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Humanities 1New for Level 5 of the

Victorian Essential

Learning Standards

JACARANDA essentials

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

Reproduction and communication for educational

purposes

The Australian Copyright Act 1968 (the Act) allows a

maximum of one chapter or 10% of the pages of this work,

whichever is the greater, to be reproduced and/or

communicated by any educational institution for its

educational purposes provided that the educational institution

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notice to Copyright Agency Limited (CAL) under the Act.

For details of the CAL licence for educational institutions

contact: [email protected]

Reproduction and communication for other purposes

Except as permitted under the Act (for example, a fair dealing

for the purposes of study, research, criticism or review), no

part of this book may be reproduced, stored in a retrieval

system, communicated or transmitted in any form or by any

means without prior written permission. All inquiries should

be made to the publisher at the address above.

Front cover images: Australian Picture Library/Alain Coltier;

© 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,

Craig Jackson, Mike Lambel, Alex Lavroff, Glenn

Lumsden, Bronwyn Searle, Terry St Ledger, Graeme

Tavendale, John Wiffen and the Wiley Art Studio

Printed in Singapore by

Craft Print International Ltd

10 9 8 7 6 5 4 3 2 1

This textbook contains images and names of

Indigenous people who may no longer be living. The

publisher appreciates that this inclusion may

distress or sadden some Indigenous communities.

These names and images have been included so that

the young multicultural audience for this textbook

can better appreciate the richness of Indigenous

culture and history, and recognise the significant

contribution that Indigenous individuals have made

for their people and their land.

CO N T E N T SCO N T E N T S

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 History and the historian 4

1.2 People, motives and consequences 6

1.3 Time and the past 8

1.4 Detective work — using sources 10

1.5 Digging up the past 14

1.6 Deciding how old something is 16

1.7 Why is conserving our heritage important? 18

1.8 Our world heritage — treasures and sites 20

CHECK & CHALLENGE 22

CHAPTER 2: ANCIENT EGYPT 24

2.1 The origins of ancient Egyptian civilisation 26

2.2 Social and political structures in ancient Egypt 28

2.3 The world of work 30

2.4 Home and family 32

2.5 Rituals, values and beliefs 34

2.6 Expressions of culture 38

2.7 Two key individuals: Hatshepsut and Rameses II 40

2.8 A key event: building the Great Pyramid 42

2.9 Trade and culture contact 44

2.10 Ancient Egypt’s legacy for contemporary society 46


CHAPTER 3: ANCIENT ATHENS 52

3.1 The origins of Ancient Athens 54

3.2 Social and political structures 56





3.7 A key individual: Pericles 66

3.8 Key events: wars with Persia 68

3.9 Key events: building a temple to Athena 70


3.11 Legacy of ancient Athens for contemporary societies 74


CHAPTER 4: ANCIENT ROME 78

4.1 The origins of ancient Rome 80






4.7 Two key individuals: Pompey and Caesar 92

4.8 Key events: republic to empire 94


4.10 Ancient Rome’s legacy for contemporary societies 98


iv

CHAPTER 5: ANCIENT CHINA 102

5.1 The origins of ancient Chinese civilisation 104




5.5 Values and beliefs — Confucius, Lao Zi and Buddha 116


5.7 Death of a key individual: Qin Shihuangdi 120


5.9 A key event: the downfall of the Han 124

5.10 Ancient China’s legacy for contemporary societies 126


CHAPTER 6: GEOSPATIAL SKILLS 130

6.1 What is a spatial perspective? 132

6.2 From a bird’s-eye view 134

6.3 Maps — the geographer’s main tool 136

6.4 Which symbols can be used on a map? 138

6.5 Which way? Direction and orientation 140

6.6 How do I use a grid reference? 142

6.7 How do I draw to scale? 144

6.8 How do I measure distance on a map? 146

6.9 Which maps do I use? 148

6.10 Drawing graphs 152

6.11 Using photographs and line drawings 154

Urban population

Under 1

Over 100

Over 1 000 000100 000 to 1 000 000

1000 to 10 000

Under 200

Population density

1 to 10

10 to 10010 000 to 100 000

200 to 1000

Number of people

People per square kilometre

Canberra

Hobart

Melbourne

Adelaide

Townsville

Darwin

Newcastle

Wollongong

Perth

Geelong

Gold CoastBrisbane

Sydney

N

0 250 500 km

CHAPTER 7: PEOPLE AND PLACES OF

THE ASIA–PACIFIC 156

7.1 Where is the Asia–Pacific? 158

7.2 Natural characteristics of the Asia–Pacific 160

7.3 Natural disaster in Asia: tsunami! 162

7.4 Climate in the Asia–Pacific 164

7.5 Human characteristics of the Asia–Pacific 166

7.6 Indigenous people of the Asia–Pacific 168

7.7 Cultural diversity in the Asia–Pacific 170

7.8 Are there inequalities in the Asia–Pacific? 172

7.9 Australia’s links in the Asia–Pacific 174


CHAPTER 8: AUSTRALIA — LAND OF

CONTRASTS 178

8.1 What landforms make up Australia? 180

8.2 Distribution of Australia’s landforms 182

8.3 Contrasts in Australia’s climate 184

8.4 Hot and dry — Australia’s deserts 186

8.5 Desert landforms 188

8.6 Contrasts in ecosystems 190

8.7 Coober Pedy: a desert town 192

8.8 Contrasts in Australia’s population over time 194

8.9 People on the move 196

8.10 Coastal drifting 198


v

CHAPTER 9: INDONESIA AND PAPUA

NEW GUINEA — OUR NEAREST

NEIGHBOURS 202

9.1 Where are Indonesia and PNG located? 204

9.2 Natural characteristics of Indonesia 206

9.3 Natural characteristics of PNG 208

9.4 Human characteristics of Indonesia and PNG 210

9.5 Rice is life in Indonesia 212

9.6 Cultural diversity in Indonesia and PNG 214

9.7 Are environments in Indonesia under threat? 216

9.8 Are environments in PNG under threat? 218

9.9 Australia’s links to Indonesia and PNG 220


CHAPTER 10: ENDANGERED

HABITATS 224

10.1 What is a habitat? 226

10.2 What happens when habitats change? 228

10.3 How have coral reef habitats changed? 230

10.4 How have wetland and flood plain habitats changed? 232

10.5 What can be done to protect habitats? 234

10.6 Saving the habitat of the mountain pygmy possum 238

10.7 Precious pandas 240

10.8 Disappearing tigers 242


CHAPTER 11: INVESTIGATING

ECONOMICS 246

11.1 What iseconomics? 248

11.2 Economics andyou 250

11.3 Economicresources 252

11.4 Scarcity 254

11.5 Making a choice 256

11.6 Wise consumerchoices 258

11.7 Comparisonshopping 260

11.8 More decisions tomake 262


CHAPTER 12:

PARTICIPATING IN POLITICS 266

12.1 ‘Government of the people, by the people, for the people. . .’ 268

12.2 The beginnings of parliament 270

12.3 Power in their hands 272

12.4 Structure of government 274

12.5 Two houses of parliament 276

12.6 Political parties 278

12.7 Citizenship: rights and responsibilities 280


CHAPTER 13: UNDERSTANDING THE

LAW 284

13.1 Reasons for laws 286

13.2 The legal system 288

13.3 Origin of Australia’s laws 290

13.4 How laws are made 292

13.5 Areas of law 294

13.6 Issues of fairness in using the law 296

13.7 Juvenile crime 298


INDEX 302

vi

STRAND: Discipline-based Learning

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Key elements of standards/learning focus*Chapternumber

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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

His

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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

>KC7D?J?;I�Ç�=;E=H7F>O

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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.

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.

9EL;H7=;�E<�L;BI�Ç�B;L;B�+9EL;H7=;�E<�L;BI�Ç�B;L;B�+

STRAND: Discipline-based LearningD

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Key elements of standards/learning focus*Chapternumber

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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

>KC7D?J?;I�Ç�;9EDEC?9I

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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

Eco

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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

STRAND: Physical, Personal and Social Learning

9?L?9I�7D:�9?J?P;DI>?F

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g 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

Co

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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.

vii

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.

HOW TO USE THIS BOOKHOW TO USE THIS BOOK

viii

The following examples highlight the structure and main features of the textbook and the additionalfacilities offered when using the CD-ROM.

Chapters begin with ashort introduction to set

the context.

Chapter content is linkedto domain dimensions.

The opening photograph stimulates interest and discussion.

The glossary defines key terms for the chapter.

Large-scale illustrations with extensive and informative labels bring to life processes and concepts.

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.

CHAPTER 2: ANCIENT EGYPT

25

33

2

Egypt invaded by Persia and other foreign powers. Time of great confusion.

ADBC ADBC ADBC

500500500

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

Chapter 2

ANCIENT

EGYPT

HUMANITIES 1

24

31

00

27

50

21

60

17

80

10

80

15

70

20

40

NEW KINGDOM

1570–1080Hyksos driven out of Egypt by new Pharaoh Ahmose of Thebes. Egypt is at its strongest. Beautiful temples and colossal statues built.

1650: Hyksos people invade the Pella area. Fighting occurs over who should rule Egypt.

MIDDLE KINGDOM

2040–1780Egypt ruled by Pharaoh Mentuhotep of Thebes who is strong enough to rule all of Egypt. Great irrigation works and advances in sculpture.

Wars occur to determine who should rule Egypt. No pharaoh is strong enough to rule the land.

OLD KINGDOM

2750–2160Greatest period of achievement in Egypt. The pyramids are built and the potter’s wheel is invented.

Upper and Lower Egypt united. King Menes is the first pharaoh of united Egypt.

1500200025003000 1500200025003000 1500200025003000 100010001000

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.

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.

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.A camel driver rests on the edge of Egypt’s desert with the pyramids in the distance.

Timeline of Egyptian history

HUMANITIES 1

70

3.9KEY EVENTS:

BUILDING A TEMPLE TO ATHENA

Pericles wanted Athens to be the most beautifulof all the Greek cities. He was particularly keento replace the temples on the acropolis that thePersians had destroyed during their attack onthe city in 480 BC. The greatest and most famousachievement of this building program was theParthenon. This was the temple of Athena Par-

thenos built both to honour the goddess Athena,who was the city’s patron, and to celebrate thevictory over the Persians.

The architects Ictinus and Callicrates designedthe building and the sculptor Phidias created manyof its decorations. The most impressive of these wasa 12-metre-high marble statue, decorated with goldand ivory, of Athena. This statue no longer exists.

Phidias also designed three sets of sculptures todecorate the temple — the metopes, the frieze andthe pediments. These were 92 individual sculp-tures, located above the outside row of columns,that showed scenes of real and imaginary battlesin which the Greeks had participated. Phidiasalso created a 160-metre-long frieze, comprising115 panels, that decorated the space above theinner row of columns. Phidias’ sculptures areknown as the Parthenon Marbles.

Workers, mostly slaves and prisoners of war,began building the Parthenon in 447 BC andcompleted it 15 years later in 432 BC. The mainbuilding material was white marble from quar-ries to the north-east of Athens.

The British Museum in London now houses alarge number of the Parthenon Marbles. Greecewants them back and says they were stolen byLord Elgin in 1801. The British Museum claimsthat Lord Elgin took them with the permissionof the Turkish government that controlledGreece at that time. Greece’s newest museum,the Acropolis Museum, will include the Par-thenon Hall — an area that the museum sayswill remain empty until the British return theParthenon Marbles.

HISTORY

Photograph showing the Athenian acropolis and the remains of the temple of Athena Parthenos, known as the Parthenon.

Source 3.9.1

Builders used cranes with giant tongs attached to lift stones into place.

Teams of oxen broughtcartloads of building blocks from the local quarry.

Craftsmen sculpted figures that were larger than life size so that they could be easily seen from the ground.

A block of marble being slotted into place

Timber scaffolding

CHAPTER 3: ANCIENT ATHENS

71

ICT

MADEEA

SY

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

A twenty-first century artist’s impression of the process of building the Parthenon

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 ofwhite marble from Mount Pentelico. They each have a slight curve in the middle to create the optical illusion from below that they are straight.

The architectron was the person in charge of the building work.

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.

www.jaconline.com.au/ict-meDesktop publishing

Historical sources are numbered by section for easy cross-referencing and the type of source is clearly identified in the caption.

Questions in Activities and SkillsEssentials provide opportunities to use ICT.

ix

When using the book on CD-ROM, click on the CD-ROM icon to link to interactive skills, investigations and virtual historical site studies.

CHAPTER 7: PEOPLE AND PLACES OF THE ASIA–PACIFIC

159

Interpreting maps at different scales

Reading maps and comparing them provides geog-raphers 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?

SKILLS essentials

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.

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.

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.

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.

The Pacific IslandsSouth-East Asia

The countries of Asia

Equator

PACIFIC

OCEAN

INDIAN OCEAN

INDIA

NEPAL

BHUTAN

BANGLADESH

MYANMAR

CHINA

MONGOLIA

RUSSIA

NORTHKOREA

SOUTHKOREA

TAIWAN

VIETNAM

LAOS

THAILANDCAMBODIA

MALAYSIA

BRUNEI

SINGAPORE

MALDIVES

EASTTIMOR

INDONESIA

JAPAN

PHILIPPINES

LANKASRI

IRAN

KAZAKHSTAN

UZBEKISTAN

TURKMENISTAN

AFGHANISTAN

TADZHIKISTAN

BAHRAIN

KUWAIT

UNITED ARABEMIRATES

OMANYEMEN

PAKISTAN

GEORGIA

AZERBAIJANISRAELLEBANON

KIRGIZIA

SAUDIARABIA

QATAR

TURKEY

CYPRUS

JORDAN

ARMENIA

IRAQ

SYRIA

0 1000 2000 km

N

BRUNEI

Country border

Country name

Country capital

Sabah

Province border

Province name

Island namePhnom Penh Borneo

Futuna(France) Geographic regionDependency MELANESIA

KEY

PACIFIC OCEAN

0 1000 2000 km

ME L A N E

SI

A

M I C R O N E S I A

PO

LY

NE

SI

A

HAWAIIAN ISLANDS (U.S.A.)

New Caledonia(France)

Inte

rnational D

ate

L

ine

Equator

COOKISLANDS

NIUE

TONGA

FIJI

NEWZEALAND

VANUATU

SOLOMONISLANDS TUVALU

KIRIBATINAURU

PALAU

PHILIPPINES

INDONESIA

TAIWAN

JAPAN

AUSTRALIA

SAMOA

FEDERATED STATES OF MICRONESIA

SOUTHKOREA

EASTTIMOR

MARSHALLISLANDS

NORTHERNMARIANAS

PAPUA NEW

GUINEA

FrenchPolynesia(France)

N

EquatorEquator

Luzon

Borneo

Java

Sumatra

Christmas Island(Aust.)

Sulawesi

IN

D O N E S I A

CAMBODIA

VI

ET

NA

M

THAILAND

SINGAPORE

EAST TIMOR

MA

L A YS

I A

L

A

OS

MY

AN

MA

R

BRUNEI

PH

IL

IP

PI

NE

S

Bangkok Manila

Jakarta

Hanoi

Yangon

Kuala Lumpur

Phnom Penh

Singapore

Vientiane

Bandar Seri Begawan

Dili

S a r a w a k

Sabah

K a l i m a n t a n

Torres Strait

I N D I A N

O C E A N

P H I L I P P I N E

S E A

MINDANAOSEA

P A C I F I C O C E A N

S OU

TH

CH

IN

A

SE

A

ARAFURASEA

BANDA SEA

FLORES SEA

SULAWESI

SEA

JAVA SEA

TIMORSEA

0 400 800 km

N

Andaman

and

Nicobar

Islands

HUMANITIES 1

158

7.1

WHERE IS THE ASIA–PACIFIC?

Australia is an island continent with a popu-lation of 20 million. Geographically, Australia ispart of the region known as the Asia–Pacific.Regions have something in common that helpsdefine them — it could be types of government,trade relations, languages, landforms, location,or a combination of these. A region is a humanconcept that can be mapped and analysed.

For most of Australia’s history, our strong cul-tural ties have mainly been with Britain andEurope. However, in the last 50 years this haschanged. Growing political, economic and sociallinks with our immediate neighbours in Asia andthe Pacific have meant that Australia hasbecome more closely aligned with this region.

Asia is very highly populated — six out of everyten people in the world (over 3.8 billion) live in Asia.The exact boundaries between Asia and Europe arevague, but generally accepted as shown on the mapof Asia on the next page. Asia contains a diversityof languages, religions, political systems, physicaltraits of the population, climate, natural resourcesand industry — many people and countries withinAsia may not feel they have much in common.

Australia generally feels more connected to thepart of Asia known as South-East Asia, a sub-region of Asia. This region was first definedduring World War II and is still used by theregion’s leaders in the Association of South-EastAsian Nations (ASEAN). There are 11 countries

SOUTH-EAST ASIA

in South-East Asia, some on the mainland andsome on archipelago islands. The Andaman andNicobar islands (a territory of India) are alsoconsidered part of this region. Over 550 millionpeople live in South-East Asia.

The Pacific Ocean is vast and contains about25 000 islands, divided into three main groups —Melanesia, Micronesia and Polynesia. Manyisland nations are found in this region. Thereare just over 7.5 million people in the PacificIslands, not including New Zealand and Hawaii.

Melanesia extends north and north-east of Aus-tralia, from the west Pacific Ocean to the ArafuraSea. It includes the island of New Guinea (dividedinto the nation of Papua New Guinea and theIndonesian province of Papua), New Caledonia,Vanuatu, Fiji and the Solomon Islands.

Micronesia has hundreds of small islands and islocated north-east of Papua New Guinea. It is alsobounded by the Philippines in the west, Indonesiain 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 cor-ners at Hawaii, New Zealand, and Easter Island.There are around 1000 islands in this part of thecentral and southern Pacific Ocean. The othermain islands are Samoa, Tonga, French Poly-nesia, Tuvalu and the Cook Islands.

THE PACIFIC ISLANDS

(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.

(a)(b)

(c)

CHAPTER 12: PARTICIPATING IN POLITICS

281

Understand

1. List three rights and three responsibilities you have as a citizen.

Think

2. Explain the difference between a rightand a responsibility.

3. List the responsibilities youhave as a memberof your class.

Rights are exercised andinfringed every day.

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.

Design and create

6. Make a collage that illustrates the rights and responsibilities of individuals in the democratic process.

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.

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.

Internet research

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.

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?

SKILLS essentials

ICT

MADEEA

SY

www.jaconline.com.au/ict-meDesktop publishing

HUMANITIES 1

280

12.7CITIZENSHIP: RIGHTS AND

RESPONSIBILITIES

A citizen is someone who lives as part of a commu-nity and therefore has certain rights and responsi-bilities. There are some rights that we tend to takefor granted, such as freedom of speech. Someresponsibilities, like voting, may be seen as ‘justthings you have to do’. An active citizen not onlyknows his or her rights and responsibilities — andhow important they are — but also looks for oppor-tunities to be involved. Active citizens play a vitalrole in improving the way we are governed.

As Australian citizens, we have the right toexpect our government to protect us and to helpimprove the quality of our lives. In a democracy,we also have the right to a number of personalfreedoms. As active citizens, we have an obligationto contribute to the community by taking part inthe political and legal processes in this country.

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.

As an Australian citizen, you enjoy a number ofbasic rights, such as freedom of speech, freedomof protest and freedom of religion. You can leavethe country whenever you wish (provided youhave a passport) and can apply when you are olderto work in the armed services, the police force or

YOUR RIGHTS

the public service. You also have the right to trialby jury and to be protected from discrimination.

Another very important right you possess isthe right to decide how you want to be governed.Some of the ways this right is exercised areshown in the illustration below.

Your rights to decide how you will be governed

Two of your responsibilities as an Australiancitizen over the age of 18 are to register yourselfon the electoral roll, and to vote in federal, stateand local elections. An active citizen will alwaysensure that his or her vote counts — that it is aformal vote, and carefully considered.

You are also obliged to pay your taxes, obey thelaws of the land and serve as part of a jury ifasked. In times of war, you may be asked todefend your country.

Right to vote inan election or a referendum

Right to expressa political opinion inpublic or in writing

Right to standfor election to

Parliament or a local council

Right to joinand participate

in a union

Right to strike or to boycott a product or service

Right to takepart in a

demonstrationor publicmeeting

Right to becomea member of apolitical party

Right to approachthe media to makea grievance known

Right to makerepresentations to politicians and government bodies

Right to become part of a pressuregroup or a lobby group

Citizen

Jane

YOUR RESPONSIBILITIES

HUMANITIES 1

254

11.4

SCARCITY

The movie Oliver is a story about a youngorphaned boy. In one of the meal-time scenes,Oliver walks up to Mr Bumble, the master-in-charge of the orphanage and, holding up hisdinner plate in his outstretched arms, asks formore food. Mr Bumble explodes, ‘You want what

boy? More!’.

Please sir, may I have some more?

In a way, we are all like Oliver. We would alllike more goods and services because we believethey will improve our standard of living. How-ever, our wants are always changing and it isimpossible to satisfy them all. This also appliesto countries. It is a simple economic fact thatmany wants cannot be satisfied regardless of thewealth of a country. This is why we need aneconomic system.

You cannot point to an economy and say, ‘Thereit is’. However, economic activity is all around us.It includes activities such as the buying andselling of food and drink at your school canteen;trading on the stock exchange; the governmentcollecting taxes; the millions of people employedin hundreds of different types of jobs; and thenumerous businesses producing a vast assort-ment of goods and services. All these economicactivities are undertaken in an attempt to satisfythe needs and wants of a country’s people.

WHAT IS AN ECONOMIC SYSTEM?

Each country has only a certain amount of econ-omic resources. There is only so much in the wayof natural resources, only so many workers, onlyso much capital and only a specific number ofentrepreneurs. Consequently, the amount of goodsand services a country can produce is also limited.

Natural resources are limited.

In contrast to economic resources, humanwants are unlimited. No sooner are some wantssatisfied than new ones take their place. Afterpurchasing a DVD recorder, for example, youmay soon want a video camera. People neverseem fully satisfied with what they have. Theyalways want more!

This is the problem faced by every individualand every country: limited economic resourcesbut unlimited wants — the economic problem ofscarcity. This situation is similar to you nothaving enough money to buy everything youwould like. You have to decide which goods andservices you will buy. If you are a wise consumer,you try to choose those that give you the mostsatisfaction.

WHY DO WE NEED AN ECONOMY?

CHAPTER 11: INVESTIGATING ECONOMICS

255

Countries must also decide how to obtain thegreatest possible benefit from their limitedresources. Although different kinds of economicsystems are used throughout the world, thedecisions made by different countries are thesame, as shown in the table below.

When making economic decisions, individualsand countries need to consider what they haveto give up to satisfy a particular want. This isknown as the opportunity cost. Suppose youhave decided to spend your savings of $500 oneither a new MP3 player or a digital camera. Ifyou choose the MP3 player, the opportunity costis the digital camera. By purchasing the MP3player, you gave up the opportunity of owning adigital camera. Individuals and countriesalways attempt to minimise opportunity cost;that is, they put their scarce resources to thebest possible use.

Economic decisionHow 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

OPPORTUNITY COST

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.

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?

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.

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?

To spend on a digital camera… or an MP3 player? Weighing up the opportunity cost

SkillsEssentials provide guidance and practice in skill development.

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.

ICT Made Easy icons signpost opportunities to access clearand friendly instructions via Jacaranda’s website at www.jaconline.com.au/ict-me.

Weblinks to useful sites are provided and kept up to date on the Jacaranda Essentials Humanities website.

ON

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When using the book on CD-ROM, Activities can be opened as Word files, completed on-screen and printed out.

Clear and student-friendly text

x

ABOUT THE CD-ROMABOUT THE CD-ROM

The entire Jacaranda Essentials Humanities 1 textbookis on the CD-ROM in PDF format. As well, the CD-ROMcontains many stand-alone interactive components,which have been linked to relevant chapters. Thesecomponents 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 pro-grams that give information (generally in animationformat) on a specific geographic skill. These learningobjects also include eTivities which in turn test theskill. Designed for about 5–10 minutes engagement.

• Time trap of truth, an interactive fact or fiction ‘game’requiring recall skills, providing broad informationand testing knowledge of core concepts. Designed forapproximately 10–20 minutes engagement.

• wiZdom, an interactive ‘game’ for visual learnersproviding information and testing knowledge of coreconcepts within a specific topic area. Designed forapproximately 30 minutes engagement.

• Investigator, a deep learning tool where investi-gation of the content provided culminates in writinga summary or recommendations. Designed forapproximately 20–30 minutes engagement.

• Site study, an interactive deep learning activitywhere, on the given subject, the user must investi-gate the evidence, form an opinion and complete anactivity based on their opinion. Designed forapproximately 30–50 minutes engagement.

Multimedia activities can be accessedby clicking on the CD-ROM icon.

Links to interactive components can be found on thepages listed in the table below.

The CD-ROM also contains the following features:

• Key term links: Click on the key terms in eachspread (highlighted) to view their definitions. Clickon the definition box to hide it.

• Activities links: All activity panels link to MicrosoftWord templates so the activities can be completedand printed. Click on the Activities heading toaccess these activities.

• Links to websites: All websites referred to in Activi-ties panels are linked to the Internet.

TROUBLESHOOTINGIf you have problems with the operation of the CD-ROM:

• Check that you have the right equipment (seeMinimum 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

Chapter Learning object Time trap of truth wiZdom Investigator Site study

1. Investigating history p. 5 Uncoveringthe 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 photographsp. 137 Vertical aerial photographsp. 139 Map legendsp. 143 Alphanumeric gridsp. 145 Scalep. 149 Topographic mapsp. 149 Choropleth mapsp. 149 Satellite imagesp. 153 Interpreting graphs

7. People and places of the Asia–Pacific

p. 161 Asia–Pacific p. 173 Inequality in the Asia–Pacific

8. Australia — land of contrasts

p. 185 Climatic graphsp. 195 Population pyramids

p. 189 Deserts

9. Indonesia and PNG — our nearest neighbours

p. 205 Our nearest neighbours p. 213 Sticky ricep. 221 The Kokoda Track

10. Endangered habitats p. 227 World habitatsp. 229 Endangered species

p. 245 Endangered species

p. 229 Menace to mammals

11. Investigating economics p. 249 Money for lifep. 251 Our economy and you

12. Participating in politics p. 269 Representing the peoplep. 273 Political systems

p. 269 Government in action

13. Understanding the law p. 291 Origins of our legal system

p. 289 The legal system in Australia

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ACKNOWLEDGEMENTSACKNOWLEDGEMENTS

xi

The authors would like to thank the many peoplewhose support and encouragement have made thisbook possible. From Judy Mraz, special thanks toGrant, Alexandra and Natasha. Maureen Andersonwould like to thank John, as always. From SteveChapman, special thanks to Jack and Lorna; Wendy,Shelsie and Max. From Cathy Bedson, special thanksto Maggy Saldais and to Wayne. Thanks also to thestaff of John Wiley for their wonderful support andhigh standards of quality, especially Sharon Ottery,Gabrielle Brady and Vanessa Tadijan.

The authors and publisher would like to thank thefollowing authors for their contributions — SusanBliss for material reproduced from Geoactive 1 2nd

edition and Geoactive 2 2nd edition, Angelo Calandrafor material reproduced from Jacaranda SOSE 1 2nd

edition, Grace Ciavarella for material reproduced fromJacaranda SOSE 1 2nd edition, Jeff Conroy formaterial reproduced from Ancient Quest, Ian Keese formaterial reproduced from Retroactive 1 2nd edition,John Paine for material reproduced from Geoactive 1

2nd edition and Geoactive 2 2nd edition, and JanneSchill for material reproduced from Ancient Quest. Wewould also like to thank the following copyrightholders, organisations and individuals for theirassistance and for permission to reproduce copyrightmaterial in this book.

Internal Design• © Digital Stock/Corbis Corporation • © CorbisCorporation • © PhotoDisc, Inc. • © Corbis Digital Stock• © Image Disk Photography • Cartography byMAPgraphics Pty Ltd, Brisbane • © Digital Vision.

ImagesAdidem Group, used in Australia with permission:page 263 (right) • © Ancient Art & Architecture Collection:pages 6 (Caesar), 10 (bottom left), 11 (top left), 15, 23 (bottomright); 38 (right)/R Sheridan; 47 (left & right), 57 (top), 60(top), 63 (top), 65, 74, 77, 81 (left and far right), 85 (top centre& top right), 88, 89 (left & right), 92, 93, 94, 99 (top left, topright, bottom left & bottom right), 107 (left), 123 (top) • ArtArchive, The: pages 51/British Museum/Jacqueline Hyde;110/National Palace Museum Taiwan; 111/Freer Gallery ofArt; 118; 119/Bibliothèque Nationale Paris • Auscape: pages181 (bottom left)/Jean-Paul Ferrero; 181 (top left)/RegMorrison; 183 (middle right)/Mike Langford • Photographyby Auspic: pages 276, 277, 293 • Austral International:page 120 (top)/Topham Picturepoint • Australian Bureau ofStatistics 2001, Population Projections, Australia 1999 to2101 (ABS Cat. no. 3220.0): page 195 (top) • AustralianDemocrats: page 279 (Democrats logo) • The AustralianGreens: page 279 (Greens logo) • Courtesy Australian LaborParty (ALP): page 278 (bottom right) • Australian WarMemorial Negative Number 015481: page 220 • Photographcourtesy of AusAID — The Australian Government’sOverseas Aid Program: page 172 • AAP Image: pages 2–3/AFP Photo/Hilti Foundation; 14/AP Photo/DiscoveryChannel/RMS Titanic Inc.; 17/AP Photo/Barry Schwortz;129/EPA Photo/Adrian Bradshaw; 175/AAP Photo/Paul

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 (bottomright)/AP Photo/David Longstreath; 278 (top right)/AFP;279 (top)/AFP/Patrick Riviere; 280/Mick Tsikas; 286–7/APPhoto/Francois Mori • ANTPhoto.com.au: pages 122 (right)/Grant Dixon; 183 (bottom left)/Otto Rogge; 207 (bottomright)/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 & ValerieTaylor; 238 (centre)/Franz Gerber • Australian PictureLibrary: pages 6 (Pocahontas), 21 (top left), 67, 127 (bottom),265 (bottom left), 270 (left), 283 (c)/Corbis/Bettmann; 10 (topleft), 78–9/Corbis/Sygma/ Georges De Keerle; 21 (bottomcentre)/Corbis/Jason Hawkes; 22/Sygma; 39 (right)/GianniDagli Orti; 46 (bottom)/Kazuyoshi Nomachi; 97/ErichLessing; 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)/MindenDigital/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-CaptureLtd; 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)/RogerRessmeyer; 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/WolfgangKaehler; 214 (right)/Travel Ink — Capture Ltd; 215 (bottomright & 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)/TheBritish 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 — IndigenousHistory of Sydney City’, www.cityofsydney.nsw.gov.au/barani• Copyright Commonwealth of Australia reproduced bypermission: pages 149 (right)/map redrawn by MAPgraphicsPty Ltd, Brisbane from The Sydney Morning Herald dated30 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/© CorbisImages • Reprinted from the April 2003 edition of CHOICE— with the permission of the Australian Consumers’Association (ACA): page 260 (magazine) • David Jones: page260 (catalogue) • © Department of Environment & Heritage:page 20 • Map courtesy of the Department of Sustainability

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& Environment, Victoria: page 235 (top right)/map redrawnby MAPgraphics Pty Ltd, Brisbane • Map supplied byMAPLAND, Environmental and Geographic Information,Department for Environment and Heritage, SouthAustralia: page 147 • © Digital Stock: pages 6 (buddha); iv,6 (far right), 41 (right), 70 (left), 169 (middle left & top left),259 (chips)/Corbis Corporation • © Digital Vision: pages 256(bottom left), 263 (left), 265 (bottom right), 268 (left); 230(left)/Stephen Frink • DigitalGlobe: page 46 (far right)• Fairfax Photo Library: pages 18 (bottom)/Jon Reid; 185(top right)/Nick Moir; 283 (f)/Robert Pearce; 292 (right)/PeterRae • Family First Party: page 279 (bottom) • Satelliteimage supplied by Geocarto International Centre, HongKong. Copyright © 1999 Geocarto/RSGS: pages 130–1• Data supplied and processed by Geoimage www.geoimage.com.au/Landsat: page 201 (top) • Copyright © Common-wealth of Australia 2006, Geoscience Australia, ACRES:181 (top right) • Satellite image courtesy of GeoEye: pages134–5, 150 (top) • Getty Images: pages 7/Paula Bronstein;127 (right)/Taxi/Ken Chernus; 135 (bottom & middle)/Stone/Warren Bolster; 156–7/The Image Bank/Max Dannenbaum;170 (left)/Stone/John & Lisa Merrill; 189 (top)/Photographer’s Choice/Tom Till; 211 (top right)/AFP/RockyRoe; 226 (bottom right)/Photographer’s Choice/Stuart Dee;226 (top right)/Stone/Hugh Sitton; 227 (bottom right)/TheImage Bank/Joseph Van Os; 248 (top right)/Stockdisc; 250(top)/Stone/Monica Dalmasso • Dr Ian Mansergh, DNRE,Victoria: pages 238 (top), 239 • © John Wiley & SonsAustralia: pages 68 (2 images)/Julie Stanton; 196 (right);246–7/Taken by Kari-Ann Tapp; 274 (bottom right)/DavidGrabham • Jonathan N Tubb: page 23 (top right) • JudyMraz: page 197 (2 images) • The Kobal Collection: page 254(left)/Trident Films • Landcare Australia: page 235 (left)• Landslides Aerial Photography: page 135 (top)/Alex SMacLean • Liberal Party of Australia: page 278 (bottom left)• Mary Evans Picture Library: pages 6 (Saladin), 73• Metropolitan Museum of Art: page 31/EgyptianExpedition of The Metropolitan Museum of Art, RogersFund, 1930. (30.4.103) Photograph © 1978 The MetropolitanMuseum of Art • MAPgraphics Pty Ltd, Brisbane: pages iv,22 (far right), 27, 54 (bottom), 72, 80, 96, 105 (bottom), 122(bottom), 124–5, 133 (4 maps), 139 (top & bottom), 140(bottom), 141, 143, 148 (left), 149 (bottom left & top left), 150(bottom), 151, 159 (bottom right, top & left), 161, 162 (right),164 (left & right), 166 (left & right), 173 (top left, top right& bottom), 177 (top left & bottom left), 181 (centre), 182, 183(centre), 184 (left), 185 (bottom left & top left), 187, 190(right), 196 (left), 198/ABS 2001 Census of Population andHousing, map redrawn by MAPgraphics Pty Ltd, Brisbane,201 (bottom), 204 (left), 205 (left), 206 (bottom), 208, 210 (left& right), 216 (left & right), 218 (right), 240 (right), 244(bottom) • © National Geographic Image Collection: pages41 (left)/O Louis Mazzarenta; 169 (top right)/BelindaWright; 242 (right)/MAPgraphics Pty Ltd, Brisbane; 243(bottom)/MAPgraphics Pty Ltd, Brisbane/Tibor Toth• National Party of Australia: page 278 (top left) • Newspix:pages 18 (top)/Steve Brennan; 19 (bottom left)/AFP; 126/Bob

Finlayson; 162 (left)/Ian Cugley; 163 (top (a) & (b))/AFP; 250(bottom)/Bob Baker; 260 (left)/Andy Baker; 269/CraigGreenhill; 273 (top)/AFP Photo/Pornchai Kittiwongsakul;274 (top right)/Michael Jones; 281/Jeff Darmanin; 283 ((a) &(d)); 297 (top)/Paul Burston • Copyright NucolorvueProductions Pty Ltd: page 193 • © Outback Photographics/Steve Strike: pages 178–9; © Panos Pictures: page 158 (b);233 (right)/Rod Johnson; 243 (top)/Qilai Shen; 249 (right)/Trygve Bolstad; 257 (top)/Jenny Matthews • © PhotoDisc,Inc.: pages iii, 5 (7 images), 19 (right), 21 (right), 43 (top), 44(bottom right), 55, 85 (left), 105 (left), 117, 144 (top left), 211(centre left), 227 (bottom left), 252 ((c) & (d)), 254 (right), 256(top left), 257 (bottom), 258 (right), 259 (fruit & pizza), 260(girl & shop), 265 (top left), 268 (right), 274 (left) • PictureMedia: pages 121/Gamma/Francois Lochon; 207 (python)/©Dwi Oblo/Reuters • © Qasco Vic P/L: pages 137, 199(bottom & top) • photolibrary.com: pages 24–5/Peter Adams;39 (left)/The Bridgeman Art Library; 50, 54 (top)/JerryEdmanson; 167 (left)/Nigel Hicks; 181 (bottom right)/RobinSmith; 202–3/Science Photo Library/Planetary Visions Ltd• photolibrary.com Royalty Free: pages 211 (bottom right),259 (sandwich)/© photolibrary.com • QueenslandNewspapers: page 163 (bottom)/The Courier Mail/JustinRichardson. • Dr Ronald Seib: page 211 (centre right)• Sensis Pty Ltd: page 260 (Yellow Pages)/® Registeredtrade mark of Telstra Corporation Limited • © The StateHermitage Museum, St. Petersburg: page 38 (left) • StephenChapman: pages 251, 252 (a) • © Steve Bloom/stevebloom.com: page 240 (left) • © Stockbyte: pages 256(top right), 258 (left) • Tourism New Zealand: page 256(bottom right) • © Victoria Police, www.neighbourhoodwatch.com.au: page 301 • Werner Forman Archive: pages 40;81 (top centre)/Schimmel Collection NY • Wildlight PhotoAgency: page 190 (bottom)/Penny Tweedie • World WildlifeFund: page 236.

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• Australian Bureau of Statistics 2003, PopulationProjections, 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 RexWarner, Penguin Classics, 1954. Print rights granted byPenguin UK Ltd, Electronic rights granted by The RandomHouse Group Limited; 69/Extracts from The Histories byHerodotus, translated by Aubrey de Selincourt, Translationcopyright 1954 Aubrey de Selincourt. Reproduced withpermission of the Penguin Group • Solo Syndication: page241/Daily Mail, London, 23 June 1999.

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