James Ruse Agricultural High School
Year 8 Global Inequalities Research Task
DUE DATE: Part A: Monday, 19th of September (Wk 10 of T3) Part B: Monday, 10th October (Wk 1 of T4)
TOTAL: 40 marks – WEIGHTING: 20%
TASK DESCRIPTION: Your task is to investigate the extent to which Global Inequality affects a chosen
developing country, while analysing data and dispelling myths associated with development.
Developing country list:
https://dfat.gov.au/about-us/publications/Documents/list-developing-countries.pdf
PART A: Travel Diary (20 marks)
You are a travellor interested in learning about the living conditions of various places around the world. You are required to
gather evidence on the various aspects of global inequality that you experience along your journey. Your evidence will be
presented in the form of a travel diary consisting of 500 – 600 words. Your travel diary must contain the following features:
1. A description of the global patterns of poverty and wealth - using maps/graphs/statistics/photographs (100 - 200 words).
2. You are to choose ONE country from the developing country list above and conduct an investigation into THREE of the
following essential aspects of life (300 words):
Access to Food
Access to Medicine and Health
Access to Shelter
Access to Technology
Access to Education
Inequality amongst Children
Inequality amongst Women
Access to Resources
3. Describe regional variations of inequality in your selected country (100 words).
PART B: Letter to the editor (20 marks)
After you have gathered and analysed data, you are to create a solution to allievate the global inequality in the developing
country by writing a letter to the editor of Sydney Morning Herald. Your letter should consist of 500 – 800 words highlighting
your global inequality and your clear, realistic and ORIGINAL solution.
A Bibliography including a minimum of 3 sources must be provided.
Turn It In-
Part A: 8A - 13288064 8K – 13288068 8L – 13288078 8T - 13288073 Password: INEQUALITIES
Part B: 8A - 13480914 8K - 13480926 8L – 13480928 8T – 13480934 Password: DEVELOPMENT
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Marking Guidelines
Travel Journal Descriptor Grade
Demonstrates highly advanced skills in identifying and gathering information from a variety of sources
Effectively showcases the ability to organise and interpret geographical information of global inequalities and
developing regions of the world focussing on THREE essential aspects of life Outstanding
Uses an extensive range of geographical tools such as maps and photographs effectively 17 - 20
Describes differences in life opportunities throughout the world with sophistication
Demonstrates advanced skills in identifying and gathering information from a variety of sources
Showcases the ability to organise and interpret geographical information of global inequalities and developing
regions of the world focussing on essential aspects of life High
Uses a range of geographical tools such as maps and photographs 13 – 16
Describes differences in life opportunities throughout the world
Demonstrates some skills in identifying and gathering information from a variety of sources
Attempts to organise and interpret geographical information of global inequalities and developing regions of the
world focussing on essential aspects of life Sound
Attempts to use geographical tools such as maps and photographs 9 – 12
Attempts to describes differences in life opportunities throughout the world
Demonstrates a limited ability to identify and gather information from a variety of sources
Make an attempt to use geographical information of global inequalities Basic
Limited use of geographical tools such as maps and photographs 5–8
Limited explanation of the differences in life opportunities throughout the world
Demonstrates a limited ability to identify and gather information from a variety of sources
May make reference to geographical information Limited
May not use geographical tools 1–4
May make reference to differences in life opportunities throughout the world
Letter Grade
Effectively showcases the ability to organise and interpret geographical information to form an original, creative
and logical solution to the chosen global inequality which can be enacted
Selects and uses a range of written and graphic forms and integrates geographical language to communicate Outstanding
geographical information in a comprehensive and highly organised manner 17-20
Efficiently explains how geographical knowledge, understanding and skills combine with knowledge of civics to
contribute to informed citizenship
Showcases the ability to organise and interpret geographical information to form a logical solution to the chosen
global inequality
Selects and uses written and graphic forms and geographical language to communicate geographical information in High
an organised manner 13-16
Explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to
informed citizenship
Attempts to organise and interpret geographical information to describe a solution for the chosen global inequality
Attempts to use written and graphic forms and geographical language to communicate geographical information Sound
Attempts to explain how geographical knowledge, understanding and skills combine with knowledge of civics to 9-12
contribute to informed citizenship
Make an attempt to use geographical information to form a solution
Attempts to use written and graphic forms and geographical language to communicate geographical information Basic
Makes an attempt to connect geographical understanding and knowledge of civics to aspects of informed 5-8
citizenship
May make reference to geographical information to form a solution
May not use written and graphic forms and geographical language Limited
May not reference aspects of informed citizenship 1-4
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The guidelines for compiling a bibliography can be found on the HSIE intranet page under the link “HSIE Research Skills Guide >
Bibliographies in HSIE.” It is your responsibility to read this guide very carefully and make sure you comply with its requirements.
If you have any questions about the content in this guide ask your teacher.
You will not be awarded marks for the bibliography, but you will have marks deducted if you do not complete it correctly. For
this task you should consult a minimum of 3 references for Part A.
Marking Criteria for Bibliography MARKS
A minimum of 3 sources used 0
All sources are correctly referenced
None of the sources are anonymous, inappropriate or irrelevant
Items are listed alphabetically based on author’s surnames/organisation’s names
A minimum of 3 sources used -0.5
Sources are correctly referenced, but there are a few minor errors
One of the sources is anonymous, inappropriate or irrelevant
1-2 sources used OR -1
More than one source used is anonymous, inappropriate or irrelevant
2 significant errors made in the referencing and/or organisation
3 or more significant errors made in the referencing and/or organisation -1.5
Only 1 relevant source used
HSIE Expectations for Hand-In Tasks
This task is to be submitted by hard and soft copy before 8:50am (before Roll Call) on Monday, 19th September (Week 10) to Miss Belevski in
Room C1.4 and through Turn It In.
Tasks submitted after 8:50 (i.e. when the bell for roll call rings) will be considered late. 10% will be deducted for assignments handed in after
8:50 on the due date without a valid reason. Assignments handed in after the due date will have 20% deducted each day the assignment is late
(including weekends).
If you are absent from school on the due date then email Miss Belevski ([email protected]) before 8:50am and submit your
work immediately upon your return.
If there is any chance that you might be late on the due date then email Miss Belevski before you leave home and provide a your hard copy to
Miss Belevski at recess or lunch on the due date. If the task is not submitted on the due date the assignment will be deemed late and will incur
the penalties outlined above.
Students are encouraged to submit assignments BEFORE the due date if there is any risk of a late submission occurring. Make sure your name
and class are clearly written on the presentation. Failure to do so will incur a 20% penalty.
A copy of this task is available on the intranet. If you need clarification with any of these instructions speak to your teacher or to Ms Buurma
BEFORE the due date.
Overall Feedback:
Final Result
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SCAFFOLD:
Part A) Travel Diary
1) Map and description of global inequality (100 - 200 words)
Using the map below, highlight the countries (both developed and developing) you have visited on your
travels (max of 5). Provide evidence of your travels and comment on the patterns of poverty and wealth.
Global patterns of poverty and wealth: Photograph: satellite?
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Photograph: aerial?
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Photograph: ground level?
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2) People’s access to essential aspects of life (300 words)
You are to choose ONE developing country that you have visited during your travels and are required to
conduct research on THREE of the following features from the list below:
Inequality in Access to Food
Malnutrition and famine are severe problems in many places of the world. Consider:
• where there are food shortages
• reasons for shortages
• consequences of food shortages
Inequality in Access to Medicine and Health
We take medical and health services for granted in Australia. Consider:
• standards of health and access to medical facilities
• causes of poor health standards
• impact of poor health standards
Inequality in Access to Shelter
A permanent and solid home provides comfort and protection for a family. Consider:
• unequal standards of housing
• causes of problems
• impact of poor housing and lack of shelter
Inequality in access to technology
Technology affects aspects of life, including education, jobs and communication. Consider:
• reasons for lack of technology
• impact of a lack of technology access
• disparity within a nation
Inequality in Access to Education
Would you still be at school or considering TAFE/ university if you lived elsewhere? Consider:
levels of education throughout world
reasons for poor education levels
problems and difficulties due to lack of education
Inequality amongst Children
The life many children live is very different from the privileges and opportunities that you have. Consider:
• problems in lifestyle and living conditions
• reasons for differences
• the future
Inequality in Access to Resources
Many developing countries are rich in natural resources but rarely is the wealth shared. Consider.
Exploitation of natural resources
Conflicts caused by natural resources
Natural resources and environmental issues
Inequality amongst Women
Not all women around the world have the same opportunities or rights as others. Consider:
• opportunities for women throughout the world
• reasons for differences in opportunities
• changes over time and the future
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Feature 1 (e.g. Access to food)
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Feature 2 (e.g. Access to shelter)
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Feature 3 (e.g. Access to Education)
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3) Regional Variations of Inequality (100 words)
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Part C) Bibliography
Minimum 3 sources (but not limited to)
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Part B) Letter (500 – 800 words)
I _______________________ (name) am writing to the SMH with the hope of offering a solution to address
the growing issue of _________________________ (global inequality) that exisits within
_______________________ (country).
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