YEARS 7-10
GEOGRAPHY
4G4
GLOBAL ISSUES
AND THE ROLE
OF CITIZENSHIP
This program is a modified version of the DET sample program.
It specifically focuses on the resource Ambush in Bandhavgarh:
Tigers and the management of their habitat.
(For the original program visit www.curriculumsupport.nsw.gov.au/secondary/hsie)
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HSIE STAGE 4
February 2008
NSW Department of Education and Training
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Topic/focus area
4G4 Global Issues and the Role of
Citizenship
Time:
Focus
Global geographical issues and appropriate methods of citizenship for
their management.
Outcomes
A student:
4.2
organises and interprets geographical information
4.3
uses a range of written, oral and graphic forms to communicate geographical information
4.4
uses a range of geographical tools
4.7
identifies and discusses geographical issues from a range of perspectives
4.8
describes the interrelationships between people and environments
4.9
describes differences in life opportunities throughout the world
4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics
to contribute to informed citizenship
Suggested ICT
Use a range of digital images, maps, sound and other appropriate multimedia sources to develop a
multimedia presentation or webpage
Resources (Include resources available within your school and community.)
There are a variety of commercial textbooks that can support the tasks outlined in this topic to provide
background for students and that have skills based activities incorporating mandatory tools.
The use of the Internet is assumed as a source of information.
The Curriculum K-12 Directorate website – http://www.curriculumsupport.education.nsw.gov.au and the
Teaching and Learning Exchange (TaLE), will increasingly have other support added to assist teachers.
Publication
Computer-based technologies in the HSIE KLA
HSIE STAGE 4
February 2008
NSW Department of Education and Training
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Learn abouts
Learn tos
Teaching and learning activities
Assessment: The activities require students to demonstrate their
learning and are all assessment for learning activities. Some
activities might be selected and included in a school assessment
schedule for assessment of learning.
Global geographical issues
Task 1 Class magazine

global geographical issues,
which must include:
 access to fresh water
 land degradation
 climate change
 threatened habitats
 energy use
 human rights
 tourism
 indigenous people and
self-determination
 urbanisation
 use of ocean
resources

the need to promote
ecological sustainability

recognise global
geographical issues

describe the nature of global
geographical issues

explain the links between
human actions and the
consequences for ecological
sustainability on a global
scale
HSIE STAGE 4
Your class is going to create a magazine to raise awareness about
global geographical issues.
1. Divide into ten groups, one for each of the ten issues listed.
Your teacher may conduct a draw to allocate topics to groups.
2. Using the Internet and print sources, research your allocated
issue and prepare a two A4-page magazine article in which
you:
 name and briefly explain the issue
 describe the important processes relevant to the issue
 incorporate a range of images and graphs
 show the global nature of the issue by locating three
examples of places it is impacting on a world map
- include the latitude and longitude of each place
- briefly explain why/how the issue affects each of
the three examples selected (five lines on each)
3. Design an activity based on your magazine article that other
members of the class will complete to learn about your issue.
4. Once the magazine has been printed, complete the activities
for the other issues as designed by the other class groups.
5. Having completed all the activities, write an information page
in which you explain the links between human actions and the
consequences for ecological sustainability on a global scale.
Task 2 An issue in my area
Each group from Task 1 is to select and investigate (using
fieldwork) a global issue that they believe is affecting their local
area. Proof of the impact needs to be gathered and recorded to be
presented at a ‘Why we should take action in our community’ class
forum.
The group’s investigation should include:
 a collection of data from the field (including primary sources
such as photographic images and surveys) or secondary
sources (such as existing reports and graphs)
 the use of geographical instruments to identify and or
measure data (such as vegetation and cloud identification
charts, a compass or a clinometer)
 a one-page summary report on the issue in the community
that refers to data collected in the field about the situation
as well as information about what is being or should be
done to address it. The report should also include:
- a topographic map of the area (use area and grid
references to refer to features relevant to the issue
and the compass points to refer to direction)
- a range of images, graphs, sketch maps and line
drawings to help explain the issue (use the graphs to
calculate maximum, total, range, rank and averages)
February 2008
NSW Department of Education and Training
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Teacher note
TWO global geographical issues:
threatened habitats and tourism

the nature of the issue

different perspectives
relevant to the issue

the responsibility of
governments to the issue

the actions of individuals,
groups and governments
The following tasks are interrelated and they are all based on the
resource: Ambush in Bandhavgarh: Tigers and the management
of their habitat. Class sets (30 books) of this resource (48 pages,
colour) can be ordered using the faxback order form on the
Curriculum Support Directorate website at
http://www.curriculumsupport.education.nsw.nsw.gov.au/secondary/hsie

describe the spatial
dimensions of the issue

describe the ecological
dimensions of the issue

identify perspectives and
bias about the issue,
including in media reports

describes the actions of
individuals, groups and
governments in relation to
the issue
These tasks also connect to the ‘Global organisations’ section of
4G3: where students can learn about a group involved in
promoting ecological sustainability. Teachers adopting this
program may modify their 4G3 program to indicate that this
section will be covered in 4G4.
Scenario
Your school is focussing on the environment this year and there
are plans for fund raising and events to acknowledge World
Environment Day, 5 June (or some other real event such as World
Animal Day or World Habitat Day in October). This includes an
assembly with a presentation by your class on the issue of tigers in
India. To prepare for this presentation your class needs to
research the topic.
Task 3 Gathering and recording information on the threatened
habitat of tigers in India
Using the Ambush in Bandhavgarh books:
 investigate and record the spatial and ecological dimensions
of the issue for tigers in India (include various types of maps
and graphs)
 describe what has caused the tiger population to become
endangered in India
 outline the perspectives of villagers, poachers and naturalists
on the issue of the tigers, using the case study of
Bandhavgarh Tiger Reserve
 find examples of individual, group and government actions
that have been taken to address the issue
- choose one of these actions to investigate and
describe in detail (you may use the bibliography in
the book to access more information), include a
media report
consider how effective you think the action has
been, is currently or may be in the future
Task 4 Tourism in Bandhavgarh Tiger Reserve
Refer to Task 1 and the tourism article, in the class magazine
produced on all the global geographical issues and identify:
 links between tourism and ecological sustainability
 positive and negative outcomes of tourism for the
environment
Investigate tourism in Bandhavgarh Tiger Reserve as a case study
 briefly outline the benefits of tourism for tigers, as presented in
HSIE STAGE 4
February 2008
NSW Department of Education and Training
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the book
 identify other perspectives on this issue


 suggest possible negative impacts of tourists on other aspects
of the environment local to the reserve
implications for social justice
and equity
communicate appropriately
with organisations to
participate as a global
citizen
From 4G3
Global organisations
 global organisations by
investigating: a group
involved in promoting
ecological sustainability

discuss methods used by
groups to influence the
global community
Task 5 World Wildlife Fund supporting Bandhavgarh Tiger
Reserve
Teacher note
You will need to show students a range of promotional
brochures to give them ideas to work with.
You may wish to use group work for this activity.
Scenario
You are to prepare a promotional brochure for the World Wildlife
Fund (WWF). The brochure will be distributed to participants at
the ‘World Environment Day’ assembly to raise awareness of the
role of the WWF in protecting the Bengal Tiger.
Research your information from the World Wildlife Fund site at
http://www.findia.org
The brochure is to contain information under the following
headings:
 main objectives of the WWF
 headquarter locations
 funding sources
 current projects (including tiger projects in India)
 recent achievements
 how we inform the global community
 methods we use to influence the global community
Your brochure needs to be one A4-page folded. It should be
visually engaging and informative, with a balance of graphics,
images and words to get the message across to those attending
the assembly.
Task 6 Presentation on Tigers in India at school assembly
on World Environment Day
Prepare an informative and engaging presentation on the issue of
the threatened habitats of tigers in India, using a multimedia
presentation to support the brochures developed in Task 5. The
objective of the presentation is to raise the awareness of students
at your school to the nature of the issue and to encourage them to
participate as global citizens and support tigers in India.
This event could be supported by a guest speaker from either
Taronga Zoo or Western Plains Zoo.
Students may be invited to make a contribution to the World
Wildlife Fund, to protect the Bengal Tiger in India.
HSIE STAGE 4
February 2008
NSW Department of Education and Training
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http://www.curriculumsupport.education.nsw.gov.au