Transcript Year 8 Geography Readings

Year 8 Geography
Readings
Year 8 Geog – Globalisation Lesson 1 Reading Activity – Inroduction to Globalisation
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: consumerism, countries, cultural, economic, environmental, geographical, globalisation,
political, religious, social, spatial, technological
6. What does a study of globalisation provide? __________________________________________________________
_____________________________________________________________________________________________
7. What features does this interdependence have? _______________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________________________________
8. How do you think globalisation affects you? __________________________________________________________
_____________________________________________________________________________________________
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The study of globalisation
The study of globalisation provides opportunities for students to identify and explore the ways that individuals and
communities increasingly depend on each other. They recognise that interdependence has a number of features:
• cultural (e.g. arts, media, advertising, food, sport)
• economic (e.g. global consumerism; changing patterns of trade, investment and debt; struggle for development and human
rights; development cooperation)
• environmental (e.g. global climate change, energy security, pollution, population growth, species conservation, protection of
oceans)
• geographical (e.g. the spatial interactions between people and places and how they changeover time – the growth of urban
areas; resource distribution, use and management)
• political (e.g. international governance; bilateral and multilateral relationships; peace and security issues; regional and global
governance; civil rights)
• religious (e.g. values, fundamentalism; interfaith cooperation)
• social (e.g. multiculturalism, migration, tourism, education, public health, people-to-people links)
• technological (e.g. impact of new technologies in different communities and countries; global communications and the
movement of goods; the digital divide).
Year 8 Geog – Globalisation Lesson 2 Reading Activity - Globalisation
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: borderless , communicate, globalisation, influence, overseas, rapid, transnational, web
6. Is Globalisation new? __________________________________________________________________________
7. How has it changed in recent years?_______________________________________________________________
8. How are you a global citizen? _____________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Globalisation
Although globalisation is not new – people, goods, money and ideas have moved around the world for centuries. In
recent years the globalisation process has been rapid and widespread. One of the results has been the growth in large
businesses that produce and sell goods in many countries. These businesses have a large influence on cultures all around the
world. For example young people wear international brand clothes, eat fast food from other countries, watch films made
overseas and listen to overseas bands. At the same time they have become informed, responsible active citizens influencing
decision making at the local to the global scale.
Today globalisation is like a web. This means that no matter how far apart we are geographically, we are all held
together as members of the human race. It is like we are moving toward a borderless world. Globalisation brings people all
over the world closer together. Goods, ideas, money, services and people move between countries. An idea that once took
years to spread around the world, now takes seconds.
Today people communicate instantly with their friends across the world by email and mobile phone and travel to
other countries in the fast A380 airbus. On the Internet, Google Earth enables people to visit exciting places on the other
side of the Earth with a tap on the computer keys. Large companies, called transnational corporations (TNCs) produce goods in
most countries and farmers sell their produce almost anywhere in the world.
Year 8 Geog – Globalisation Lesson 3 Reading Activity - Changes in technology
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: satellite, technologies, vehicles
6. Who owns TracerTrak? ________________________________________________________________________
7. What does it do?_____________________________________________________________________________
8. How would this help the globalisation of our world? ____________________________________________________
_____________________________________________________________________________________________
Tracking technology boosts Bris-Giadstone
New tracking technologies have helped the Brisbane to Gladstone Yacht Race reach a larger international audience as its website
recorded more than 1.6 million hits over the Easter weekend. The 64-yacht field was fitted with the cutting edge satellite tracking
service, named TracerTrak, which enabled fans to track the yachts on a map on the race's official website. The sponsorship deal with
TracerTrak owners, Pivotel Group, led to about 1.6 million hits on the race website, a major leap above last year's record of 80 000 in
total. Of the 1.6 million hits, more than 300 000 were from unique users, representing the total amount of people who used the internet
to monitor the race.
The TracerTrak service, more usually applied to trucks and commercial vehicles, uses a satellite tracking unit, which regularly sends
updates to the Globalstar constellation of 40 low earth orbit satellites. The location and behaviour of the asset are then reported to a
map that can be updated at intervals as short as two minutes apart. Plain sailing Pivotel Group managing director Peter Bolger said the
partnership was an enormous success and highlighted the tracking abilities of the service.
'The fantastic thing about the integration of the internet into the TracerTrak service is that it allows people to track or monitor
assets from anywhere that the Internet is accessible,' said Mr Bolger. 'The event organisers had emails coming from people in places
like Canada and Honolulu who were following the fleet through the TracerTrak system. 'The event was the perfect way to give people a
sample of what the TracerTrak can do when it is applied to boats and other vehicles.‘ Queensland Cruising Yacht Club Commodore lan
Gidlow said the satellite yacht tracking was a real coup for the 60th anniversary of the race.
'We were thrilled to have Pivotel TracerTrak devices fitted to every yacht and be able to enable people from around the globe to
track the fleet in real time,' Mr Gidlow said. Mr Bolger said that tracking was only one component of the 'versatile and cutting-edge
technology'.
'With TracerTrak you can predefine areas so that if the asset leaves those boundaries, an alarm is sent via email or SMS to your phone,'
said Mr Bolger. 'These sorts of features are great not just for the consumers wanting the added security for their boat, but also for
commercial markets.’ Some of the major clients of TracerTrak are logistics companies wanting to have the ability to monitor vital
business assets such as shipping containers and trucks. With satellite coverage extending well out into the oceans surrounding
Australia, such as the islands of Vanuatu and Noumea and up through PNG, the traditional tracking limitations of cellular networks
are a thing of the past.'
Year 8 Geog – Globalisation Lesson 4 Reading Activity - Changes in communications
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: broadband, communication, data, digital, geostationary, information, network, wireless
6. What is the best way to handle the large flows of information? ___________________________________________
7. What are geostationary satellites? ________________________________________________________________
______________________________________________________________________________________________
8. Why do you think Antarctica is not connected by fibre optic cable? _________________________________________
______________________________________________________________________________________________
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THE FIBRE OPTIC CABLE NETWORK
One fibre optic cable is as thin as a human hair and is able to carry large amounts of digital information over very long
distances. Fibre optic cables are the best method of handling the high volume of phone calls and information flows between
different places all over the globe. The fibre optic cables that are laid around the world are made up of thousands of
individual cables. A huge network of these cables connects the world’s major cities. They have enabled the development of
the telephone, cable television and Internet network that we have today. The network is laid on land and on the sea floor
across most of the world’s oceans. The only continent not connected by fibre optic cable is Antarctica. A recent advance in
communication technology is the growth in broadband technology. Digital files are sent through telephone lines, fibre optic
cables, wireless networks and satellites. The future challenge for the optical fibre cable network will be to increase the
amount of data that can be transmitted through the cables as the size of the files increases and more of the world’s
population use the network. Broadband has all but replaced dial-up Internet accounts because it is faster and can handle large
amounts of information.
SATELLITE COMMUNICATIONS
With the development of the first wireless technology at the end of the nineteenth century came the difficulty of sending
these communication signals over long distances. As signals do not bend along the Earth’s curved surface, satellites were
developed to overcome this problem. They are able to record and send information as they orbit high above the earth. Today,
there are hundreds of satellites in operation around the world. These satellites are used for communications, weather
forecasting, television broadcasting, radio communications, Internet access and defence, as well as other things, such as
global positioning systems (GPS). Most communication satellites in use today are in a geostationary orbit. This means that the
satellite remains over the same position of the Earth’s surface and stays fixed in the sky from any point on Earth.
Geostationary satellites can be spaced at intervals of up to 120 degrees longitude. In this way as few as three satellites are
able to link all the inhabited regions of the world, providing an effective global communications network. Satellites are the
best method of mobile communications for ships and planes as well as for people who are in areas that lack good
communication networks.
Year 8 Geog – Globalisation Lesson 5 Reading Activity - Changes in television
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: absorbs, adapts, boundaries, indigenous, local content, media giants, Western, world,
6. What culture does globalisation tend to spread? _______________________________________________________
7. Why is that? _________________________________________________________________________________
______________________________________________________________________________________________
8. What do you think is best? Local culture or a world culture?______________________________________________
______________________________________________________________________________________________
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Globalisation and television
Culture changes over time as it adapts to and absorbs external influences. Globalisation is affecting the culture of indigenous
and national peoples in all parts of the world. Globalisation tends to spread Western culture, particularly American culture.
Many people are concerned that local cultures are being edged out and might eventually disappear. Others think that
cultural integration is a good thing and look forward to the development of a world culture.
The Internet, satellites and cable TV have swept away cultural boundaries. Information and entertainment can
now be flashed around the world in seconds. However, control of the media is concentrated in the hands of a few media
giants such as Time Warner, Disney and News Corporation. Their control and influence extends into film production, book
publishing, music, television, retail stores, amusement parks, magazines and newspapers.
In Australia, broadcasting networks must abide by rules that lay down the amount of `local content’ that is,
Australian-made productions. shown on TV. The aim as stated in the Broadcasting Services Act is to `promote the role of
broadcasting services in developing and reflecting a sense of Australian identity, character and cultural diversity'. Some fear
that, without these content rules, the local film and broadcasting industry will collapse and Australian culture will be
overwhelmed by Americanisms.
News Corporation (or NewsCorp) had humble beginnings in Australia as the Adelaide Advertiser, a newspaper
owned by Sir Keith Murdoch. His son Rupert Murdoch, who succeeded him, is now the Chief Executive Officer (CEO) of News
Corporation. Murdoch has created a global media empire based in the Asia–Pacific, North America and Europe, using the very
latest in computer, cable and satellite technology. The major activities of this global media enterprise include printing and
publishing newspapers, magazines and books, television broadcasting and motion picture production and distribution.
In summary, News Corporation has been a highly successful transnational corporation. In June 2006, the
company’s total assets were US$56 billion, with a net profit (after tax) of US$2.3 billion. There are over 50 000 employees
of News Corporation spread around the world. News Corporation is a true global media company, involved in the production of
films, television, newspapers, magazines and books. It is still searching for new opportunities and using new technologies.
Year 8 Geog – Globalisation Lesson 6 Reading Activity - Changes in transportation
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: cargo, containers, passengers, shipping, supertanker, technological, trade
6. What is international shipping? ___________________________________________________________________
_____________________________________________________________________________________________
7. What technological advances have increased air and sea transportation? _____________________________________
_____________________________________________________________________________________________
8. What sorts of goods do you think would be transported by sea rather than air? ________________________________
_____________________________________________________________________________________________
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Changes in transportation
Sea Transport
International shipping involves the movement of goods between countries. The type and volume of goods that can be
shipped between countries has increased dramatically due to technological advances.
There has been a steady growth of containerised cargo since the first container ships were built in the 1960s. The
development of the supertanker made it easier to move oil and liquid cargo and the containerisation of cargo made shipping
faster and more efficient than in the past. They can now carry more than 8000 containers at a time. Modern dock facilities
and containerised cargo have contributed to the growth of world cargo movements. World container trade is growing at an
average annual rate of around 9.3 per cent per year. Today around 90 per cent of global trade is carried by sea.
Air transport
In 1947 Qantas began flying the longest airline route in the world - the `kangaroo route' from Sydney to London. The
journey took 94 hours with 56 hours of actual flying time. The four-engine Constellation carried 28 passengers at a cruising
speed of 480 kilometres per hour. Sixty year later in 2007 the A380 Airbus A380 arrived in Sydney. It holds 525 people,
travels at 900 kilometres per hour and travels 15,200 kilometres without stopping. With 50% more floor space than the
Boeing 747 it provides more space for passengers to stretch their legs.
Year 8 Geog – Globalisation Lesson 7 Reading Activity - Economic effects
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: foreign investment, global economy, integration, migrations, world trade
6. What is economic integration? ___________________________________________________________________
_____________________________________________________________________________________________
7. What are its four key elements? ___________________________________________________________________
______________________________________________________________________________________________
8. What is one bad thing of global integration? __________________________________________________________
Economic Effects of Globalisation
The term ‘economic integration’ refers to the growing number of links between firms and economies across
national borders. Examples of these links include flows of goods, money, information and the movement of workers between
countries. The linking of economies is not new. Trade has taken place between distant civilisations for centuries. But these
links expanded rapidly during the last half-century due to changes in technology, consumer tastes, governmental regulation
and the growth of transnational corporations (TNCs). The four key elements of economic integration are international trade
flows, international financial flow, international investment and the global migration of workers. There is no better example
of the extent to which the global economy is integrated than the speed at which the economic crisis of 2008–09 spread from
its origins in the housing finance industry in the United States to plunge some of the world’s biggest economies into
recession. Millions lost their jobs, people’s savings reduced and their assets lost value.
World trade is an important economic link between countries. The rate of change in international trade has been
much faster than the rate of growth in world economic activity. The increasing influence of TNCs has been largely
responsible for this trend. TNCs (such as Nike, General Motors, Shell and Sony) play a central role in the global economy.
Firms such as these now account for around 25 per cent of all goods and services produced globally. In addition, current
estimates suggest that about one-third of all world trade involves the movement of partially manufactured goods within
these large companies.
Another important indicator of increasing economic integration has been the rapid growth in foreign investment
between countries. This investment usually involves individuals, businesses and governments buying overseas assets, including
factories, hotels, office buildings or shares in companies. It is important to note, however, that around 80 per cent of the
flow of investment funds is between developed countries. The forty-nine poorest countries of the world received less than 3
per cent of these funds.
Movement of workers. Developments in transport technology have made it easier for individuals to move from
one country to another in search of employment. These migrations are of two main types: the movement of highly skilled,
highly paid professionals (often employees of TNCs); and the movement of poorly paid, low skilled workers. Often referred to
as ‘guest workers’, these people (numbering some 90 million) work in countries with labour shortages and send money back
home to their families.
Year 8 Geog – Globalisation Lesson 8 Reading Activity - The Rise of TNCs (15 mins)
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: campaigns, developing, employment, exploited, home base, retailor, unregulated
6. What is a TNC? _______________________________________________________________________________
_____________________________________________________________________________________________
7. What types of goods are made by TNCs? ____________________________________________________________
_____________________________________________________________________________________________
8. Do you think sweat shops are good for a country or not? Why? ____________________________________________
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Transnational corporations (TNC)
A transnational corporation (TNC) is a large business organisation with a home base in one country but operates
in other countries. They generally move their production to countries, where wages and taxes are low, environmental
standards poor and trade unions weak.
On the positive side, TNCs increase the quality of life of poor people by providing employment. Levi Strauss is
an example of a TNC. Levi sold his first jeans to miners in the California Gold Rush in 1853. Today jeans are made in China,
Bangladesh, Mexico and the Philippines and are worn by both rich and poor in all countries.
There are many different types of TNC’s. Some are known for their links with food (Nestle), cars (BMW), oil
(Exxon Mobile), retail (Woolworths), banks (Citicorp) and computers (Microsoft). Many of these TNCs are wealthier than
countries. Wal-Mart is the world's largest retailer, with 4,600 facilities visited by 110 million customers each week. General
Motors, the world's largest automaker, manufactures in 33 countries and sells in 200 countries.
Sweatshops
A sweatshop is a working environment that is unregulated and usually characterised by poor (often dangerous) working
conditions, including long hours, poor wages and the requirement to handle dangerous (sometimes toxic) chemicals. Workers
are often exploited. They have few rights and are denied the means of seeking better conditions. Trade unions are usually
banned from the workplace and joining a union can result in dismissal. These enterprises often violate child labour laws.
While generally associated with poor developing countries, sweatshops can exist in any country. Sweatshops
usually employ low levels of technology and produce a variety of goods, such as toys, shoes, clothing and furniture. Some
governments turn a blind eye to the existence of sweatshops. Some see them as an early step in the process of technological
and economic development—the means by which a poor country can turn itself into a rich country. Some people choose to
work in sweatshops because the sweatshops offer them higher wages and better working conditions compared with a life of
manual labour on a farm. A number of organisations, such as Oxfam, have mounted campaigns against the use of sweatshops
by TNCs .
Year 8 Geog – Globalisation Lesson 9 Reading Activity - Economic effects 2
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: consumers, free trade, information, nationstate,
6. How do governments try to protect their local industries? _______________________________________________
______________________________________________________________________________________________
7. What is a nation state___________________________________________________________________________
8. Why are they losing power?_______________________________________________________________________
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Developments in international trade
Recent history has shown that if countries trade more freely with each other, they will gain economic benefits and higher
living standards. Consumers benefit from cheaper goods and services and more variety. Despite the obvious benefits that international
trade provides, some countries feel they need to protect their domestic industries by means of tariffs, quotas,
subsidies and embargoes. However, these protection measures are seen by others as inefficient, only making goods and services more
expensive for consumers.
Countries can now see the benefits of signing trading agreements or banding together to form trading blocs.
• The EU (European Union) began as a trading bloc before it became a political unit. It began (as the European Common Market) in 1957
with six member countries. It has steadily grown in size and influence and today there are twenty-seven members. Some of these
countries have even adopted a common currency, known as the euro..
• In 1993 the World Trade Organization (WTO) was formed with the aim of settling trade disputes and organising multilateral trade
negotiations. Today the WTO is still committed to more free trade on a global scale through the elimination of tariffs and other
restrictive trade practices. The result of these developments has been a tremendous growth in world trade.
Political impacts and changing global relations
The world is made up of a number of countries or nation-states, each with its own system of government. Throughout
history, different nation states (like Spain, Britain, Germany, France) have become very powerful. Recent world events, however, point to
the United States as the most powerful nation-state by way of its supreme military and economic power. Meanwhile, countries such as
China and India are gaining in power and influence with their high rates of economic growth and rising middle class.
Despite this, globalisation has reduced the power of the nationstate over its people. Countries are no longer able to control
the flow of information across national boundaries. The Internet has seen to that. The governments of countries are no longer operating
in controlled environments and as a result the sovereignty of the nationstate is being undermined. Some nation-states form political
alliances for different purposes. The European Union (EU) is one such example. The Soviet Union is an example of a past alliance.
Countries formed alliances following the September 11 terrorist attacks in 2001. Then there was a so-called ‘coalition of the willing’
involved in the Iraq War. These alliances change according to political influences and circumstances.
Year 8 Geog – Globalisation Lesson 10 Reading Activity - Changing work patterns
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: educated, immigrants, labour, manufactures, skilled, sweatshops, unskilled, working
conditions
6. Which workers are in high demand? _______________________________________________________________
7. Why do big business manufacture their goods in developing countries? _____________________________________
_____________________________________________________________________________________________
8. Apart from long working hours how else do you think working conditions may be poor in developing countries? __________
______________________________________________________________________________________________
______________________________________________________________________________________________
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Changing labour patterns
Highly skilled labour can easily travel around in the ‘global village’. With Internet access in nearly every country, the highly
educated are increasingly online and in touch around the world. Professional workers from Africa are now working in countries
in Europe and the United States. Immigrants with skills in computing technologies are also in high demand around the world.
By contrast, unskilled labour faces many hurdles. Many families are separated because of the tight restrictions in rich or
developed countries on the immigration of unskilled labour. Globalisation may be creating a global village, but not everyone can
be a global citizen. The exploitation of labour in developing countries is a serious issue. Many big businesses use labour in
overseas countries because it is cheap and the rules that businesses have to follow are less strict. The working conditions in
the so-called sweatshops are usually very poor.
Making toys in China
China is the world’s biggest toy manufacturer and exporter. It manufactures about 70 per cent of the world’s toys. Over
8000 factories churn out cheap plastic toys for fast food restaurants, cereal boxes and various other market outlets
throughout the world. Over 75 per cent of China’s toy production is concentrated in the south-east of the country, in the
Guandong Province. The main toy manufacturing centre in this province is Dongguan City, on the eastern outskirts of
Guangzhou (previously known as Canton) not far from Hong Kong. Dongguan’s toy industry is now the world leader in terms of
manufacturing scale and technical know-how. The industry had its origins in Hong Kong but Dongguan has now developed its
own independent brands. A typical factory produces soft toys and plastic toys for its clients including McDonald’s, Mattel,
KFC, Fisher-Price and Hasbro. The American retail giant Wal-Mart is a big customer. On an average $2 sale, the factory in
China will only make about 10 cents profit. Working conditions in the factory are very different from those in Australia.
Working hours, for example, are much longer.
Year 8 Geog – Globalisation Lesson 11 Reading Activity - Cultural impacts
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: culture, faster, influence, mass consumer, traditional,
6. What is culture? ____________________________________________________________________________
___________________________________________________________________________________________
7. How are cultures spread? _______________________________________________________________________
8. In what ways have we become Americanised? ________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
The term ‘culture’ refers to the way of life of a group of people, including their traditions, customs, languages and belief systems.
Cultural integration describes the way in which changes in technology, the growth of transnational corporations (TNCs) and global
media/entertainment companies are creating increasing similarities and links between world cultures.
The mixing of cultures is not a new trend. Since the first migrations of people across the globe, local traditions, languages
and customs have mixed with and influenced each other. Cultural change continues today but at a much faster rate. Recent developments
in communications (including the telephone, television, the internet and satellites) and expansion in world trade and long-distance travel
mean that the way of life of one culture can quickly influence cultures on the other side of the globe. Evidence of cultural integration is
all around us.
Brand names such as McDonald’s, Coca-Cola, Disney, Nike, Apple, IBM and MTV are now found all over the globe. Because
of their global popularity and influence, these brands, and their related products, have made a major contribution to the development of
a mass consumer culture. Two of the best examples of the spread of a mass consumer culture are the global music industry and world
sport.
Cultural impacts include food, fashion, music, sport, religion and language. Many people believe that globalisation is
responsible for changing or destroying traditional cultures—through the effects of the global media and consumer marketing. There is a
general fear that globalisation is pushing so-called ‘Western ideas’ (from America and Europe) and influencing the cultures of other
countries.
The growth in global communications has meant that dominant aspects of a culture are becoming common. It is said that
the American entertainment industry (films and television) has led to a type of ‘globalisation of culture’ because people are influenced by
them. How many American films do you see in Australian cinemas and on television?
Global advertising campaigns are also effective in reaching large numbers of people throughout the world. The increasing
use of the Internet contributes to this globalisation of culture. There is a concern that national identity and traditional values of many
countries may be lost over time. Other people believe that globalisation helps to keep cultures alive.
Globalisation has also had an effect on the languages spoken throughout the world. Languages such as English, Spanish,
Mandarin Chinese and Indonesian have been displacing regional languages. English has tended to dominate as the language of the global
village through influences such as American films, popular music and the Internet. As well, there are now more people who speak English
as their second language (even those with a smattering) than ever before—some estimate the figure to be more than 1.5 billion people.
Year 8 Geog – Globalisation Lesson 12 Reading Activity - Global commons.
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words: atmosphere, commons, global, exploitation, pollute, sustainability,
6. What are the global commons?
__________________________________
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7. How are the global commons threatened?
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8. Why do you think countries would not be
doing the right thing?
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Year 8 Geog – Global inequalities Lesson 1 Reading Activity
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words : development, human, indicators, poverty, standards, wealthy,
6. What do not all humans enjoy?____________________________________________________________________
7. What are the essential aspects of life? ____________________________________________________________
____________________________________________________________________________________________
8. Do you enjoy all the essential aspects of life? How? ____________________________________________________
_____________________________________________________________________________________________
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Uneven human development
Not all human beings enjoy the same standard of living. Globally, huge variations in human development exist. While some
people have much more than they need, others are struggling to meet basic human needs of clean water, food, clothing and
shelter. Human development is complex and difficult to measure. There are so many variables.
Extremes of poverty and wealth
The wealthier countries are predominantly located in the northern hemisphere while the poorer countries are located in the
southern hemisphere with the major exceptions of Australia and New Zealand.
When viewing the total income distribution in the world as a whole, it resembles a champagne glass. At the top where the
glass is widest the richest 20 per cent of the world’s population hold 75 per cent of the world’s income. At the bottom of the
stem where the glass is narrowest the poorest 40 per cent hold 5 per cent of the world’s income and the poorest 20 per cent
just 1.5 per cent.
Measuring human development
There is much more to human development than income. To gain a better picture of human development we need to look
beyond just poverty and wealth to consider the access of people to the essential aspects of life including safe water, food,
health, shelter and education. The United Nations uses a variety of indicators including infant mortality, adult literacy rates,
life expectancy and the Human Development Index.
The United Nations Human Development Index (HDI) is one of the most comprehensive measures of human development, as
it is a summary measure of three essential components of human development:
✪ living a long and healthy life (life expectancy at birth)
✪ being educated (adult literacy rate and the gross enrolment ratio for primary, secondary and tertiary schools)
✪ having a decent standard of living (GDP per capita (US$).
Using this indicator as a measure of development, in 2004 there were sixty-three countries that were classified as having
high human development, eighty-three countries classified as having medium human development and thirty-one countries
with low human development
Year 8 Geog – Global inequalities Lesson 2 Reading Activity
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words : basic, developing, efficient, limited, malnourished, quality,
6. How many kilojoules are needed to live? ___________________________________________________________
7. How does a malnourished diet affect people? _______________________________________________________
____________________________________________________________________________________________
8. How could we solve the world’s food problems? _______________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
ACCESS TO FOOD
Having enough to eat is the most basic of all human needs. This can be measured by calculating the kilojoules consumed per
person each day. When this is compared with the amount of food that is considered necessary for a basic diet, the
differences between rich and poor countries become clear. The average American consumes 16 329 kilojoules per day,
while the average Ethiopian makes do with just 6950 kilojoules per day. The number of kilojoules considered necessary for
a healthy lifestyle is 9630 per day.
Just measuring the amount of food is not enough. The quality of the food must be considered. A diet that does not include
a balance of fresh produce does not promote good health. Many people in the developing world survive on a diet featuring a
limited range of foods, many of which are low in nutritional value.
All people need enough nutritious food to grow and stay healthy. Malnutrition is where the body fails to develop because it
lacks the essential vitamins and energy for growth. It is a problem facing much of the world’s population. Around 850
million people worldwide are considered to be malnourished, and most of these live in the poorer countries of the world .
Over 9 million people die each year from hunger and malnutrition. Out of these, 5 million are children.
Many children die from a few treatable infectious diseases including diarrhoea, pneumonia, malaria and measles. They would
survive if their bodies and immune systems had not been weakened by hunger and malnutrition.
Is there enough food?
World agriculture is very efficient and the crops grown today produce large amounts of food. In fact there is 17 per cent
more energy available per person per day from the foods we grow today than there was 30 years ago. This means there is
enough food grown worldwide to feed everybody. The issue is not one of the amount or quality of the food produced, but
how the food is shared around. While hunger is a problem in the poor world, being overweight is a major problem in many of
the world’s richest countries.
Year 8 Geog – Global inequalities Lesson 3 Reading Activity
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words :access, contaminated, cholera, climates, diarrhoea, sanitation, survival,
6. How much water is needed a day minimally? ________________________________________________________
7. What diseases can be caught from contaminated water? _______________________________________________
____________________________________________________________________________________________
8. List all the things your household uses water for in a day. _______________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Access to safe water
During the lesson in which you read this material, 160 children will have died because they didn’t have access to
clean water or sanitation facilities. On just this one day, 9300 people (equal to 3.4 million a year) will have died from
diarrhoea, cholera or another disease spread by contaminated water or poor personal hygiene resulting from water
shortages. Most of these people will have lived in Asia and Africa, and most will have been under the age of five.
Access to safe water is essential for human survival. The United Nations Millennium Development Goals aim to
halve the proportion of people without sustainable access to safe drinking water and sanitation by 2015. Progress has been
made towards reaching this goal. However, 1.1 billion people globally still lack access to clean water (UN Human Development
Report, 2006). According to the measure being used by the UN, this means that these people live more than 1 kilometre
from safe drinking water and have to rely on unsafe water from sources such as drains and streams. They mainly live in
rural areas of developing countries. Unsafe drinking water can lead to a multitude of illnesses including diarrhoea, trachoma,
cholera and intestinal worms. Many of these illnesses lead to death for people in developing countries without access to
doctors.
A general threshold is difficult to define due to different water needs in different climates. However, the 50litres-aday threshold has been calculated by taking the World Health Organization’s (WHO) suggested minimum
requirement of 20 litres a day from a source within 1 kilometre of the household for drinking and basic personal hygiene and
then factoring in bathing and laundry needs.
Year 8 Geog – Global inequalities Lesson 4 Reading Activity
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words : diet, doctors, drugs, life expectancy, medical, sanitation, standards
6. Who lives much longer in the world?_______________________________________________________________
7. What factors affect a persons health? ____________________________________________________________
____________________________________________________________________________________________
8. Which of these factors are the most important for maintaining a person’s health? Why? ________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Inequalities in health
Everyone has the right to adequate health, including food and medical care. Unfortunately not all people have
access to doctors, hospitals, drugs, clean water, sanitation and a balanced diet. Inequalities in health exist between countries
and within countries and between rural and urban areas, men and women, and ethnic groups. The life expectancy of people
around the world varies greatly. People in countries with high standards of living live much longer than people in countries
that suffer food shortages, unhygienic living conditions, diseases such as AIDS, and warfare.
At a local scale, a person's environment, work and lifestyle have an impact on how healthy they are and how long
they expect to live. For example, most people who live in Potosi, Bolivia, do not live beyond their fortieth birthday. They
suffer from silicosis and other forms of lung poisoning, caused from long hours working in the mines.
Almost 12 000 of the 350 000 babies born each day will die within their first month of life and 98 per cent of
these deaths will occur in developing countries. It is estimated that one and a half million babies die each year because they
are not breastfed. Breastfeeding in developing countries rapidly declined when the market for formula milk expanded.
However, infant mortality rates rose due to diarrhoeal diseases (caused by polluted water and poor hygiene). When women
went back to breastfeeding infant mortality rates fell.
Year 8 Geog – Global inequalities Lesson 5 Reading Activity
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words : banned, boycotting, conditions, employed, expectancy, imported, inequalities, poverty,
6. what has become popular in recent years? __________________________________________________________
7. What conditions do the children suffer ? ___________________________________________________________
____________________________________________________________________________________________
__________________________________________________________________________________________
8. How can we help the child workers of India? _________________________________________________________
____________________________________________________________________________________________
_________________________________________________________________________________________
THOSE PAVERS COME AT A HIGH COST!
In recent years, Kota stone pavers, imported from the limestone quarries in Rajasthan, India, have become
very popular with Australian home renovators and landscape architects. The pavers, with their subtle blue, beige and red
tones, and distinctive hammered edges, are used extensively in public spaces, such as Sydney’s King Street Wharf. Home
renovators have embraced the trend and happily pay $69.00 for each paver.
Little thought, however, is given to the conditions under which the stone is quarried in India. Most people would
be shocked to learn that children, as young as 5 years of age are forced to work in terrible conditions to meet the demand
for the pavers. In temperatures exceeding 40°C in summer, young boys chisel a perfect line across a sheet of stone. Older
boys, working 11-hour shifts, then break up the stone with sledgehammers, using the lines as a guide. For their efforts, the
boys are paid just 50 Indian rupees (about A$1.20) a day. Injuries are common. Many of the children work with bandaged
hands and legs, the bandages covering the injuries caused by misjudged hammer and chisel blows, and flying rock fragments.
The average life expectancy of these workers is just 44 years of age. In all, some 350 000 children are
employed in India’s mining industry. For most, there is no alternative. Poverty drives them into the mines. Most live on site,
where there is no regular water supply, electricity, schools or hospitals. Many of the children are forced to work as slave
labour, paying off the debts of their parents. There is also a cultural dimension to this human suffering. The Dalits,
members of India’s untouchables caste, are employed extensively in India’s mining industry. They do the dirtiest and most
dangerous tasks.
While child labour is officially banned in India, the practice is still widespread. Law enforcement is not always
effective and for many families there is no alternative source of income. Boycotting the purchase of Kota stone is not an
effective response because it would simply increase the level of poverty experienced by the children’s families. The plight
of India’s children highlights the inequalities that exist in the world today.
Year 8 Geog – Global inequalities Lesson 6 Reading Activity
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words : controversy, dignity, developed, developing, exploits, poverty, shelter, stereotypes,
6. Where does homelessness occur? ________________________________________________________________
7. What are the common causes of homelessness? _______________________________________________________
______________________________________________________________________________________________
___________________________________________________________________________________________
8. What do you think about the controversy surrounding the film Slumdog Millionaire? ____________________________
______________________________________________________________________________________________
___________________________________________________________________________________________
1. HOMELESSNESS
Homelessness exists in both developed and developing countries. There are many causes of homelessness.
Without access to shelter the homeless are forced to ‘sleep rough’ on pavements, in parks and under bridges and freeway
overpasses. Some of the most common causes of homelessness are poverty, lack of affordable housing, mental illness,
substance abuse, domestic violence, natural disasters, evictions and foreclosures. Worldwide, there are an estimated 100
million homeless people.
In Australia, one in every 200 people is homeless; that is, without safe, secure or affordable housing. In 2008,
105 000 Australians experienced homelessness; one in every 154 Australians sought help from a homeless assistance service;
and one in every forty-two children under the age of four slept in homeless service accommodation. Twenty-three per cent of
Australian’s homeless are children and almost one in four people is under 18 years of age. Of those who are homeless, 44 per
cent are staying temporarily with relatives and friends. Twenty per cent are living in boarding houses, 18 per cent are
sleeping rough on the streets and 18 per cent are staying in accommodation provided by the homeless support system.
Slumdog Millionaire
The 2008 British film Slumdog Millionaire won eight Oscars, including Best Picture and Best Director, at the 2009 Academy
Awards. In the film, a Mumbai teenager, who grew up in the city’s slums becomes a contestant on the Indian version of Who
Wants to be a Millionaire?. He is arrested on suspicion of cheating, and while being interrogated, a series of scenes from his
life in the slums of Mumbai are shown. These events explain why he knows the answers to the questions asked. Despite the
film’s success, there was controversy over the way it portrays Indians. Some people argued that the film promotes Western
stereotypes about poverty in India. Others alleged that the slum-dwellers are depicted in ways that violate their human
rights. Social activists in Mumbai protested that the film exploits the poor for the purposes of profit, and that the fi lm title
is offensive and demeaning, and insults their dignity. The child actors featured in the film continue to live in makeshift
shacks in the slums of Bandra, a suburb of Mumbai.
Year 8 Geog – Global inequalities Lesson 7 Reading Activity
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words : average, contribute, developing, expectancy, financial, literacy
6. On average globally what percentage of the male wage do women earn? _____________________________________
7. In Africa who does most of the agricultural work? ____________________________________________________
8. In what ways are women unequal to men in Australia? __________________________________________________
______________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________
Women’s lives
• On average, women in developing countries live twenty-seven years less than women in developed countries. Women in
Australia and Japan, on average, live to 83 years; the life expectancy of women in Uganda is just 40 years.
• The average age at marriage for women in Mali and Niger is 16; in Australia it is 27.
• In Senegal, women spend about 2.5 hours a day gathering fuel wood.
• The global average wage for women is about three-quarters of that for men. It ranges from 92 per cent of the male wage in
Belgium, Germany and the United States to 42 per cent in Bangladesh.
• In nearly every country, women work more hours than men—when paid and unpaid labour is taken into account.
• In many African countries, women contribute up to 80 per cent of total food production yet receive less than 10 per cent of
the financial help given to small farmers.
• In South America and the Caribbean, 85 per cent of women can read and write; the female literacy rate in South Asia is 34
per cent; in the Arab states, 41 per cent.
• Every year, about 1 million children, mostly girls, are forced into prostitution.
• Of the 1.3 billion people living in extreme poverty, about 70 per cent are women.
•Women work two-thirds of the world’s working hours and produce half the world’s food, and yet earn only 10 per cent of the
world’s income and own less than 1 per cent of the world’s property.
• Only 8 per cent of the world’s cabinet ministers are women.
• Of the 192 member states of the United Nations, only 24 have female leaders.
Year 8 Geog – Global inequalities Lesson 8 Reading Activity
1. Write down the heading. ____________________________________________________________________
2. What do you think this piece of writing is about?_________________________________________________
3. Is it descriptive, informative or persuasive?_____________________________________________________
4. Read the piece of writing and circle any words whose meaning you are not sure of.
5. Underline the following words : decline, dependent, domestic, estimate, fuelled, importance, reserves,
6. When will oil run out? _________________________________________________________________________
7. Where are the oil reserves? ____________________________________________________________________
8. How do you think the world will power its industries after the oil runs out? _________________________________
____________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Running on empty?
No one knows how long the world’s oil reserves will last, but even the petroleum industry suspects the world
‘peak’ is now approaching. Experts estimate that there are only 40 years of proven reserves left. This estimate has
actually increased in recent years, as production capacity has fallen. Cutting consumption would further prolong oil’s life.
The Middle East remains the biggest player in oil, currently providing nearly one-third of the world’s total.
The Middle East also dwarfs the rest of the world, when it comes to reserves, ensuring its continued importance on the
global political stage. Saudi Arabia alone has 21.9 per cent of the world’s proved reserves. The UK’s North Sea and Canada
also still have substantial reserves Europe and Eurasia (mainly Russia and the UK) and North America are also big
producers. The difference is that nearly all the Middle East oil is for export while Europe and the US do not produce
enough to meet their own needs.
Until the onset of the Global Economic Crisis (GFC) in 2008–09, demand for oil was at an all-time high, fuelled
by the continued economic expansion of the economies of China and India. China overtook Japan as the world’s secondlargest consumer of oil in 2003 and is closing in on the USA, with demand for oil growing at about 15 per cent a year.
Despite this, the gas-guzzling USA remains the world’s largest per-capita oil consumer. Western Europe and Japan are
heavily dependent on oil imports because production cannot meet massive domestic demand. Producers in the Middle East,
where oil costs so little, are also heavy users. Poorer countries consume much less per head. The price of oil nearly doubled
in value during 2007 before crashing during the GFC. Experts predict that the price will increase significantly in coming
years as economic recovery takes place and reserves decline.
Year 8 Geog - Global Issues Lesson 1 Skills No.1
Grid References
Use the map A to answer the following.
(1) Who lives in the small houses in B2 and C2?_________________
(2) How far would the church congregation have to travel after a
service to enjoy a barbecue in Royal Park?____________________
(3) Which railway line would have been the more expensive to build,
the the western line or the northern line? Give reasons for your
answer______________________________________________
___________________________________________________
(4) In which general direction does the River Tir flow? __________
(5) At which Area Reference do three roads meet up?
____________________________________________________
(6) What would be a good fishing spot in C5? __________________
(7) Which road does the council have plans to improve?
____________________________________________________
(8) What is the Grid Reference of a kiosk in the south west corner
of Royal Park?_________________________________________
(9) Is it true or false that the church is north of one railway line and
west of the other?_____________________________________
(10) Identify three natural physical features shown on the map.
____________________________________________________
____________________________________________________
Use the map B to answer the following questions
(1) If you travel from the church to the lake, in what direction would
you travel? __________________________________________
(2) Why are there no houses in the south west?________________
___________________________________________________
(3) What is the highest point in the area?_____________________
(4) Why do most residents live in the eastern region? ____________
____________________________________________________
(5) What facility that would help tourists is to the west of the town?
____________________________________________________
(6)What features may attract tourists to this area?
____________________________________________________
___________________________________________________
A
B
C
D
E
F
Year 8 Geog - Global Issues Lesson 2
Skills No. 2
Grid References
Plot and join the following points:1.
131 393 join to 209 469
2.
3.
4.
5.
6.
7.
8.
9.
10.
131 469 join to 209 393
108 430 to 153 447 to
170 494 to 187 447 to
234 430 to 187 414 to
170 367 to 153 414 and back to 108 430.
139 441 to 131 469 to 158 461
181 461 to 209 469 to 201 441
201 419 to 209 393 to 182 401
159 399 to 131 393 to 139 419
11.
Now Label the compass you have made.
Remember
Never
Entertain
Sexy
Women
12.
13.
14.
15.
Year 8 Geog - Global Issues Lesson 3
Skills No. 23
Place Location Oceans
In reality there is only one ocean, since all
the oceans are connected. However.
different sections of this ocean are given
different names. They also have different
characteristics. The Atlantic, for
example, is rough and cold compared to
the Pacific. Use the clues on this page to
label the oceans on Master 26.
1.The North Atlantic lies between Europe
and North America.
2.The South Atlantic lies between Africa
and South America.
3.The Mediterranean Sea lies between
northern Africa and southern Europe.
4.Northeast of the Mediterranean is the
Black Sea.
5.Southeast of the Mediterranean is the
narrow Red Sea.
6.Between Africa, India, and Australia
lies the Indian Ocean.
7.Between India and Arabia is the
Arabian Sea.
B.The Bay of Bengal lies between India
and Thailand.
9.The Coral Sea lies east and north of
Australia, but south of New Guinea.
Extra Activity: Find the following five bodies of
water in an atlas or encyclopedia and add them
to your map. Use a different color pen to label
these five. (1) Wendell Sea. (2) Yellow Sea, (3)
Gulf of Mexico, (4) Barents Sea, (5) North Sea.
10.The North Pacific lies between the U.S.S.R.
and North America.
11.The South Pacific lies between Australia and
South America.
12.The Arctic Ocean lies north of the U.S.S.R.
and Canada.
13.The Beaufort Sea lies north of Alaska and
Canada.
14.Baffin Bay lies between Greenland and
Canada.
15.The Baltic Sea lies between Sweden and
Poland.
16.The Sea of Okhotsk lies north of Japan,
surrounded by land of the U.S.S.R.
17.The Sea of Japan lies between Japan and
Korea.
18.The Bering Sea lies between Alaska and the
U.S.S.R.
19.The Caribbean Sea lies north of South
America and east of Central America.
20.Hudson Bay lies in eastern Canada, wholly
surrounded by Canadian territory.
Year 8 Geog - Global Issues Lesson 4 Skills No. 4
Biodiversity Graph Skills
Biological diversity' is the term used for the variety of life
on earth. It includes all species of plants, animals and micro
organisms as well as the ecosystems they create. Australia's
biodiversity is significant in two ways: (1) its contribution to
global (worldwide) biodiversity; and (2) the high percentage
of living things which are unique to Australia
1 a Which organisms are the most numerous in Australia?
___________________________________________
b Why don't scientists know the exact species numbers of
these organisms? _______________________________
2 Many plants and animals are unique to Australia.
a Using the diagram name the categories and the
percentage of species that are unique to Australia.
______________________________________________
______________________________________________
_____________________________________________
b Give some reasons why this percentage is so high for most
plants and animals. _______________________________
______________________________________________
______________________________________________
c Where else in the world would you find the same species
as those in Australia? _____________________________
______________________________________________
d Why are 30 per cent of Australian birds found elsewhere
in the world? (Hint: Some birds escape winter.) __________
______________________________________________
3 Rank Australia's biodiversity from highest to lowest
according to the number of species in each category.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Extension Questions
1 Some species are extinct over most of Australia but still
live in small, isolated areas called `refuges'. Why do these
refuge areas need conserving?_______________________
______________________________________________
______________________________________________
2 Describe some land use activities that have caused
habitat loss. __________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
_____________________________________________
1 a How many Australian animals have
become extinct since the arrival of
Europeans, just over 200 years ago?
_____________________________
b Which categories of animals have
suffered extinction? _______________
_______________________________
_______________________________
_______________________________
2 a How many animals are classified as
endangered?_____________________
b Which categories have endangered
animals? ________________________
_______________________________
_______________________________
_______________________________
3 a Which type of animal is the most
vulnerable? ______________________
_______________________________
b How many mammals are regarded as
vulnerable?_______________________
4 Why would it be possible for the
numbers of extinct animals to be higher
than that listed? (Hint: Look at the key.)
_______________________________
_______________________________
_______________________________
1. Scientists (conducted) ________________
__________________________extensive
research on Antarctica.
2. Documentaries and movies about Antarctica
(became) _____________________________
popular.
3. The Australian government (placed)
____________________________ ___ many
research personnel in their facility in
Antarctica.
4. Scientists working in Antarctica are cut off
from the rest of the world during
winter, so they (got) ___________________
used to the isolation.
5. Many people (visited) _________________
_________________________Antarctica to
see its unique landscape
6. Some (left) ______________________
from Tasmania, while others (embarked)
__________________________ from South
America.
7. Many explorers (made) ________________
___________________________the trip to
Antarctica by helicopter.
8. In the Arctic the Inuit people (live)
_________________________
according
to their traditional ways.
9. Even today, the Inuit which means “the
people” (made) _______________________
their homes out of blocks of ice in the tundra.
10. Inuit mothers (told) ______________
_________________ ancient stories to their
children to keep the Inuit tradition alive.
11. The Inuit people (maintained)
____________________________________
a harmonious relationship with the environment.
12. Many individuals who want to experience a
pristine, natural environment (visited)
______________________________ the
fascinating polar regions of the world.
Change the verbs from past tense to is/are/am
___________ ing.
Year 8 Geog - Global Issues Lesson 5
Skills 5
Text Types skills
Year 8 Geog - Global Issues Lesson 6 Skills No. 6a
Land Degradation
The clearing of the native vegetation for crops and timber
has resulted in land degradation. This is one of the most
serious environmental problems in Australia. When land is
cleared of vegetation there is a rise in the ground water
level (the water table). This may then lead to salinity
(saltiness), either dry land salinity or irrigated land salinity.
When the soil is exposed it can be removed by wind and
water. This is called erosion. The decaying, organic protective
layer of top soil is called humus. When this is reduced, soil
structure is changed and fertility declines. Use of pesticides
and chemical fertilizers can lead to land and water pollution,
algal blooms and soil acidity. Vegetation degradation also
occurs with clearing and overgrazing by animals. Disturbed
areas are often invaded by weeds and introduced plants. The
graph in this unit shows the extent of degraded agricultural
land in Australia by State. About 70 per cent of Australia is
arid and only 30 per cent is farmed. The graph shows the
degradation of the 30 per cent of agricultural land, not of
the State as a whole.
Graph Skills
1 a Which State has the most land requiring treatment?
______________________________________________
b Give some reasons. (Hint: The length of time of settlement
and the climate will give you a clue.) ___________________
______________________________________________
2 a Which State has the least amount of degraded
agricultural land? _____________________________
b Give some reasons for this. _______________________
___________________________________________
3 a Estimate the % of land requiring treatment in:
i Northern Territory; _____________________________
ii South Australia.________________________________
b Estimate the % of land requiring no treatment in :
i Victoria; _______________________________
ii Western Australia._______________________
4 Rank the States and Territories from highest to lowest
according to the percentage of land requiring treatment.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
5Using a calculator, calculate the percentage of agricultural
land requiring treatment for the whole of Australia (the
totals of each of the eight States and Territories = 8).
______________________________________________
6What percentage of land required treatment as a result of
water erosion in:
a New South Wales?______________________________
b Australian Capital Territory?______________________
7 a Which State had the highest percentage of land with
vegetation degradation? ___________________________
b Give the percentage of land with vegetation degradation
for that State. __________________________________
8What percentage of land requires treatment for the
following:
a wind erosion in South Australia _____________________
b salinity in Victoria ______________________________
9Which States are affected by:
a wind erosion?__________________________________
b wind and water erosion?__________________________
c salinity?______________________________________
10 a Which type of degradation has the highest percentage
of land requiring treatment for all the States?
______________________________________________
b Why would this type be more obvious to an observer
than salinity? ___________________________________
______________________________________________
______________________________________________
______________________________________________
Code
FFF A
FFT F
Year 8 Geog - Global Issues Lesson 7 Skills No. 7
Key Interpretation
What do you get if you saw a comedian in half?
Above is a map with a key. The statements below are about
that map. Next to each of the statements write F if it is
false and T if it is true. Then use the code to find the
answer to the question above.
FTF H
FTT I
TTT L
TTF T
TFT U
TFF W
1 The headhunters live on the west side of the mountains.
2 The buried treasure is next to a palm tree.
3 There is a cave in the rainforest.
4 The shipwreck is on the west side of the island.
5 There are mountains across the middle of the island.
6 The signal fire is on the south side of the island.
7 The headhunters live south of the rainforest.
8 There is just one rainforest on the island.
9 The quicksand is on the northern tip of the island.
10 The buried treasure lies south west from the shipwreck
survivors' camp.
11 There are two caves on the island.
12 There are sixteen palm trees on the island.
13 The headhunters live east of the shipwreck survivors.
14 The signal fire is north of the shipwreck survivors' camp.
15 The signal fire is on the sandy beach.
16 The quicksand is on the south west corner of the island.
17 The caves are found to the east of the mountains.
18 The mountains run from the west to the east side of the
island.
19 The headhunters' village has four huts in it.
20 The swamp is north of the quicksand.
21 The buried treasure is in a swamp.
22 The shipwreck is next to the sandy beach.
23 The shipwreck lies to the south east of the shipwreck
survivors' camp.
24 There are palm trees on the south east corner of the
island.
1.Which town is higher above sea level, Amar or Erad? _________________
2.Which road, West Road or North Road, would have more hills?
____________________________________________________________________
3.Shade in blue the section of road tourists would enjoy.
4.What had to be done in the south and west of the region before roads could be
constructed?
_____________________________________________________________________
____________________________________________________________________
5.What approximate height above sea level is Aron?
_______________________________
6.If you went on a gentle hike of about 15 km to Erad from Aldo, show your route with a
green line.
7.Colour in red that part of North Road where there may be danger from falling rocks.
8.North Road follows part of an old caravan route. Why did the old camel routes go through
this part of the region?
_____________________________________________________________________
_
9.Mark with an X a point from which you would have panoramic views towards the east.
10. In what industry do people in the small SW settlements work?
__________________________________________________________________-
Year 8 Geog - Global Issues Lesson 8 Skills No. 8
Map Interpetation
Year 8 Geog - Global Issues Lesson 9 - Skills No. 9
Key Skills
Almost all the petrol and other oil products Australia uses are made in the country's own refineries. The largest are at
Geelong (Victoria), Kurnell (Sydney), Kwinana (W.A.) and Altona (Melbourne). The biggest oilfields are Kingfish, Halibut and
Barrow Island. These and others can produce about two thirds of Australia's oil needs. The rest has to be imported. Study
the map below, then try to answer these questions
1. How many oil refineries does Australia
have?_________________________
2. Where do pipelines now carry crude oil
long distances to refineries?
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3. How long is the longest natural gas
pipeline now in use in Australia?
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4. Which capital cities now receive natural
gas by pipeline?
________________________________
5. Which producing oilfield is not
connected to a refinery by pipeline?
________________________________
6. Oil is a non renewable resource. What
renewable resources can be use to
produce energy. List as many as you can.
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Year 8 Geog - Global Issues Lesson 10 Skills No. 10
Australia and South East Asia
1. Colour the countries using the code .
Label the following places and oceans.
Darwin
Manila Colombo
Tokyo
New Delhi Seoul
Beijing
Hong Kong Jakarta
Bangkok
Kuala Lumpur
Singapore Pacific Ocean
Indian Ocean
1. _____
Passes through the United States and Africa
2. _____
North Pole
3. _____
Passes through Canada, Europe, and the Soviet Union
4. _____
Passes through Australia, Africa, and South America
5. _____
Passes north of Antarctica, south of South America
6. _____
South Pole
7. _____
Passes through India and Africa
8. _____ Passes through the United States and Europe
9. _____ Passes through Greenland
10. _____ Circumference of the world
a. 60° N
b. 60° S
c. 15° N
d. 0°
e. 30° N
f. 90° S
g. 75° N
h. 45° N
i. 90° N
j. 30° S
Year 8 Geog - Global Issues Lesson 11 Skills No. 11
Lines of Latitude
In order to locate places in the world, mapmakers place imaginary lines around the earth on
maps and globes. One set of these lines are called line of latitude. These imaginary lines run
east and west around the earth. The line of latitude at the earth's widest part (it's
circumference) is the equator. It is labelled 0 *(degrees). The lines that run east and west
and are north of the equator are labelled by their degree and direction. For example, there
are 30°N, 31 °N, 74°N. and 86°N. There is nothing beyond 90°N. The lines .that run east and
west and are south of the equator are labelled likewise. as in 45°S, 60°S, and 90°S.
F
F
T
T
Match the correct pairs.
90 º N. lat.
66º 30' N. lat.
23º 27N. lat
0º long.
180º East or West long.
Oº lat.
23º 27’S. lat.
66º 30' S. lat.
90º S. lat.
F
F
F
F
F
F
F
F
F
T
T
T
T
T
T
T
T
T
Prime Meridian
Antarctic Circle
Equator
Tropic of Cancer
Arctic Circle
South Pole
North Bole
Topic of Capricorn
International Date Line
1. The prime meridian passes through Africa.
2. 90° W passes through the Soviet Union.
3. 180° is in the Pacific Ocean.
4. 30° W passes through Greenland and the Atlantic Ocean.
5. 120° E passes through Europe.
6. 150° E passes through the Soviet Union and Australia,
7. All of the lines pass through the South Pole.
8. 120° W passes through the United States and Canada.
9. If you stood at 30° E, you could be in the northern or southern
hemisphere.
10. If you stood at 180°, you could be in the Atlantic or Pacific
Ocean.
11. It you stood at the prime meridian and faced west, you would
be looking toward the Atlantic Ocean
Lines of longitude, like those of latitude, are imaginary. They circle the globe in a northsouth
direction. Unlike lines of latitude, lines of longitude meet. They meet at the poles. Lines of longitude
also help tell location. Zero degrees longitude is the meridian running through Greenwich, England. It
is labelled 0 *longitude and is called the prime meridian. The lines of longitude east of it are labelled
through 180 degrees. Thus there are 10°E, 45°E, 110°E, and 180°E. The lines west of it are also
labelled through 180 degrees. They become 10°W, 40°W, 90°W, and so on. The 180 degree line is
both east and west, just as 0° is both east and west.
Year 8 Geog - Global Issues Lesson 12 Skills No. 12
Lines of Longitude