Taxation systems and human wellbeing
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Introduction
Students investigate the concept of human wellbeing and the different ways it can be measured. They also explore statistics on how governments in different countries contribute to human wellbeing through their tax systems (tax revenue and spending). They compare these statistics and human wellbeing indicators for Australia with Papua New Guinea, Sweden and Cuba to draw conclusions about the extent to which a high level of tax is necessary for human wellbeing.
These activities focus on the geographical concepts of place, space, environment, interconnection, sustainability and change.
Achievement standard
By the end of Year 10, students explain how the interactions of people and environmental processes at different scales change the characteristics of places. They explain the effects of human activity on environments, and the effect of environments on human activity, over time. They evaluate the implications of a distribution. They evaluate the extent of interconnections occurring between people and places and environments. They analyse changes that result from these interconnections and their consequences. Students evaluate strategies to address a geographical phenomenon or challenge, using environmental, social and economic criteria.
Students develop a range of relevant questions about a geographical phenomenon or challenge. They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials, using appropriate formats. They interpret and analyse data and information to make generalisations and predictions, explain significant patterns and trends, and infer relationships. They draw evidence-based conclusions, based on relevant data and information, about the impact of the geographical phenomenon or challenge. They develop and evaluate strategies using criteria, recommend a strategy and explain the predicted impacts. Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that synthesise research findings.
Content descriptions
Geographical Knowledge and Understanding
The methods used to measure spatial variations in human wellbeing and development, and how these can be applied to determine differences between places at the global scale. (AC9HG10K05)
Responses of international and national government and non-government organisations to improve human wellbeing in Australia, within India and another country in the Pacific. (AC9HG10K08)
Geographical Inquiry and Skills
Develop a range of questions for a geographical inquiry related to a phenomenon or challenge. (AC9HG10S01)
Collect, represent and compare data and information from primary research methods, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate. (AC9HG10S02)
Evaluate geographical data and information to make generalisations and predictions, explain patterns and trends and infer relationships. (AC9HG10S03)
Evaluate data and information to justify conclusions. (AC9HG10S04)
Create descriptions, explanations and responses, using geographical knowledge and geographical tools as appropriate, and concepts and terms that incorporate and acknowledge research findings. (AC9HG10S06)
Teacher resources
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Tax systems and human wellbeing
Comparative writing
Student learning resources
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How do tax systems impact on human wellbeing?
Report writing
Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group.
Part A: Introducing tax systems and measures of human wellbeing
- Display and explain the information on slides 2-3 of the visualiser.
- Students brainstorm how tax spending contributes to their own wellbeing.
- Display and explain slides 4-8 of the visualiser.
- As a class discuss:
- Why the Human Development Index (HDI) is a better measure of human wellbeing than Gross Domestic Product (GDP) per capita.
- Why the information of the final slide are indicators of human wellbeing.
Part B: Investigating – Is a higher level of tax necessary for human wellbeing?
- Explain to students that they will investigate Australia, Papua New Guinea, Sweden and Cuba in relation to their tax systems and human wellbeing.
- Students complete the investigation. Students will write a comparative report.
Note: A comparative writing model is available for teachers. You can use this to scaffold the task to support students if needed. You can also refer students to Report writing – How-to-sheet.
- As a class discuss the following questions:
- To what extent is a high level of taxation necessary for a good welfare system?
- To what extent is a high level of taxation necessary for human wellbeing?