Ursula Frayne Catholic College

Humanities and Social Sciences 9

Background and Context

This is a year length course that addresses the following areas:

• Geography – Biomes and Food Security and Geographies of Interconnections
• Economics – Australia and the Global Economy
• Politics and Law – Our Democratic Rights
• History - The Industrial Revolution and World War I

The first topic, Biomes and Food Security is a geography unit that focuses on the role of the
biotic community and its impact on food production. This component of the course examines
the biomes of the world, their alteration and significance as a source of food, and the
environmental challenges and constraints on expanding food production in the future.
Geographies of interconnections examines the perceptions people have of particular places
and how this influences their connections to other locations.

The unit, Australia and the Global Economy, revises the basic concepts of economics and
introduces students to the role of Australia in the global economy. Emphasis is placed upon
Australia’s trade links and how businesses maintain a competitive advantage in the world
market.

The political and legal aspect of the course, Our Democratic Rights, focuses upon the nature
of the main political parties in Australia and the factors that influence voters during an
election. Also covered are the key features of Australia’s court system and the types of cases
heard by the different courts.

The historical component of the course begins with examining the technological innovations
that led to the Industrial Revolution. Central to this theme are changes in agriculture, the
expansion of the British Empire, living and working conditions during the period and
improvements in transport. The second part of the History unit examines Australia’s
involvement in the First World War. It explores the effects the conflict had on Australians on
both the war and home fronts, as well as identifying the importance of commemorating the
Anzac Legend.

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 Humanities and Social Sciences 9

Work Standards and Expectations

Students are required to follow a number of expectations:

1. All class work, homework and assessments will be kept in a file and/or exercise book
and appropriately ordered. These items must be neatly presented and well
maintained. Work that is completed on a laptop or other electronic device should be
stored in a folder entitled ‘Humanities’.

2. All work will be written in pen (unless otherwise specified) and have a title at the top
of the page identifying the nature of the activity.

3. Maps, diagrams and graphs should be completed in pencil or fine felt-tipped pen.
Maps must always be clearly labelled and the use of appropriate colours to enhance
their presentation is encouraged.

4. All assessments must be submitted by the date requested unless prior arrangement
has been made with the teacher via a parental note outlining the reason why an
extension of time is required. Students who are absent for an assessment must follow
the procedure outlined in the College Assessment Policy.

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 Humanities and Social Sciences 9

Assessment Structure

Assessments are an integral part of the course and students should endeavour to be well prepared
for them. The assessments for this course are indicated in the table below.

Assessment Week Assessment Weighting

Geographical Skills and Short Answers 4 10%

Test - Geography 8 10%

Short Answers and Data Interpretation – 16 10%

Economics

Semester I Test – Geography, Economics 19 20%

Extended Answer- Politics/Law 25 10%

Short Answers and Document Analysis - 30 10%

History

Semester II Test 37 20%

On-going Formative Assessment * - 10%

Total 100

*Note: Allocation of the result for On-going Formative Assessment can be based upon the
following criteria:
• Observation of application and participation in class
• Presentation and suitability of file/exercise books e.g. Course outline at the front of the
work; overall neatness; arrangement of work (chronological or separate sections for class
notes, assessments, worksheets)
• Results from minor assessments and class activities
• Completion of work

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Course Overview

Weeks 1-9: World Biomes and Food Security Assessments

Developing geographical skills

• Use topographic maps to identify physical and cultural
features; determine grid references, area references,
elevation and direction; and calculate distance.

The distribution and characteristics of biomes as regions with

distinctive climates, soils, vegetation and productivity
• Explain the meanings of key terms such as biomes,
ecosystems, biosphere, hydrosphere, atmosphere and
lithosphere.
• Describe the main characteristics of a biome and
ecosystem.
• Gain an understanding of the inter-relationships
between the living and non-living components of an Assessment 1:
ecosystem. Geography Skills and
• Recognise the relationships between the living Short Answers (10%)
components of an ecosystem e.g. food chains, food
webs.
• Identify and locate the world’s major biomes.
• Describe the characteristics of the world’s major biomes
such as rainforests, deciduous and evergreen temperate
forests, grasslands, tundra and deserts and the factors
responsible for their distribution e.g. climate, soils.
• Outline the location and nature of the Jarrah forest and
Tropical Rainforest across Australia.
• Describe the components and food relationships within
both biomes.
• Evaluate the human impact on Australia’s forest biomes
e.g. forestry, programmed burn-offs, the spread of
dieback, threats to biodiversity.

The ways that humans, in the production of food, have altered

some biomes
• Identify ways people use biomes e.g. farming, forestry.
• Describe ways humans have changed the natural
environment e.g. vegetation clearance, water usage,
terracing.

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Weeks 1-9: World Biomes and Food Security (continued) Assessments

The environmental, economic and technological factors that

influence crop yields in Australia and across the world
• Identify and locate the types of farming systems that
occur in Australia.
• Differentiate between intensive and extensive
agriculture.
• Classify major types of agriculture as either intensive or
extensive forms of farming e.g. the growing of fruit,
vegetables and grain crops; the grazing of cattle and
sheep; dairying; poultry.
• Describe the basic characteristics of the major types of
agriculture in Australia.

The environmental, economic and technological factors that

influence crop yields in Australia and across the world
• Locate the major rice producing areas in Asia.
• Explain the main types of methods used to grow rice.
• Recognise how past and present agricultural practices
have impacted on the Australian and Asian
environments.

The challenges to food production including land and water

degradation, shortage of water and climate change for Australia
and the rest of the world
• Define and explain key issues that impact on food
production such as soil salinity, desertification, water
degradation and climate change.
• Recognise how past and present agricultural practices
have impacted on the Australian and Asian
environments.

The effects of anticipated future population growth on global

Assessment 2:
food production and security
Test (10%)
• Locate and classify countries according to their level of
food security.
• Identify changes in food production that are used in
Australia and other nations e.g. soil and water
management, pest control.

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Weeks 10-12: Geography of Interconnections Assessments

The perceptions people have of place and how this influences

their connections to different places
• Gain an understanding of what is meant by the term
place.
• Explain different ways people connect to place such as
spiritual, economic, cultural and historical factors.

The way transportation and communication technologies are

used to connect people to services, information and people in
other places
• Define the terms global citizen and interconnections.
• Describe how geographical features influence
interconnections e.g. Khyber Pass, North-West Passage.
• Recognise how people and technology influence
interconnections e.g. digital access, communication links
with remote areas.

The ways that places and people are interconnected with other
places through the trade in goods and services
• Identify reasons why nations trade with one another.
• Examine the importance of global trade relations

The effects of people’s travel, recreational, cultural or leisure

choices on places and the implications for the future of these
places
• Outline the benefits of global trade for people in Australia
and other nations of the world.
• Describe the disadvantages of global trade.
• Assess the effects of mining, agriculture and
manufacturing on places.
• Identify the different types of tourism.
• Examine the impacts that the different types of tourism
have on the environment.

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Weeks 13-20: Australia and the Global Economy Assessments

The role of the key participants in the Australian economy such

as consumers, producers, workers and the government
• Gain an understanding of terms such as needs, wants,
supply, demand, consumer, producer, market, scarcity
and opportunity cost.
• Use economic models, including demand and supply
graphs to analyse market behaviour and performance.
• Identify the types of economic resources and how they
are exchanged.
• Compare and contrast the characteristics of different
types of economies such as free market economies and
command economies.
• Describe the characteristics of a subsistence economy
and provide an example.
• Recognise the basic characteristics of Australia’s
economy and how there is an interdependent flow of
resources between households and firms.
• Appreciate that Australia has an economy that is
dependent on international trade for economic growth.

Australia’s interdependence with other economies

• Explain the term ‘globalisation’. Assessment 3:
• Recognise Australia’s place in the global economy. Short Answers and
Data Interpretation
• Describe the composition and direction of Australia’s
(10%)
trade.
• Explain the patterns and trends in global trade.
• Identify Australia’s main trading partners.
• Appreciate the importance of China as a trading partner
of Australia.

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Weeks 13-20: Australia and the Global Community (Continued) Assessments

Why and how participants in the global economy are dependent

on each other, including the activities of transnational
corporations and the impact of global events on the Australian
economy
• Define ‘supply chain’.
• Examine the dependence that exists between countries
in the global supply chain.
• Describe the characteristics of transnational
corporations.
• Through case studies, examine how transnational
corporations operate and what impact these
organisations have on economic systems around the
world.

The nature of innovation and how businesses seek to create and

maintain a competitive advantage in the market
• Identify ways producers can gain a competitive
advantage in the global market such as offering better
prices and/or quality and responding to consumer needs.

Why and how people manage financial risk and rewards in the
current Australian and global financial landscapes and protect
themselves from risks such as debt, scams and identity theft
• Outline the ways in which money can be saved and
invested.
• Explore the ways financial risk can be minimised.

The way the work environment is changing in contemporary

Australia Assessment 4:
• Explain why the world of work is constantly changing. Semester I Test (20%)
• Gain an understanding of terms such as enterprise, soft
skills and hard skills.
• Outline the roles and responsibilities of employers and
employees.
• Comment on the importance of protecting workers
from discrimination in the workplace.

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Weeks 21-26: Our Democratic Rights Assessments

The role of political parties and independent representatives in

Australia’s system of government
• Review the structure of Australia’s political system in
terms of the levels of government and the houses/roles
at each level.
• Define key terms such as political party, independent
candidate, pressure group.
• Compare and contrast the main political parties in
Australia.
• Recognise the role of minor parties and independents.
• Provide an overview of how elections are conducted in
Australia.

How social media is used to influence people’s understanding of

issues
• Identify how the social media can impact on election
results and how domestic and international issues are
perceived by the public.
• Comment on the reliability of social media.

The key principles of Australia’s justice system

• Form ideas on the importance of laws in a society.
• Outline how equality for all is achieved in the Australian
legal system.
• Recognise that certain individuals and groups may be
disadvantaged by the legal system.

The key features of Australia’s court system and the role of

particular courts
• Identify the different types of law and how they are
created.
• Examine the court hierarchy that exists in Australia with
particular focus on the Magistrate’s Court, District Court,
Supreme Court, High Court.
• Explain the roles of the key members of the courts Judge,
Magistrate, Defence, Prosecution, Sheriff etc.

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Weeks 21-26: Our Democratic Rights (Continued) Assessments

How courts apply and interpret the law, resolve disputes and
make laws through judgements
• Define key terms such as civil case, criminal case,
precedent.
• Describe the procedure followed in a typical criminal and
civil case.
• Use case studies to examine how the law is used to
resolve disputes.

The factors that can undermine the application of the principles

of justice
• Identify how the principles of justice may be impacted Assessment 5:
upon by coercion of witnesses and suspects, media, Extended Answer
corruption and court delays. (10%)

Weeks 27-30: Investigating the Industrial Revolution Assessments

The technological innovations that led to the Industrial

Revolution and other conditions that influenced the
industrialisation of Britain and Australia
• Define key terms such as Industrial Revolution, Agrarian
Revolution, Cottage Industry and mechanisation.
• Gain an understanding of when the Industrial and
Agrarian Revolutions occurred.
• Recognise the extent of the British Empire at the time of
the Industrial Revolution.
• Outline ways agricultural methods improved particularly
with regards to enclosures, crop rotation and machinery.
• Explain what is meant by factory system.
• Identify examples of improvements made in
manufacturing and transportation during the Industrial
Revolution.
• Define historical source and differentiate between a
primary and secondary source.
• Use historical sources to gain an understanding of the
Industrial Revolution.

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Weeks 27-30: Investigating the Industrial Revolution Assessments

(Continued)

The population movements and changing settlement patterns

during the Industrial Revolution
• Recognise that the Industrial Revolution spread to other
nations.
• Describe how the Industrial Revolution promoted changes
and movements of people such as settlements in the
United States and Australia and the establishing of the
Atlantic Slave Trade.

The experience of men, women and children during the

Industrial Revolution
• Examine the working and living conditions of the Industrial
Revolution. Assessment 6:
• Identify changes that improved working conditions such Short Answers and
as trade unions and the Factory Acts. Document Analysis
(10%)
The impacts of the Industrial Revolution
• Provide an overview of the short term impacts of the
Industrial Revolution e.g. population growth, changes in
lifestyle.
• Recognise the long term impacts of the Industrial
Revolution such as environmental impacts, emergence of
socialism and improvements in transport and
communication.

Weeks 31-39: World War I Assessments

An overview of the causes of World War I and the reasons why

men enlisted to fight in the war
• Contrast how conflict was perhaps viewed differently by
many people in the early 1900s to our impressions today.
• Identify some of the international conflicts Australia was
involved in prior to 1914.
• Recognise the causes of World War I and the reasons for
Australia’s involvement.

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Weeks 31-39: World War I (Continued) Assessments

The places where Australians fought and the nature of warfare

during World War I, including the Gallipoli Campaign
• Identify the major alliances that existed prior to and
during the conflict.
• Locate where the major battles of the war were fought.
• Account for Australia’s involvement in the war.
• Examine the reasons why the Gallipoli Campaign was
fought and describe the experiences of Australian
soldiers.
• Appreciate the hardships faced by Australian servicemen
on the Western Front.

The impact of World War I, with a particular emphasis on

Australia (such as the use of propaganda to influence the civilian
population, the changing role of women, conscription debate)
• Identify the impact that the war had on the home front.
• Using historical sources, analyse the use of propaganda in
times of conflict.
• Describe the changing role of women during the war and
their shift from domestic duties to supporting the war
effort.
• Examine the arguments for and against conscription in
Australia.

The commemoration of World War I, including debates about

the nature and significance of the ANZAC legend
• Assess the impact of World War I on Australian society.
• Outline the conditions of the Treaty of Versailles and
examine Australia’s role at the Versailles Peace
Assessment 7:
Conference.
Semester II Test (20%)
• Explore ways that the war is commemorated such as
ANZAC Day.
• Explain how the ANZAC legend impacted upon the
Australian identity and created a sense of nationalism.

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