nsw.edu.au/).
A major purpose of the School Certificate tests at the end of Year 10 is to strengthen
the foundation skills students need to pursue further learning or to succeed in the
workplace.
The scope of the School Certificate tests
The tests focus on foundational aspects of their related syllabuses, and do not cover
all areas of the syllabus. The Australian History, Geography, Civics and Citizenship
test scope statement provides further details of the relationship between the School
Certificate test and the History and the Geography Years 7–10 syllabuses.
Specimen tests
Specimen tests are produced in accordance with the Board’s Principles for Setting
School Certificate Tests and Developing Marking Guidelines in a StandardsReferenced Framework, published in Board Bulletin Volume 10 Number 1 (March
2001). Further details regarding the School Certificate Australian History, Geography,
Civics and Citizenship test were outlined in Board Bulletin Volume 14 No 3 (June
2005). Questions are closely related to a subset of syllabus outcomes from the related
course. The test as a whole is structured to show how appropriate differentiation of
student performance at all levels on the performance scale can be obtained.
The Australian History, Geography, Civics and Citizenship specimen test
The specimen test is an example of the type of test that could be prepared within the
School Certificate Australian History, Geography, Civics and Citizenship test
specifications. Tests will be based on a representative sample of syllabus outcomes.
The mapping grid accompanying the specimen test shows how the test as a whole
samples a range of content and outcomes, and allows all students the opportunity to
demonstrate their level of achievement.
The range and balance of outcomes tested in the School Certificate tests in 2006 and
subsequent years may differ from those addressed in the specimen test.
There are a number of points to note in considering the specimen test for Australian
History, Geography, Civics and Citizenship:
• The test contains two sections: one for Australian History, Civics and
Citizenship and one for Australian Geography, Civics and Citizenship. These
sections will alternate as Section 1 and Section 2 each year. To assist students
to manage their time in the test, supervisors will advise students when one
hour has elapsed, so that they can commence work on the second section.
•
The Australian History section is based on Topics 5, 6 , 7 and 8 of the Stage 5
mandatory History course, and Historical Skills.
•
The Australian Geography section is based on Focus Areas 5A3 and 5A4 of
the Stage 5 mandatory Geography course, and Geographical Tools and Skills.
•
Both sections of the test will include questions that allow students to
demonstrate their knowledge about and understanding of civics and
citizenship.
•
In both sections of the test, Part A contains twenty questions in multiple
choice format. These questions test knowledge and skills, and may be based
on stimulus material. When stimulus material is used, one or more questions
may draw on that material.
•
In both sections of the test, Part B has a number of questions that require
written responses. The number of questions and the number of parts and their
mark values may vary from year to year.
•
The final question in Part B for each section requires an extended response,
which will be marked out of 15. These questions assess students’ ability to
organise and communicate their knowledge and understanding effectively, to
support their ideas with relevant examples or evidence and to use historical or
geographical terms appropriately.
Australian History, Geography,
Civics and Citizenship
2006 School Certificate Specimen Test
General Instructions
■
Reading time: 10 minutes
■
Working time: 2 hours
■
Write using black or blue pen
■
Attempt ALL questions
■
Do NOT write in pencil
■
Write your Centre Number
and Student Number at the
top of pages 15, 17, 19, 21, 37, 39,
41, 43, and 45
Total marks – 100
Section 1 — Australian History,
Civics and Citizenship
Pages 3–24
50 marks
Allow about 1 hour for this section
This section has TWO parts
Part A – Questions 1–20 20 marks
Part B – Questions 21–24 30 marks
Section 2 — Australian Geography,
Civics and Citizenship
Pages 25–47
50 marks
Allow about 1 hour for this section
This section has TWO parts
Part A – Questions 25–44 20 marks
Part B – Questions 45–49 30 marks
Print run
Use the appropriate Answer Sheet.
Instructions for answering multiple-choice questions
■
Select the alternative A, B, C or D that best answers the question. Fill in the
response oval completely.
Sample:
2 + 4 = (A) 2
A
■
(C) 8
B
C
(D) 9
D
If you think you have made a mistake, put a cross through the incorrect
answer and fill in the new answer.
A
■
(B) 6
B
C
D
If you change your mind and have crossed out what you consider to be the
correct answer, then indicate the correct answer by writing the word correct
and drawing an arrow as follows.
correct
A
B
C
–2–
D
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Section 1 — Australian History,
Civics and Citizenship
50 marks
Allowed about 1 hour for this section
This section has TWO parts
Part A – Questions 1–20 20 marks
Part B – Questions 21–24 30 marks
Print run
Part A
Questions 1–20
20 marks
Use the Australian History Part A Answer Sheet for Questions 1–20.
1
Australia was a founding member of the United Nations and helped develop its
aims. Which statement best describes the main aim of the United Nations?
(A) To prevent the spread of communism
(B)
To prevent the movement of refugees
(C) To establish a system to punish war criminals
(D) To establish a system to settle disputes between countries
2
Which activity have Australians most been involved in as part of UNESCO?
(A) Negotiating peace treaties
(B)
Negotiating trade treaties
(C) Developing literacy programs
(D) Clearing land mines
3
Why did Australia enter the ANZUS Treaty?
(A) To strengthen Australia’s defence in the pacific region
(B)
To strengthen Australia’s relationship with Asian nations
(C) To improve relations betwen Australia and the United Kingdom
(D) To improve trade between Australia and New Zealand
–4–
4
Source A shows the home page of a website.
Source A
Who is the author of the website?
(A) An education department
(B)
A commercial company
(C) A government agency
(D) A private organisation
5
How did the federal government respond to the threat of communism in
Australia?
(A) It ignored the growth of communism in Australia.
(B)
It strengthened Australia’s relationship with Asia.
(C) It introduced a law to outlaw the Australian Communist Party.
(D) It encouraged Australians to vote for the Communist Party.
–5–
Questions 6 and 7 refer to Source B.
Source B
Department of Aboriginal Affairs Collections. Courtesy of AIATSIS
6
Why should Source B be regarded as a primary source in a study of the 1967
referendum?
(A) It was produced at the time of the referendum.
(B)
It was developed by Aboriginal people for Aboriginal people.
(C) It includes a photograph of a primary school-aged Aboriginal child.
(D) It has been reprinted many times by people interested in that period.
7
What was one direct result of the 1967 referendum for Aboriginal people?
(A) They were given land rights.
(B)
They were included in the census.
(C) They were given the right to vote in federal elections.
(D) The federal government took over Aboriginal affairs from state
governments.De
–6–
Questions 8 and 9 refer to Source C.
Source C
The morals of the modern generation, with the exception of a
small minority have nearly reached an all time low, and ‘rock and
roll’ has done nothing to improve them.
Strongly opposed by most leading musicians, both modern and
classical, ‘rock and roll’ represents a serious threat to the
community
Recollections of Lizzie Baker, 1957
My Generation, Bernie Howitt, published by Pearson (Longman Education Australia), 1992.
8
What was Lizzie Baker’s attitude towards rock and roll in 1957?
(A) Rock and roll had improved morals.
(B)
Rock and roll was a threat to the community.
(C) Rock and roll attracted only a small minority.
(D) Rock and roll was liked by modern classical musicians.
9
Why would Lizzie Baker’s recollections be useful to an historian studying the
influence of American popular culture on Australian society?
(A) She was born in 1957.
(B)
She is an expert in popular culture.
(C) She is a primary source of evidence.
(D) She was opposed to rock and roll.
–7–
Questions 10–12 refer to Source D and Source E.
Source D
The rejection of the Prime Minister’s proposal [about Mabo] by
[two State] Premiers . . . has created a dangerous climate; forces
such as the mining and pastoral industries are unleashing a
campaign aimed at generating fear and hysteria in the wider
community over Mabo . . . Aboriginal people fear that Keating is
showing signs of buckling* under the pressure . . . solutions for
long-term justice for Aboriginal people may well be sacrificed for
a politically acceptable compromise**.
An excerpt from Mabo – Its meaning for Australia
by PETER YU, 26 July 1992
Courtesy of Oxfam Australia
* buckling – giving in
** compromise – an adjustment of conflicting ideas
Source E
‘We need these practical building blocks of change . . . Mabo
establishes a fundamental* truth and lays the basis for justice . . .
Mabo is an historic decision . . . the basis of a new relationship
between Indigenous and non-Aboriginal Australians . . . I think
we are beginning to see how much we owe the Indigenous
Australians and how much we have lost by living so apart.’
An excerpt from a speech given by PAUL KEATING
on 10 December 1992 in Redfern
Reproduced with permission
* fundamental – basic
–8–
10
According to Peter Yu in Source D, what was the concern of Aboriginal people
regarding Prime Minister Keating?
(A) He is generating fear in the community.
(B)
He does not care about Aboriginal people.
(C) He is too sympathetic to Aboriginal people.
(D) He is backing down because of political pressure.
11
Why would historians find Source D useful?
(A) It is an example of government policy.
(B)
It rejects the Prime Minister’s proposals on Mabo.
(C) It is a biased view against mining and pastoral industries.
(D) It is primary evidence of a debate over a contemporary issue.
12
What can be concluded from Sources D and E?
(A) Both sources support the Mabo decision.
(B)
Both sources express views on different issues.
(C) Both sources express the same concerns about Mabo.
(D) Aboriginal peoples would not support the views expressed in either
source.
13
What was the Australian Government’s response to the defection of Vladimir
Petrov?
(A) To imprison him
(B)
To employ him as a spy
(C) To return him to the USSR
(D) To give him asylum in Australia
–9–
Questions 14 and 15 refer to Source F.
Source F
Awaiting Copyright Clearance
A ‘how to vote’ pamphlet from the 1951 Referendum to ban the Communist Party
Not available online.
14
What is Source F asking voters to give the government?
(A) Power to expel enemy aliens
(B)
More control of the churches
(C) More control of the trade unions
(D) Power to ban the communist party
15
Which of the following is most likely to be the author of Source F?
(A) The churches
(B)
The government
(C) Trade unions
(D) The Communist Party
– 10 –
Questions 16 and 17 refer to Source G.
Source G
Results from the 1967 Referendum
State
Number
on roll
% For
% Against
New South Wales
2 315 828
91.46
8.54
Victoria
1 734 476
94.68
5.32
Queensland
904 808
89.21
10.79
South Australia
590 275
86.26
13.74
Western Australia
437 609
80.95
19.05
Tasmania
199 589
90.21
9.79
6 182 585
90.77
9.23
TOTAL FOR COMMONWEALTH
16
What conclusion can be drawn from Source G?
(A) The majority of voters in all states voted ‘Yes’.
(B)
The majority of voters in the smaller states voted ‘No’.
(C) Tasmania and South Australia recorded the highest ‘Yes’ vote.
(D) Queensland and Western Australia recorded the highest ‘No’ vote.
17
What value are official statistics like Source G to historians?
(A) They indicate general patterns of behaviour.
(B)
They highlight individual cases.
(C) They provide personal perspectives.
(D) They reveal motives for behaviour.
– 11 –
18
Which statement best summarises the reason given by the government for
Australia’s involvement in the Vietnam War?
(A) To preserve the ‘White Australia Policy’
(B)
To support the leadership of Ho Chi Minh
(C) To stop the spread of communism in South East Asia
(D) To oppose America’s military action in South East Asia
19
What is the correct chronological order for these events relating to Australia’s
involvment in the Vietnam War?
(A) Military advisers sent to Vietnam, first moratorium marches against the
war, National Service introduced, armed forces sent to Vietnam
(B)
Military advisers sent to Vietnam, National Service introduced, armed
forces sent to Vietnam, first moratorium marches against the war
(C) National Service introduced, military advisers sent to Vietnam, armed
forces sent to Vietnam, first moratorium marches against the war
(D) Armed forces sent to Vietnam, first moratorium marches against the war,
National Service introduced, military advisers sent to Vietnam
20
Consider the following statements about various groups’ responses to
Australia’s involvement in the Vietnam War:
I
During the late 1960s, groups such as trade unions, student organisations
and the Australian Labor Party opposed the war.
II
During the late 1960s, groups such as the Returned Services League of
Australia (RSL), the Australian Liberal Party and the Country Party
supported the war.
(A) Both statements are true.
(B)
Both statements are false.
(C) Statement I is false and statement II is true.
(D) Statement I is true and statement II is false.
– 12 –
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– 13 –
BLANK PAGE
– 14 –
© Board of Studies NSW 2006
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Centre Number
Student Number
Section 1 (continued)
Part B
Questions 21–24
30 marks
Answer the questions in the spaces provided.
Marks
Question 21 (3 marks)
What were some of the main changes in Australian society as a result of the
introduction of television?
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© Board of Studies NSW 2006
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Centre Number
Student Number
Section 1 – Part B (continued)
Answer the questions in the spaces provided.
Marks
Question 22 (6 marks)
Answer both parts of this question about ONE group from the box.
• A migrant group in the post World War II period
• ‘Enemy’ aliens in World War I or World War II
• Women during the Great Depression
• Women’s liberationists in the post World War II period
Chosen group: .....................................................................................................
(a)
Identify two different types of primary sources that would be useful to
someone investigating the experiences of your chosen group.
2
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(b)
Briefly describe the experiences of your chosen group.
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BLANK PAGE
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© Board of Studies NSW 2006
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Centre Number
Student Number
Section 1 – Part B (continued)
Answer the questions in the spaces provided.
Marks
Question 23 (6 marks)
Describe the impact of the Vietnam War on ONE of the following topics:
• Vietnam veterans and their families
• Indo-Chinese refugees
• Australian culture
• Australia’s relations with Asia
In your answer you may refer to the headlines below.
Vietnam vets return home
VIETNAMESE REFUGEES
FLEE TO AUSTRALIA
Austra
lia Mov
es
Asia-P
acific R Into
egion
re
stralian cultu
u
A
n
o
e
c
n
e
u
Asian infl
Question 23 continues on page 20
– 19 –
Print run
6
Question 23 (continued)
Your chosen topic: ......................................................................................................................
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End of Question 23
– 20 –
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Centre Number
Student Number
Section 1 – Part B (continued)
Answer the questions in the spaces provided.
In your answer you will be assessed on your ability to:
■ organise and communicate your knowledge and understanding effectively
■ support your ideas with relevant evidence
■ use historical terms appropriately
Question 24 (15 marks)
Events/issues
Individuals
Freedom Rides
Charles Perkins
Women’s Liberation
Germaine Greer
Green bans
Jack Mundey
Whitlam dismissal
Sir John Kerr
Green politics
Bob Brown
Republicanism
Paul Keating
One Nation
Pauline Hanson
Select ONE event/issue and the related individual from the box above.
Explain the significance of your chosen event/issue and individual for Australia in the
post-war period.
Question 24 continues on page 22
– 21 –
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Question 24 (continued)
Event/issue and individual chosen:
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Question 24 continues on page 23
– 22 –
Question 24 (continued)
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End of Question 24
– 23 –
BLANK PAGE
– 24 –
© Board of Studies NSW 2006
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Section 2 — Australian Geography,
Civics and Citizenship
50 marks
Allow about 1 hour for this section
This section has TWO parts
Part A – Questions 25–44 20 marks
Part B – Questions 45–49 30 marks
Print run
Part A
Questions 25–44
20 marks
Use the Australian Geography Part A Answer Sheet for Questions 25–44.
Questions 25 to 27 refer to Source H.
Source H
Population pyramid of Greenville, 2004
Males
Females
Age group
85+
80–84
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
6
5
4
3
2
1
0
0
1
(Thousands)
2
3
4
5
(Thousands)
Australian Year Book, 1989. Mapping and Statistical Skills by Lynn Scott and Kevin Laws,
Jacaranda Press 1991 – ‘Copyright Commonwealth of Australia reproduced by permission’.
25
How many females aged 30–34 live in Greenville?
(A)
4 000
(B)
8 000
(C) 12 000
(D) 16 000
– 26 –
6
26
Which of the following is evident from the Greenville population pyramid?
(A) Increasing ethnicity
(B)
Decreasing ethnicity
(C) Increasing birth rate
(D) Decreasing birth rate
27
The adult unemployment rate in Greenville is 10%. Approximately how many
unemployed people are aged 25–29?
(A)
430
(B)
850
(C) 4300
(D) 8500
28
Which of the following is an example of active citizenship at a local level?
(A) A nation depleting non-renewable resources
(B)
A business not using a council recycling facility
(C) The Federal Government meeting its human rights obligations
(D) A high school participating in the Clean Up Australia campaign
29
Which of the following countries are part of the Asia–Pacific region?
(A) Egypt, Sri Lanka and Vietnam
(B)
Japan, Indonesia and Samoa
(C) Cuba, East Timor and New Zealand
(D) Brazil, China and Papua New Guinea
30
Which of the following statements best describes ‘human rights’?
(A) Rights justifiably claimed by all individuals
(B)
Rights based on government policy
(C) Rights enshrined in the laws of all countries
(D) Rights approved by the United Nations
– 27 –
Questions 31–34 refer to Source I.
Source I
Lloyd’s Inlet
Contour interval : 10 metres
01
02
50
40
30
58
03
60
04
Key
70
58
30
Swamp
20
Mangroves
10
57
57
B
Beach
C
56
Road
60
56
50
Lagoon
Track
D
40
30
20
55
Ocean
10
N
10
0
Metres
A
55 Rocks
150
300
20
01
02
03
04
Cross-section from point C to point D
Metres
80
60
40
20
0
Bridge
C
D
– 28 –
Pine forest
31
What is the distance in a direct line from point A to point B?
(A) 11 m
(B)
900 m
(C) 950 m
(D) 1100 m
32
What is the grid reference for the bridge located in the centre of the map?
(A) GR 037578
(B)
GR 578037
(C) GR 023562
(D) GR 562023
33
The cross-section from point C to point D has some unlabelled features indicated
by the arrows. Which features would appear if listed from west to east?
(A) Beach, mangroves, road, lagoon
(B)
Beach, road, mangroves, lagoon
(C) Lagoon, road, mangroves, beach
(D) Lagoon, mangroves, road, beach
34
In what direction is Clear Creek flowing?
(A) East
(B)
West
(C) South-east
(D) North-west
35
What role is the Australian government undertaking when it provides
emergency relief funds to another country?
(A) Providing foreign aid
(B)
Recognising indigenous rights
(C) Implementing a trade agreement
(D) Acting as a transnational organisation
– 29 –
36
A person wants to lodge a complaint against a planned development of a
multi-storey block of units. Which government organisation should the person
approach?
(A) The police force
(B)
The local council
(C) The local residents’ action group
(D) The State Government Department of Housing
37
Source J shows the home page of a website.
Source J
Which level of government is responsible for this website?
(A) Local
(B)
State
(C) Federal
(D) International
– 30 –
Questions 38 and 39 refer to Source K.
Source K
104
112
120
128
136
144
160
152
THURSDAY I
101
2
12
DARWIN
08
10
LOW
TOWNSVILLE
PORT HEDLAND
10
08
10
16
LOW
10
08
ROCKHAMPTON
ALICE SPRINGS
CARNARVON
CHARLEVILLE
1012
BRISBANE
KALGOORLIE
SYDNEY
NOON
28
LOW
PERTH
1016
SYDNEY
ADELAIDE
1012
1008
1004
1000
996
992
988
984
980
976
20
CANBERRA
MELBOURNE
1020
36
1024
HOBART
1028
ISOBARS
1016
44
HIGH
WINDS km/h
(Values in hectopascals)
COLD FRONT
WARM FRONT
TROUGH
Calm
1–4
5–13
14–23
24–32
33–41
42–51
52–60
61–66
RAINFALL
Previous
24
hours
© Bureau of Meteorology
38
What is the wind speed and direction at Darwin?
(A) 1–4 km/h from the north-west
(B)
1–4 km/h from the south-east
(C) 14–23 km/h from the south-west
(D) 14–23 km/h from the south-east
39
What weather conditions is Perth likely to experience over the next 24 hours?
(A) Stable atmospheric conditions with generally clear skies, gentle winds and
little chance of rain
(B)
Unstable atmospheric conditions with generally clear skies, gentle winds
and little chance of rain
(C) Stable atmospheric conditions with a change in wind direction, an increase
in wind velocity and the increased chance of rain
(D) Unstable atmospheric conditions with a change in wind direction, an
increase in wind velocity and the increased chance of rain
– 31 –
Questions 40 and 41 refer to Source L.
Source L
Freshwater use in NSW
Freshwater use in NSW in 2002
Household water use in NSW
Percentage of water used
Cities and
towns
Agricultural
sector
Kitchen
12
12
Bathroom
48
44
Laundry
14
16
Outdoors
26
28
100
100
Total percentage used
40
Year
2000
2002
‘City people need to use less water so farming can be expanded.’
‘A lot of water could be saved if farming methods changed.’
What do these two statements reflect about the issue of freshwater use?
(A) Social justice
(B)
Water quality
(C) Different perspectives
(D) Geographical processes
41
Assume that the total freshwater used in NSW households was 5.5 million
megalitres in 2000 and 5.0 million megalitres in 2002.
What is the difference in the number of megalitres used in laundries between
2000 and 2002?
(A) 10 000 megalitres
(B)
30 000 megalitres
(C) 250 000 megalitres
(D) 500 000 megalitres
– 32 –
42
Students at a school plan a project to remove non-native flora and reintroduce
native species of trees and shrubs into a reserve located near the school.
Which term best describes the aim of this project?
(A) Sustainability
(B)
Rural renewal
(C) Resource depletion
(D) Promoting biodiversity
43
Source M shows a cartoon from a newspaper.
Source M
NOTE: Ethanol is a substance that can be added to petrol
Sydney Morning Herald, 24 December 2002
Reproduced by permission of Cathy Wilcox, SMH
In which way is the man in the cartoon expressing his protest?
(A) Taking individual action
(B)
Gathering relevant data
(C) Joining a community-based group
(D) Writing a research action plan
– 33 –
44
Source N shows aspects of geographical issues.
Source N
Awaiting Copyright Clearance
Illustration showing aspects of geographical issues.
Available online in 2002 School Certificate Specimen Test, page 23, Source H.
Which of the following is evident in the drawing?
(A) The impact of urban growth
(B)
The impact of natural hazards
(C) The relationship between people and the environment
(D) The relationship between traditional and contemporary land management
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– 36 –
© Board of Studies NSW 2006
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Centre Number
Student Number
Section 2 (continued)
Part B
Questions 45–49
30 marks
Answer the questions in the spaces provided.
Marks
Question 45 (3 marks)
Outline ONE Australian government population policy to manage population
growth.
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3
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– 38 –
© Board of Studies NSW 2006
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Centre Number
Student Number
Section 2 – Part B (continued)
Answer the questions in the spaces provided.
Marks
Question 46 (3 marks)
Briefly describe THREE of the steps you would take in developing a research
action plan to investigate a geographical issue through fieldwork.
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3
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– 40 –
© Board of Studies NSW 2006
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Centre Number
Section 2 – Part B (continued)
Student Number
Answer the questions in the spaces provided.
Marks
Question 47 (5 marks)
(a) Use the temperature data to complete the climatic graph below.
2
Climatic data for Nadi (Fiji)
Jul Aug Sep Oct Nov Dec
23
24
24
25
26
27
44
59
77
91
130
175
30
450
28
400
26
350
24
300
22
250
20
200
18
150
16
100
14
50
12
Jan
Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
Month
Question 47 continues on page 42
– 41 –
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0
Precipitation (mm)
Temperature (°C)
Jan Feb Mar Apr May Jun
Temperature (°C)
28
27
27
27
25
24
Precipitation (mm)
292 299 336 178 86
70
Question 47 (continued)
Use the information supplied in the tables below, and the climatic data on page 42,
to answer part (b).
Guide for interpreting climatic graphs
Total annual precipitation
(for hot to very hot climates)
Annual temperature range
Temperature range
(°C)
<5
5 – 15
15 – 30
> 30
Description
Precipitation
(mm)
< 375
375 – 625
625 – 1125
1125 – 1750
> 1750
Small
Moderate
Large
Very large
Description
Slight
Small
Moderate
Large
Very large
Monthly average temperature
Average temperature
(°C)
> 30
20 – 30
10 – 20
0 – 10
-10 – 0
< -10
Description
Very hot
Hot
Warm
Cool
Cold
Very cold
Marks
(b)
Complete the table below, identifying the correct description for each
aspect of Nadi’s climate.
Climatic aspect
Description
Annual temperature range
Monthly average temperature
Total annual precipitation
End of Question 47
– 42 –
© Board of Studies NSW 2006
3
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Centre Number
Student Number
Section 2 – Part B (continued)
Answer the questions in the spaces provided.
Marks
Question 48 (6 marks)
Explain the nature and impacts of ONE geographical issue affecting
Australian environments. Choose from the geographical issues listed below.
•
air quality
•
urban growth and decline
•
coastal management
•
spatial inequality
•
land and water management
•
waste management
Geographical issue selected:.......................................................................................
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Question 48 continues on page 44
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6
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End of Question 48
– 44 –
© Board of Studies NSW 2006
2006 School Certificate Specimen Test
Australian History, Geography,
Civics and Citizenship
Centre Number
Student Number
Section 2 – Part B (continued)
Answer the question in the spaces provided.
In your answer to this question you will be assessed on your ability to:
■ organise and communicate your knowledge and understanding effectively
■ support your ideas with relevant examples
■ use geographical terms appropriately
Question 49 (15 marks)
Some of Australia’s Regional and Global links
Aid
Trade
AUSTRALIA
Defence
Migration
Select ONE link from the diagram above. Discuss the cultural, economic and
geopolitical advantages to Australia of your chosen link
Question 49 continues on page 46
– 45 –
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Question 49 (continued)
Link chosen: ................................................................................................................................
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Question 49 continues on page 47
– 46 –
Question 49 (continued)
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End of Test
– 47 –
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– 48 –
© Board of Studies NSW 2006
Australian History, Geography,
Civics and Citizenship
2006 School Certificate Specimen Test Mapping Grid
For each item in the test, the grid shows the marks allocated, the syllabus content and syllabus
outcomes it relates to, and the bands on the performance scale it is targeting. The range of bands
shown indicates the performance candidates may be able to demonstrate in their responses. That
is, if an item is shown as targeting Bands 3–5, it indicates that candidates who demonstrate
performance equivalent to the Band 3 descriptions should be able to score some marks on the
item, while those who perform at Band 5 or above could reasonably be expected to gain high
marks. In the case of one-mark items, candidates who demonstrate performance at or above the
bands shown generally could be expected to answer the item correctly.
Question
Marks
Section 1
Part A
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Part B
21
22
23
Australian History, Civics and Citizenship
24
Content
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Topic 7 Australia & United Nations
Topic 7 Australia & UNESCO
Topic 5 ANZUS Treaty
Evaluate sources, including ICT
Topic 5 Response to communism
Topic 6 1967 Referendum
Topic 6 1967 Referendum
Topic 8 Post war Australia
Topic 8 Post war Australia
Topic 6 Native Title
Topic 6 Native Title
Topic 6 Native Title
Topic 5 Petrov Affair
Topic 5 Referendum to ban the CPA
Topic 5 Referendum to ban the CPA
Topic 6 1967 Referendum
Comprehends and evaluates sources
Topic 5 Australia & the Vietnam War
Topic 5 Australia & the Vietnam War
Topic 5 Australia & the Vietnam War
3
6
6
Topic 8 Post war Australia
Topic 6 Experiences of groups
Topic 5 Impact of the Vietnam War
15
Topic 7 People Power
Targeted
Syllabus
Performance
Outcomes*
Bands
5.2
5.2
5.2
5.8
5.1
5.3, 5.5
5.3
5.1
5.1
5.3
5.3
5.3, 5.5
5.2
5.5
5.1, 5.5
5.5
5.5
5.2
5.4
5.7
2–3
2–3
2–3
2–3
2–3
2–3
3–4
3–4
3–4
3–4
3–4
4–5
3–4
3–4
4–5
3–4
4–5
3–4
4–5
4–5
5.1
5.1, 5.5, 5.3
5.2, 5.9,
5.10
5.1, 5.9,
5.10
2–4
2–4
2–6
2–6
Question
Marks
Content
Section 2
Part A
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
Part B
45
46
47
48
49
Australian Geography, Civics and Citizenship
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Population pyramids
Population pyramids
Population pyramids
5A3 Citizenship
5A4 Asia–Pacific region
5A4 Human rights
Maps – distance
Maps – grid reference
Maps – cross section
Maps – direction
5A4 Global links
5A3 Citizenship
Critically analyse a website
Maps – weather
Maps – weather
Graphs and statistics
Graphs and statistics
5A3 Geographical issue
5A3 Geographical issue
5A3 geographical issue
3
3
5
6
15
5A4 Future challenges – population
5A3 Research action plan
Graphs and statistics
5A3 geographical issue
5A4 Regional and global links
Targeted
Syllabus
Performance
Outcomes*
Bands
5.1
5.2
5.4
5.10
5.1
5.7
5.2
5.4
5.1
5.1
5.9
5.10
5.1
5.4
5.1
5.2
5.2
5.6
5.2
5.2
2–3
2–3
3–4
3–4
2–3
4–5
3–4
2–3
3–4
3–4
4–5
3–4
2–3
2–3
5-6
5–6
5–6
4–5
5–6
4–5
5.3, 5.7
5.1, 5.4
5.2, 5.3, 5.4
5.3, 5.5, 5.6
5.2, 5.3,
5.7, 5.9,
5.10
2–5
2–5
2–6
2–6
2–6
*Note that the syllabus outcomes in Section 1 of the test refer to the History Years 7–10
syllabus, while those in Section 2 refer to the Geography Years 7–10 syllabus.