Year 10 Geography Test Study Tips

The following is information for year 10 students at Willetton SHS to help them prepare for their geography test on the themes of biodiversity and climate change.

1. You will need to provide definitions for the terms: ecosystem, endemic, biodiversity, habitat, preservation, conservation, biome, extinct.

2. Look at the food web diagram. Explain what would happen if an introduced species destroyed all the oak trees. Which other species are effected?


3. What are the main Greenhouse Gases?

4. Below is a diagram that illustrates the natural greenhouse effect. Draw your own version of this.


5. What types of biodiversity are there? Explain what these mean.

6. Biodiversity is important for four reasons - ecosystem processes, ethical values, beauty & culture, and economic. Explain what is meant by each of these terms.

7. When climate scientists make predictions about future temperature rises they usually provide a range rather than exact numbers. Why is this?

8. Human induced climate change has had significant impacts on the Earth's natural systems. List and explain five of these.

9. Discuss ways that we can reduce the future impacts of either climate change OR biodiversity.

Year 10 History Test Study Tips

• You will need to know the difference between primary and secondary sources, and be able to provide examples of each.

• You will need to understand the system of dating involving “BC to AD”.

• What kind of items/implements discovered in archaelogical ruins would tell you about an ancient culture's religion, music, the role of women,the food that they ate?

• What kind of source information about an ancient society would indicate whether it was inventive, wealthy and/or civilized.

• The test is based around source information from the ancient society of Sumer. It may help to have some background information about this society.

• In what ways can we say that the Sumerians had a complex or organised society?

Task: Climate Change

For the past two weeks we've been investigating what climate change is and what it's effects have been so far and are likely to be in future. Now's the time to take a closer look at how climate change is affecting people's lives, how they are adapting, and what is likely to happen if climate change continues into the future.

Here is your task:

1. Select a region of the world. By "region" we mean a geographical area. Some examples might be the Canadian Arctic, or Greenland, western Europe, all of Australia, or just one part like the south-west (from Kalbarri to Esperance), Pacific Islands, or the coast along the Gulf of Bengal (from Kolkata to Bangladesh). All of these regions (and more) are showing very noticeable impacts from climate change already, and things are expected to get worse.
2. Conduct research using numerous sources (eg: magazines, news websites, newspapers, books, etc) of information.
   
3. Find out and report on how this region has already been affected by climate change.
4. Find out and report on how the people of this region are adapting (or are planning to adapt) to the affects of climate change.
5. Find out and report on the predicted future change to the environment and way of life in the region as a result of climate change.
6. Discuss how changes in this climate driven changes in this region could impact on other parts of the world (eg: economic, political, social).
7. Write up your findings in a report (which includes pictures, graphs, or other relevant visual data) which is posted to your blog.
   

Assessment Criteria

Natural and Social Systems

Level Three
The student understands that, in natural and social systems, relationships occur to provide order to the interactions found within them. Students explain how relationships between elements attempt to provide order and sequence within natural and social systems. Students can provide some reasons for changes in these systems.

Level Four
The student understands that modifications to natural and social systems occur as they respond to challenges. Students can link cause and effect and generalise beyond the specific. Their generalisations are largely context dependent. They have a growing awareness of the interrelationships within each system.

Level Five
The student understands how and why changes occur in natural and social systems. Students use their understanding of concepts and processes to draw inferences about how and why changes occur in systems. They understand that changes can have either or both short-term and long-term impacts. They make generalisations with a growing awareness of the complexity of interrelationships within systems and are aware that there are relationships between systems.


Investigation, Communication & Participation

Level Three
The student plans an investigation by devising questions, identifying and using information from more than one source; and makes inferences from information collected in order to justify personal decisions.

Level Four
The student identifies appropriate sources and data-gathering techniques for an investigation; records information from these sources accurately; considers various perspectives and begins to generalise beyond the immediate context when presenting findings.

Level Five
The student analyses and clarifies the purpose of an investigation to formulate questions; selects from a range of appropriate data sources and methods of recording; and uses supporting evidence to explain patterns and draw conclusions that generalise beyond the immediate context and present a particular viewpoint.

Task: Sustainable Societies in History

Mining History to Uncover the Factors that build a Sustainable Society

We've investigated the factors that lead to the collapse of complex societies, now we turn our attention in the other direction to investigate the factors that lead a society to be successful and sustainable. Experts from fields as diverse as climate science to economists, to even social psychologists have issued various warnings about how our current way of living cannot be sustained, and how we must change our behaviour (both individually and collectively) in order to secure a future. The question that concerns us here is: what can we learn from societies in the past about how to live sustainably?

Here is your task:

1. Develop hypotheses about what factors create a sustainable society. (You may want to review contemporary literature about sustainability, or you may want to look at what factors led to previous societal collapses and offer ideas on how to avoid that fate.)
2. Conduct an investigation into past, complex societies that had a reasonable degree of success (here meaning, a reasonable degree of economic properity, social stability, and displaying signs of cultural complexity in the form of the arts, religion, sciences, etc) and evidence of sustainability (here meaning, either having had continuous success and stability for at least 300 years up to the present, or an 800 year reign of success and stability prior to entering a period of decay or collapse).
3. If necessary, revise your hypotheses should you come across new information that invalidates your previous hypotheses.
4. Develop a model which outlines the principles of a sustainable society. This model should include at least three major principles of sustainability. Each principle should have at least two historical examples of complex societies that practised these principles and how it supported their success and sustainability.
5. Present your model with supporting evidence via your blog or Google Docs. Your report should not be less than 1000 words, but try to avoid going over 2000 words if possible.
   

Assessment Criteria

Time, Continuity & Change

Level Five
The student understands that the consequences of people's actions may be either change or continuity and that people's beliefs and/or motives contribute to the different perspectives they hold on people and events of the past.
(Continuity & Change)
Students understand that there are forces (political, economic, cultural) that exist within and outside societies that can promote change and/or continuity. They understand that some forces can be more powerful than others and their impact on society may be negative for some and yet positive for others. They are aware that there is always some degree of resistance or acceptance to change and continuity based on the beliefs, values and motives of groups or individuals. They also understand that the changes and continuities of one time can affect the beliefs and values of another.

Level Six
The student understands that the present has evolved at varying rates from past people and events and that it is perceived by people according to their beliefs and values.
(Continuity & change)
Students understand that cultural and social, political and economic structures change as a result of internal and external forces as well as the passage of time. Students recognise that change occurs at varying rates in different periods of time and in different places. They understand and follow threads of continuity over time, such as a belief in the equality under the law for citizens of Australia.

Level Seven
The student understands that a change in people's perspectives of the past may lead to a reappraisal of present opinions/actions on contemporary issues.
(Continuity & change)
Students understand that ideas, beliefs, values and traditions can be the motivating forces for action, reaction and resistance. They understand that change in any one area of society (political, social, economic) as a result of different forces impacts on other areas. They question evidence to develop alternative narratives. Students understand underlying motivations for historical change and/or continuity. By analysing a wide range of primary and secondary source material, they are able to determine both implicit and explicit economic, social, political and environmental conditions that lead to change and/or continuity within a time period.

Investigation, Communication & Participation

Level Five
The student analyses and clarifies the purpose of an investigation to formulate questions; selects from a range of appropriate data sources and methods of recording; and uses supporting evidence to explain patterns and draw conclusions that generalise beyond the immediate context and present a particular viewpoint.

(Processing and translating)
Students process and interpret information, using, for example, longitudinal data to interpret trends over time. They match the information to be reported with the best type of visual representation (graph and/or diagram) to convey the appropriate message to an audience. They use the specific language and conventions of the disciplines. They draw conclusions that present a particular viewpoint that can be supported by the evidence collected. They justify these viewpoints by referring to patterns evident in the data gathered and in consideration of the facts, opinions and motives.

Level Six
The student formulates own hypothesis for an investigation; identifies the main aspects to be considered and decides on the most appropriate data sources and recording techniques; and justifies own conclusions by examining logically the viewpoints and the evidence presented by others for accuracy, bias and omission.

(Processing and translating)
Students justify, generalise, use abstract models, and begin to manipulate and apply different data to their models. As they process and interpret information, they can identify developments over time (trends) in longitudinal data, using a range of models and/or contexts. They use specific social science tools to interpret data, such as interpreting maps, tables, and technology. They construct conclusions about the accuracy of their hypotheses. Through their investigations, they continue to question their hypotheses, their sources of information and the information itself. They recognise inconsistencies in their data and understand that information is tentative. They justify attitudes and opinions in the context of events/time and realise why they might change.

Level Seven
The student investigates an issue or event by devising hypotheses and modifying and adapting the conduct of the investigation according to the resources and nature of the evidence available; and analyses the validity and consistency of conclusions drawn by self and others according to the sufficiency of the evidence gathered and avowed values positions.
(Processing & translating)
Students apply their generalisations about concepts and processes to develop questions and potential solutions. They evaluate their methods and inferences. They compare before-and-after situations, group and classify practices of people in society, apply categories such as laws or educational practices to societal behaviour at points in time and are sympathetic to differing viewpoints. They engage in reflective thinking about to analyse and clarify data and to justify a position. They identify strengths and weaknesses of their own planning methods and viewpoints and make modifications where necessary. They use appropriate technology as a method of organising and analysing data. Students draw valid conclusions consistent with the evidence gathered and evaluate them in relation to their knowledge of broader perspectives.

Task: Saving Our Endangered Species

Task Description

Biodiversity refers to the many species of plants and animals that live and interact in the various biomes of the Earth. As a result of human actions, many of these species are today threatened with extinction. Your task is to select a plant or animal species that is classified as endangered, conduct research, and to present a report on your blog about this endangered species. In your report you must provide information on the following:

• Describe the climate and physical terrain of the biome in which this species is found.
• Explain how this species interacts with its ecosystem. What does it consume, and what does it produce in this ecosystem? How would the ecosystem be affected if this species became extinct?
  
• Explain what are the main factors threatening this species.
  
• Outline the measures that we (humans) need to take in order to preserve this species.

You can improve the presentation of your report by including pictures of the species in its native habitat and graphs of it population trends, etc. It is important that you reference your source material at the end of your report and provide hyperlinks to web references.

Investigating Societal Collapse - the answers are out there!

I know many year 10 students are feeling a little uncertain as to where to start with the rather complex topic of societal collapse. Understanding the patterns of history at this level is a little bit like trying to learn a foreign language. At first nothing makes sense. My advice is the same as for learning a foreign language - just get started. The pieces of the puzzle will come together as you conduct your investigations.

So where to start? Well, the task, in a sense, has two intertwined aspects. One is about developing a conceptual understanding of why societies collapse, the other is about understanding the events and causes that led to one particular society collapsing. Here are a few brief suggestions...

I've just started bookmarking sites related to collapse, so you may want to go there. If you do a web search, you will need to be a little more specific. But if you search for "societal collapse" you'll get some interesting results. I have often pointed students in the direction of Wikipedia, not as an inherently reliable source itself, but because it usually offers a useful overview of a topic (much like an encyclopedia would), but more importantly, it will have links to useful internet and print sources of information. This was how, for instance, I discovered articles on the Decline of the Roman Empire and Deforestation during the Roman period. The first article is useful because it outlines many of the different theories as to why Rome collapsed, the second because it provides useful information which would contribute to the environmental causes of the collapse of Rome (which would be very useful to a student studying Rome and using Jared Diamond's five point framework). It's worth noting that both articles are extensively linked and referenced, so providing a pathway to further information. I also found an article harshly critiquing Jared Diamond's "geographical determinism" which may be of interest to anyone looking for alternatives to the framework which we've learned about in class.

So feel assured that for most chosen topics, there is plenty of source material available.

Finally, I would recommend that students go for breadth prior to depth. Get an overview of the topic. Skim read or read the introductions to a few different historians or sources of information first. Try to get a rough idea of the explanations for collapse offered by each author. Jot down some dot points. Then select 2 or 3 of what seem the most reliable sources and explore them in greater depth. If needed you can extract pieces of information from other sources as needed in addition to this.

Remember that this is your report. You need to develop your own conclusions based on the evidence and arguments made by others.

The Collapse of Complex Societies: A Case Study

For students in my year 10 GATE Society & Environment class, here is an outline of the task (complete with external links) to the task due on 20 March.

Definition:
History provides many examples of societal collapse. Jared Diamond defines collapse as “a drastic decrease in human population size and/or political/economic/social complexity, over a considerable area, for an extended time.” Full scale collapse – evidenced by dramatic loss of complexity and population for a prolonged period – should be distinguished from a minor decline which may involve conquest by another power or short-term decline caused by natural disaster, famine, etc.

Examples:
Mycenean Greece, the Greenland Norse, the Mayans, the Western Roman Empire, the Khmer Empire surrounding Angkor, the Han and Tang Dynasties of China, the Olmec, the Mauryan and Gupta states of India, and many more...

Task:
Investigate one example of societal collapse in order to better understand the causes of collapse and the modes of societal response. In order to develop a structured understand of the collapse you may want to use Jared Diamond's five point framework for understanding collapse. And you may want to refer to Joseph Tainter's three modes of societal response to collapse. However, even if you use these conceptual frameworks to understand the collapse that you investigate, you do not need to be bound by it (unless you think that the framework is completely applicable), but should investigate the source material carefully to understand the exact causes and modes of societal response in the face of collapse.

Optional extra: In the main part of your report draw comparisons between the collapse of your chosen society and at least one other society. Explain salient similarities and/or differences. Then write a final section to your report which answers the question, “what can contemporary society learn from the collapse of this past society?”. Draw links between collapses of the past and the potential threats of collapse in future.
Note that this optional extra section must be done in order to attain level 6!

Format:
Type up your conclusions in report format on your blog. You may include tables and pictures if appropriate, and should aim to write between 1200 – 1600 words (no more than an extra 500 words for optional task). (Please note that more words does not mean higher levels!) Please ensure that there is a reference list (bibliography) at the end of the article and that web sources are linked for quick easy access to your internet sources.