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					Heritage College                           Years 7-10




                   Heritage College




                        SOSE Program

                             Year 7 - 10

                                2007


SOSE Program (R. Deanshaw)        1             2007
Heritage College                                                                 Years 7-10


                                         SOSE

                                      Rationale
Studies of Society and Environment (SOSE) seeks to develop understandings relative to
life, relationships and interaction in society, and the physical environments in which they
live. SOSE comprises the strands of History, Geography, and Economy and Society.

In Adventist schools, SOSE is based on a biblical understanding of family and human
society. It recognises sociability and relationship as special characteristics of humans
created in God's likeness with a capacity to make moral and ethical choices. It sees
humans as accountable caretakers for an environment provided by the Creator to meet a
major portion of their needs. It also sees the environment as a context providing
opportunity for productive, dignified work and effort. It recognises these characteristics
as representing God's ideal design for human life and action. In the face of alienation,
fragmentation, disharmony and immorality in society resulting from the fall, the study in
this learning area is seen as an opportunity for building and promoting relationships,
community and harmony as understood to represent God's original order.

SOSE examines how humans organise themselves into communities and states to form
institutions and systems at a local, national and international level. It provides a
framework for developing students’ knowledge of Australian society past and present,
and of its urban and natural environments. It treats the place of Australia within the Asia-
Pacific region, and, as a part of the wider international community, extends this
knowledge to a global perspective. The knowledge, skills and values students acquire in
this study enable them to participate as confident, responsible and active citizens in a
democratic society which functions in a global context. Students will gain a broad
knowledge of the history and functioning of several key institutions of Australian society
in order to become well informed citizens able to form judgments and make critical
decisions affecting the society in which they live. This knowledge also includes the
development of aspects of economics to understand financial systems and to participate
as informed, enterprising adults in personal and work situations. SOSE also encompasses
the study of the natural and built surroundings that provide the physical context for social
processes and cultural development. It examines the nature and interdependence of
environments and people. Students learn to develop respect and care for the environment.




SOSE Program (R. Deanshaw)                   2                                         2007
Heritage College                                                                 Years 7-10


Curriculum Focus - Level 5

This level of the SOSE curriculum contains 3 strands –
History, Geography and Economy and society.

History
At this level students learn about:

      the daily life of the people in ancient and medieval societies and how they made
       meaning of their world
      how ancient and medieval societies organised their world through their social and
       political structures and the values reflected in them
      The influences of the ancient and medieval world on modern society and on the
       development of democracy.

At this level students develop knowledge about past societies, both ancient and medieval,
and their role in providing the foundations for modern society.

Contemporary issues, such as social justice and welfare and human rights, can be
explored through comparison of the attempts by both ancient and medieval societies to
deal with issues such as poverty, old age, ethnic groups, freedom of speech, and personal
rights and responsibilities.

Ancient societies

Ancient societies suitable for study include the civilisations of Sumer, Greece, Rome,
China and Egypt. Students examine the main political and social themes of an ancient
society and the daily life of the people, from the most powerful to the least powerful.

Students investigate, analyse and describe:

      the daily life of various social groups: the role and work of different groups within
       the society; the ways in which work was organised; division of labor between men
       and women; styles of clothing, types of food, construction of housing, daily rituals
       and entertainment; marriage and family structure and the role of children and
       child rearing
      the development of trade: how economic resources were developed and the
       impact that trade with other cultures had on different aspects of the society, such
       as art, drama, literature, architecture and lifestyle (for example, food and fashion)
      social groups and hierarchies: for example, the division of ancient Egypt into
       pharaohs, viziers and slaves, or ancient Athens into citizens, metics, slaves and
       women or nobles, priests, artisans; the relationships between these groups




SOSE Program (R. Deanshaw)                    3                                        2007
Heritage College                                                                 Years 7-10


      the organisational structure of the society: how the society was governed and
       power was distributed; symbols of power; the use of public space to reflect power
       structures
      the values and beliefs of the society, including myths and legends and religious
       beliefs; the rituals associated with the religious beliefs; major religious festivals
       and ceremonies
      the ways in which the culture was expressed, including art, music, literature,
       drama, festivals and education
      the influence of the society on present day societies: for example, the origins and
       concept of democracy in ancient Greece; the idea of the citizen; inventions which
       are still used today, such as the 365-day calendar
      the significant individuals and events in the society: for example, Confucius,
       Hammurabi, Hatshepsut, Liu Bang, Pericles, Ramses II, Socrates, Empress Wu.

Medieval societies, 1050-1500

Medieval England built upon the achievements of the ancient world and developed the
foundations of democracy by limiting the absolute power of the monarch with rights laid
down in Magna Carta and the rule of law in the writ of habeas corpus. The study involves
an investigation into the main social and political features of medieval England and then
chooses as a point of comparison a case study of another society in Europe, or Asia, or an
Islamic society. A study of medieval societies provides the basis for an understanding of
some modern-day political concepts, such as democracy, citizenship, voting and
individual rights. This understanding is increased through further study of political
concepts as they applied in medieval society. They therefore enhance their knowledge
and use of historical concepts, such as change and continuity, and develop a broad
historical map. They consolidate their understanding of human history and some of its
key features.

Students investigate, analyse and describe:

      the daily life of various social groups: the role and work of groups within the
       society; ways in which work was organised; division of labor between men and
       women; styles of clothing, types of food, construction of housing, daily rituals and
       entertainment; health and diseases; marriage and family structure, and the role of
       children and child rearing
      the political organisation of the society, the ideas upon which it was based and the
       rights and responsibilities of each social group, including the ways in which
       power was distributed, how society was governed, the establishment of the Magna
       Carta and habeas corpus; defence and conflicts
      the importance of trade on the spread of new ideas and knowledge of other
       worlds, such as the Arabic water mill
      cultural expressions of the medieval world, including universities, art, music,
       literature, drama and festivals




SOSE Program (R. Deanshaw)                    4                                        2007
Heritage College                                                                  Years 7-10


      the values and beliefs of the society, as reflected in their political and social
       structures, myths and legends and religious beliefs; rituals associated with
       religious beliefs; major religious festivals and ceremonies
      significant individuals and events in medieval societies
      the influence of the society on present day societies, particularly in terms of
       political ideas and structures, such as parliaments, the monarchy and peerage,
       property rights.


Geography
At this level students learn about:

      application of geographical techniques, including representation of data and use of
       mapping conventions, interpreting topographic maps
      the characteristics of different places in terms of location and geographical
       characteristics
      the major features and processes that change environments
      the extent to which people and environments affect each other.

At this level students develop knowledge about the nature and distribution of places in
Australia and overseas. They learn about natural processes and human activities which
cause change to environments, such as climate, vegetation, landform, settlement,
agriculture and transport networks. The shaping of the Australian environment by
Aboriginal and Torres Strait Islander communities might be studied. Students focus on
locating and describing the natural and human features of other regions in the world, such
as Europe, South America and Antarctica. They investigate the various ways in which
people use and interact with the environment, and employ case studies at local and
regional scales to consider ways of managing the environment. Natural environments
suitable for study include the Great Victorian Desert, the Amazon Basin and North Sea.
Human environments suitable for study include places affected by people, such as cities
and rural landscapes in Nepal or on the Bolivian altiplano.

The dynamics of natural processes are examined, together with their impact on people
and environments. Natural processes which bring about change in environments include
seasonal change, erosion, climate change and plant succession. Studies at this level
include an assessment of the strategies designed to minimise damage caused by human
activities and the spread of settlement, and how communities can respond to natural
disasters, such as the Kobe earthquake or the eruption of Mt Pinaturbo.

In studying geography at this level, students apply and use geographical terminology and
skills, such as map reading, interpreting and representing data, to develop an
understanding of the natural and human actions which bring about change in the
environment. They obtain geographical information about the world from a range of
sources, including photographs, maps, satellite images and bioinformatic web sites.
Students also undertake fieldwork to investigate regional characteristics and the natural


SOSE Program (R. Deanshaw)                   5                                             2007
Heritage College                                                                  Years 7-10


processes and human activities that change environments. Students are encouraged to
participate in community activities, such as Saltwatch, to contribute to the management
of local places. This provides students with the opportunity to acquire knowledge about,
and analyse contemporary issues affecting environments, such as toxic waste disposal
and beachside residential development.


Economy and Society
At this level students learn about:

      how laws are made in Australia and how the law-making process provides for
       participation by citizens
      the important features of representative democracy and the role and function of
       local, state and federal governments
      how the Australian economy operates and key factors that impact on the
       economy, such as inflation, employment opportunities, resource availability,
       global issues
      the nature of work in the future and the skills and attributes important to creating
       future work options.

Students examine the key features of representative democracy and Australia’s political
system at local, state and federal levels.

They describe the role and functioning of the three levels and branches of government,
considering the influence of each on their own lives, and describe the role of political
parties and their leaders, including the roles of the head of state, the prime minister and
state premiers.

They explain the ways in which individuals participate in civic life and bring about or
contribute to change through such activities as voting, membership of political groups,
jury service, and standing for election.

Students are introduced to economics and to the Australian economy, and to legal and
political systems to develop knowledge, values and skills that enable them to participate
as active and informed citizens in a democratic society.

Students consider the nature of current and (likely) future work, and the factors that
influence work opportunities. The use, ownership and management of resources are
considered in personal, business and community contexts.

Students examine the origins of Australia’s legal system, including the role of the
Constitution, parliaments and the courts, and describe the features of direct and
representative democracy. They examine how the law-making process provides for
participation by active and informed citizens. Students identify factors influencing



SOSE Program (R. Deanshaw)                    6                                          2007
Heritage College                                                                  Years 7-10


changes to the law and the role of individuals in bringing about change through
democratic and legal processes.

Students examine the key features of the Australian economy, including sectors of the
economy, resource ownership and factors of production. They describe the role and
impact of the government, individuals, groups and organisations on economic
management and activity. They examine different forms of resource ownership, including
individual, business, community, cooperative and government ownership. An
understanding of the nature of and reasons for Australia’s trade is developed through
consideration of Australia’s trade relationships, especially in the Asia-Pacific region.
Students also consider key contemporary economic issues.

Students investigate factors affecting opportunities for current and future work, and
factors influencing an individual’s choice of employment. They consider the impact of
technology on workplaces, as well as the changing market for technology skills. Students
investigate changing patterns of employment, noting trends and suggesting reasons for
changes (and possible future changes) to work opportunities. They consider the extent to
which technology has extended work opportunities and altered traditional work patterns.




SOSE Program (R. Deanshaw)                  7                                          2007
Heritage College                                                                 Years 7-10


Curriculum Focus – Level 6

This level of the SOSE curriculum contains 3 strands –
History, Geography and Economy and society.

History
At this level students learn about:

      the movement of Aboriginal and Torres Strait Islander communities towards self-
       determination, including the recognition of native title
      European occupation of Australia and evolution from colonies to nation
      change and continuity in Australia in the twentieth century, including the postwar
       migration and the growth of a multicultural society
      change and continuity in the twentieth century through a study of political, social,
       economic and technological changes.

At this level students develop knowledge about Australia and the struggles and successes
of the Aboriginal and Torres Strait Islander communities to gain political and social
rights, gain full citizenship and their campaign for land rights and self-determination. It
examines the impact of European occupation of Australia including the perspective of
that occupation as invasion.

Students develop an understanding of Australia’s role in the modern world and the part
its people have played in major world events. Students investigate how social groups
have been organised, how power has been distributed, and whether citizenship has been
available to all members of society in Australia and elsewhere at various stages of
history.

Investigations extend students’ knowledge about the historical foundations of
contemporary issues, such as constitutional change, land rights, multicultural issues, and
changing community values and beliefs.

In their study of Australia and the twentieth century, students use historical concepts such
as time, change and continuity, and learn how evidence and values produce different
interpretations of events, people and institutions. They discover history is not only a
narrative but also a means of participating in the broader society.

Australia

Students investigate how Australia developed in terms of social, political and cultural
structures and traditions.

Students learn about:



SOSE Program (R. Deanshaw)                   8                                         2007
Heritage College                                                                  Years 7-10


      the successes of the Aboriginal and Torres Strait Islander communities in gaining
       political and social rights, as well as the recognition of native title rights in the
       twentieth century
      significant people and events (for example, James Cook, Edith Cowan, Edward
       (Weary) Dunlop, Captain Reg Saunders, Abel Tasman, Margaret Tucker;
       Federation, World War I, World War II, post-World War II immigration, the 1967
       referendum, native title)
      growth of social and political institutions, such as trade unions, the legislature, the
       judiciary
      change and continuity (for example, life in the country and the city; life during the
       1930s Depression, the role of women in society after both world wars)
      values and beliefs, including the role of religion, tolerance, democratic processes
       and principles, respect for others, social justice, ethical standards, ecological
       sustainability
      cultural expressions of the society in different periods, including art, music,
       literature and drama.

Twentieth century world history

The twentieth century has been a period of enormous change in technology, political
ideas and systems, economic experiences, social attitudes and values, and the movement
of large numbers of people from one part of the world to another. There have been wars,
revolutions, civil wars and civil rights movements - each driven by new ideas and leaders,
men and women alike. This century has also been dominated by economic fluctuations,
ranging from the Depression of the 1930s to the period of strong economic growth in the
Western world following World War II.

Students investigate the key ideas, events and people of the twentieth century. They learn
about the significant changes in the twentieth century in political systems brought on by
modern ideas in politics, such as liberal democracy, nationalism, fascism, socialism,
communism and fought out in revolutions, civil wars and the Cold War. The desire to
resolve conflicting interests peacefully led to the growth of international organisations
such as the League of Nations, the United Nations, Amnesty International and the World
Bank, and to the appearance of regional entities such as the European Union.

Students learn about the effect of economic changes on the lives of people and society.
They study the worldwide Depression of the 1930s, exploring its causes, its effects, and
the ways in which people and society responded to it. The post-World War II economic
boom is considered, as well as the effects it had on government policy and, with high
levels of employment, new lifestyles, entertainment and values.

One of the most profound sources of change in the twentieth century, one which has had
significant impact on almost every aspect of people’s lives, has been advances in
technology. The impact of technological change on how people lived - on transport,
warfare, health, entertainment, education, communication, the environment, and cultures
- is investigated.



SOSE Program (R. Deanshaw)                   9                                           2007
Heritage College                                                                 Years 7-10


Social changes reflected changes in social values, in areas such as family structures and
relationships, patterns of everyday life, organisation of work, the rights of labor, and the
role of women and children. Both political and economic changes brought about large-
scale migration of peoples seeking a better life from poor economic situations or from the
dislocation caused by wars or political changes.

Significant events, such as revolutions, wars and depression - and ideas such as fascism,
imperialism and nationalism, and challenges to them - have been expressed through
cultural forms such as art, drama, literature, music and dance. In studying the key events,
people and ideas of the twentieth century, students have the opportunity to consider the
ways in which these have been expressed and the emergence of new genres and artistic
movements. They begin to understand how political and economic history is related to
social and cultural history.

Students investigate:

      significant events, including the Russian Revolution, World War I, the 1930s
       Depression, World War II, Chinese Revolution, the Cold War, fall of
       Communism
      the ideas and values of liberal democracy, socialism, capitalism, communism,
       democracy, nationalism, fascism, religious fundamentalism
      leaders or important people associated with the significant events of the twentieth
       century.

In learning about significant events, ideas and people, students will learn about:

      political institutions, such as monarchies, democracies, dictatorships
      cultural expressions which reflected the experiences and explored the meanings of
       the events and people over the twentieth century
      advances in technology in the twentieth century, such as vaccinations, transport,
       arms, telecommunications, computers
      how the events and ideas of the twentieth century affected groups in society
       differently - in particular, social and/or ethnic groups, such as native
       Americans/European settlers; industrial working classes/ruling elites;
       men/women; blacks/whites.

Geography
At this level students learn about:

      the distribution and function of major natural systems
      the interaction of natural systems and human activities
      the changing patterns and dynamics of populations
      people and environment relationships and the formulation of policies to achieve
       ecologically sustainable development.




SOSE Program (R. Deanshaw)                   10                                        2007
Heritage College                                                                Years 7-10


At this level students develop knowledge about the operation of major natural systems
that are part of the biosphere, such as the hydrologic cycle and plate tectonics. Students
study the ways in which people use the environment to develop resources, and the impact
of resource development on the environment. Students learn about the need to ensure
continuity of the resource stock, and examine case studies to learn about the principles of
conservation at local, regional, national and global scales. Students develop an
understanding of the idea of global citizenship by studying issues affecting humanity
worldwide, such as human rights and access to clean water.

The interaction of physical processes and human activities in the natural and human
environment is investigated through the study of tropical rainforests or mid-latitude
Australian forests and scrub. The effects of clearing vegetation are studied from different
perspectives, including the contribution of farming to international trade (global scale),
the impact on landscape (regional scale) and habitat reduction (local scale). Students
apply and use geographical terminology to develop an understanding of the ways in
which people interact with natural systems and plan future responses. Students learn
about the roles and objectives of international and global organisations including the
United Nations, non-government organisations (NGOs), aid agencies and multilateral,
regional associations formed to respond to specific international developments. Suitable
regions for study include the Great Barrier Reef, sub-Saharan Africa and the Great Lakes.

The interaction between natural systems and human activities provides a context for
related population-based studies (for example world population issues, refugees) and
contrasts in living conditions. Students describe major population concentrations and
analyse the components contributing to change, such as age and fertility, migration and
national policy.

Students undertake field investigations in the local area to gather, collate, analyse and
evaluate data. Students collect evidence from a fieldwork site to explain and predict the
effects of natural processes and human activities on the environment, including
consideration of the ways people respond to change, such as issues related to the use of
land and negotiated management with Aboriginal and Torres Strait Islander communities.
Students apply geographical techniques, including representation of multi-variable data
and complex mapping operations, interpreting environmental change using a range of
geographical media and processing data collected in the field.

Analysis of local, community-based issues provides students with the opportunity to
contribute to the development of a plan for the management of a local resource, such as
the control of pests or revegetation of degraded areas. Such involvement provides
students with the opportunity to analyse geographical issues, applying the principles of
ecologically sustainable development to formulating policies for the wise use of
resources.




SOSE Program (R. Deanshaw)                  11                                        2007
Heritage College                                                                   Years 7-10


Economy and Society
At this level, students learn about

      the importance of the international context for the development and sustainability
       of the Australian economy, and of the role of government in the management of
       the economy
      the democratic processes that facilitate changes to the law, and how changes to
       the law affect individuals, groups and community institutions
      the relationship between education training and work options, and the
       development of the generic skills valued in workplaces
      developing and applying enterprise skills and attributes, and acquiring skills and
       knowledge related to personal financial literacy and to business management and
       structures.

At this level students enhance their knowledge of Australia and the world economy, the
relationship between work/vocation and education/training, issues that affect political and
legal decision making, and the role of innovation and enterprise in the development of
economies and societies. Students develop enterprise attributes and skills, as well as a
global perspective in relation to resource ownership and management.

Students develop an understanding of the Australian economy, particularly within an
international economic context. They consider the role of government in economic policy
making, describe Australia’s trade relationships and agreements, and investigate issues of
resource management in a global context. They also consider the impact of international
decisions - including worldwide treaties and regional pacts - on Australia’s economic
growth and wellbeing. They learn about the influence on the economy of local, state,
national and international issues, including elections and political debates.

Students examine democratic processes and contemporary Australian legal and political
issues. They consider the role of the individual and groups involved in a debate on
change, the potential impact of change on the community, and the effectiveness of the
democratic process in implementing change. The resolution of international economic,
legal or political issues is the focus of extension activities.

Students examine vocational pathways and education and training requirements. They
consider possible future work and individual career options, and develop appropriate
strategies and skills for transition to employment and/or further training. These include
job-seeking skills, job application skills, interview skills and career assessment strategies.

Students identify different ways to manage personal resources by referring to their own
and others’ experiences of resource management. They examine structures and processes
of business enterprises, identify management skills and enterprise attributes, and describe
how innovation and enterprise affect the economy and society in terms of employment,
exports and imports, the use and provision of resources, environmental implications and
taxation. Students plan a small-scale business demonstrating the personal and group
management skills required for the enterprise.


SOSE Program (R. Deanshaw)                   12                                          2007
Heritage College                                                                Years 7-10




Scope and Sequence: Part A Level 5 Subject Outcomes
History                    Geography                                                            Economy and Society
Year 7       Year 8        Year 7         Year 8                                                Year 7      Year 8
5.1 Describe key aspects of the daily life of 5.1 Compare the characteristics of                5.1 Analyse key         5.3 Explain key
people in ancient and medieval societies.     significant regions in Australia and the          features of             factors that
                                              world.                                            Australia’s political   influence the
5.2 Describe the social features of ancient   5.2 Explain how natural processes and             system at local,        Australian
and medieval societies.                       human activities change environments.             state and federal       economy.
                                                                                                levels.

5.3 Analyse the ways in which ancient and      5.3 Explain how people’s use of natural          5.2 Examine the         5.4 Identify and
medieval societies were governed.              and human environments changes over              origin of Australia’s   discuss factors that
                                               time.                                            legal system and        affect opportunities
5.4 Compare the main features of daily life    5.4 Develop a plan to address impacts of         how Australian laws     for current and
in ancient and medieval societies with         change.                                          are made.               future work.
those of people in the modern world.




SOSE Program (R. Deanshaw)                    13                                         2007
Heritage College                                                                      Years 7-10




Scope and Sequence: Part A Level 6 Subject Outcomes
History                    Geography                                                                 Economy and Society
Year 9       Year 10       Year 9         Year 10                                                    Year 9      Year 10
6.1 Describe the        6.3 Analyse the          6.1 Explain the processes and interactions                                  6.1 Describe the
reasons for the         movement of              between people and major natural systems.                                   management the
colonisation of         Aboriginal and Torres                                                                                Australian economy
Australia.              Strait Islander                                                                                      in an international
                        communities for civil                                                                                context.
                        and political rights.
6.2 Analyse the continuing significance of       6.2 Evaluate how different factors affect the                                6.2 Analyse a
major events and ideas which shaped              distribution and dynamics of human                                           proposed change in
Australian society.                              population.                                                                  the law in Australia
                                                                                                                              and explain the legal
                                                                                                                              processes to
                                                                                                                              implement the
                                                                                                                              change.
6.4 Analyse the impact of significant events     6.3 Predict the effects of resource development                              6.3 Analyse
and ideas in shaping world history in the        and use on a selected natural and human                                      vocational pathways
twentieth century.                               environment.                                                                 and education and
                                                                                                                              training requirements
                                                                                                                              to develop possible
                                                                                                                              career paths and work
                                                                                                                              opportunities.
6.5 Explain the key changes in social and                                 6.4 Develop a              6.4 Demonstrate an understanding of personal
political attitudes and values in modern                                  comprehensive              and business financial management, and
Western society.                                                          strategy to resolve an     identify and apply enterprise skills and
                                                                          issue related to the       attributes.
                                                                          use and management
                                                                          of a natural or human
                                                                          environment.




SOSE Program (R. Deanshaw)                      14                                            2007
Heritage College                                                            Years 7-10




Scope and Sequence: Part B Subject Outline
Term                  Year 7                      Year 8                      Year 9                   Year 10
1                     History                     History                     History                  History
                       Introduction to History    Life in Medieval           Settlement and          Australia and World
                       Ancient Egypt               Times                       conflict                  War II
                                                   Castles and Knights        World War 1             The World Since
                                                                                                          1945
2                      Ancient Greece             Renaissance and            Calling Australia       Key Issues for
                       Ancient Rome                reformation                 Home                      Modern Australia
                                                  Economy and Society
                                                      Economy and society                              Economy and Society
                                                                              Economy and Society       Living with the Law
                                                                                Government in
                                                                                 Australia



3                     Geography                   Geography                    Managing your           Careers and Work
                       Introducing                Advanced Geography          finances                Managing a Business
                        Geography                   skills                     Working in Australia
                       Australian                 Weather and Weather
                        Environments/Deserts        hazards
                                                   Wildfires




SOSE Program (R. Deanshaw)               15                                      2007
Heritage College                                                Years 7-10



4                      Endangered Species       Antarctica      Geography              Geography
                                                 Rainforests      The Reckless Earth    The Air that we
                      Economy and Society                          Coasting Along the     Breathe Listen… Our
                       Australia’s Political                       Seashore               Land is
                        and legal system                                                   Crying/Forests- Our
                                                                                           Green Mansions
                                                                                          Full House? A Look
                                                                                           At Global Population




SOSE Program (R. Deanshaw)             16                            2007
Heritage College                                                          Years 7-10


                                 Yearly Plans

                                    Year 7
         TERM      Week 1-4      Introducing History
         ONE

                   Week 5 - 9    Ancient Egypt


         TERM      Week 1- 4     Ancient Greece
         TWO
                   Weeks 5 - 9   Ancient Rome


                   Week 10-11    Exams and Reports


         TERM      Week 1-5      Introducing Geography
         THREE
                   Week 6-10     Australian Environments/Deserts


         TERM      Week 1-4      Endangered Species
         FOUR
                   Week 5-8      Australia’s Political and legal system


                   Week 9-10     Exams and Reports




SOSE Program (R. Deanshaw)               17                                    2007
Heritage College                                             Years 7-10


                                   Year 8


       TERM        Week 1-6    Life in Medieval
       ONE

                   Week 7-10   Castles and Knights


       TERM        Week 1-4    Renaissance and Reformation
       TWO

                   Weeks 5-8   Economy and Society


                   Week 9-10   Exams and Reports


       TERM        Week 1-5    Advanced Geography skills
       THREE

                   Week 6-10   Weather and weather hazards


       TERM        Week 1-4    Antarctica
       FOUR

                   Week 5-8    Rainforests


                   Week 9-10   Exams and Reports




SOSE Program (R. Deanshaw)            18                          2007
Heritage College                                             Years 7-10


                                   Year 9

       TERM        Week 1-5    Settlement and Conflict
       ONE
                   Week 6-10   World War 1

       TERM        Week 1-4    Calling Australia Home
       TWO
                   Weeks 5-8   Government in Australia

                   Week 9-10   Exams and Reports

       TERM        Week 1-5    Managing your finances
       THREE
                   Week 6-10   Working in Australia

       TERM        Week 1-4    The Reckless Earth
       FOUR
                   Week 5-8    Coasting along the seashore

                   Week 9-10   Exams and Reports




SOSE Program (R. Deanshaw)            19                          2007
Heritage College                                                           Years 7-10


                                  Year 10

       TERM        Week 1-5    Australia and World War II
       ONE
                   Week 6-10   The World Since 1945

       TERM        Week 1-4    Key issues for Modern Australia
       TWO
                   Weeks 3-5   Living with the law

                   Week 9-10   Exams and Reports

       TERM        Week 1-5    Careers and work
       THREE
                   Week 6-10   Managing a business

       TERM        Week 1-4    Listen our land is crying/ Forests – our green
       FOUR                    mansions
                   Week 5-8    Global population

                   Week 9-10   Exams and Reports




SOSE Program (R. Deanshaw)             20                                       2007
Heritage College                                                        Years 7-10


                                TERM PLANNER


Week     Monday            Tuesday       Wednesday    Thursday     Friday

1        Preparation day   Registrati    Aust. Day    Introduct-
24/1-                      on Day        Holiday      ory day
28/1
2
31/1-
4/2
3
7/2-
11/2
4
14/2 –
18/2
5
21/2 –
25/2
6                                       SCHOOL CAMP
28/2 –
4/3
7
7/3 –
11/3
8        Labour Day
14/3 –   Holiday
18/3
9                                                                  Good Friday
21/3 –                                                             Holiday
25/3
10       Easter Mon.
28/3 –   Holiday
1/4




SOSE Program (R. Deanshaw)                21                                 2007
Heritage College                                                                 Years 7-10


Assessment
Assessment is the on-going process of collecting information about the achievement for
both formative and summative purposes. Assessment for formative purposes assists
teachers in modifying or extending their programs or teaching methods. Assessment
conducted for summative purposes assists teachers to make judgements about student
achievement at or up to a certain point in time. A variety of assessment techniques should
be used appropriate to the outcomes to be assessed.

Assessment in SOSE from years 7 – 10 will consist of a number of components including
glossary tests; assignments including research, model making and poster assignments;
class work tasks such as mapping, graphing and writing exercises; tests.

Each unit will include assessment from assignments, class work, tests and an end of
semester exam. The allocation of marks for each these tasks will be as follows:

                       Unit tests             25%
                       Assignments            45%
                       Exam                   30%
                       Total                  100%

Failure to submit work on the due date will result in a penalty of 10% off the total score
for each day that it is late.

If students have a valid reason for work being late or for missing a test this must be
accompanied by a note from a parent or guardian prior to the date of submission and any
decision as to whether points shall be deducted will be left to the discretion of the
teacher.

The relevant weightings listed above will go towards determining the overall grades
students will receive in their mid year and end of year reports. Grades will be given as
follows:
                                     Marks Legend
                                 Grade   Percentage
                                         Range
                               A         85 - 100
                               B         70 – 84
                               C         50 – 69
                               D         40-49
                               E         30-39
                               F         0-29


An indication of assessment of attitudes and values will also be given in the report.

Assessment of attitudes and values of students will also be reflected in teacher’s
comments for achievement in these areas.


SOSE Program (R. Deanshaw)                  22                                          2007
Heritage College                                                           Years 7-10


Resources

Year 7
Type                         Name                                    Location
Teacher Resource Books          SOSE Book 1 (Jacaranda Press)       SOSE Resource
                                Ancient Quest (Jacaranda Press)     cabinet
                                Geography in SOSE 1
                                SOSE 1 Worksheets for Multiple
                                 Intelligences
                                Jacaranda Atlas
                                Humanities Alive Level 5
                                 Teacher Resource Kit
Student Resource Books          SOSE Book 1
                                Pharaoh’s Mask (NIE)
                                Might of Caesar (NIE)
                                Young & Free (NIE)
                                Jacaranda Atlas
Videos/DVD’s                     Discovering the Past (National     SOSE Resource
                                 Geographic Channel)                 cabinet
                                Ancient Egypt (1)
                                Ancient Egypt (2)
                                Life in Ancient Egypt
                                The Lost Mummy (Imhotep)
                                Roman Empire
                                Australian Environments
                                Making Maps
                                Australian Government
                                Murray Darling Basin
CD-Rom                          SOSE 1                              SOSE Resource
                                Class worksheets                    cabinet
Excursions/Incursions           Melbourne Museum                    SOSE Resource
                                Digging up the Past (Incursion)     cabinet
                                 1.5 hr interactive archaeological
                                 program
Powerpoints                     Cooper Pedy                         SOSE Resource
                                The Murray Darling Basin            cabinet




SOSE Program (R. Deanshaw)                23                                    2007
Heritage College                                                         Years 7-10


Year 8
Type                         Name                                Location
Teacher Resource Books        SOSE Book 2                       SOSE Resource
                              SOSE-Worksheets for Multiple      cabinet
                               Intelligences 2 (Jacaranda
                               Press)
                              Jacaranda Atlas
                              Geography 2-Understanding
                               atlases and map types (Learning
                               Essentials)
                              300 Science and History
                               Projects (Hermes House)
                              Jacaranda Atlas
                              Campaign Earth-Where are We
                               Going Wrong/Researching
                               Environmental Issues (User
                               Friendly Resources)
                              The Big Fridge. Books A,B,C.
                               (User Friendly Resources)
                             
Student Resource Books        SOSE Book 2
                              Jacaranda Atlas
DVD/Video                     Wild Weather                      SOSE Resource
                              Antarctica (IMAX)                 cabinet
                              Plate Tectonics
                              Latitude and Longitude
                              Breaking the Ice
                              Antarctica-Life on the Ice
                              Making Maps
                              Knights and Castles
                              Rainforest
                              Amazon Rainforest
                              Medieval Society
                              Medieval Seige
CD-Rom                        HC Class worksheets               SOSE Resource
                                                                 cabinet
Excursions/Incursions           Melbourne Museum                SOSE Resource
                                Work/Career Expo                cabinet
                                MCG/Art Gallery
                                Medieval incursion




SOSE Program (R. Deanshaw)               24                                   2007
Heritage College                                                        Years 7-10


Year 9
Type                         Name                        Location
Teacher Resource Books        SOSE Book 3               SOSE resource cabinet
                              Jacaranda Atlas
                              Operation Financial
                               Literacy-Modules 1-9
                               (Collection House LTD)
                              300 Science and History
                               Projects (Hermes House)
Student Resource Books        SOSE Book 3
                              Cook and Convicts
                               (NIE)
Videos/DVD’s                  Australian History P.1.   SOSE resource cabinet
                              Australian History P.2.
                              Australian Government
                              Plate Tectonics
                              Great Battles of the
                               Great War
                              The War Files
                              WW1 Causes and
                               Effects
                              Gallipoli-The War Files
                              The Operation of an
                               Economy Parts 1 & 2
                              The Global Economy
CD-Rom                        Water for Life (Claire    SOSE resource cabinet
                               Miller)
                              Heritage College CD
                               (Class worksheets)
Excursions                    Melbourne Museum           City
                              Sovereign Hill             Ballarat
                              Great Ocean Road           Great Ocean Road
                              3 day/2 night urban        City
                               learning activity camp    SOSE resource cabinet




SOSE Program (R. Deanshaw)              25                                   2007
Heritage College                                                     Years 7-10




Year 10
Type                         Name                         Location
Teacher Resource Books        SOSE Book 4
                              Jacaranda Atlas
                              SOSE worksheets for
                               multiple intelligences 4
                               (Jacaranda press)
Student Resource Books        SOSE Book 4
Videos                       
CD-Rom                       
Excursions                                               




SOSE Program (R. Deanshaw)               26                               2007
Heritage College                                                                                  Years 7-10



      YEAR 7
      Unit No.1. Introducing History.

      Rational: We all live in, and are part of, history. The study of people and events of the past is important, as it increases understanding of how the future is
      shaped by the past.

      Time Allocation: 4 weeks.

      Values addressed in this Unit: An appreciation of the past and a willingness to preserve our heritage.

Outcomes:
    5.1       Define what history is.
    5.1       Explain, giving examples, what sources of evidence are.
    5.1       Place the four major periods of time on a timeline in chronological order.
    5.1       Convert dates into centuries.
    5.1       Understand what makes a society a civilization.
    5.1       Explain why civilizations developed in certain places.

Week      Indicators                          Learning Activities        Assessment                                          Resources
1-2       1. Studying history                 1 Suggested chapter        Unit test.                                          Text: Jacaranda SOSE 1
          2. Digging up the past.             activities.                (CSF 5.1)                                           Chapter.1. pages 2-18.
          3. Looking at evidence.             2. Overhead class notes    Class worksheets
3-4       4. The concept of time.             3. Overhead visuals.       (CSF 5.1)                                           Video: Discovering the Past. National
          5. Deciding how old something       4. Biblical account of     Creation of a Personal Timeline (In class           Geographic.
          is.                                 history. 1.4.              presentation) (CSF 5.1)
5         6. The development of early         5. Glossary of terms.      Research Assignment (150 word paper on              Incursion: Digging up the Past.
          civilisations.                      6. Unit test.              archaeology) (CSF 5.1)                              (Presenter: Garry Stone 1.5 hr
          7. Conserving our heritage.         7. Time line activities.   Unit workbook activities (Discovering History)      interactive archaeological program)
                                              8. Unit workbook           (CSF 5.1)
                                              (Discovering History)                                                          Unit workbook. (Discovering History)
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                           Page 27                                        2006
Heritage College                                                                               Years 7-10


  YEAR 7
  Unit No.2. Ancient Egypt.

  Rational:   Understanding how the cultural and religious customs and beliefs of Ancient Egypt affected its living conditions and lifestyles, particularly the
  Pharaohs, helps us to understand the influence of cultural and religious beliefs on the customs and lifestyles of our society.

  Time Allocation: 6 weeks.

  Values addressed in this Unit: Appreciation of diversity in cultures. Borrowing knowledge from the past. Time awareness, interdependence and
  authority.

Outcomes:
     5.1 Explain the origins and economic development of Ancient Egypt.
     5.2 Describe social features of Ancient Egypt
     5.2 Describe the key aspects of daily life.
     5.3 Analyze the ways Ancient Egypt was governed.
     5.4 Compare the main features of daily life in Ancient Egypt with those people in the modern world.
Week Indicators                        Learning Activities             Assessment                                         Resources
1-2     1. Egypt’s environment.        1 Suggested chapter activities. Unit test.                                         *Text: Jacaranda SOSE 1
        2. Life on the Nile River.                                     (CSF 5.1/5.2/5.3/5.4)                              Chapter.2. pages 20-47.
        3. Egyptian housing.           2. Powerpoint displays                                                             *Jacaranda SOSE (Multiple
        4. Egyptian writing.                                           Class worksheets                                   Intelligences Worksheets)
        5. The development of writing 3. Overhead visuals.             Jacaranda worksheets                               * Ancient Quest (Jacaranda Press)
            and printing.                                              (CSF 5.1/5.2/5.3/5.4)                              *Video/DVD:
3-4     6. The Pharaohs.               4. Ancient Egypt construction                                                            Ancient Egypt (1)
        7. Ruling in her own right.    project                         Unit Projects                                            Ancient Egypt (2)
            (Hatshepsut).                                              *In class construction project(Egyptian                  Life in Ancient Egypt
        8. Government.                 5. Research paper/Oral          house)                                                   The Lost Mummy (Imhotep)
        9. The Sphinx and the Great    Presentation.                   (CSF 5.2)                                          *Incursion: Digging up the Past.
             Pyramid.                                                  *Research paper/Oral presentation                  (Presenter: Garry Stone 1.5 hr
5-6     10. The Gods of Ancient Egypt. 6. Unit test.                   (Comparison between an aspect of                   interactive archaeological program)
        11. Deaths, Magic and                                          daily life in Egypt with modern                    *Class worksheets/craft materials
            Mummies.                   7. Worksheets                   lifestyles)
        12. Discovery of the Lost                                      (CSF 5.2/5.4)
            Tomb.
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                        Page 28                                       2006
Heritage College                                                                                    Years 7-10



    YEAR 7
    Unit No.4. Ancient Rome.

    Rational:    The Roman civilization has probably had a greater influence on our way of life today than any other ancient civilization. Their advances in city
    planning, technology and literature have paved the way for our modern Western World.

    Time Allocation: 5 weeks.

    Values addressed in this Unit: Appreciation of diversity in cultures. The principles of citizenship, authority, service, empathy and openness to a
    biblical perspective of history.

Outcomes:
         5.1   Describe the key aspects of daily life in Ancient Rome.
         5.2   Describe social features of Ancient Rome.
         5.3   Analyze the ways in which Ancient Roman society was governed.
         5.4   Compare the main features of daily life in Ancient Rome with those people in the modern world .
Week Indicators                                Learning Activities                 Assessment                                Resources
1-2   1. The great Roman Empire.               1 Textbook activities.              Unit test.                                *Text: Jacaranda SOSE 1
          2. The origins of Rome and the                                           (CSF 5.1/5.2/5.3/5.4)                     Chapter.4. pages 76-102.
              overthrow of the Etruscans.      2. Powerpoints/worksheets per
          3. The Roman army; organization      program CD ROM                      Class worksheets                          *Jacaranda SOSE (Multiple
               and discipline.
          4. Government during the Roman
                                                                                   Jacaranda Multiple Intelligences          Intelligences Worksheets Bk.1.)
              republic.                        3. Unit test.                       worksheets
3-4       5. When the Emperors ruled.                                              (CSF 5.1/5.2/5.3/5.4)                     * Ancient Quest (Jacaranda Press)
          6. The daily life of the Romans.     4. Unit projects per assessment
          7. Roman gods and beliefs.           column                              Unit Projects                             *Video/DVD:
          8. Roman holidays; festivals and                                         Design a Roman Mosaic                          Roman Empire
               games.                          5. DVD/Videos                       (CSF 5.1/5.2)
          9. Spartacus and life as a Roman        - The Roman Empire.              Essay: “How is Football at the MCG        *Newspapers in Education:
               slave.                                                              similar to entertainment at the Ancient   Information booklets: Might of Caesar
5
          10. Roman links to the modern
               world.
                                                                                   Roman Colosseum” 400 words.
          11. Summary/Revision of above                                            (CSF 5.2/5.4)                             *Class worksheets/craft materials


Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                             Page 29                                    2006
Heritage College                                                                              Years 7-10


    YEAR 7
    Unit No.3. Ancient Greece.

    Rationale:    The Greek civilization which developed during the classical age has has a strong and continuing influence on history. Modern politics,
    philosophy, science, maths and the visual and performing arts all have strong links to this period.

    Time Allocation: 3 weeks.

    Values addressed in this Unit: Appreciation of diversity in cultures. The principles of citizenship, democracy and freedom.

Outcomes:
     SOHI0501       Explain the origins and economic development of Ancient Greece.
     SOHI0502       Describe social features of Ancient Greece
     SOHI0503       Analyze the ways in which ancient Greece was governed.
     SOHI0504       Compare the main features of daily life in Ancient Greece with those people in the modern world.

Indicators                                   Learning Activities                               Resources                             Assessment
1. Geography of Ancient                      1 Suggested chapter activities.                   Text: Jacaranda SOSE 1                Unit test.
    Greece.                                                                                    Chapter.3. pages 48-76.
2. First Greek civilisations.                2. Overhead class notes                                                                 Suggested chapter
3. Trojan horse (Fact or Fiction).                                                             Ancient Greece black line masters.    activities
4. How Athens and Sparta were                3. Overhead visuals.
    governed.                                                                                  Work sheets                           In class worksheets.
5. The Spartan people.                       4. Glossary of terms.
6. The Athenians and the Golden Age of                                                         Ancient Quest. J. Conroy, G.          Glossary test.
    Greece.                                  5. Unit test.                                     Ennis, A. Low, J. Schill, M. Vos.
7. Religion and the Greeks.                                                                    Jacaranda Press.
8. Daily life in Greece.                     6. Worksheets
9. The Olympic games.                                                                          Videos:
10. Alexander the Great.                     7. Videos                                                   -   Alexander the Great
11. Our cultural heritage.                      - Alexander the Great                                        (MGM DVD)
                                                - Alexandria-The Life of the Ancient                     -   Alexandria-The Life
                                                  Greeks.                                                    of the Ancient
                                                                                                             Greeks. Discovery
                                                                                                             Channel- Foxtel.

Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                       Page 30                                      2006
Heritage College                                                                               Years 7-10


  YEAR 7
  Unit No.5. Ancient China.

  Rational:    As the longest continuous civilization, with the longest recorded history, China represents what some would say, is the highest level of human
  achievement for civilizations formed at this time in the world’s history. Learning about the lives of various Chinese people and achievements will give
  students an understanding of how China’s history and culture has contributed to our world heritage.

  Time Allocation: 3 weeks.

  Values addressed in this Unit: Appreciation of diversity and strength of history in cultures. The principles of citizenship, empathy, diversity and
  nationalism.

Outcomes:
     SOHI0501       Describe the key aspects of daily life in ancient China.
     SOHI0502       Describe social features of ancient China.
     SOHI0503       Analyze the ways in which ancient Chinese society was governed.
     SOHI0504       Compare the main features of daily life in ancient China with those people in the modern world.

Indicators                                   Learning Activities                                Resources                             Assessment
1. The land of China-the Middle              1 Suggested chapter activities.                    Text: Jacaranda SOSE 1                Unit test.
    Kingdom.                                                                                    Chapter.5. pages 102-128.
2. Shang society, god-like kings and a       2. Overhead class notes                                                                  Suggested chapter
    silkworm.                                                                                   Imperial China black line masters.    activities
3. Shi Huangdi; ruler of the first Chinese   3. Overhead visuals.
    empire.                                                                                     Ancient Quest. J. Conroy, G.          In class worksheets.
4. Discovering the terracotta warriors.      4. Glossary of terms.                              Ennis, A. Low, J. Schill, M. Vos.
5. The Han restore peace and encourage                                                          Jacaranda Press.                      Glossary test.
    learning.                                5. Unit test.
6. Sima Qian the historian and Zhang                                                            Work sheets                           Research Project.
    Qian the traveler.                       6. Worksheets
7. Ban Zhao and the world of Chinese                                                            Videos:                               Class Presentations
    women.                                   7. Research Project                                          -   The Great Wall of
8. Everyday life under the Han dynasty.                                                                       China. Discovery
9. The achievements and downfall of the      8. Class presentations.                                          Channel- Foxtel.
     Han.
10. Achievements of Chinese civilization.    8. Video
                                                - The Great Wall of China.
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                        Page 31                                      2006
Heritage College                                                                          Years 7-10


  YEAR 7
  Unit No.6. The Skills of a Geographer.

  Rational:     As humans we are constantly interacting with the world around us. To be competent citizens, students need to learn how to identify
  direction, to measure distance, and use maps to find out about different landscapes and places. By developing this knowledge are better able to
  interact and understand the environments in which they live.

  Time Allocation: 5 weeks.

  Values addressed in this Unit: Importance of developing mapping skills for geographical awareness

    Outcomes:
    o 5.1 Compare the characteristics of significant regions in Australia and the world
    o 5.2 Explain how natural processes and human activities change environments
    o 5.3 Explain how people’s use of natural and human environments changes over time
    o 5.4 Develop a plan to address impacts of change


Week      Indicators                         Learning Activities                  Assessment                 Resources
1          1. Interpret symbols/key          1 What is a map?                      Unit Test                 *Text: Jacaranda SOSE 1
              elements on maps.              2. BOLTSS.                            (CSF 5.1/5.2/5.3/5.4)     Chapter.6. pages 128-155.
           2. Trace an aerial photograph     3. Symbols.                                                     *Jacaranda SOSE Workshhets for Multiple
2          3. Use map references to find     4. Which way?                         Class worksheets          Intelligences 1
              locations in a street          5. Drawing to scale.                  Jacaranda Multiple        *Geography Timesavers
              directory                      6. Scale and distance.                Intelligences             R. Milne.
           4. Compare/locate different       7. Where is it?                       Worksheets                (Blackline Masters)
3             type of atlas maps             8. Using a street directory.          (CSF 5.1/5.2/5.3/5.4)     *Understanding Map Basics 1
           5. Use compass bearings to        9. Using an atlas.                                              D. Morrison. Learning Essentials, 2004.
              locate places on a map.        10. Making graphs.                    Unit Project              *Class Work sheets (CD ROM)
           6. List the important lines of    11. Using graphs                      “Design an Island”        *Survey Maps (Class sets-various
4 -5          latitude and longitude                                               Mapping/presentation      locations/ Geography Teachers Association
           7. Locate places using grid and                                         assignment.               of Vic.)
              area references                                                      (CSF 5.1/5.2/5.3/5.4)     *Video: Making Maps. (Classroom Video)
           8. Demonstrate an                                                                                 *Geography in SOSE1
               understanding of contour                                                                      Jeana Kriewaldt. Macmillian 2005.
               lines and slope
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                  Page 32                                   2006
           Heritage College                                                                              Years 7-10


             YEAR 7
             Unit No.7. Australian Environments.

             Rational: As Australians it is important for us to understand the environment in which we live, and how the natural environment and human environment
             influence and impact on each other. More than ever before it is important that students develop a sense of responsibility to the environments in which they
             live and impact upon. By developing such knowledge students will learn to appreciate the diversity of the country in which they live.

             Time Allocation: 5 weeks.

             Values addressed in this Unit: Awareness of alienation of the original purpose of environments and development of a sense of ecological
             responsibility.

Comments:
    5.1 Compare the characteristics of significant regions in Australia
    5.2 Explain how natural processes and human activities have changed the Australian environment
    5.3 Explain how the Australian public’s use of natural and human environments changes over time
    5.4 Develop a plan to address impacts of change within Australian environments

Week    Indicators                                  Learning Activities                               Assessment                      Resourses
1       Introduce the Australian continent &        1 Suggested chapter activities.                   Unit test.                      *Text: Jacaranda SOSE 1
            Australia’s natural environment.        2. Overhead class notes                           (CSF 5.1/5.2/5.3/5.4)           Chapter.7. pages 156-184.
                                                    3. Overhead visuals.                                                               *SOSE Worksheets for Multiple
2       Examine the processes of human impact       4. Glossary of terms.                             Suggested text/class            Intelligences 1 (Jacaranda)
        on Australia’s climate and vegetation.      5. Unit test.                                     activities                      *Geography in SOSE 1 (Macmillan
                                                    6. Worksheets                                     (CSF 5.1/5.2/5.3/5.4)           2004)
3       Develop an understanding of Australia’s     7. Research Assignment: A unique Australian                                       *Geography Puzzles
           human environment and how it has         environment                                       Research Assignment – 500       L. Snadden.
           changed over time.                       8. Class presentations.                           word research paper on a        (Blackline Masters)
                                                    9. DVD - The Face of Australia.                   selected Australian             *Class Work sheets CD ROM
4       Examine how Australia’s environment is      Achieved through a study of: The Australian       Environment.                    *Powerpoint: Case studies - Cooper
           used and what steps can be taken to      continent/ Australia’s natural environment/New    (CSF 5.1/5.2/5.3/5.4)           Pedy & The Murray Darling Basin
           understand the impacts of farming on     Zealand’s Southern Alps/Australia’s climate
           Australian environments                  and vegetation/Bushfires in                                                       *DVD: The Face of Australia.
                                                    Australia/Australia’s human environment and                                              (Classroom Video)
5       Revise the above topics in the context of   immigration patterns/Suburban sprawl/How the
            CSF 5.4                                 environment is used/Landcare/Case studies:
                                                    Cooper Pedy & The Murray Darling Basin




           SOSE Program (R. Deanshaw)                                                                       Page 33                                       2006
          Heritage College             Years 7-10


Evaluation/Development/Comments




          SOSE Program (R. Deanshaw)     Page 34    2006
           Heritage College                                                                               Years 7-10


             YEAR 7

             Unit No. 8. Endangered Species.

             Rational: Mankind is only one of the millions of species on Earth and scripture instructs mankind as the caretakers of this planet to invest time and care in
             the management of all creatures and environments. As Australians it is important for us to understand the environment in which we live, together with the
             rest of the world as an interconnected global community. As man has progressed, environments and many of the animals which live in them, have been
             pushed to the brink of extinction. By developing a knowledge of endangered species and mans interconnectedness with the environment, students will learn
             to appreciate the diversity of the country in which they live together with both its fragile and precious nature.

             Time Allocation: 4 weeks.

             Values addressed in this Unit: Awareness of the interconnectedness of endangered species and environmental change through the development of a
             sense of ecological responsibility.

Comments:
    5.1 Compare the characteristics of significant regions in Australia and the world
    5.2 Explain how natural processes and human activities change environments
    5.3 Explain how peoples use of natural and human environments changes over time
    5.4 Develop a plan to address impacts of change

Week    Indicators                              Learning Activities                                    Assessment                     Resourses
1       Introduce the concept of endangered     1 Suggested chapter activities.                        Unit test.                     *Text: Jacaranda SOSE 1
        species and natural environments.       2. Graphing statistics                                 (CSF 5.1/5.2/5.3/5.4)          Chapter.7. pages 210-234.
                                                3. Powerpoint presentations.                                                           *SOSE Worksheets for Multiple
2-3    Examine the processes of human           4. Glossary of terms.                                  Suggested text/class           Intelligences 1 (Jacaranda)
           impact                               5. Unit test.                                          activities                     *Geography in SOSE 1 (Macmillan
       on world climate, flora and fauna.       6. Worksheets                                          (CSF 5.1/5.2/5.3/5.4)          2004)
       Including Case Studies of the Panda      7. Research Assignment: Powerpoint presentation:                                      *Geography Puzzles
       & Tiger. Develop an understanding        Endangered species case study                          Powerpoint Assignment –        L. Snadden.
       of Australia’s endangered species:       8. Class presentations.                                Minimum 10 slide               (Blackline Masters)
       Case Studies: Bilby/Dugong               9. DVD’s – Endangered Animals/Australia-An             powerpoint presentation on     *Class Work sheets CD ROM
4                                               Ecological Profile.                                    a selected endangered          *Powerpoint: Case studies –
        Development of a plan to save           Achieved through a text study of:                      species. (Small group work)    Endangered species
        endangered species through an           Going, going, gone/The search for the                  (CSF 5.1/5.2/5.3/5.4)
        understanding of the impacts of         thylacine/Where are the world’s endangered                                            *DVD: Endangered
        change to environments. Revision of     species/Pandas-Tigers/Disappearing                                                    Animals/Australia-An Ecological
        the above topics in the context of      rainforests/Illegal trade in animals/Australia’s                                      Profile
        CSF 5.4                                 endangered animals/Bilby’s-Dugong’s/Saving
                                                endangered species/Revision


           SOSE Program (R. Deanshaw)                                                                        Page 35                                       2006
          Heritage College             Years 7-10


Evaluation/Development/Comments




          SOSE Program (R. Deanshaw)     Page 36    2006
            Heritage College                                                                                Years 7-10



              YEAR 7
              Unit No. 10. Australia’s Political and Legal System.

              Rational: The functions of both government and legal systems are central to the structures of nations and societies throughout the world. As such students
              require a clear understanding of the function of such institutions within the societies they are so much a part of. As Christians we are taught to ‘render unto
              the government that which is the governments and unto God that which is God’s’. By implication then an understanding and respect for both government
              and legal functions are implied as students take their place as contributing and engaged members of a democratic society.

              Time Allocation: 5 weeks.

              Values addressed in this Unit: Awareness of an individuals place within a complex social fabric as the basis of understanding one’s responsibilities,
              appropriate expectations and behaviors within an organized society.

Comments:
     5.1 Analyse the key features of Australia’s political system at local, state and federal levels
     5.2 Examine the origin of Australia’s legal system and how Australia’s laws are made
Week Indicators                                    Learning Activities                                   Assessment                       Resourses
1-2   Introduce the key values of representative 1 Suggested chapter activities.                         Unit test.                       *Text: Jacaranda SOSE 1
      democracy, including the concepts of         2. Graphing statistics                                (CSF 5.1/5.2)                    Chapter.10. pages 236-266.
      rights, responsibilities, participation and  3. Advertising Poster campaign assignment.                                              *SOSE Worksheets for Multiple
      representation.                              4. Glossary of terms.                                 Suggested text/class             Intelligences 1 (Jacaranda)
                                                   5. Unit test.                                         activities                       *Geography in SOSE 1 (Macmillan
      Examine key political structures in          6. Worksheets/group activities                        (CSF 5.1/5.2)                    2004)
      various levels of government                 7. Class presentations.                                                                *Class Work sheets CD ROM
                                                   8. DVD – Australian Government.                       Advertising Poster – Design      *Young People & Voting (VEC 3rd
3-4   Examine the origins and key values of        Achieved through a text study of:                     an advertising campaign          Ed.)
      Australia’s legal system including           Participating in Government/Government in             built around posters to          *Humanities Alive Level 5
      judicial and enforcement structures at       Australia/federal parliament/Parties, politics &      inform other young people        (Teacher Support Kit)
      federal, state and local levels              power/Citizenship & participating in                  regarding an issue of            *Young & Free booklet (NIE)
                                                   politics/Active citizenship/Citizen rights/law &      citizens rights in relation to
      Develop an understanding of how law-         justice/The origins & role of the law, courts, &      either the political or legal    *DVD: Australian Government
      making processes allow for participation     police, Individual rights/Revision                    system. Include a class
      by active and informed citizens                                                                    presentation of the poster.
                                                                                                         (CSF 5.1/5.2)
5       Investigate avenues of dispute resolution
        through acknowledged channels of social
        structure. Revision of the above topics in
        the context of CSF 5.1 and 5.2



            SOSE Program (R. Deanshaw)                                                                         Page 37                                       2006
          Heritage College             Years 7-10


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          SOSE Program (R. Deanshaw)     Page 38    2006
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SOSE Program (R. Deanshaw)     Page 39    2006
Heritage College                                                                                Years 7-10


  YEAR 8
  Unit No.1. Life in Medieval Times.

  Rational:   A knowledge of life in the Middle Ages helps us to understand many of our customs and habits, in particular the laws by which we operate and
  through them our religious heritage. A study of their lifestyle helps us to appreciate the advances that have been made particularly in the area of health and
  hygiene.

  Time Allocation: 6 weeks.

  Values addressed in this Unit: Authority, empathy, Co-operation.

Outcomes:
    5.1     Describe key features of peasant life in medieval society
    5.2     Describe the social features of ancient and medieval societies
    5.3     Analyse the ways in which ancient and medieval societies were governed
    5.4     Compare the main features of daily life in ancient and medieval societies with those of people in the modern world

Week    Indicators                             Learning Activities                               Assessment                             Resources
1-2          The fall of the Roman                Selected Textbook activities.                 Unit test.                            Text: Jacaranda
                Empire.                            Class work sheets/activities                     CSF 5.1/5.2/5.3/5.4                  SOSE 2
             The Vikings.                         View Video/DVD’s Medieval                     Textbook activities/class             Jacaranda Atlas
             Stand up the true King of               Society/Medieval Seige                        worksheets                           SOSE worksheets for
                England.                           Research Assignment.                            CSF 5.1/5.2/5.3/5.4                   Multiple Intelligences
             Woven History.                          Glossary of terms.                         Research assignment. (300              2
             William takes control.                  Unit test.                                   word paper – life in Medieval        Internet Research
3-4          Life in the Middle Ages.                Worksheets                                   Times)                               Medieval Times
                In God we trust.                      Plan a medieval feast.                       CSF 5.1/5.2/5.4                       black line masters.
             Tough laws, harsh                                                                   SOSE worksheets for Multiple          Video: Medieval
                penalties.                                                                          Intelligences 2                       Society/medieval
             Brave of heart. William                                                               CSF 5.1/5.2/5.3/5.4                   Seige
                Wallace of Elderslie.                                                             Plan a Medieval feast.                Incursion: Life in
5-6
             Food and feasting.                                                                    CSF 5.1/5.2                           Medieval Europe
             Medieval fashions.                                                                                                         (1.5 hr interactive
             Meeting the outcomes.                                                                                                       program)
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                         Page 40                                       2006
Heritage College             Years 7-10




SOSE Program (R. Deanshaw)     Page 41    2006
Heritage College                                                                                Years 7-10


 YEAR 8
 Unit No.2. Castles and Knights.

 Rational:    Understanding how religious beliefs of medieval society affected its living conditions and lifestyles, particularly the knights, helps to understand
 the influence of religious beliefs on the customs and lifestyle of our society.

 Time Allocation: 5 weeks.

 Values addressed in this Unit: Justice, Sensitivity, Time awareness, integrity.

  Outcomes:
      5.1      Explain how work was divided between different workers to construct castles.
      5.2      Describe the key features of castle life.
      5.2      Recount myths and legends, religious beliefs and practices identifying the underlying values of ancient and medieval societies
      5.4      Explore the use of armor and heraldry to identify the ideas and values of medieval societies.
      5.3      Analyze how castles and weapons were used to seize and maintain power.

  Week       Indicators                             Learning Activities                        Assessment                           Resources
  1-2             The development of               1 Selected Textbook activities.            Unit test.                           -Text: Jacaranda SOSE 2
                     castles.                       2. Overhead class notes                    CSF 5.1/5.2/5.3/5.4                  Chapter.2. pages 2-32.
                  Building castles.                3. Overhead visuals.                       Selected chapter activities          -Jacaranda SOSE CD ROM
                  Living in castles.               4. Design and construct a model castle.    CSF 5.1/5.2/5.3/5.4                  -Questia On-line library
  3               Defending the castle.            5. Glossary of terms.                      Worksheets                           -Medieval Times black line
                  The castle under siege.          6. Unit test.                              CSF 5.1/5.2/5.3/5.4                  masters.
  4               Being a knight.                  7. Worksheets                              Power Point presentation “Life       -DVD “Castle Life”
                                                    8. DVD “Castle Life”                       in a Castle”                         -Class worksheets/SOSE
                  Knights in shining armor.
  5                                                 9. Power Point presentation                CSF 5.2/5.3                          multiple intelligence
                  The crusading knights.
                                                                                               Construct a model castle.            worksheets (Jacaranda)
                  Meeting the outcomes.
                                                                                               CSF 5.2/5.3                          -Assorted craft materials
                                                                                               400 word Life Sketch of a figure
                                                                                               from the Crusades
                                                                                               CSF 5.2/5.3/5.4

  Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                         Page 42                                       2006
Heritage College                                                                             Years 7-10




 YEAR 8
 Unit No.3. Economy and Society.

 Rational:    To operate effectively as members of society students must be able to explain the key factors that influence the Australian economy through
 identifying factors that affect opportunities for current and future work.

 Time Allocation: 5 weeks.

 Values addressed in this Unit: Justice, time and space awareness, integrity of work practices and habits.

  Outcomes:
      5.3 Explain the key factors that influence the Australian economy
      5.4 Identify and discuss factors that affect opportunities for current and future work.

  Week       Indicators                                  Learning Activities                 Assessment                         Resources
  1               Consumers and producers.              1 Selected Textbook activities.     Unit test.                         -Text: Jacaranda SOSE 2
                  How are goods and services            2. Overhead class notes             CSF 5.3/5.4                        Chapter.10. pages 232-256.
                     produced.                           3. Overhead visuals.                Selected chapter activities        -Jacaranda SOSE CD ROM
  2               Types of business.                    4. Development of a personal        CSF 5.3/5.4                        -Questia On-line library
                  A trading nation.                        budget                           Worksheets                         -Operation Financial Literacy
                  Why people work.                      5. Glossary of terms.               CSF 5.3/5.4                        (Student worksheets-modules
                  The labour market.                    6. Unit test.                       Power Point presentation “My       1-9)
  3                                                      7. Worksheets                       Future-My Career”                  -Class worksheets/SOSE
                  Where do Australian work.
                                                         9. Power Point presentation         CSF 5.3/5.4                        multiple intelligence
                  Different work for different
  4                                                                                          Personal budget assignment.        worksheets (Jacaranda)
                     people.
                                                                                             CSF 5.3/5.4
                  The changing workplace.
  5               Work and technology.
                  Work in the future.
                  Meeting the outcomes.

  Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                       Page 43                                     2006
Heritage College                                                                                 Years 7-10


  YEAR 8
  Unit No.3. Renaissance and Reformation.

  Rational:    To understand the world we live in and its culture it is necessary to understand the role of the renaissance in the shaping of that culture. As
  Christians, knowledge of the reasons for the impact of the Reformation is essential to the understanding and development of our faith.

  Time Allocation: 5 weeks.

  Values addressed in this Unit: The strength of our cultural heritage. An openness to the biblical perspective in the context of the history of the
  Christian church and its development over time. A sense of justice and truth as told by the story of the Reformation.

Outcomes:
     SOHI0501       Explain the impact of trade in Renaissance society.
     SOHI0502       Analyze family relationships and the role of men, women and children within Renaissance society.
     SOHI0502       Explore the arts to identify the ideas and values of Renaissance society.
     SOHI0504       Identify how the ‘spirit’ of the Renaissance has been passed through time to our own culture in the modern world.

Indicators                                     Learning Activities                                Resources                               Assessment
1. The Renaissance ‘Spirit’ emerges.           1 Selected Textbook activities.                    Text: Jacaranda SOSE 2                  Unit test.
2. Florence – a Renaissance city.                                                                 Chapter.3. pages 52-75.
3. Humanism and its impact on the arts.        2. Overhead class notes                                                                    Selected chapter
4. Revolutions in art and architecture.                                                           Jacaranda SOSE CD ROM                   activities
5. A Renaissance man – Leonardo Da             3. Overhead visuals.
    Vinci.                                                                                        Internet Research                       Research Assignments
6. Disease and Death – medicine and            4. Research Assignments.                                                                   and class presentations.
    science.                                                                                      Renaissance and Reformation
7. Girls and women in the Renaissance.         5. Glossary of terms.                              black line masters.                     Glossary test.
8. The Catholic Church under attack.
9. Martin Luther – challenger of the           6. Unit test.                                      Worksheets                              Work sheets
     Church.
10. Meeting the outcomes.                      7. Worksheets                                      Videos:
                                                                                                      - John Wesley
                                               8. Videos.                                             - Martine Luther
                                               - John Wesley                                          - John Wesley
                                               - Martin Luther
                                               - John Wycliffe

Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                          Page 44                                        2006
Heritage College             Years 7-10




SOSE Program (R. Deanshaw)     Page 45    2006
Heritage College                                                                               Years 7-10


    YEAR 8
    Unit No.4. Medieval Japan.

    Rational:    Features of Medieval Japan, while similar to Europe, showed significant differences in regards to religion and the development of literature, as
    well as visual arts and theatre works. These features have stood the test of time, and are still very much admired today

    Time Allocation: 5 weeks.

    Values addressed in this Unit: Appreciation of the diversity in cultures and how that diversity can add to our own lives. The concept of
    nationalism and a sensitivity to the heritage of peoples and nations in our region.

Outcomes:
     SOHI0501       Describe the customs of medieval Japan, including clothing, food, housing, schools, universities, rituals, festivals and entertainment.
     SOHI0502       Describe key features of community life in medieval Japan.
     SOHI0502       Explore cultural expressions such as theatre and origami to identify the ideas and values of medieval societies.
     SOHI0503       Identify the influence of the samurai.
     SOHI0503       Analyze the dominant political groups and explain how they established and maintained power.

Indicators                                          Learning Activities                     Resources                                 Assessment
1. Japan: Land of Mountains, earthquakes – and      1 Selected Textbook activities.         Text: Jacaranda SOSE 2                    Unit test.
   many beliefs..                                                                           Chapter.4. pages 75-94.
2. From emperors to medieval Japanese society.      2. Overhead class notes                                                           Selected chapter activities
3. Japanese castles and towns.                                                              Jacaranda SOSE CD ROM
4. Warrior class – the rise of the Samurai.         3. Overhead visuals.                                                              Worksheets
5. The culture of the Imperial Court.                                                       Internet Research
6. A rich culture in arts and crafts.               4. Kite and Origami construction                                                  In class projects – kite and
7. Contact and isolation: Japan and the ‘red-         projects.                             Medieval Japan black line masters.        origami construction
   haired barbarians’.
8. Meeting the outcomes.                            5. Glossary of terms.                   Worksheets                                Glossary test.

                                                    6. Unit test.                           Video:
                                                                                            - History of the Samurai
                                                    7. Worksheets                            (Video Education Australia)

                                                    8. Video.
                                                    - History of the Samurai
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                         Page 46                                       2006
Heritage College                                                                             Years 7-10


 YEAR 8
 Unit No.5.     Advanced Geography Skills.

 Rational:    Maps are used in many work and leisure situations, to precisely pinpoint locations and give us a detailed view of the land. A good understanding
 and interpretation of different types of maps becomes a very important geographical skill.

 Time Allocation:     5 weeks.

 Values addressed in this Unit: Developing an appreciation of mapping differences as a tool for increasing geographical awareness




Outcomes:
             5.1 Compare the characteristics of significant regions in Australia and the world
             5.2 Explain how natural processes and human activities change environments
             5.3 Explain how people’s use of natural and human environments changes over time
             5.4 Develop a plan to address impacts of change


Week    Indicators                           Learning Activities               Assessment                                   Resources




SOSE Program (R. Deanshaw)                                                                        Page 47                                    2006
Heritage College                                                                             Years 7-10


1        1. Demonstrate a knowledge of       1.   Maps for different purposes   Unit test.                                 *Text: Jacaranda SOSE 2
            different types of maps and      2.   Latitude/Longitude            (CSF 5.1/5.2/5.3/5.4)                      Chapter.5. pages 94-118.
            their uses                       3.   Time zones                                                               *Jacaranda SOSE Geography 2
2        2.Locate important lines of         4.   Topographical                 Suggested chapter activities               2004.
            latitude/longitude, as well as        maps/contours                 (CSF 5.1/5.2/5.3/5.4)                      *SOSE Worksheets for Multiple
            time zones.                      5.   Using topographic maps                                                   Intelligences 2
         3. Identify key feature of          6.   Drawing contours and          In class worksheets.                       *Geography Timesavers
            topographical maps.                   cross-sections                (CSF 5.1/5.2/5.3/5.4)                      R. Milne.
3        4.Construct a cross-sectional       7.   Using aerial photographs                                                 (Blackline Masters)
            diagram using a topographical    8.   Satellite imagery             Glossary test.                             *Understanding Map Basics 2
            map.                             9.   Using geography skills        (CSF 5.1/5.4)                              D. Morrison.
4-5      5.Interpret a variety of                                                                                          Learning Essentials, 2004.
            geographical data using                                             Create a scaled map of Heritage College.   *Class Worksheets CD ROM
            graphs and maps.                                                    (CSF 5.1/5.3/5.4)                          *Survey Maps (Class sets-various
         6.Interpret aerial photography                                                                                    locations/ Geography Teachers
            and satellite imagery.                                                                                         Association of Vic.)
                                                                                                                           *Video: Making Maps.
                                                                                                                                     (Classroom Video)



Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                       Page 48                                   2006
Heritage College                                                                                Years 7-10


    YEAR 8
    Unit No..    Weather and Weather Hazards.

    Rational:    Our lives are significantly affected by the weather conditions we experience. It is useful then to understand our dependence on it for
    our existence, our ability to change it and the need to understand it to be able to plan for and deal with adverse or extreme weather conditions.

    Time Allocation:     5 weeks.

    Values addressed in this Unit: Ecological responsibility: an understanding of the interrelatedness of global weather patterns and the sensitivity of
    such patterns to human activity.

Outcomes:
               5.1 Compare the characteristics of significant regions of the world.
               5.3 Explain the formation of weather patterns.
               5.2 Explain how natural processes and human activities change environments.
               5.4 Develop a plan to address the impacts of change in the local environment.

Week      Indicators                              Learning Activities                                    Assessment              Resources
1          Introduce the topic of weather and     1 Suggested chapter activities.                        Unit Test               Text: Jacaranda SOSE 2
               its relationship to global         2. Overhead class notes                                (CSF 5.1/5.2/5.3/5.4)   Chapter.6. pages 118-153
               activity and how it affects        3. Overhead visuals.                                                           *Jacaranda SOSE Geography
2              human behaviour.                   4. Glossary of terms.                                  Research Paper: An      2 2004.
          Examine the various geographical        5. Unit test.                                          extreme weather         *SOSE Worksheets for
               regions of the world and their     6. Worksheets                                          pattern.                Multiple Intelligences 2
3-4            relationship to weather            7. Student Internet research                            (CSF                   *Geography Timesavers
               formation/seasons/rainfall         8. Research paper on extreme weather activities        5.1/5.2/5.3/5.4)        R. Milne.
          Mapping extreme weather/and the         9. DVD summaries                                                               (Blackline Masters)
5              cause and effect process of        Achieved through: What is weather &how does it         Weather log             *Inside the Weather
               extreme weather patterns.          affect our lives?/warm places, cold                    (per the CD ROM)        The Canberra Times 2005
          Revise the above topics in the          places/seasons/rainfall/weather maps/extreme weather   (CSF 5.1/5.2/5.3/5.4)   *Class Worksheets CD ROM
               context of CSF 5.4                 study/revision                                                                 *BOM website
                                                                                                                                 *DVD: Wild Weather
                                                                                                                                          Making Maps.
                                                                                                                                          (Classroom Video)

Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                        Page 49                                   2006
Heritage College                                                                               Years 7-10


    YEAR 8
    Unit No.8.   Antarctica.

    Rational:    Antarctica is a unique environment having no indigenous people and is therefore relatively unaffected by man. It is important for
    students to recognize its uniqueness and the need to preserve this from unnecessary human intervention.

    Time Allocation:    5 weeks.

 Values addressed in this Unit: Ecological responsibility, a whole world view and man’s potential impact and influence on the welfare and wellbeing
 of future generations.
Outcomes:
         5.1 Compare the characteristics of significant regions in the world
         5.3 Explain how natural processes and human activities change environments.
         5.2 Explain how people’s use of natural environments changes over time..
         5.4 Develop a plan to address the impacts of change in the local environment.

Week      Indicators                              Learning Activities                                  Assessment                 Resources
1          Introduce the topic of Antarctica,     1 Suggested chapter activities.                      Unit Test                  Text: Jacaranda SOSE 2
               the uniqueness of the continent,   2. Overhead class notes                              (CSF 5.1/5.2/5.3/5.4)      Chapter.8. pages 182-206
               and its relationship to global     3. Overhead visuals.                                                            *Jacaranda SOSE Geography
               environmental issues.              4. Glossary of terms.                                Environmental Summit       2 2004.
2-3       Examine the various geographical &      5. Unit test.                                        Presentation: Individual   *SOSE Worksheets for
               ecological elements of the         6. Worksheets                                        participation in a class   Multiple Intelligences 2
               continent in the context of        7. Student Internet research                         summit concerning the      *Campaign Earth-Researching
               man’s impact upon them &           8. Presentation at a class environmental summit.     key environmental issues   Environmental Issues.
               regions of the world and their     9. DVD summaries                                     facing the Antarctic       *The Big Fridge-Books 1-3
               relationship to weather            10. In class activity based tasks                    Continent.                 Brundall
               formation/seasons/rainfall         Achieved through a study of: The Antarctic            (CSF 5.2/5.3/5.4)         *Internet
4         Examine the continents future in the    continent/Physical environment/Pack-ice/Flora &                                 *Questia library
               context of changing habitats       fauna/Exploration/Human impact/life on the           In class activity based    *Class Worksheets CD ROM
               and man’s global influence         continent/Resources/Global impacts/Revision          tasks.                     *DVD: Antarctica 1 & 2
5         Revise the above topics in the                                                               (per the CD ROM)                    8 Below
               context of CSF 5.4                                                                      (CSF 5.1/5.2/5.3/5.4)




SOSE Program (R. Deanshaw)                                                                           Page 50                                 2006
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SOSE Program (R. Deanshaw)          Page 51    2006
Heritage College             Years 7-10




SOSE Program (R. Deanshaw)     Page 52    2006
Heritage College                                                                              Years 7-10


  YEAR 8
  Unit No.9.   Rainforests.

  Rational:    Over the entire period of recorded history, human activity has succeeded in reducing the Earth’s forests by about one-third. A direct
  consequence of this action has been the loss of many species of plants and animals together with dramatic changes to global biodiversity and climate
  patterns. Understanding man’s place in the global environment, together with our responsibility to appropriately manage the earth’s resources
  must be a significant part of any child’s education as we move into the 21 st century.

  Time Allocation:    4 weeks.

 Values addressed in this Unit: Ecological responsibility, a whole world view and man’s potential impact and influence on the welfare and wellbeing
 of future generations.
Outcomes:
         5.1 Compare the characteristics of significant regions in the world
         5.3 Explain how natural processes and human activities change environments.
         5.2 Explain how people’s use of natural environments changes over time..
         5.4 Develop a plan to address the impacts of change in the local environment.

Week    Indicators                              Learning Activities                                  Assessment                Resources
1-2      Introduce the topic of Rainforests     1 Suggested chapter activities.                      Unit Test                 Text: Jacaranda SOSE 2
        and describe the physical               2. Overhead class notes                              (CSF 5.1/5.2/5.3/5.4)     Chapter.9. pages 206-232
        characteristics of this unique          3. Overhead visuals.                                                           *Jacaranda SOSE Geography
        environment in comparison to other      4. Glossary of terms.                                ‘The Great Rainforest     2 2004.
        regions of the globe.                   5. Unit test.                                        Dilemma’ project. A       *SOSE Worksheets for
        Examine the various geographical &      6. Worksheets                                        combined                  Multiple Intelligences 2
        ecological elements which combine       7. Student Internet research                         group/individual          *Campaign Earth-Researching
        to change environments. Assess the      8. Group/individual work as part of the ‘The Great   assessment task which     Environmental Issues.
        extent to which man’s activity has      Rainforest Dilemma’ assessment project.              combines research and     *Humanities Alive. Level 5.
        led to change in the forest             9. DVD summaries                                     verbal presentation.      Teacher Support Kit
        environment.                            10. In class activity based tasks                     (CSF 5.2/5.3/5.4)        *Internet
3-4     Explore the future of rainforests and   Achieved through a study of: What is a                                         *Questia library
        examine ways to respond to the          rainforest/The importance of                         In class activity based   *Class Worksheets CD ROM
        impacts of change. Revise the above     rainforests/rainforests as economic                  tasks.                      *DVD resources:
        topics in the context of CSF 5.1-5.4    reserves/rainforests under threat/endangered         (per the CD ROM)          Sustainable Forestry
                                                species of the rainforest/Case studies:              (CSF 5.1/5.2/5.3/5.4)     Amazon Rainforest (The
                                                Indonesia, The Amazon and the                                                  development dilemma)
                                                Daintree/Australian rainforests/rainforests in                                 Rainforests (Light, water,
                                                the future/Revision                                                            soils, fauna & vegetation).




SOSE Program (R. Deanshaw)                                                                       Page 53                                  2006
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Evaluation/Development/Comments




SOSE Program (R. Deanshaw)          Page 54    2006
Heritage College                                                                    Years 7-10


YEAR 9
Unit 1 – Settlement and conflict
General Overview: The first European settlements had an immediate and disastrous impact on Aboriginal populations. This unit
considers the roles played by the Aboriginals, the convicts and their jailers in the early years of British settlement in the new
colonies.
Time allocation: 4 weeks
Values: Conflict management, Cooperation, Freedom, Empathy

Outcomes:
    6.1 Describe the reasons for the colonization of Australia
    6.2 Analyse the continuing significance of major events and ideas that shaped Australian society
Week    Indicators                   Learning Activities                                Assessment             Resources
1        Examine the factors              Why choose Australia?                         Research Report          Jacaranda SOSE 3: p 2-29
          involved in the British          Arthur Phillip-The First Governor                 600 words:            Powerpoint notes/pictures
          colonization of Australia        Early problems with settlement               Convict Men and            Cook & Convicts (NIE)
         Evaluate the impact of           Convict women                                Women (CSF 6.1/6.2)
          colonization on                  Convict men                                   Class debate        Video/DVD:
          Aboriginal and Torres            Crime and Punishment                         European/Aboriginal        Video “For the Term of His
          Strait Islander                  Macquarie the builder                        relations (CSF 6.2)         Natural Life”
          communities                      Notable European women of early settlement    Worksheets               Australian History Part 1
2        Analyze any one                  Aboriginal attitudes towards the Europeans   (CSF 6.2)                   (Classroom video)
          particular social or
                                           European attitudes towards the Aborigines     Unit test
          political change in a                                                          (CSF 6.2)
                                           Frontier violence and Aboriginal resistance
          colony and its impact on                                                                             Worksheets
                                           Massacre and disease
          people
                                           Summary and revision                                                    Class worksheets per CD
3        Evaluate the contributions
                                                                                                                    SOSE Worksheets for
          of key participants and
                                                                                                                     Multiple Intelligences 3
          leaders in these events
4        Compare different
          perspectives about a
          significant event




Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                             Page 55                                   2006
Heritage College                                                                      Years 7-10


YEAR 9
Unit 2 – Gold Diggers and Bushrangers
General Overview: The 1850’s gold rushes changed Australia as no other period has done. This unit focuses on the gold period,
the impact of gold on Australia’s development, and traces the careers of Australian bushrangers, questioning whether they should be
remembered as heroes or criminals.
Time allocation: 3 weeks
Values: Nationalism, Tolerance, Respect, Appreciation of cultural diversity

Outcomes:
     Describe the reasons for the colonization of Australia
     Analyse the continuing significance of major events and ideas that shaped Australian society
Week     Indicators                  Learning Activities                                       Assessment         Resources
1-3       Analyse any one                Sovereign Hill excursion                               Assignment –    Text Book: Chapter 4, pp
            particular social or          Design a gold license                                   Bushranger        92-123
            political change in a         Chinese Museum visit                                    Story           Sovereign Hill Historical
            colony and its impact         Mock trial of Ned Kelly                                Word Test         Town
            on people                     Diary of a bush ranger                                 Unit test
          Identify significant           Selected exercises from text
            events and ideas which                                                                                Worksheets:
            shaped Australian
            society, including                                                                                       Discovering Gold in
            federation, World War                                                                                     Australia
            I, the 1930’s                                                                                            Attitudes of the Chinese and
            Depression, World                                                                                         Europeans on the Goldfields
            War II and post-war                                                                                      Facts about gold in Australia
            migration                                                                                                Life on the Goldfields
          Analyse the events and
            ideas bringing about
            significant change
          Evaluate the
            contributions of key
            participants and leaders
            in these events
          Compare different
            perspectives about a
            significant event
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                               Page 56                                   2006
Heritage College                                                                       Years 7-10


YEAR 9
Unit 3 – Calling Australia Home
General Overview: Over time Australians began to identify with those things, which were uniquely Australian, and to see
themselves as a separate nation. This unit will look at Australians’ relationship with their country and how they sought to find better
ways of governing their country. This unit also looks at urbanisation and work habits.
Time allocation: 4 weeks
Values: Cooperation, Citizenship, Authority, Nationalism, Time orientation

Outcomes:
    Describe the reasons for the colonization of Australia
    Analyse the continuing significance of major events and ideas that shaped Australian society
Week    Indicators              Learning Activities                                            Assessment     Resources
1-3      Describe the                Design a brochure or poster that encourages visitors to  Newspaper
                                                                                                                   Text: Chapter 5, pp 124-
          motives, values and          Australia                                                 assignment
                                                                                                                    145
          events behind the           Debate: “Federation”                                     Word Test
          move from a number                                                                                      Electoral Commission
                                       Create a classroom constitution                          Unit Test
          of colonies to one          Draw a unique symbol of Australia                                      Worksheets:
          nation.                     Selected exercises from text                                               Becoming Australian
         Identify significant       Worksheets
          events and ideas                                                                                        Australians at work
          which shaped
          Australian society,                                                                                 Audio-visual:
          including federation,                                                                               Video: “Man from Snowy River”
          World War I, the
          1930’s Depression,
          World War II and
          post-war migration

Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                Page 57                             2006
Heritage College                                                                         Years 7-10


YEAR 9
Unit 4 – World War I
General Overview: This unit looks at how World War I had a tremendous impact on Australia in both positive and negative ways.
Australians were divided on many issues that arose from its involvement in the war and there were many lives lost as a result. On the
other hand, Australia now had the opportunity to learn and grow as its own independent nation being equal to its British counterparts.
Time allocation: 6 weeks
 Values: Awareness, Citizenship, Culture, Contentment, Freedom, Humility, Morality, Respect SOSE 3 Textbook pg 82 – 103

Outcomes:
     6.2 Analyse the continuing significance of major events and ideas which shaped Australian society
     6.4 Analyse the impact of significant events and ideas in shaping world history in the twentieth century.
Week    Indicators                     Learning Activities                                      Assessment              Resources
1-2      Identify significant events    Discuss the attitudes towards war of people back  Unit Test                   Jacaranda Atlas
          and ideas which shaped             in the early 1900’s compared to those of today.      CSF 6.2/6.4            Jacaranda SOSE 3
          Australian society and             What motivations were there for people to enlist?                             Textbook
          world history in the           Watch Videos – (Great Battles of the Great             Journal Writing
          twentieth century including                                                             CSF 6.2
                                                                                                                         DVD’s– Great Battles of
                                             War/The War Files/Gallipoli)                                                  the Great War/The War
          World War I.
3-4      Analyse the events and         Write a journal entry as a person of Turkish           Class Debate-
                                                                                                                           Files/Gallipoli-Line of Fire
          ideas bringing about               descent who is living in Australia during the time
                                                                                                  Conscription           Internet-Australian War
          significant change                 of World War I. Where does your loyalty lie?                                  Memorial <
                                                                                                  CSF 6.2/6.4
                                             How are you treated by other Australians who
         Compare different                                                                                                http://www.awm.gov.au/>
                                             are aware of your Turkish heritage?
          perspectives about a                                                                   Radio Article-Role     Class worksheets
          significant event              Analyse some of the forms of propaganda used            of Women during        300 Science and History
5-6      Discuss the ideas and              to encourage the use of conscription in world        World War 1             Projects (Hermes House)
          people associated with these       war. Conduct a class debate on the issue of          CSF 6.2/6.4
          events                             conscription.
         Evaluate the impact of         Prepare a radio presentation verbally describing       Textbook activities
          events and ideas on people,        how the role of women changed due to WW1.            Class worksheets
          values and structures          Selected text activities                                CSF 6.2/6.4
                                             Class worksheets


Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                  Page 58                                   2006
Heritage College                                                                    Years 7-10


YEAR 9
Unit 5 – Australians all are we not?
General Overview: As we are a multicultural society, we should all be able to appreciate our cultural diversity, the strengths and
weaknesses of our divergent cultures, forge a common identity and cope with ongoing change in Australian society.
Time allocation: 3 weeks
Values: Acceptance, cooperation, consideration, diversity, equality, equity, freedom, humility, individuality, justice, love, morality,
respect, tolerance

Outcomes:
 Evaluate how different structures affect the distribution and dynamics of human populations.
Week      Indicators                    Learning Activities                                Assessment          Resources
1-3        Identify a range of factors   Discuss the topic of whether we should keep       Glossary test     Textbook pg 104 – 135
            responsible for change to       Australia only for the white Australians         Unit test         OHT’s
            human populations.            Graph and compare immigration levels and          Heritage
           Apply relevant factors to       account for changing origins of immigrants          posters
            explain the distribution      Conduct a survey of all the nationalities         Aboriginal
            pattern in human                represented in the school                           project
            populations.                  Run a cultural awareness day displaying food,     Essay – Where
           Analyse relevant factors        customs, flags and currency                         to Australia
            to describe the dynamics      Make posters demonstrating each individuals          2051?
            of change affecting             cultural heritage
            human populations.            Run excursion to Chinatown and the Chinese
           Use current and historical      museum
            data to predict future        Complete a journal entry on the life of an
            patterns in the                 immigrant
            distribution of human         Complete a project on life for Aboriginals in
            populations.                    Australia
                                          Complete Essay – Where to Australia 2051? What
                                            will life be like?
                                          Selected activities from textbook
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                             Page 59                                 2006
Heritage College                                                                     Years 7-10


YEAR 9
Unit 6 – Coasting Along the Seashore
General Overview: The coast is important as a natural and human resource. People use the coast for recreation as well as for
industries, fishing locations and ports. Students investigate the uses made of coasts and the impact these have on the environment.
Time allocation: 5 weeks
Values: Social responsibility, Environmental sensitivity, Worship, Conflict over resources

Outcomes:
    6.1 Explain the processes and interactions between people and major natural systems.
    6.3 Predict the effects of resource development and use on a selected natural and human environment
    6.4 Develop a comprehensive strategy to resolve an issue related to the use and management of a natural or human environment
Week Indicators                       Learning Activities                    Assessment                        Resources
1       Describe the location and    1 Suggested textbook chapter              Unit Test                           Jacaranda SOSE 3 Textbook
          distribution of major       activities.                               CSF 6.1/6.3/6.4                       pp 136-165
          natural systems.            2. Overhead class notes                                                        Jacaranda SOSE 3
2       Describe the processes that 3. Overhead visuals/powerpoints.           ‘Living Coastline’ Summit            Worksheets for Multiple
          drive the major natural     4. Glossary of terms.                       presentation                        Intelligences
          systems.                    5. Unit test.                             CSF 6.1/6.3/6.4                      Worksheet CD
3       Analyse the impact of        6. Worksheets/Class based assessment                                           Internet resources
          human activities on natural tasks regarding key skills of             Textbook activities                 GTAV website material
          systems.                    graphing/map reading and research         Class worksheets/assorted in
        Suggest strategies to        skills                                    class tasks
          manage the effects of       7. ‘Living Coastline’ Summit              CSF 6.1/6.3/6.4                Audio-Visual:
          human activities on natural presentation                                                             DVD’s: Managing a Coastal
          systems                     8. DVD summaries                                                         Ecosystem/Managing Australia’s
4       Suggest ways of              Achieved through a study of: Types                                       Coastal Resources.
          sustainably developing a    of coast and their features/How coast
          natural environment         are formed/Coastlines formed by
5       Justify a strategy to        erosion/Coastlines formed by
          manage the                  deposition/Surf/people’s use of
          environment/Revision        coasts/pollution/erosion/Coastal
                                      management/coastal national
                                      parks/revision.
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                              Page 60                                  2006
Heritage College                                                                         Years 7-10


YEAR 9
Unit 7 – The Reckless Earth
General Overview: Moving continents, earthquakes and volcanoes are examples of natural disasters which have impacted both our
earth and society. This unit will look at the causes of these natural disasters and their locations as well as the disastrous effects they
have had on people and the environment.
Time allocation: 4 weeks
Values: Christian stewardship in the context of man’s interconnected relationship with natural environments and a sense of social
responsibility, appreciation of beauty and ecological sustainability.

Outcomes:
    6.1Explain the processes and interactions between people and major natural systems.
    6.4 Develop a comprehensive strategy to resolve an issue related to the use and management of a natural or human environment
Week    Indicators               Learning Activities                                      Assessment            Resources
1         Describe the location     1 Suggested textbook chapter activities.                   Unit test           Text: Jacaranda SOSE 3
           and distribution of       2. Overhead class notes                                       (CSF 6.1/6.4)     Chapter.7. pages 166-194
           major natural systems.    3. Overhead visuals/powerpoints.                           Internet Research   *Jacaranda SOSE Geography 3
2         Describe the processes    4. Glossary of terms.                                       Task and            2004.
           that drive the major      5. Unit test.                                               Responsive          *SOSE Worksheets for Multiple
           natural systems.          6. Worksheets/Class based assessment tasks regarding        Writing from        Intelligences 3
3         Analyse the impact of     key skills of graphing/map reading and research skills      Resource CD         *Class Worksheets CD ROM
           human activities on       7. Student Internet research/responsive writing             ROM                 *BOM website
           natural systems.          8. DVD summaries                                              (CSF 6.1/6.4)     *DVD: Volcanoes
          Suggest strategies to      Achieved through a study of: What continents were                                       (Classroom Video)
           manage the effects of        like in the past/where are the world active                                           Dante’s Peak
           human activities on          earthquake-volcano regions/The formation of
           natural systems              mountains/the workings of an earthquake/The
4         Revise the above in the      Japanese hazard zone/The workings of a
           context of CSF 6.1/6.4       volcano/Case Study: Rabaul/Disaster
                                        planning/Tectonic plate movement/revision.
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                    Page 61                                  2006
Heritage College                                                                    Years 7-10


YEAR 9
Unit 8 – The changing nature of farming
General Overview: Agriculture and farming have long played an important role in the economic and social well being of Australia.
We focus on how farming has developed in the past and the future direction this industry will take. Also the effects on Australia’ s
natural environment will be studied.
Time allocation: 3 weeks
Values: Responsibility, Safe Use of Resources, Stewardship, Sharing, Planning and management of the land

Outcomes:
    Predict the effects of resource development and use on a selected natural and human environment.
Week    Indicators                         Learning Activities                           Assessment           Resources
1-3      Outline the relationship between     Locating farm activity                     Farm assignment         Textbook pp194-249
          current use of the environment       Farm visit                                 Word test               Agriculture department
          and future availability of           Debate: Genetic farming                    Unit tests              Newspaper articles
          resources                            Design your own farm
         Describe the likely impact of        Poster: Land management                                       Worksheets:
          resource development and use         Study alternative farming products                                How the Land is Used in
          on a natural environment             Worksheets                                                         Farming
         Suggest ways of sustainably          Selected exercises from text                                      New Ventures
          developing a natural and human
          environment




Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                             Page 62                                  2006
Heritage College                                                                           Years 7-10


YEAR 9
Unit 9 – Introduction to the Australian Economy
General Overview: Economics is an area of study that considers the framework of how our society works to fulfill the needs of its
people. This unit looks at the distribution of resources within our economy and the efficient ways in which these resources can be
used.
Time allocation: 3 weeks
Values: Stewardship, Ownership, Efficiency, Sharing, Responsibility, Integrity

Outcomes:
     Explain key factors that influence the Australian economy
Week      Indicators                        Learning Activities                                 Assessment      Resources
1-3        Describe key factors that           Complete a flow chart on the link               Case study
                                                                                                                    Text:Chapter 9, pg 224 - 249
            affect the economy, including          between the business and household              assignment
            sectors, factors of production,        sectors of the economy                        Word Test
                                                                                                                 Worksheets:
            resources use, ownership and        Make a poster on renewable and non-             Unit Test
            management, and types of                                                                              Survivor: Loloata, Manuta,
                                                   renewable resources
                                                                                                                    Wapi
            business ownership models           Create a supply and demand graph
           Analyse the role and impact                                                                           Needs and Wants
                                                Case study: Report on an Australian
            of the government,                                                                                    Doing Business in Australia
                                                   business - Write a report on a successful
            individuals and organizations          business in the community in the public
            on economic activity,                  or private sector
            including how they interact to      Debate the privatization of government
            produce, market and consume            businesses
            goods.                              Worksheets
           Examine the nature and              Maintain a running journal on
            importance of trade to the             unemployment rates, interest rates,
            Australian economy.                    poverty etc.
           Identify key economic issues,       Selected exercises from text
            such as inflation, availability
            of resources, and
            globalization.
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                     Page 63                            2006
Heritage College                                                                                 Years 7-10


YEAR 9
Unit 10 – Government in Australia
General Overview: Government in Australia concerns all people. As citizens in a democracy, Australians can become actively
involved in government. It is important to know how Australia’s parliamentary system came about, how it works, how it may be
different from other countries, and what role we can play.
Time allocation: 5 weeks
Values: Social Responsibility, Equality, Cooperation, Consideration, Democracy, Diligence
Outcomes:
       6.1 Describe the management the Australian economy in an international context.
       6.2 Analyse a proposed change in the law in Australia and explain the legal processes to implement the change.
       6.2 Analyse the continuing significance of major events and ideas which shaped Australian society.
       6.5 Explain the key changes in social and political attitudes and values in modern Western society.
Week     Indicators                                  Learning Activities                              Assessment              Resources
1–2       Identify the key values of                     A study of:                                  Unit Test                  SOSE 3 2nd edition ch.10
           representative democracy, including             The Constitution                          (CSF 6.1/6.2/6.2/6.5)        Jacaranda SOSE 3 Multiple
           participation, representation, rights           Government in Australia                       Glossary Word            Intelligences worksheets
           and responsibilities.                           Local government                               Exercise                Powerpoint notes/pictures
          Describe key political structures,              State government                          (CSF 6.1/6.2/6.2/6.5)        Internet resources
                                                                                                          Assorted class
           noting similarities and differences             Federal government
                                                                                                           work/activity
                                                                                                                                   Class worksheets (CD ROM)
           among the three government levels               Taxation                                                               300 Science and History
3-4       Describe the role of key individuals            Parties, politics and power
                                                                                                           sheets
                                                                                                                                    Projects (Hermes House)
           and groups within the legislative and                                                      (CSF 6.1/6.2/6.2/6.5)
                                                           Federal elections                                                      Video-“Australian
           executive branches, including head                                                             Historical
                                                           Participating in government                    Study (600               Government” (Classroom
           of state, prime minister, premiers,
                                                           Active citizenship                             word paper re            video)
           the ministry, backbenchers, political
                                                           Summary and revision                           major                   Questia On-line library
           parties and the role of the
                                                          Achieved through:                                Australian
           opposition.
                                                           Selected Textbook activities.                  political party)
5         Explain ways in which individuals
                                                           Class/SOSE 3                              (CSF 6.2/6.5)
           and community groups can
           participate in political processes.
                                                              worksheets/activities                       Survey
                                                           Conducting a Survey and reporting              (conduct a
          Summary and Assessment of the
                                                              on same.                                     survey re
           above processes
                                                           Historical study                               current evnts
                                                           Unit test.                                     and report on
                                                     (Worksheets/activities and assessment tasks           same)
                                                     to support the above activities per              (CSF 6.1/6.2/6.2/6.5)
                                                     assessment and resources columns)

Evaluation/Development/Comments



SOSE Program (R. Deanshaw)                                                                          Page 64                                    2006
Heritage College                                                                            Years 7-10


YEAR 9
Unit 11– Working in Australia
General Overview: The technology boom of the twentieth century has caused many jobs to change or disappear. There have also
been changing attitudes, which has returned women to the workforce. This unit emphasizes that work in Australia is changing and
students preparing for the workforce need to be prepared for these changes.
Time allocation: 5 weeks
Values: Ambition, career awareness, diligence, efficiency, excellence, foresight, initiative, preparation, optimism.

Outcomes:
     6.3 Identify and discuss factors that affect opportunities for current and future work
Week    Indicators                          Learning Activities                                    Assessment            Resources
1        Analyse information on factors  Discuss some of the reasons why people                   Unit test                SOSE 3 Text: Chapter 12,
          influencing current and future         work – what is their motivation?                      (CSF 6.3/6.4)           pp 278-297
          work                               Conduct a survey on the work of people’s                                        SOSE Multiple Intelligence
2-3      Examine the relationship               parents and relatives eg. Part time, full time.      Radio Script            W/Sheets 3
          between education, training            Make a graph of these results.                        (CSF 6.4)              Operation Financial Literacy
          and work opportunities             Graph unemployment rates over the last ten                                       (Modules 1-9)
         Investigate changes over time          years and observe any patterns shown                 Research paper         DVD’s: “The Operation of
          to work practices and work         Make a flow chart that shows the different               on an                   an Economy” parts 1 &
          opportunities in a particular          industries required to produce different              Australian work         2/The Global Economy
          industry                               products.                                             industry.               (Classroom Video)
4-5      Discuss how technology has         Conduct research a famous business person                 (CSF 6.3)             Class worksheets per CD
          changed work, work                     eg. Poppy King, Kerry Packer                                                  ROM.
          environments and the way           Have a debate on women in the workforce
          goods and services are             Create a job that could exist in the future.
          produced.                              Write a job description. Design uniforms and
                                                 talk about the work environment etc.
                                            Achieved through studying: (Why people
                                            work/Labour as a resource/The labour
                                            market/Where Australian work/Changing nature
                                            of work/Women in the work force/Work in the
                                            future/Work and Technology/Revision exercises)


Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                     Page 65                                      2006
Heritage College                                                                     Years 7-10


YEAR 9
Unit 12– Managing your finances
General Overview: This unit focuses on the issue personal finances, known as money management. This includes budgeting,
saving and investment choices.
Time allocation: 5 weeks
Values: Christian Stewardship, Foresight, Responsibility, Work ethic, Integrity

Outcomes:
     6.4 Demonstrate an understanding of personal and business financial management, and identify and apply enterprise skills and attributes
Week      Indicators                       Learning Activities                                Assessment        Resources
1          Describe different ways that       List and define all the different forms of     Unit Test            SOSE 3 Text: Chapter 12,
            individuals can successfully          currency that are available in our society  (CSF 6.4)               pp 298-328
            plan and manage personal           Discuss the different methods that people can  Personal Budget      SOSE Multiple Intelligence
            finances                              use to earn or acquire money                   Assignment           W/Sheets 3
2-3        Examine the structures and         Simulation games eg. Monopoly                 (CSF 6.4)              Operation Financial
            financial management               Prepare a cash flow statement                                         Literacy (Modules 1-9)
            processes of business              Prepare a personal budget                      Class                DVD: “Managing Your
            enterprises, including the         Worksheets                                       worksheets and       Finances” (Classroom
            idenitification of                 Create your own note                             activities           Video)
            management skills                  Fill out a loan application                   (CSF 6.4)              Class worksheets per CD
4-5        Identify enterprise attributes     Fill out a Tax Return                                                 ROM.
            and skills and describe how
                                               Calculate your own net worth
            innovation and enterprise
                                               Develop an idea for beginning your own
            affect the economy and
                                                  business
            society
                                               Selected exercises from text
           Plan and conduct a small-
            scale project that applies
            enterprise skills and
            attributes
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                              Page 66                                  2006
Heritage College                                                                              Years 7-10



YEAR 10
Unit 1 – World War I
General Overview: Federation and World War One had a significant impact in shaping the emerging nation of Australia. An
understanding of the events, which helped to shape this country, enhances an understanding of Australia today.
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Cultural appreciation 1.4, 1.9, Learning from the past, Sacrifice 1.3, National pride 1.1 – 1.9, Courage 1.1-1.3, 1.6, 1.8,
Diversity of cultures 1.4
Outcomes:
    H6.2 Examine the factors involved in the British colonization of Australia
    H6.4 Analyse the impact of significant events and ideas in shaping world history in the twentieth century
    H6.5 Explain the key changes in social and political attitudes and values in modern western society
Week     Indicators                     Learning Activities                                         Assessment             Resources
1-3       Identify significant events        Discuss the attitudes towards War back in the                                Text : Chapter 1 p2-23
           and ideas which shaped              early 1900’s.                                         Unit Test             Jacaranda Atlas
           Australian society,                Discover the major causes that led to the start of       H 6.2/6.4/6.5
           including Federation,               World War I.
           World War I, the 1930’s            Discuss the response to War from the Australian  Journal Writing           Audio Visual
           Depression, World War II            Government and the general Australian                    H 6.2               DVD’s- Great Battles of the
           and post-war migration.             Population.                                                                    Great War
          Analyse the events and             Discover the implications that led to enlistments  Class debate-            The War Files
           ideas bringing about                dropping as the war continued                            Conscription        Gallipoli- Line of fire
           significant change.                Analyse the impact that the landing at Gallipoli         H 6.2/6.4/6.5
          Compare different                   had on the Australian Community as a whole,                                 Worksheets
           perspectives about a                and why it became such an important event in          Radio Article-        Handout sheets
           significant event.                  Australian History.                                      Role of women       300 science and History
          Discuss the ideas and              Discover how Australians reacted to those who            during World         Projects (Hermes House)
           people associated with the          were considered the ‘enemy’ being in Australia.          War I
           events.                            Analyse the problems the Australian                      H 6.2/6.4/6.5
          Evaluate the impact of the          Governments started to have concerning
           events and ideas on                 conscriptions in early 1915.                          Textbook
           people, values and                 Discover the importance of women’s roles                 activities/Class
           structures.                         during the war, and analyse how these roles              worksheets
          Analyse the ways in                 changed over time.                                       H 6.2/6.4/6.5
           which a significant event          Discover the importance of what happened on
           has been represented in             the Western Front.
           cultural forms.                    Discuss the implications the war had on those
          Describe the ways in                who were left back at home in Australia, and



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            which significant events          how the War changed Australian thinking.
            affected change in such          Complete an excursion to a significant War
            areas as family structures,       memorial and examine the impact these
            gender roles and work             memorials have had on Australian Culture.
            organization.                    Complete select activities from text
           Explain how the values of
            particular societies
            changed as a result of
            significant events.
Evaluation/Development/Comments




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YEAR 10
Unit 2 – Between the Wars
General Overview: Important lessons can be learned from an understanding of the impact of World War One and the subsequent
events, particularly the Great Depression, the emergence of Communism in China and the growth of totalitarian.
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Appreciation of current wealth 2.1, Justice 2.7, Faith 2.2, Generosity 2.2, Self-sacrifice, Responsibility

Outcomes:
    H6.2 Examine the factors involved in the British colonization of Australia
    H6.4 Analyse the impact of significant events and ideas in shaping world history in the twentieth century
Week      Indicators                    Learning Activities                                         Assessment             Resources
1-3        Identify significant events       Learn about the Treaty of Versailles                                         Photocopied sheets
            and ideas which shaped            Discuss how Germany changed after the end of          Unit Test             Handouts
            Australian society,                the war.                                                 H 6.2/6.4           Newspapers
            including Federation,             Discover the cause of the Great Depression, and                              Film: “Phar Lap”
            World War I, the 1930’s            the impact it had on Australia, and the               Assignment:           Film: “Schindler’s List”
            Depression, World War II           Australian economy.                                      Hitler’s rise to    Maps
            and post-war migration.           Discover the major impact the Great Depression           power.
           Analyse the events and             had on unemployment in Australia. How and                H 6.4
            ideas bringing about               why did it affect Australians so greatly?
            significant change.               Discuss how the Australian Government                 Textbook
           Discuss the ideas and              responded to Australia in Crisis during the Great        activities/Class
            people associated with the         Depression.                                              worksheets
            events.                           Discover the chain of events that lead to the rise       H 6.2/6.4
           Analyse the ways in                of the Nazis and how Hitler gained control.
            which a significant event         Discover How Japan was affected by the war
            has been represented in            and the Great Depression
            cultural forms.                   Discuss the events that lead to the rise of
                                               communism in China and how did this change
                                               affect the country as a whole.
                                              Learn about the background to the war between
                                               Japan and China.
                                              Selected activities from text.
Evaluation/Development/Comments




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YEAR 10
Unit 3- Australia and World War II
General Overview: World War Two was of major significance in shaping the social and political attitudes of our society. This can
be better appreciated through an understanding of why Australia became involved, the key events of the war and how they impacted
Australia
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Nationalism 3.2, Courage, Citizenship 3.2-3.6, 3.9, Empathy 3.9
Outcomes:
    H6.2 Examine the factors involved in the British colonization of Australia
    H6.4 Analyse the impact of significant events and ideas in shaping world history in the twentieth century
    H6.5 Explain the key changes in social and political attitudes and values in modern western society
Week     Indicators                     Learning Activities                                        Assessment              Resources
1-3       Identify significant events        Discover the actions of the world powers that        Unit Test              Newspapers
           and ideas which shaped              lead to the start of World War II.                       H 6.2/6.4/6.4       Film:
           Australian society,                Discuss the events that lead up to Australia                                 “Pearl Harbor”
           including Federation,               becoming involved in World War II.                   Timeline:                         o Film: “Schindler’s
           World War I, the 1930’s            Compare the different methods use to fight in            Major world                        List”
           Depression, World War II            World War II, and identify the benefits and              events that         Handouts
           and post-war migration.             drawbacks of each.                                       occurred from       Propaganda
          Analyse the events and             Identify the role of the women who enlisted to           1930-1950.          Excursion
           ideas bringing about                help out in World War II. How important was              H 6.4/6.5             to Airshow
           significant change.                 their role?                                                                  Film: “A Town
          Compare different                  Discover why Singapore was such an important  Dairy entry: an                 Like Alice”
           perspectives about a                part of helping to keep Australia safe from              Australian man
                                                                                                                              Photocopied notes
           significant event.                  attack.                                                  or woman
                                                                                                                            Maps
          Analyse the ways in                Identify the attacks that were made on                   enlisted in
                                                                                                                              OHT notes
           which a significant event           Australian Soil during World War II.                     WWII.
           has been represented in            Discover why the Australian troops had to fight          H 6.5
           cultural forms.                     in Papua New Guinea, and what were the major
          Describe the ways in                struggles that the troops faced there?               Textbook
           which significant events           Learn about what happened to prisoners of war,           activities/Class
           affected changes in such            and discuss how they were treated.                       worksheets
           areas as family structures,        Discover how the War took control not only of            H 6.2/6.4/6.5
           gender roles and work               those who were fighting, but also of those who
           organization.                       were waiting at home for their loved ones to
                                               return.
                                              Describe how those who were left at home
                                               during the war were able to support and defend



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                                      their Nation at home.
                                     Discover how the working roles of women
                                      changed during the war.
                                     Lean about how the war ended, and who was
                                      victorious in the end.
                                     Complete select activities from text

Evaluation/Development/Comments




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YEAR 10
Unit 4- The World Since 1945
General Overview: International politics in the post war era have been dominated by communist-capitalist conflict and the
beginning of the nuclear age. A study of the significant events of the second half of the 20th Century is important in understanding
our political and economic environment.
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Diversity 4.4, 4.5, Conflict management 4.1, 4., Nationalism 4.
Outcomes:
    H6.2 Examine the factors involved in the British colonization of Australia
    H6.4 Analyse the impact of significant events and ideas in shaping world history in the twentieth century
    H6.5 Explain the key changes in social and political attitudes and values in modern western society
Week     Indicators                     Learning Activities                                         Assessment             Resources
1-3       Identify significant events         Discover how the European Continent was                                     Newspapers
           and ideas which shaped          calved up after WWII                                                             Film: “13 Days”
           Australian society,                 Learn about the causes and conflicts of the Cold  Unit Test                Film: “The Last Emperor”
           including Federation,           War                                                          H 6.2/6.4/6.5       Maps
           World War I, the 1930’s             Discuss the uncertainty and tension in the world                            Posters
           Depression, World War II        during the 1950’s and early 60’s. What role did           Newspaper             Film: “The Long March”
           and post-war migration.         Hungry, Berlin and Cuba play?                                article: Major      Aerial photographs
          Analyse the events and              Learn about the events that were played out             world event         Interviews
           ideas bringing about            during the Chinese revolution                                occurring after
                                                                                                                            Film: “Forrest Gump”
           significant change.                 Learn about Vietnam and its historical                  1945
                                                                                                                            Museum display
          Evaluate the contributions      background.                                                  H 6.4
                                                                                                                            Graphs
           of key participants and             Discuss the role of the Americans in the                                    Film: “Agent Orange”
           leaders in these events.        Vietnam War.                                              Textbook
                                                                                                                            “Forrest Gump” sound/t
          Discuss the ideas and               Watch a film about the Vietnam War                      activities/Class
           people associated with the                                                                  worksheets          Film: “Apollo 13
                                                Discover why Australians had to fight in
           events.                                                                                      H 6.2/6.4/6.5       NASA website
                                           Vietnam.
          Analyse the ways in                                                                                              Handouts
                                               Learn about the response the Australians gave
           which a significant event                                                                                        Propaganda
                                           to their men fighting in Vietnam. ‘Save our Sons’ –
           has been represented in         conscription and anti-war protests.’
           cultural forms.                     Discover what the voice of the Vietnam veteran
          Evaluate the effect of          was all about
           significant events and              Learn about how music became a form of
           ideas on groups.                protest
                                               The first moon landing – a small step and a
                                           giant leap. Why was landing on the moon such a
                                           significant event in History?



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                                     Complete select activities from text

Evaluation/Development/Comments




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YEAR 10
Unit 5- Key Issues For Modern Australia
General Overview: Australian society has undergone significant changes since Federation in 1901. It is important to be able to
identify the reasons for the changes, their impact on our cultural identity and how Australia is dealing with issues arising from the
changes.
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Appreciation of diversity 5.1, Citizenship 5.1,Empathy 5.2, 5.3,Openness 5.7, 5.10, Responsibility 5.11, 5.12, Truth 5.10
Outcomes:
    H6.2 Examine the factors involved in the British colonization of Australia
    H6.3 Analyse the campaign by Aboriginal and Torres Strait Islander communities for civil and political rights
    H6.5 Explain the key changes in social and political attitudes and values in modern western society
Week     Indicators                     Learning Activities                                         Assessment             Resources
1-3       Analyse the events and        Developing a multicultural society. Learn about                                   Newspapers
           ideas bringing about              Australia’s multicultural background.                                          Film: “13 Days”
           significant change.           Discuss the landing of Migrants from Asia onto             Unit Test             Film: “The Last Emperor”
          Evaluate the contributions        Australian soil – both refugees and non-refugees.          H 6.2/6.3/6.5       Cultural Day
           of key participants and       Discuss the relationship Australia has had with its                               Museum
           leaders in these events.          nearest neighbours-Indonesia and Timor.                 Assignment: A         Interviews
          Compare different             Lean about Egalitarianism – the dream of a ‘level             Multicultural       Census information
           perspectives about a              playing field’                                             Australia.          Graphs
           significant event.            Learn about how Australians have delt with                    H 6.2/6.5           Maps
          Identify which civil and          preserving important parts of cultural history.                                Photographs
           political rights were         Discuss the significance of Uluru, Kakadu and              Diary Entry: of
                                                                                                                            RACV/auto companies
           denied the Aboriginal and         echoes of the Dreaming on Australian Cultural              the stolen
                                                                                                                            Motorshow
           Torres Strait Islander            History                                                    generation.
                                                                                                                            Surveys
           communities.                  Learn about the conflicts that have arisen over time          H 6.2/6.5
                                                                                                                            Internet
          Analyse the reasons why           between white Australians and native Aboriginal
           civil and political rights                                                                Textbook              Telstra
                                             Australians
                                                                                                                            Green Peace
           were denied to aboriginal     Discuss the injustice of the Stolen generation on             activities/Class
           and Torres Strait Islander                                                                   worksheets          Current affairs programs
                                             Aboriginal families. Discover how the situation
           Communities.                      was delt with and what lead to them being                  H 6.2/6.3/6.5       Aboriginal sites
          Outline the different ways        returned to their rightful families.                                           Govt. departments
           in which the Aboriginal       Discover why reconciliation with Australian                                       Field trips
           and Torres Strait Islander        Aboriginals is so important.
           communities campaigned        Discuss the issues involved in the Republican
           for civil and political           debate – a new vision in defining Australia.
           rights.                       Discover how the majority of Australians have



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           Evaluate the degree to           responded to a republican change in their country.
            which the Aboriginal and        Complete select activities from text
            Torres Strait Islander
            communities have been
            successful in their
            campaigns.
           Discuss the ideas and
            people associated with the
            events.
           Examine the ways in
            which advances in
            technology affected other
            areas, such as health,
            medicine, transport and
            education.
           Evaluate the effect of
            significant events and
            ideas on groups.
Evaluation/Development/Comments




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YEAR 10
Unit 6- Living With The Law
General Overview: As society changes, so do it values and laws that uphold the values. It is important for members of society to
understand the different types of laws that govern our society and how they are changed in response to changes in society.
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Equity, Discernment/discrimination 6.1, 6.10, Foresight 6.1 Trust 6.4, 6.6
Outcomes:
    ES5.2 Examine the origins and key values of Australia’s legal system and how Australia’s laws are made.
    ES6.2 Analyse a proposed change in the law in Australia and explain the legal processes to implement the change.
Week     Indicators                     Learning Activities                                        Assessment            Resources
1-3       Examine the origins and            Learn about the origins of law and why laws are                            The Bible
           key values of Australia’s             such an important part of the community.           Unit Test            Medieval laws
           legal system.                      Learn about the different types of law and their       ES 5.2/6.2          Courtroom visit
          Describe key judicial and             primary objective.                                                       Mock trial
           enforcement structures at          Discover the importance of the court hierarchy,      Role play:           Visit to Melbourne Goal
           federal, state and local              and just how it works.                               Classroom           TV show: “The Practice”
           levels.                            Discuss the roles of each of the individuals that      Court.              TV show: “Law & Order”
          Explain how law-making                play a part in the court process. ‘Who’s who in      ES 5.2              TV show: “Cops”
           processes allow for                   court?’                                                                  Govt. departments
           participation by active and        What is the major role of the police, and why        Poster: The
                                                                                                                          Interviews
           informed citizens.                    are they such a vital part of the community?         rights of an
          Investigate avenues of             Discus the importance of punishment for a              individual.
           dispute resolution.                   crime.                                               ES 6.2
          Analyse how individuals,           Discuss the rights of the individual, and why it
           groups and communities,               is so important to respect the rights of others    Textbook
           legal and political                Discover who is expected to go to court, and if        activities/Class
           institutions may be                   there are alternatives to going to court.            worksheets
           affected by a proposed             Discover the major factors behind changing the         ES 5.2/6.2
           change.                               law. How did change in the law come about
          Explain different                     after the Port Arthur massacre?
           perspectives on a                  Discuss how child abuse has had an impact in
           proposed change and the               changes that have occurred in the law.
           roles of individuals and           Discuss how human cloning has had an impact
           groups in promoting or                on changes in the law
           challenging the proposed           Complete select activities from text
           change.
          Evaluate the effectiveness
           of the democratic process
           in relation to political and


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Heritage College                        Years 7-10


            legal issues in bringing
            about changes in the law.
Evaluation/Development/Comments




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Heritage College                                                                        Years 7-10


YEAR 10
Unit 7- Careers and Work
General Overview: It is important that school equip students for life after school. Students need to begin planning now by
becoming informed as to the range of careers available to them and developing skills associated job seeking and retention
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Co-operation 7.1 Respect 7.4 Responsibility 7.3 - 7.7 Truth 7.4 -7.7 Veracity 7.4 – 7.7
Outcomes:
    ES6.3 Analyse vocational pathways and education and training requirements to develop possible career paths and work opportunities
Week      Indicators                    Learning Activities                                      Assessment             Resources
1-3        Identify the education and      Discuss the importance of different work for                                Questionnaires
            training requirements and          different people.                                  Unit Test             Surveys
            pathways for a selected         How do we choose our pathways in life? Why              ES 6.3              Careers teacher
            range of occupations.              is it such an important decision?                                         Posters
           Identify future job             So you want to be a… Learn about your                Curriculum            Interviews
            opportunities and                  different career options, and how to find out         Vitae               Work experience
            predicted labour market            more information about different career paths.        ES 6.3              website
            changes in Australia.           Discuss the importance of promoting yourself.                               Marketing
           Participate in and evaluate        Learn how it can make the difference between  Individual                 Recruitment agencies
            real or simulated job-             a successful and unsuccessful job application.        Interviews
                                                                                                                         Handouts
            seeking processes (resume       Learn about applying for a job. The                     ES 6.3
                                                                                                                         Trade unions
            preparation, job                   importance of getting it right first time.
            application letter,             Discuss Interview techniques that can help you       Textbook
            portfolio presentation,            secure a job                                          activities/Class
            response to selection           What happens on the job? Learn about your               worksheets
            criteria, interview                rights and responsibilities when starting a new       ES 6.3
            participation).                    job.
           Compare generic                 Complete select activities from text
            processes and skills
            valued in workplaces.
Evaluation/Development/Comments




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Heritage College                                                                         Years 7-10



YEAR 10
Unit 8-Managing a Business
General Overview: Successful business activity requires a great deal of planning and understanding of customers and their needs.
This in turn requires an understanding of the basics of marketing and recording/reporting financial transactions.
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Co-operation 7.1 Respect 7.4 Responsibility 7.3 - 7.7 Truth 7.4 -7.7 Veracity 7.4 – 7.7
Outcomes:
    ES5.4 Identify and discuss factors that affect opportunities for current and future work.
    ES6.4 Demonstrate an understanding of personal and business financial management, and identify and apply enterprise skills and attributes.
Week     Indicators                       Learning Activities                                       Assessment          Resources
1-3       Discuss how technology               List the different types of business opportunities                      Interviews
            has changes work, work                  available in Australia and around the world      Unit Test          Business assignment
            environments and the way            Learn about the steps to establishing a small         ES 5.4/6.4        Visit Hungry Jacks
            goods and services are                  business, and how to ensure its success.                             Interviews
            produced.                           How important is it to choose the right product  Group                 Govt. Departments
          Examine the structures                   and location? What difference does it make to      Assignment:       Department store visit
            and financial management                the success of your business?                      Create your       Internet
            process of business                 Setting up shop: internal layout and design.          own small         Adds/marketing campaign
            enterprises, including the              Learn about why layout and design are so           business
                                                                                                                         ACCC
            identification of                       important.                                         ES 6.4
                                                                                                                         Guest speakers
            management skills.                  Learn about your options with E-commerce.                               Bank visit
          Identify enterprose                      Why is it such a popular option for people       Textbook
                                                                                                                         ‘Open Day’ assignment
            attributes and skills, and              starting new businesses these days?                activities/Class
            describe how innovation             Managing an enterprise. What is required to           worksheets
            and enterprise affect the               run and manage an enterprise successfully?         ES 5.4/6.4
            economy and society.                Marketing your business. Why is marketing
          Plan and conduct a small                 so important to the success of your business?
            scale project that applies          Charging the right Price. How does charging
            enterprise skills and                   the right price make a difference to your
            attributes.                             customer support?
                                                The Body Shop: An innovative enterprise.
                                                    Discover why this has become such a
                                                    successful business.
                                                Business Documents: Cash and credit
                                                    transactions. Why are these so important?
                                                Recording and reporting cash transactions.
                                                    Keeping your books up to date and accurate.



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                                     Making a profit. What is the value of making
                                      a profit in business?
                                     Balance sheets: Value owned and value owed.
                                     Complete select activities from text
Evaluation/Development/Comments




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Heritage College                                                                            Years 7-10


YEAR 10
Unit 9-Australia and the Global Economy
General Overview: Australia has become an integral part of the global economy. Students contemplating work in the 21st Century
need to understand how this will impact their economic environment.
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Co-operation 9.6, 9.7, Foresight 9.3, 9.8, Foreign currency, Mission 9.3, 9.8, Acceptance 9.6, 9.8, Talking trade – treaties
and cooperation, Living in a global world - the ‘global village’, Nike – a case study of a TNC, Meeting the outcomes,
Outcomes:
    ES5.3 Explain key factors that influence the Australian economy.
    ES6.1 Describe the management of the Australian economy in an international context.
Week     Indicators                       Learning Activities                                      Assessment             Resources
1-3       Describe key Factors that            Learn about Economic growth and development                               Graphs
           affect the economy,                   and how it affects us in everyday life.                                   Tables
           including sectors, factors           Discover why we have an unequal world. What          Unit Test           Financial reviews (TV)
           of production, resource               makes some countries so wealthy, and some so          ES 5.3/6.1          Field trips
           use, ownership and                    poor?                                                                     Trade unions
           management, and types of             Discuss why Australia is such a competitive          Power point         Govt. departments
           business ownership                    nation and how the government affects what we         presentation:       Transnational corps
           models.                               do.                                                   Australia and       Guest speakers
          Analyse the role and                 Markets and money- Australia’s trade links.           International
           impact of the government,             Learn about why countries trade, and the part         trade.
           individuals and                       that Australia plays in international trade.          ES 5.3/6.1
           organisations on                     Learn about how countries trade using foreign
           economic activity,                    currency.                                            Textbook
           including how they                   Learn about the world wide rules on trade-            activities/Class
           interact to produce,                  Treaties and cooperation                              worksheets
           market and consume                   Learn about how globalization is affecting the        ES 5.3/6.1
           goods.                                world today.
          Examine the nature and               Nike- A case study of a TNC
           importance of trade to the           Complete select activities from text
           Australian economy.
          Identify key economic
           issues, such as inflation,
           availability of resources,
           and globalisation.
          Examine how different
           types of economic system
           achieve economic
           development.


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Heritage College                         Years 7-10


           Discuss ways in which the
            government influences the
            development of the
            Australian Economy.
           Identify examples of how
            international economic
            transactions, decisions
            and agreements affect the
            Australian economy and
            society.
           Discuss how
            contemporary issues
            related to global resource
            use and management
            affect the Australian
            economy.
Evaluation/Development/Comments




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Heritage College                                                                          Years 7-10


YEAR 10
Unit 10- The Air That We Breathe
General Overview: Human beings have had a significant impact on their environment. It is important for the future that students
understand the negative impacts of human activity and identify strategies to effectively deal with them.
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Ecological responsibility 4.1-4.8, Awareness of alienation 4.2 – 4.8
Outcomes:
    G6.1 Explain the process and interactions between people and major natural systems.
    G6.3 Predict the effects of resource development and use on a selected natural and human environment.
    G6.4 Develop a comprehensive strategy to resolve an issue related to the use and management of a natural or human environment.
Week     Indicators                       Learning Activities                                      Assessment           Resources
1-3       Describe the location and            Learn bout the atmosphere and the major                                 Green Peace
           distribution of major                  characteristics of each layer.                                         Local councils
           natural systems.                     Discuss the causes of urban air pollution and the  Unit Test           Field trips
          Describe the processes                 effect it has on the global picture.                G 6.1/6.3/6.4      Assignments
           that drive the major                 Discover the causes of Smog, and discuss why                            Weather station
           natural systems.                       it is such an alarming problem.                   Poster:
          Suggest strategies to                The ozone layer- what does it do, and what it        Structure of the
           manage the effects of                  the problem with it?                                atmosphere
           human activities on                  Acid rain-what causes acid rain, and what            G 6.1
           natural systems.                       damage does it do to the environment?
          Outline the relationship             Feeling the heat- why is the earth now hotter      Speech: What’s
           between current use of the             than it has ever been before. What does this        happening to
           environment and future                 mean for the earth?                                 our ozone
           availability of resources.           Impacts of global warming- how does it effect        layer?
          Describe the likely impact             cropsand soil, and rising water levels around       G 6.1/6.3/6.4
           of resource development                the world?
           and use on a natural                 Halt the warming- what changes can we make         Textbook
           environment.                           to stop the process of global warming?              activities/Class
          Suggest ways of                      Complete select activities from text                 worksheets
           sustainability developing                                                                  G 6.1/6.3/6.4
           a natural and human
           environment.
          Evaluate the factors
           contributing to the
           development of an issue
           relating to the use and
           management of an
           environment.


SOSE Program (R. Deanshaw)                                                                   Page 83                                    2006
Heritage College                        Years 7-10


           Identify strategies
            formulated to address the
            issue.
           Justify a strategy to
            manage the environment.
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                Page 84    2006
Heritage College                                                                         Years 7-10


YEAR 10
Unit 11- Listen… Our Land Is Crying/Forests-Our Green Mansions
General Overview: One of humanity’s major impacts on the Australian environment has been land degradation. Students need to
understand its causes and identify strategies for proper land management. Forests are an important natural resource. Proper
management of this resource is essential to Australia’s long term economic and ecological success.
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Awareness of alienation 11.1-11.3, Ecological responsibility 11.1-11.7, Ecological awareness 12.1-12.9 Appreciation &
sensibility 12.1 Worship & witness 12.4
Outcomes:
    G6.1 Explain the process and interactions between people and major natural systems.
    G6.3 Predict the effects of resource development and use on a selected natural and human environment.
    G6.4 Develop a comprehensive strategy to resolve an issue related to the use and management of a natural or human environment.
Week     Indicators                       Learning Activities                                      Assessment           Resources
1-3       Describe the location and            A resource degraded- how is our land being                              Field trips
           distribution of major                  degraded, what are the major causes?                                   Maps
           natural systems.                     Land degradation in Australia- how does this       Unit Test           Graphs
          Describe the processes                 effect future land use?                             G 6.1/6.3/6.4      Bureau of Meteorology
           that drive the major                 Discover what part wind and water play in the                           Videos
           natural systems.                       degregation of soil.                              Case Study:         Aerial photography
          Suggest strategies to                What problem does salty soil cause for the           Looking after      Surveys
           manage the effects of                  vegetation and how does it happen?                  our land           Local councils
           human activities on                  Managing land use- learn how many soil               G 6.3/6.4          Govt. departments
           natural systems.                       problems can be managed or avoided.                                    Graphs
          Outline the relationship             Farmers helping themselves- Discover what          Class debate:
                                                                                                                         Maps
           between current use of the             farmers can do for themselves to improve the        Native or
                                                                                                                         Aerial photographs
           environment and future                 quality of their land.                              plantation
                                                                                                                         Green Peace
           availability of resources.           Caring for the land- Discover how we can all         forests
                                                                                                                         Govt. departments
          Describe the likely impact             learn to care for the land together.                G 6.3
                                                                                                                         Field trips
           of resource development              Australia’s remaining vegetation- Discover the
           and use on a natural                                                                     Textbook            Surveys
                                                  problem with changing the natural vegetation
           environment.                                                                               activities/Class   Zoo
                                                  of the land and its use.
          Suggest ways of                                                                            worksheets         Videos
                                                Types of forest in Australia- Learn the
           sustainability developing              difference between the types of forests we          G 6.1/6.3/6.4      Timber industry
           a natural and human                    have in Australia.
           environment.                         How are our forests used? List the many
          Use a range of                         different uses of forests in Australia
           geographical media to                Two ways of seeing
           describe the environment.            Does sustaining our forests make cents? How


SOSE Program (R. Deanshaw)                                                                  Page 85                                    2006
Heritage College                                                                       Years 7-10


         Evaluate the factors             does looking after our forests help the timber
          contributing to the              trade?
          development of an issue        Managing a forest for timber harvesting- learn
          relating to the use and          about the steps necessary for successfully
          management of an                 harvesting timber.
          environment.                   Managing a whole forest
         Identify strategies            Alternatives: plantations- discover the benefits
          formulated to address the        and drawbacks of plantations.
          issue.                         Discover some recent Innovations in the timber
         Justify a strategy to            industry.
          manage the environment.        Complete select activities from text

Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                                                                   Page 86   2006
Heritage College                                                                           Years 7-10


YEAR 10
Unit 12- Full House? A Look at Global Population
General Overview: A significant issue facing the global society is the threat of overpopulation. It is important to understand the
ethical, economic and political issues involved in addressing this situation.
Time allocation: 3 weeks of 8x50min periods per 2 week cycle
Values: Social responsibility 13.1-13.8 Empathy 13.4, 13.6-13.8 Worship & witness 13.7, 13.8
Outcomes:
    G6.2 Evaluate how different factors affect the distribution and dynamics of human population.
    G6.3 Predict the effects of resource development and use on a selected natural and human environment.
    G6.4 Develop a comprehensive strategy to resolve an issue related to the use and management of a natural or human environment.
Week     Indicators                       Learning Activities                                      Assessment           Resources
1-3       Identify a range of factors          The rising tide- Discover the impact of change                          Aust. Bureau of Stat.
           responsible for change to               over time.                                       Unit Test           Census data
           human populations.                   Where are all the people? Which countries are        G 6.2/6.3/6.4      United Nations
          Apply relevant factors to               the most populated in the world?                                      Survey
           explain the distribution             Population on the rise- What impact does           Family Tree:        Maps
           pattern in human                        population growth have on the developing           Chinese family     Graphs
           populations.                            world?                                             G 6.2/6.3          Posters
          Analyse relevant factors             An aging population- what are the cost of an                            Cartoons
           to describe the dynamics                aging population.                                Textbook
           of change affecting                  In control – China’s population. Discover how        activities/Class
           human populations.                      China has chosen to control the growth of          worksheets G
          Use current and historical              population in their country.                       6.2/6.3/6.4
           data to predict future
                                                More people, more problems- What happens
           patterns in the distribution
                                                   when we run out of space?
           of human populations.
          Outline the relationship             Solutions- Discover some solutions to global
           between current use of the              overpopulation.
           environment and future               Complete select activities from text
           availability of resources.
          Describe the likely impact
           of resource development
           and use on a natural
           environment.
          Suggest ways of
           sustainability developing
           a natural and human
           environment.
          Use a range of


SOSE Program (R. Deanshaw)                                                                    Page 87                                    2006
Heritage College                        Years 7-10


            geographical media to
            describe the environment.
           Evaluate the factors
            contributing to the
            development of an issue
            relating to the use and
            management of an
            environment.
           Identify strategies
            formulated to address the
            issue.
           Justify a strategy to
            manage the environment.
Evaluation/Development/Comments




SOSE Program (R. Deanshaw)                Page 88    2006

				
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