JACARANDA essentials
Humanities 1
New for Level 5 of the
Victorian Essential
Learning Standards
Judy Mraz
Maureen Anderson
Stephen Chapman
Cathy Bedson
First published 2007 by
John Wiley & Sons Australia, Ltd
42 McDougall Street, Milton, Qld 4064
Offices also in Sydney and Melbourne
Typeset in 10.5/12 pt New Century
© Judy Mraz, Maureen Anderson, Stephen Chapman,
Cathy Bedson 2007
The moral rights of the authors have been asserted.
National Library of Australia
Cataloguing-in-publication data
Jacaranda essentials humanities 1.
Includes index.
For secondary school students.
ISBN 978 0 7314 0449 0.
1. Humanities — Textbooks. 2. Humanities — Study and
teaching (Secondary) — Victoria. I. Mraz, Judy.
001.30712
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© Corbis Corporation; © Digital Stock/Corbis Corporation
Cartography by MAPgraphics Pty Ltd, Brisbane and the
Wiley Art Studio
Illustrated by Rob Alan, Wendy Arthur, Philip Blythe,
Garry Collett, Shane Collinge, Mike Golding, Steve Hunter,
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CONTENTS
Coverage of VELS — Level 5 vi
How to use this book viii
About the CD-ROM x
Acknowledgements xi
CHAPTER 1: INVESTIGATING
HISTORY 2
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
History and the historian 4
People, motives and consequences 6
Time and the past 8
Detective work — using sources 10
Digging up the past 14
Deciding how old something is 16
Why is conserving our heritage
important? 18
Our world heritage — treasures and
sites 20
CHAPTER 3: ANCIENT ATHENS 52
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
The origins of Ancient Athens 54
Social and political structures 56
The world of work 58
Home and family 60
Rituals, values and beliefs 62
Expressions of culture 64
A key individual: Pericles 66
Key events: wars with Persia 68
Key events: building a temple to
Athena 70
Trade and culture contact 72
Legacy of ancient Athens for
contemporary societies 74
CHECK & CHALLENGE
76
CHECK & CHALLENGE 22
CHAPTER 2: ANCIENT EGYPT 24
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
The origins of ancient Egyptian
civilisation 26
Social and political structures in ancient
Egypt 28
The world of work 30
Home and family 32
Rituals, values and beliefs 34
Expressions of culture 38
Two key individuals: Hatshepsut and
Rameses II 40
A key event: building the Great
Pyramid 42
Trade and culture contact 44
Ancient Egypt’s legacy for contemporary
society 46
CHECK & CHALLENGE
50
CHAPTER 4: ANCIENT ROME 78
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
The origins of ancient Rome 80
Social and political structures 82
The world of work 84
Home and family 86
Rituals, values and beliefs 88
Expressions of culture 90
Two key individuals: Pompey and
Caesar 92
Key events: republic to empire 94
Trade and culture contact 96
Ancient Rome’s legacy for contemporary
societies 98
CHECK & CHALLENGE
100
CHAPTER 5: ANCIENT CHINA 102
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
CHAPTER 7: PEOPLE AND PLACES OF
THE ASIA–PACIFIC 156
The origins of ancient Chinese
civilisation 104
Social and political structures 106
The world of work 110
Home and family 112
Values and beliefs — Confucius, Lao Zi
and Buddha 116
Expressions of culture 118
Death of a key individual: Qin
Shihuangdi 120
Trade and culture contact 122
A key event: the downfall of the Han 124
Ancient China’s legacy for contemporary
societies 126
CHECK & CHALLENGE
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
Where is the Asia–Pacific? 158
Natural characteristics of the
Asia–Pacific 160
Natural disaster in Asia: tsunami! 162
Climate in the Asia–Pacific 164
Human characteristics of the
Asia–Pacific 166
Indigenous people of the Asia–Pacific 168
Cultural diversity in the Asia–Pacific 170
Are there inequalities in the
Asia–Pacific? 172
Australia’s links in the Asia–Pacific 174
CHECK & CHALLENGE
128
176
CHAPTER 6: GEOSPATIAL SKILLS 130
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
6.11
What is a spatial perspective? 132
From a bird’s-eye view 134
Maps — the geographer’s main tool 136
Which symbols can be used on a
map? 138
Which way? Direction and
orientation 140
How do I use a grid reference? 142
How do I draw to scale? 144
How do I measure distance on a map? 146
Which maps do I use? 148
Drawing graphs 152
Using photographs and line
drawings 154
Darwin
CHAPTER 8: AUSTRALIA — LAND OF
CONTRASTS 178
N
Townsville
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
Brisbane
Gold Coast
Perth
Newcastle
Sydney
Wollongong
Canberra
Urban population
Number of people
Geelong Melbourne
Over 1 000 000
100 000 to 1 000 000
10 000 to 100 000
1000 to 10 000
Hobart
200 to 1000
0 250 500 km
Under 200
Adelaide
Population density
People per square kilometre
Over 100
10 to 100
1 to 10
Under 1
8.9
8.10
What landforms make up Australia? 180
Distribution of Australia’s landforms 182
Contrasts in Australia’s climate 184
Hot and dry — Australia’s deserts 186
Desert landforms 188
Contrasts in ecosystems 190
Coober Pedy: a desert town 192
Contrasts in Australia’s population over
time 194
People on the move 196
Coastal drifting 198
CHECK & CHALLENGE
iv
200
CHAPTER 9: INDONESIA AND PAPUA
NEW GUINEA — OUR NEAREST
NEIGHBOURS 202
9.1
9.2
9.3
9.4
9.5
9.6
9.7
9.8
9.9
10.7
10.8
Precious pandas 240
Disappearing tigers 242
CHECK & CHALLENGE
Where are Indonesia and PNG
located? 204
Natural characteristics of Indonesia 206
Natural characteristics of PNG 208
Human characteristics of Indonesia and
PNG 210
Rice is life in Indonesia 212
Cultural diversity in Indonesia and
PNG 214
Are environments in Indonesia under
threat? 216
Are environments in PNG under
threat? 218
Australia’s links to Indonesia and
PNG 220
244
CHAPTER 11: INVESTIGATING
ECONOMICS 246
11.1
11.2
11.3
11.4
11.5
11.6
11.7
CHECK & CHALLENGE 222
11.8
What is
economics? 248
Economics and
you 250
Economic
resources 252
Scarcity 254
Making a choice 256
Wise consumer
choices 258
Comparison
shopping 260
More decisions to
make 262
CHECK & CHALLENGE 264
CHAPTER 12:
PARTICIPATING IN POLITICS 266
12.1
12.2
12.3
12.4
12.5
12.6
12.7
‘Government of the people, by the people,
for the people. . .’ 268
The beginnings of parliament 270
Power in their hands 272
Structure of government 274
Two houses of parliament 276
Political parties 278
Citizenship: rights and
responsibilities 280
CHECK & CHALLENGE
CHAPTER 10: ENDANGERED
HABITATS 224
10.1
10.2
10.3
10.4
10.5
10.6
282
CHAPTER 13: UNDERSTANDING THE
LAW 284
What is a habitat? 226
What happens when habitats
change? 228
How have coral reef habitats
changed? 230
How have wetland and flood plain
habitats changed? 232
What can be done to protect
habitats? 234
Saving the habitat of the mountain pygmy
possum 238
13.1
13.2
13.3
13.4
13.5
13.6
13.7
Reasons for laws 286
The legal system 288
Origin of Australia’s laws 290
How laws are made 292
Areas of law 294
Issues of fairness in using the law 296
Juvenile crime 298
CHECK & CHALLENGE
INDEX
v
302
300
9EL;H7=;E<L;BIÇB;L;B+
The key elements in the grid below are derived from the Victorian Essential Learning Standards
(VELS) Level 5 document prepared by the Victorian Curriculum and Assessment Authority. The grid
below addresses only Jacaranda Essentials Humanities 1.
Dimension
Historical knowledge
and understanding
Historical reasoning
and interpretation
Geographical knowledge and understanding
>KC7D?J?;IÇ=;E=H7F>O
>KC7D?J?;IÇ>?IJEHO
Domain
STRAND: Discipline-based Learning
Chapter
number
Key elements of standards/learning focus*
Standards
Develop knowledge and understanding about ancient societies.
2, 3, 4, 5
Understand how ancient societies have provided foundations for modern society.
2, 3, 4, 5
Develop an enhanced understanding of historical concepts such as time, and cause and effect.
1, 2, 3, 4, 5
Learning focus
Develop knowledge and understanding about ancient societies and how they have provided legacies and
foundations for modern society.
2, 3, 4, 5
Explore key concepts of ancient societies (e.g. democracy, governance, the rule of law, justice, religion, liberty,
authority, leadership and culture).
2, 3, 4, 5
Investigate daily life, the role and work of various groups, the division of labour between men and women,
education, rituals and family.
2, 3, 4, 5
Explore the values and beliefs of societies through their religions, myths and legends, and their social and political
structures.
2, 3, 4, 5
Examine how culture was expressed through art, music, literature, drama, festivals and education.
2, 3, 4, 5
Learn about key events and individuals, and the influence of trade and contact with other cultures.
2, 3, 4, 5
Standards and learning focus
Frame key research questions, plan investigations and report on findings.
1, 2, 3, 4, 5
Use a range of primary and secondary sources (including visual sources) in investigations.
1, 2, 3, 4, 5
Identify content, origin, purpose and context of historical sources.
1, 2, 3, 4, 5
Evaluate historical sources for meaning, point of view, values and attitudes.
1, 2, 3, 4, 5
Identify some of the strengths and limitations of historical documents.
1, 2, 3, 4, 5
Use relevant historical conventions to document sources.
1, 2, 3, 4, 5
Use relevant historical evidence, concepts and conventions to present a point of view.
1, 2, 3, 4, 5
Use a variety of forms to present own understanding.
1, 2, 3, 4, 5
Use historical concepts such as time, evidence, and change and continuity.
1, 2, 3, 4, 5
Standards
Demonstrate knowledge and understanding of characteristics of regions of Australia and those surrounding it
including the Asia–Pacific.
6, 7, 8, 9, 10
Explain, with examples, how physical and human interactions create variations within regions.
7, 8, 9, 10
Use evidence and appropriate geographical language to explain contrasts within smaller regions, including
Australia.
6, 7, 8, 9, 10
Describe differences in culture, living conditions, outlook and attitudes to environmental issues in these regions.
7, 8, 9, 10
Demonstrate an understanding of environmental issues based on inquiry and propose ways of ensuring the
sustainability of resources.
6, 8, 9, 10
Learning focus
Use a variety of geographic tools and skills, and an inquiry-based approach, to investigate regions of Australia and
those surrounding it including the Asia–Pacific.
6, 7, 8, 9, 10
Explore how human and physical environments interact over time to change characteristics of regions.
7, 8, 9, 10
Extend knowledge and understanding of physical phenomena (including natural hazards) and of the physical
processes that produce them.
7, 8, 9
Investigate tectonic plate movements and their consequences.
7, 8, 9
Identify distribution patterns.
6, 7, 8, 9, 10
Identify major physical features and their interrelationship with human activities (e.g. settlement).
6, 7, 8, 9, 10
Explore contrasts within Australia and surrounding regions through a study of smaller regions.
6, 7, 8, 9, 10
Appreciate differences in culture, living conditions and outlooks of people in Australia and surrounding regions.
7, 8, 9
Investigate environmental issues, and suggest and evaluate policies for their effective management and the
sustainable use of resources.
8, 9, 10
* In the case of the Humanities sub-domains for the Discipline-based Learning strand, both the standards and essential elements of the learning focus
for Level 5 are incorporated in the grid.
vi
Dimension
Geospatial skills
Economic knowledge
and understanding
Economic reasoning
and interpretation
>KC7D?J?;IÇ;9EDEC?9I
>KC7D?J?;I Ç=;E=H7F>O
Domain
STRAND: Discipline-based Learning
Chapter
number
Key elements of standards/learning focus*
Standards and learning focus
Collect geographical information from electronic and print media.
6, 7, 8, 9, 10
Analyse, evaluate and present geographical information, using a range of forms including satellite images and atlas
maps.
6, 7, 8, 9, 10
Construct overlay theme maps using map conventions of scale, legend, title and north point.
8
Identify and gather geographical information from fieldwork, and organise, process and communicate it using a
range of forms.
6, 10
Recognise that parts of the Earth’s surface can be represented in various ways, at different scales, and from different
perspectives.
6, 7, 8, 9, 10
Apply knowledge and understanding of scale, grid references, legend and direction to use maps, photographs,
satellite images and text from electronic media as sources of spatial information.
6, 7, 8, 9, 10
Use a range of techniques (e.g. sketch maps, graphs, and electronic media such as GISs and spreadsheets) to
collect, process, present and analyse data.
6, 7, 8, 9, 10
Standards
Explain the nature of the economic problem and how economic choices involve trade-offs with immediate and
future consequences.
11
Explain key factors that influence the Australian economy, including factors of production, resource use, ownership
and management, and types of businesses.
11
Identify and describe ways the government influences economic activity and outcomes at the personal, local and
national level.
11
Make informed economic and consumer decisions, demonstrating the development of personal financial literacy.
11
Learning focus
Understand the concepts of scarcity, opportunity cost and resource allocation, and how these influence the
Australian economy.
11
Examine the use, ownership and management of resources in personal, business and community contexts.
11
Appreciate economic choices involve trade-offs with immediate and future consequences.
11
Develop personal financial literacy skills and appreciate importance of being an informed consumer; practise
making informed consumer decisions.
11
Standards and learning focus
Use the inquiry process to plan economic investigations, analyse and interpret data, and form conclusions
supported by evidence.
11
Form and express opinions on economic issues that interest and/or impact on the individual personally, or locally
and/or nationally.
11
Civic knowledge
and understanding
Community
engagement
9?L?9I7D:9?J?P;DI>?F
STRAND: Physical, Personal and Social Learning
Explain the origins and features of representative government.
12
Identify significant developments in governance and achievement of political rights in Australia.
12
Explain key features of Australian governments, including levels of government, houses of parliament, political
parties and citizen representation.
12
Describe the purposes of laws and the processes of creating and changing them.
12, 13
Identify and question the features and values of Australia’s political and legal systems.
12, 13
Participate in school and community events, and in activities that contribute to environmental sustainability or
community action.
12
Explain different perspectives on contemporary issues and propose possible solutions to problems.
11, 12, 13
Use democratic processes when working in groups on class and community projects.
11, 12, 13
Present points of view on contemporary issues and events, using appropriate supporting evidence.
11, 12, 13
* In the case of the Humanities sub-domains for the Discipline-based Learning strand, both the standards and essential elements of the learning focus
for Level 5 are incorporated in the grid.
The above material is an extract from material produced by the Victorian Curriculum and Assessment Authority, Australia.
Students and teachers should consult the VCAA home page www.vcaa.vic.edu.au for more information. This material is
copyright and cannot be reproduced in any form without the written permission of the VCAA.
vii
HOW TTO
O USE THIS BOOK
B OOK
The following examples highlight the structure and main features of the textbook and the additional
facilities offered when using the CD-ROM.
Chapter 2
ANCIENT
EGYPT
afterlife: the time of life after death, part of the
ancient Egyptians’ spiritual beliefs
ankh: a symbol of eternal life
canopic jars: pottery jars used to store the intestines,
liver, lungs and stomach of a preserved body
cartouche: an oval shape surrounding an inscription in
hieroglyphs identifying the name of the pharaoh
cataract: a large waterfall or series of waterfalls. The
first cataract was the geographical boundary that marked
the beginning of Upper Egypt.
civilisation: a town-based society with complex forms of
art, science, religion and government
concubine: a woman who lives as a wife with a man
without being married to him
crook and flail: curved stick (hieroglyph for ‘king’) and
whip (symbol of Osiris) carried by the pharaoh as a
symbol of his royal power
delta: area where a river splits into separate streams or
rivers before flowing into the sea
dynasty: a family of rulers; the period of time a family
remained in power
embalming: the process of preserving a dead body by
using spices and salts
frescoes: paintings on a plaster wall or ceiling
god: a supreme being worshipped by people
heritage: all things inherited from previous generations
and which we value, including events, traditions,
influences and experiences
hieroglyphics: ancient Egyptian written language
composed of hieroglyphs (picture-like symbols)
irrigation: a way of bringing water to dry land
kingdom: a period of time in Egypt’s history when
pharaohs and their descendants controlled all of
Egypt. Ancient Egypt’s history can be divided into three
kingdoms — the Old Kingdom, Middle Kingdom and New
Kingdom.
mummification: the process of preserving bodies by
drying them, packing them with minerals and wrapping
them in linen cloths
natron: a mineral used to preserve bodies
nomarch: the person responsible for day-to-day
government in each of Egypt’s main regions
nomes: the regions that ancient Egypt was divided into
to make government easier
papyrus: a plant growing along the Nile River, made
into flattened strips on which to write
pharaoh: word meaning ‘great house’, used to describe
the ruler of Egypt in ancient times
scribe: person employed to make written records
sickle: a tool with a curved blade, used for cutting grass
silt: eroded soil carried by a river
sphinx: a statue with a human head and a lion’s body
temple: a religious place, often a large building, where
people go to worship their god or gods
vizier: the person who took responsibility for the
pharaoh’s government and who was the chief judge in
ancient Egypt
People settled along the Nile River in Egypt
about 5000 years ago. Over time, they developed
new farming and building techniques and a
form of picture writing. These achievements were
only rediscovered during the last 200 years.
Today people travel from all over the world to see
the magnificent monuments and pyramids built
by the ancient Egyptians. These treasures help
us to understand life in the land of the pharaohs.
Chapters begin with a
short introduction to set
the context.
Historical knowledge and understanding
• Learn about change and its impact on the lives of
ancient Egyptians.
• Learn about continuity through appreciation of
aspects of ancient Egyptian society in our own
times.
• Learn about cause and effect by evaluating the role
of key individuals and events in ancient Egypt.
• Learn about sources of information on the ancient
Egyptian world.
Chapter content is linked
to domain dimensions.
Historical reasoning and interpretation
• Frame questions and plan investigations based on
your knowledge of ancient Egypt.
• Develop skills in gathering and documenting
evidence from sources to analyse what they reveal
about culture and values in ancient Egypt.
• Know and use key words and conventions in the
language of history.
• Communicate your understanding of history
through a variety of presentations.
Timeline of Egyptian history
Wars occur to determine who should rule Egypt.
No pharaoh is strong enough to rule the land.
1650: Hyksos people invade the Pella area.
Fighting occurs over who should rule Egypt.
1000
NEW KINGDOM
1570–1080
Hyksos driven out of Egypt by new Pharaoh Ahmose
of Thebes. Egypt is at its strongest. Beautiful temples
and colossal statues built.
500
332
1500
1080
MIDDLE KINGDOM
2040–1780
Egypt ruled by Pharaoh Mentuhotep of Thebes who
is strong enough to rule all of Egypt. Great irrigation
works and advances in sculpture.
1570
2000
1780
OLD KINGDOM
Upper and Lower Egypt
united. King Menes is the first 2750–2160
Greatest period of achievement in Egypt.
pharaoh of united Egypt.
The pyramids are built and the potter’s
wheel is invented.
2040
2500
2160
2750
3100
3000
A camel driver rests on the edge of Egypt’s
desert with the pyramids in the distance.
BC AD
Egypt invaded by Persia
and other foreign powers.
Time of great confusion.
24
25
HUMANITIES 1
CHAPTER 2: ANCIENT EGYPT
The opening photograph stimulates
interest and discussion.
ICT
DE
MA EA
www.jaconline.com.au/ict-me
Desktop publishing
KEY EVENTS:
BUILDING A TEMPLE TO ATHENA
Pericles wanted Athens to be the most beautiful
of all the Greek cities. He was particularly keen
to replace the temples on the acropolis that the
Persians had destroyed during their attack on
the city in 480 BC. The greatest and most famous
achievement of this building program was the
Parthenon. This was the temple of Athena Parthenos built both to honour the goddess Athena,
who was the city’s patron, and to celebrate the
victory over the Persians.
The architects Ictinus and Callicrates designed
the building and the sculptor Phidias created many
of its decorations. The most impressive of these was
a 12-metre-high marble statue, decorated with gold
and ivory, of Athena. This statue no longer exists.
Phidias also designed three sets of sculptures to
decorate the temple — the metopes, the frieze and
the pediments. These were 92 individual sculptures, located above the outside row of columns,
that showed scenes of real and imaginary battles
in which the Greeks had participated. Phidias
also created a 160-metre-long frieze, comprising
115 panels, that decorated the space above the
inner row of columns. Phidias’ sculptures are
known as the Parthenon Marbles.
Workers, mostly slaves and prisoners of war,
began building the Parthenon in 447 BC and
completed it 15 years later in 432 BC. The main
building material was white marble from quarries to the north-east of Athens.
HISTORY
The British Museum in London now houses a
large number of the Parthenon Marbles. Greece
wants them back and says they were stolen by
Lord Elgin in 1801. The British Museum claims
that Lord Elgin took them with the permission
of the Turkish government that controlled
Greece at that time. Greece’s newest museum,
the Acropolis Museum, will include the Parthenon Hall — an area that the museum says
will remain empty until the British return the
Parthenon Marbles.
A block of marble being
slotted into place
Understand
1. Use sources 3.9.1 and 3.9.2 and your own
knowledge as the basis for writing a news
story to celebrate the completion of the
Parthenon.
Use ICT
2. Locate websites that have illustrations of
historical sites in ancient Athens. For ideas go to
www.jaconline.com.au/essentials/humanities1
and click on the Ancient Architecture weblink
for this chapter. Choose a theme and create a
desktop-published document. Use illustrations
from the Internet and write a few lines about
each one.
Communicate
3. Write a paragraph of 10–15 lines to explain what
the Parthenon and the Parthenon Marbles are.
4. Imagine that the Greek government has asked
your advice on the preservation of the
Parthenon. Write 15–20 lines summarising your
response, including:
(a) the problems that result from this being a
tourist attraction
(b) your ideas on how to preserve the Parthenon
while still allowing tourists to visit it.
Source 3.9.2
The temple is built to face east —
the direction of the rising sun.
The decoration in this section,
the pediment, is of coloured
marble and shows Athena being
born from the head of Zeus.
A glimpse of Phidias’ statue of Athena Parthenos —
about seven times life size, it was wooden and
decorated in gold and ivory. The statue depicted
Athena as a warrior goddess, wearing a helmet and
breastplate and carrying a shield. The breastplate
was carved with the snake-covered head of Medusa.
In her right hand, Athena held a small figure of
Athena Nike, the image of Athena in victory.
These rectangular sections show
Giants, Centaurs, Titans and
Amazons celebrating the Greek
victory over the ‘inferior’ Persians.
Doric columns made of
white marble from Mount
Pentelico. They each have a
slight curve in the middle to
create the optical illusion
from below that they are
straight.
Builders used
cranes with giant
tongs attached to
lift stones into
place.
Teams of oxen
brought
cartloads of
building blocks
from the local
quarry.
Photograph showing the Athenian acropolis and the remains
of the temple of Athena Parthenos, known as the Parthenon.
Questions in Activities and
SkillsEssentials provide
opportunities to use ICT.
A twenty-first century artist’s impression of the process of building the Parthenon
Timber scaffolding
Source 3.9.1
SY
3.9
The glossary defines
key terms for the
chapter.
Historical sources are
numbered by section for
easy cross-referencing and
the type of source is
clearly identified in the
caption.
The architectron was the person
in charge of the building work.
Large-scale illustrations
with extensive and
informative labels bring
to life processes and
concepts.
Craftsmen sculpted figures
that were larger than life size
so that they could be easily
seen from the ground.
70
71
HUMANITIES 1
CHAPTER 3: ANCIENT ATHENS
Key words in bold are defined in a
glossary at the start of each chapter.
When using the book on CD-ROM, the
bold words are linked to definitions.
viii
7.1
SKILLS essentials
Interpreting maps at different scales
Reading maps and comparing them provides geographers with a lot of information. The legend (or key)
tells you what the symbols and colours mean and the
scale gives you an idea of the size and area of features
being mapped.
1. Study the maps. What is the extent of each region
(north to south, and east to west)?
2. Study the map of South-East Asia. List the mainland
and archipelago countries and their capitals.
3. Indonesia is an archipelago — use the map to
describe its location. Which seas divide this country?
4. Name the largest island in South-East Asia. Which
three countries are located on this island?
INDIAN
H
D
Java
800 km
PACIFIC
Christmas Island
(Aust.)
.S
I
L
0
1000
2000 km
The Pacific Islands
Choose one country in Asia and one in the Pacific
and conduct some research about one of these
links. Report your findings to the class.
5. Discuss with another student one advantage and
one disadvantage of Australia’s location in the
Asia–Pacific.
Understand
1. Australia’s past is closely linked with Britain. List
two ways that this has changed over time.
2. Use the text to list two similarities and two
differences in the population, land and sea areas
of Asia, South-East Asia, Australia and the Pacific
Islands.
Think
6. Provide two reasons why you think Australia
belongs in the Asia–Pacific region?
Dig deeper
7. Go to www.jaconline.com.au/essentials/
humanities1 and click on the Travel South-East
Asia weblink for this chapter. Play the electronic
board game to test your geographical knowledge
of this region.
Weblinks to useful sites are
provided and kept up to date
on the Jacaranda Essentials
Humanities website.
ICT Made Easy icons signpost
opportunities to access clear
and friendly instructions via
Jacaranda’s website at
www.jaconline.com.au/ict-me.
159
ICT
CHAPTER 7: PEOPLE AND PLACES OF THE ASIA–PACIFIC
A citizen is someone who lives as part of a community and therefore has certain rights and responsibilities. There are some rights that we tend to take
for granted, such as freedom of speech. Some
responsibilities, like voting, may be seen as ‘just
things you have to do’. An active citizen not only
knows his or her rights and responsibilities — and
how important they are — but also looks for opportunities to be involved. Active citizens play a vital
role in improving the way we are governed.
As Australian citizens, we have the right to
expect our government to protect us and to help
improve the quality of our lives. In a democracy,
we also have the right to a number of personal
freedoms. As active citizens, we have an obligation
to contribute to the community by taking part in
the political and legal processes in this country.
the public service. You also have the right to trial
by jury and to be protected from discrimination.
Another very important right you possess is
the right to decide how you want to be governed.
Some of the ways this right is exercised are
shown in the illustration below.
Right to express
a political opinion in
public or in writing
Right to vote in
an election or a
referendum
OM
YOUR RIGHTS
Communicate
7. Write a story of what it would be like to live in a
country where your rights are denied. You may
wish to use desktop publishing software to
present the story with text and graphics.
Think
2. Explain the difference between a right
and a responsibility.
3. List the responsibilities you
have as a member
of your class.
Teamwork
8. As a class, discuss the topic: ‘Young people have
too many rights and forget their responsibilities’.
9. In small groups, discuss what you think would
happen to a democracy like Australia if its
people did not meet their obligations as citizens.
Select a spokesperson to present your group’s
ideas to the rest of the class.
Right to stand
for election to
Parliament or a
local council
SKILLS essentials
Right to
become part
of a pressure
group or a
lobby group
Internet research
Right to join
and participate
in a union
Each year about 70 000 new settlers become
Australian citizens. Citizenship ceremonies are
generally organised by local governments.
Go to www.jaconline.com.au/essentials/
humanities1 and click on the Australian
Citizenship weblink for this chapter and then
answer the following questions.
Citizen
Jane
Right to make
representations
to politicians
and government
bodies
As an Australian citizen, you enjoy a number of
basic rights, such as freedom of speech, freedom
of protest and freedom of religion. You can leave
the country whenever you wish (provided you
have a passport) and can apply when you are older
to work in the armed services, the police force or
Design and create
6. Make a collage that illustrates the rights and
responsibilities of individuals in the democratic
process.
Understand
1. List three rights and three responsibilities you
have as a citizen.
Right to take
part in a
demonstration
or public
meeting
Right to strike
or to boycott a
product or service
11.4
DE
MA EA
www.jaconline.com.au/ict-me
Desktop publishing
SY
12.7
1. Why is citizenship important?
2. Discuss what becoming an Australian citizen
means to people.
3. Write out the Australian citizenship pledge.
4. Outline how a new settler can become an
Australian citizen.
5. When was the first annual Australian
Citizenship Day celebrated? What is the
purpose of the day?
Right to become
a member of a
political party
Right to approach
the media to make
a grievance known
Rights are exercised and
infringed every day.
Your rights to decide how you will be governed
ON
LAND
S (U
NEW
ZEALAND
N
South-East Asia
One right that all Australian citizens have is the freedom of
protest. In 2003, demonstrations were held across Australia
to protest against the war in Iraq.
E CD-R
TH
N IS
O
BANDA SEA
O
A
I
N
S
E
FLORES SEA
Dili EAST TIMOR
ARAFURA Torres Strait
SEA
TIMOR
SEA
CITIZENSHIP: RIGHTS AND
RESPONSIBILITIES
When using the book on
CD-ROM, click on the
CD-ROM icon to link to
interactive skills,
investigations and virtual
historical site studies.
OCEAN
HAW
AIIA
N
N
158
Clear and studentfriendly text
International Date Line
JAPAN
PHILIPPINES
P
SEA
N
EAST
TIMOR
.A.)
NORTHERN
MARIANAS MARSHALL
ISLANDS
M I CRONES
IA
FEDERATED
STATES OF
PALAU
MICRONESIA
Equator
PAPUA
NAURU
KIRIBATI
NEW SOLOMON
INDONESIA
GUINEA
EAST
M E ISLANDS TUVALU
LAN E
SAMOA
TIMOR
S
VANUATU I FIJI
French
COOK
NIUE
New Caledonia
ISLANDS Polynesia
TONGA
(France)
(France)
AUSTRALIA
SEA
A
JAVA
I
Jakarta
r
to
Equa
S
S O
L A Y Bandar Seri Begawan
S
Sabah
I A
SULAWESI
BRUNEI
Sarawak
SEA
Borneo
Kalimantan
Sulawesi
PHILIPPINES
INDO
NESIA
OCEAN
TAIWAN
PHILIPPINE
MINDANAO
SEA
M A
TAIWAN
VIETNAM
CAMBODIA
E
T
SkillsEssentials provide
guidance and practice in
skill development.
A
A
N
I
C
H
Manila
Communicate
3. Have you ever visited the Pacific Islands region?
Would you like to? Write a journal entry
describing the countries you would visit and why.
4. Australia has many links with countries in the Asia–
Pacific including trade, tourism and providing aid.
HUMANITIES 1
2000 km
SOUTH
KOREA
SINGAPORE Singapore
OCEAN
1000
OCEAN
The countries of Asia
OCEAN
S
A
Luzon
S
N E
P I
I P
I L
U
Sumatra
400
I
CAMBODIA
Phnom Penh
INDIAN
0
V
THAILAND
Bangkok
Kuala Lumpur
Equator
0
JAPAN
SOUTH
KOREA
Geographic region
E
L
Vientiane A
Andaman
and
Nicobar
Islands
PAC I F I C
H
Yangon
Borneo Island name
MELANESIA
Dependency
Hanoi
NORTH
KOREA
BRUNEI
MALAYSIA
SINGAPORE
P
(c)
(b)
Futuna
(France)
N
Province border
Phnom Penh Country capital
S
(a)
THAILAND
SRI
LANKA
MALDIVES
Sabah Province name
Country name
AM
T N
(a) The semi-nomadic Mongol people live in the Gobi Desert in eastern Asia. Bactrian camels provide transport, meat, milk,
wool, hides for tents and dung for fuel. (b) The Pacific Island nation of Fiji is located about 2000 kilometres east of Australia.
(c) Merchants transport their wares in small boats in this floating market in Thailand, South-East Asia.
Country border
BRUNEI
PAC I F I C
MONGOLIA
KUWAIT
TADZHIKISTAN
IRAN
SAUDI
ARABIA BAHRAIN AFGHANISTAN
CHINA
QATAR
UNITED ARAB PAKISTAN
NEPAL
EMIRATES
BHUTAN
OMAN
YEMEN
BANGLADESH
INDIA
LAOS
MYANMAR
KEY
The Pacific Ocean is vast and contains about
25 000 islands, divided into three main groups —
Melanesia, Micronesia and Polynesia. Many
island nations are found in this region. There
are just over 7.5 million people in the Pacific
Islands, not including New Zealand and Hawaii.
Melanesia extends north and north-east of Australia, from the west Pacific Ocean to the Arafura
Sea. It includes the island of New Guinea (divided
into the nation of Papua New Guinea and the
Indonesian province of Papua), New Caledonia,
Vanuatu, Fiji and the Solomon Islands.
Micronesia has hundreds of small islands and is
located north-east of Papua New Guinea. It is also
bounded by the Philippines in the west, Indonesia
in the south-west and Melanesia to the south.
Micronesia includes the Northern Marianas,
Guam, Palau, the Marshall Islands, Kiribati,
Nauru and the Federated States of Micronesia.
Polynesia forms a triangle with its three corners at Hawaii, New Zealand, and Easter Island.
There are around 1000 islands in this part of the
central and southern Pacific Ocean. The other
main islands are Samoa, Tonga, French Polynesia, Tuvalu and the Cook Islands.
E
Australia generally feels more connected to the
part of Asia known as South-East Asia, a subregion of Asia. This region was first defined
during World War II and is still used by the
region’s leaders in the Association of South-East
Asian Nations (ASEAN). There are 11 countries
THE PACIFIC ISLANDS
O
SOUTH-EAST ASIA
in South-East Asia, some on the mainland and
some on archipelago islands. The Andaman and
Nicobar islands (a territory of India) are also
considered part of this region. Over 550 million
people live in South-East Asia.
MAR
MY A N
Australia is an island continent with a population of 20 million. Geographically, Australia is
part of the region known as the Asia–Pacific.
Regions have something in common that helps
define them — it could be types of government,
trade relations, languages, landforms, location,
or a combination of these. A region is a human
concept that can be mapped and analysed.
For most of Australia’s history, our strong cultural ties have mainly been with Britain and
Europe. However, in the last 50 years this has
changed. Growing political, economic and social
links with our immediate neighbours in Asia and
the Pacific have meant that Australia has
become more closely aligned with this region.
Asia is very highly populated — six out of every
ten people in the world (over 3.8 billion) live in Asia.
The exact boundaries between Asia and Europe are
vague, but generally accepted as shown on the map
of Asia on the next page. Asia contains a diversity
of languages, religions, political systems, physical
traits of the population, climate, natural resources
and industry — many people and countries within
Asia may not feel they have much in common.
RUSSIA
TURKEY
GEORGIA
CYPRUS
ARMENIA
KAZAKHSTAN
LEBANON
AZERBAIJAN
ISRAEL SYRIA
UZBEKISTAN
JORDAN
IRAQ
TURKMENISTAN KIRGIZIA
Y
WHERE IS THE ASIA–PACIFIC?
YOUR RESPONSIBILITIES
Two of your responsibilities as an Australian
citizen over the age of 18 are to register yourself
on the electoral roll, and to vote in federal, state
and local elections. An active citizen will always
ensure that his or her vote counts — that it is a
formal vote, and carefully considered.
You are also obliged to pay your taxes, obey the
laws of the land and serve as part of a jury if
asked. In times of war, you may be asked to
defend your country.
4. Study the illustration above. Attempt to find
examples where citizens are exercising or trying
to exercise the following rights:
(a) The right to freedom of protest
(b) The right to freedom of religion
(c) The right to freedom of speech
(d) The right to vote in elections
(e) The right to privacy
(f) The right to safety
5. Using the illustration, find as many situations as
possible where someone’s rights are being
infringed. In each case, state what right is being
interfered with.
280
281
HUMANITIES 1
CHAPTER 12: PARTICIPATING IN POLITICS
SCARCITY
The movie Oliver is a story about a young
orphaned boy. In one of the meal-time scenes,
Oliver walks up to Mr Bumble, the master-incharge of the orphanage and, holding up his
dinner plate in his outstretched arms, asks for
more food. Mr Bumble explodes, ‘You want what
boy? More!’.
WHY DO WE NEED AN
ECONOMY?
Each country has only a certain amount of economic resources. There is only so much in the way
of natural resources, only so many workers, only
so much capital and only a specific number of
entrepreneurs. Consequently, the amount of goods
and services a country can produce is also limited.
To spend
on a digital
camera…
or an MP3
player? Weighing up
the opportunity
cost
Countries must also decide how to obtain the
greatest possible benefit from their limited
resources. Although different kinds of economic
systems are used throughout the world, the
decisions made by different countries are the
same, as shown in the table below.
Economic decision
Please sir, may I have some more?
In a way, we are all like Oliver. We would all
like more goods and services because we believe
they will improve our standard of living. However, our wants are always changing and it is
impossible to satisfy them all. This also applies
to countries. It is a simple economic fact that
many wants cannot be satisfied regardless of the
wealth of a country. This is why we need an
economic system.
WHAT IS AN ECONOMIC
SYSTEM?
You cannot point to an economy and say, ‘There
it is’. However, economic activity is all around us.
It includes activities such as the buying and
selling of food and drink at your school canteen;
trading on the stock exchange; the government
collecting taxes; the millions of people employed
in hundreds of different types of jobs; and the
numerous businesses producing a vast assortment of goods and services. All these economic
activities are undertaken in an attempt to satisfy
the needs and wants of a country’s people.
Natural resources are limited.
In contrast to economic resources, human
wants are unlimited. No sooner are some wants
satisfied than new ones take their place. After
purchasing a DVD recorder, for example, you
may soon want a video camera. People never
seem fully satisfied with what they have. They
always want more!
This is the problem faced by every individual
and every country: limited economic resources
but unlimited wants — the economic problem of
scarcity. This situation is similar to you not
having enough money to buy everything you
would like. You have to decide which goods and
services you will buy. If you are a wise consumer,
you try to choose those that give you the most
satisfaction.
254
HUMANITIES 1
Think
4. Explain the statement that ‘in every country
economic resources are limited’.
5. What are some of the likely opportunity costs of:
(a) watching television
(b) land used for farming?
How the decisions are
made in Australia
1. What goods and
services to produce?
By consumers when
purchasing goods and
services: the ‘dollar vote’
2. How to produce the
goods and services?
By producers using the
least costly method of
production
3. Who gets the goods
and services?
Whoever has the money
to pay for them
Communicate
6. In small groups, create a either a one-minute
mime or roleplay to explain the economic
problem of scarcity. Present your mime or
roleplay to the rest of the class.
OPPORTUNITY COST
When making economic decisions, individuals
and countries need to consider what they have
to give up to satisfy a particular want. This is
known as the opportunity cost. Suppose you
have decided to spend your savings of $500 on
either a new MP3 player or a digital camera. If
you choose the MP3 player, the opportunity cost
is the digital camera. By purchasing the MP3
player, you gave up the opportunity of owning a
digital camera. Individuals and countries
always attempt to minimise opportunity cost;
that is, they put their scarce resources to the
best possible use.
ix
Understand
1. Explain why you cannot satisfy all your wants.
2. What is the purpose of an economy?
3. List the three basic decisions every economy
must answer.
Teamwork
7. As a class, brainstorm reasons why people’s
wants are satisfied better today than they were
50 years ago.
8. In small groups, research ways of overcoming
the problem of scarcity of fossil fuels in
Australia. Should we be more careful in using
these scarce resources? Are there alternative
products that could be used? Present your
research to the rest of the class.
Dig deeper
9. (a) If a country’s economic resources are being
fully used, how can it produce more of a
particular item, such as cars or televisions?
(b) Does the amount a country can produce
depend entirely on the quantity of its
economic resources? Why?
255
CHAPTER 11: INVESTIGATING ECONOMICS
When using the book on
CD-ROM, Activities can
be opened as Word files,
completed on-screen and
printed out.
Links are made in the
activities to the domains of
Communication, Thinking,
ICT, and Design, Creativity
and Technology. Activities are
structured for different
learning styles and abilities
and include teamwork,
in-depth learning and
strategies to encourage
participation in community
activities.
The entire Jacaranda Essentials Humanities 1 textbook
is on the CD-ROM in PDF format. As well, the CD-ROM
contains many stand-alone interactive components,
which have been linked to relevant chapters. These
components can be used in a variety of ways, including:
• as individual or group activities in the classroom
• as homework activities or extended assignments.
The stand-alone interactive components are:
• Geography skills learning objects, individual programs that give information (generally in animation
format) on a specific geographic skill. These learning
objects also include eTivities which in turn test the
skill. Designed for about 5–10 minutes engagement.
• Time trap of truth, an interactive fact or fiction ‘game’
requiring recall skills, providing broad information
and testing knowledge of core concepts. Designed for
approximately 10–20 minutes engagement.
• wiZdom, an interactive ‘game’ for visual learners
providing information and testing knowledge of core
concepts within a specific topic area. Designed for
approximately 30 minutes engagement.
• Investigator, a deep learning tool where investigation of the content provided culminates in writing
a summary or recommendations. Designed for
approximately 20–30 minutes engagement.
• Site study, an interactive deep learning activity
where, on the given subject, the user must investigate the evidence, form an opinion and complete an
activity based on their opinion. Designed for
approximately 30–50 minutes engagement.
Chapter
Learning object
E CD-R
TH
OM
ON
ABOU T THE CD-ROM
Multimedia activities can be accessed
by clicking on the CD-ROM icon.
Links to interactive components can be found on the
pages listed in the table below.
The CD-ROM also contains the following features:
• Key term links: Click on the key terms in each
spread (highlighted) to view their definitions. Click
on the definition box to hide it.
• Activities links: All activity panels link to Microsoft
Word templates so the activities can be completed
and printed. Click on the Activities heading to
access these activities.
• Links to websites: All websites referred to in Activities panels are linked to the Internet.
TROUBLESHOOTING
If you have problems with the operation of the CD-ROM:
• Check that you have the right equipment (see
Minimum System Requirements on the CD label).
• Either phone, fax, email or write to John Wiley &
Sons Australia.
Phone: Multimedia Assistant 07 3859 9649
Fax: 07 3859 9755 (Attention: Multimedia Assistant)
email: [email protected]
Address: Multimedia Assistant
John Wiley & Sons Australia, Ltd
PO Box 1226
MILTON QLD 4064
Time trap of truth
1. Investigating history
wiZdom
Investigator
Site study
p. 5 Uncovering
the past
p. 21 Stonehenge
2. Ancient Egypt
p. 27 Ancient Egypt
p. 39 Ancient Egypt
p. 49 Who killed the
Pharaoh?
3. Ancient Athens
p. 55 Ancient Greece
p. 65 Ancient
Greece
p. 73 Alexander: was he
really great?
4. Ancient Rome
p. 81 Ancient Rome
p. 85 Ancient Rome
p. 87 Life and death in
Pompeii
5. Ancient China
p. 114 Ancient China
p. 105 Ancient China
p. 116 Confucius says
6. Geospatial skills
p. 135 Oblique aerial photographs
p. 137 Vertical aerial photographs
p. 139 Map legends
p. 143 Alphanumeric grids
p. 145 Scale
p. 149 Topographic maps
p. 149 Choropleth maps
p. 149 Satellite images
p. 153 Interpreting graphs
p. 161 Asia–Pacific
7. People and places of the
Asia–Pacific
8. Australia — land of
contrasts
9. Indonesia and PNG —
our nearest neighbours
p. 185 Climatic graphs
p. 195 Population pyramids
p. 173 Inequality in
the Asia–Pacific
p. 189 Deserts
p. 205 Our nearest neighbours
p. 213 Sticky rice
p. 221 The Kokoda
Track
10. Endangered habitats
p. 227 World habitats
p. 229 Endangered species
11. Investigating economics
p. 249 Money for life
p. 251 Our economy and you
12. Participating in politics
p. 269 Representing the people
p. 273 Political systems
p. 269 Government
in action
p. 291 Origins of our legal
system
p. 289 The legal
system in Australia
x
13. Understanding the law
p. 245 Endangered
species
p. 229 Menace to
mammals
ACKNOWLE DGE MENTS
The authors would like to thank the many people
whose support and encouragement have made this
book possible. From Judy Mraz, special thanks to
Grant, Alexandra and Natasha. Maureen Anderson
would like to thank John, as always. From Steve
Chapman, special thanks to Jack and Lorna; Wendy,
Shelsie and Max. From Cathy Bedson, special thanks
to Maggy Saldais and to Wayne. Thanks also to the
staff of John Wiley for their wonderful support and
high standards of quality, especially Sharon Ottery,
Gabrielle Brady and Vanessa Tadijan.
The authors and publisher would like to thank the
following authors for their contributions — Susan
Bliss for material reproduced from Geoactive 1 2nd
edition and Geoactive 2 2nd edition, Angelo Calandra
for material reproduced from Jacaranda SOSE 1 2nd
edition, Grace Ciavarella for material reproduced from
Jacaranda SOSE 1 2nd edition, Jeff Conroy for
material reproduced from Ancient Quest, Ian Keese for
material reproduced from Retroactive 1 2nd edition,
John Paine for material reproduced from Geoactive 1
2nd edition and Geoactive 2 2nd edition, and Janne
Schill for material reproduced from Ancient Quest. We
would also like to thank the following copyright
holders, organisations and individuals for their
assistance and for permission to reproduce copyright
material in this book.
Shakeshaft; 221 (bottom)/AFP Photo/Torsten Blackwood;
234 (top right & bottom right)/AFP Photo/Parks Victoria;
249 (left)/Philip Quirk; 266–7/Alan Porritt; 272 (bottom
right)/AP Photo/David Longstreath; 278 (top right)/AFP;
279 (top)/AFP/Patrick Riviere; 280/Mick Tsikas; 286–7/AP
Photo/Francois Mori • ANTPhoto.com.au: pages 122 (right)/
Grant Dixon; 183 (bottom left)/Otto Rogge; 207 (bottom
right)/Michael Tweedie; 224–5/Franz Gerber; 227 (top left)/
Martin Harvey; 227 (top right), 230 (right)/Norbert Wu; 229
(bottom right); 229 (centre right)/Paddy Ryan; 229 (left)/
Nigel Dennis; 229 (top right)/John Cann; 231/Ron & Valerie
Taylor; 238 (centre)/Franz Gerber • Australian Picture
Library: pages 6 (Pocahontas), 21 (top left), 67, 127 (bottom),
265 (bottom left), 270 (left), 283 (c)/Corbis/Bettmann; 10 (top
left), 78–9/Corbis/Sygma/ Georges De Keerle; 21 (bottom
centre)/Corbis/Jason Hawkes; 22/Sygma; 39 (right)/Gianni
Dagli Orti; 46 (bottom)/Kazuyoshi Nomachi; 97/Erich
Lessing; 102–3, 215 (left)/Corbis/Keren Su; 123 (bottom),
241/Keren Su; 134–5 (birds)/Corbis/Firefly Productions; 158
(a)/Corbis/Jacques Langevin; 158 (c)/ML Sinibaldi; 160, 167
(right), 183 (top left)/Corbis/Yann Arthus-Bertrand; 167
(middle)/Corbis/H Reinhard; 169 (bottom left)/Minden
Digital/Gerry Ellis; 169 (bottom right), 209 (top left), 214
(left), 252(b)/Corbis; 170 (right)/Charles Lenars; 171/Corbis/
John Van Hasselt; 183 (bottom right)/Travel Ink-Capture
Ltd; 183 (middle left)/Corbis/Robert Garvey; 183 (top right)/
Corbis/Eye Ubiquitous/Barry Davies; 188 (right)/Lightstorm
— S & B Kendrick; 192 (top)/Nick Rains; 204 (right)/Corbis/
Dean Conger; 205 (right)/Corbis/Gary Bell; 206 (right)/Roger
Ressmeyer; 207 (tarsiers)/Corbis/Michael & Patricia Fogden;
209 (top centre), 223 (top left)/Corbis/Michael S Yamashita;
209 (top right)/Corbis/David Sailors; 211 (bottom left)/
Corbis/Charles O’Rear; 211 (top left)/Corbis/Wolfgang
Kaehler; 214 (right)/Travel Ink — Capture Ltd; 215 (bottom
right & top right)/Corbis/Bob Krist; 217 (top), 219/Corbis/
Wayne Lawler; 218 (bottom)/Corbis/Arne Hodalic; 222/
Wolfgang Kaehler; 223 (slums)/Corbis/Sergio Dorantes; 226
(bottom left)/Corbis/Darrell Gulin; 226 (top left)/Corbis/
David Muench; 234 (left)/Corbis/Paul A Souders; 257
(middle); 272 (left)/Heritage Image Partnership Limited;
272 (top right)/Corbis/Tim Graham; 273 (bottom); 283 (b);
283 (e)/Bob King; 283 (g); 290/Corbis/Stapleton Collection;
298/Corbis/Gabe Palmer • The Bridgeman Art Library:
pages 6 (Copernicus & Lorenzo de Medici); 19 (top left)/The
British Museum London; 101/Guildhall Art Gallery,
Corporation of London; 116/Bibliothèque Nationale, Paris,
France • © The Trustees of The British Museum: page 61
(bottom) • City of Sydney: page 12/‘Barani — Indigenous
History of Sydney City’, www.cityofsydney.nsw.gov.au/barani
• Copyright Commonwealth of Australia reproduced by
permission: pages 149 (right)/map redrawn by MAPgraphics
Pty Ltd, Brisbane from The Sydney Morning Herald dated
30 March 2004. Supplied by the Bureau of Meteorology;
184 (top)/Bureau
of
Meteorology,
www.bom.gov.au
• Coo-ee Historical Picture Library: page 297 (bottom left)
• Coo-ee Picture Library: pages 154, 185 (bottom right), 287
(top) • © Corbis Corporation: pages 1, 42 (left), 52–3, 188
(left), 194 (background to graphs), 296 (left); 228/© Corbis
Images • Reprinted from the April 2003 edition of CHOICE
— with the permission of the Australian Consumers’
Association (ACA): page 260 (magazine) • David Jones: page
260 (catalogue) • © Department of Environment & Heritage:
page 20 • Map courtesy of the Department of Sustainability
Internal Design
• © Digital Stock/Corbis Corporation • © Corbis
Corporation • © PhotoDisc, Inc. • © Corbis Digital Stock
• © Image Disk Photography • Cartography by
MAPgraphics Pty Ltd, Brisbane • © Digital Vision.
Images
Adidem Group, used in Australia with permission:
page 263 (right) • © Ancient Art & Architecture Collection:
pages 6 (Caesar), 10 (bottom left), 11 (top left), 15, 23 (bottom
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Archive, The: pages 51/British Museum/Jacqueline Hyde;
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Art; 118; 119/Bibliothèque Nationale Paris • Auscape: pages
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Morrison; 183 (middle right)/Mike Langford • Photography
by Auspic: pages 276, 277, 293 • Austral International:
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Text
• Australian Bureau of Statistics 2003, Population
Projections, Australia 2002–2101 (ABS Cat. no. 3222.0).
ABS, Canberra; Deaths Australia (ABS Cat. no. 3302.0):
pages 194, 200 • Mathew Murphy: page 237/The Age
• Penguin Books Ltd UK: pages 66/from Thucydides:
History of the Peloponnesian War, translated by Rex
Warner, Penguin Classics, 1954. Print rights granted by
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House Group Limited; 69/Extracts from The Histories by
Herodotus, translated by Aubrey de Selincourt, Translation
copyright 1954 Aubrey de Selincourt. Reproduced with
permission of the Penguin Group • Solo Syndication: page
241/Daily Mail, London, 23 June 1999.
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