Download pdf - Text Area: 280 mm Deep x 215 mm Wide Coverage of … · Text Area: 280 mm Deep x 215 mm Wide vi Coverage of Multiple Intelligences Activities in SOSE Alive 3, and in its companion

Text Area: 280 mm Deep x 215 mm Wide

vi

Coverage ofMultiple Intelligences

Activities in

SOSE Alive 3

, and in its companion text

SOSE Worksheets for Multiple Intelligences 3

, cater for awide range of learning abilities and styles. Many address more than one learning style, and almost all requirethe exercise of some degree of verbal/linguistic intelligence.

The following grid tables those activities in these two texts that have been specifically written to engage apredominant intelligence.

*Chapter number in bold followed by page number, then activity number in brackets, e.g.:

1

22(3). Chapters in

SOSE Alive 3:

[1]

First Australians,

[2]

The Europeans arrive,

[3]

Gold fever!,

[4]

Becoming Australian,

[5]

Volcanoes and earthquakes,

[6]

Australian landforms,

[7]

Tourism: the last resort,

[8]

Sharing resources,

[9]

Australia’s political system,

[10]

Australia’s legal system,

[11]

The Australian economy,

[12]

Managing your finances

Intelligence type Chapter, page and activity number*

Worksheet number in


Verbal/linguistic 1

3(1,4), 7(6,9), 9(7), 10(3,4), 15(8,9), 17(3,6), 19(4,6), 21(1–6), 22(4,8,10), 23(11,12,14,15)

2

27(1,3,4), 29(4–7), 33(3,4,7,8,10,11), 35(1,3,5e), 37(1,2,5–7), 39(3,6–8), 41(4,5,7,8), 43(5,7), 45(3,6,8,9), 46(6,8), 47(9–13)

3

49(1–4), 51(3,5,6), 53(3,6–8), 57(1,2,5–7), 59(3), 61(2,3,5), 63(1–7), 65(1–3,6), 67(3), 69(5,7), 70(4), 71(6,8)

4

73(4), 75(1,3–6), 77(3), 79(4,6), 81(2,3), 83(2,4,8), 87(2,4,5,7,8), 91(1,6,7), 93(5,7–9), 94(2,9), 95(10–12)

8, 11, 15, 18

Visual/spatial 1

1(4), 3(2), 7(3,7,8), 9(2,5), 10(1,2), 15(5,7), 17(4), 19(5), 21(5), 22(3,7), 23(13,15)

2

27(5,7), 29(3), 33(2), 35(5), 37(5), 43(6,7), 46(3), 47(11)

3

51(2,5,6), 53(4,5), 57(6,8), 59(6,7a), 61(2), 65(5,6), 69(6), 70(2,5), 71(7)

4

75(6), 77(4,6), 81(5), 83(5,7), 87(2,6,8a), 91(3,5,6), 93(6), 94(5), 95(10)

1, 20

Bodily/kinaesthetic

1

7(9), 9(6), 15(8), 21(5), 22(4)

2

27(5), 33(9), 39(7), 41(7), 43(6), 45(8)

3

51(5), 57(8), 59(4,7b), 65(4), 67(6), 71(8d)

4

75(5), 87(8a), 95(11)

9, 10, 12, 17

Intrapersonal 1

7(5), 15(4,6), 21(5), 22(6)

2

27(4,5), 29(7), 35(5c), 39(4,5), 43(4), 46(5)

3

57(4,6a,6b), 61(4), 63(3,5), 65(5), 67(4)

4

73(4), 77(5), 87(3), 91(2), 95(10c)

5, 14

Interpersonal 1

3(3,5), 7(6), 10(4d), 15(8), 17(6), 19(6)

2

27(3), 29(5,7), 33(8), 35(3), 39(7), 41(7), 43(5), 45(7,8), 47(10,12)

3

61(5b), 63(1), 65(4), 67(3,6), 69(5), 70(2,4), 71(8d)

4

75(6), 77(6), 79(7), 83(6), 87(8), 91(6), 93(8), 95(11)

4, 6, 19

Logical/mathematical

1

7(2,7–9), 9(4,5), 10(2), 15(3), 17(5), 19(3), 21(2), 22(1,9)

2

29(7), 33(5,6,12), 41(6), 45(5,6), 46(7), 47(13)

3

51(4,7), 53(5), 57(5), 59(5,7), 61(1), 65(2), 67(5), 69(1,4), 70(1,3,5)

4

77(1), 79(5,8), 81(4), 91(4,7), 93(2–4), 94(1,7)

7

Musical/rhythmic

1

3(5), 15(8), 21(5)

2

27(5), 35(4), 43(6), 45(9)

3

57(6c), 59(4)

4

77(4c,6a), 87(8c)

13

Naturalist 1

9(4,6), 17(1), 22(3), 23(11)

2

37(4), 45(6)

3

53(3), 69(5,6)

4

75(6)

2, 3, 16

HISTORY

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vii


Worksheet number in


Verbal/linguistic 5

99(1,2,3d,4), 101(1,2,6,9a), 103(9), 105(2,3,7), 107(4), 109(4,5), 111(5–7), 113(3,5), 115(2,6), 117(1–4,6), 118(3), 119(4e–g)

6

121(3), 125(1,3,8), 127(4,5,8,9), 129(3,4,5), 133(9), 137(4,7,9), 139(4,11), 141(7), 142(2,4)

7

147(4,5,9,10), 149(3,4,7–9), 151(3,8,9), 157(3,8), 159(1), 161(1–3), 163(3–5,7,10), 165(3,4,7,9), 166(2,4,5–9), 167(12)

8

169(1–4), 171(2,4,5,6), 175(4,5,7,10), 177(2,4,5), 181(3a,3c,4), 183(3–6), 185(3,5), 186(1–3,4,5,9), 189(1–5), 191(12–16)

28

Visual/spatial 5

99(3a–c, 5), 101(3,7,9b), 103(5,8,10), 105(4), 107(3,4), 109(4,6), 111(6c,8), 113(4–6), 115(2,5,6), 117(4–7), 118(2), 119(a–d)

6

123(1,3–5), 125(2,6,9), 127(9,10), 129(7,8,9), 131(2,6–9), 133(8), 135(2,3,5,6), 137(5,7,8), 139(7,8,10,11), 141(5,7,8), 142(1,5,6)

7

145(2,3), 149(6), 151(8–9), 155(8), 159(1,2), 161(4,5,6,7), 163(6,8), 165(6,8), 167(11,13,14b)

8

171(6,7), 175(7–9,11–13), 179(4,5), 181(3), 186(7,8), 189(4,5), 190(11)

22, 31, 39

Bodily/kinaesthetic

5

105(5), 111(6c), 117(8)

6

123(2), 125(8), 133(10), 137(10), 141(7)

7

149(5), 161(8), 163(9)

8

179(2), 181(3b,3c), 186(7), 189(5)

21, 33

Intrapersonal 5

111(5), 118(3a)

6

121(1,2,4,5), 133(11), 137(9,11), 141(6), 142(7,8)

7

147(6), 149(8), 151(5), 161(6), 165(10), 167(10,14a)

8

171(4), 177(3), 179(3), 183(4,5), 185(4,6), 185(6), 189(3,5), 191(15)

34, 38

Interpersonal 5

99(4), 103(9), 111(7), 118(2e,3c,d)

6

125(8), 133(10), 135(7), 141(6,8), 142(2)

7 147(10), 149(7), 155(7), 161(6), 163(9)8 175(8,10), 177(4,5), 179(2), 181(4,5), 183(6), 186(7,9), 191(12,14,16)

30, 36, 40


5 97(2), 101(5,7), 103(6), 107(2), 109(1–4,7), 111(9), 113(2,4), 115(2,4), 118(1), 119(4)

6 125(5,6,9), 127(6,7), 129(4), 131(6,9,10,12), 133(4–6), 135(3,6,7), 139(2,3,8,9,11), 141(1,3,4), 142(6)

7 147(2,3), 149(2), 151(1–4,6,7), 153(1–5), 155(1–6), 157(1,5–6), 161(6), 163(1), 165(3), 166(3), 167(13)

8 175(1,2,6,9–13), 177(1,3), 179(1,3–5), 181(2), 183(1,2), 185(2,7), 186(10), 190(3,9,10), 191(13)

24, 25, 29, 37

Musical/rhythmic

5 103(7), 115(3)6 137(7c), 142(4)7 147(8), 155(9), 161(1–3), 163(9)8 181(3b), 183(7), 186(7), 189(5), 190(4)

23, 27, 32

Naturalist 5 97(1,3), 103(1,10), 105(2,6), 109(4,5), 119(4)6 121(1–5), 123(5), 125(4,5), 127(4–9), 129(3–5,7), 131(2–8,11), 133(2–5), 135(2,4),

137(6–9), 139(1,4,6–8), 141(3,7,8), 142(5)7 151(8), 155(10), 157(2), 159(1–3), 161(1–3), 163(1,4,5,7,10), 165(3–5)8 175(10), 179(1), 186(7)

26, 35

GEOGRAPHY

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viii


Worksheet number in SOSE Worksheets for Multiple Intelligences 3

Verbal/linguistic 9 195(3–5), 196(6,9,10–12), 199(1–3,6), 201(1–7), 203(2–4,6), 205, 207(1,2–4), 209(5–7), 213(3–6,8–11), 214(3,11), 215(12,14,15)

10 219(7–9), 221(4,7), 223(2,4,5), 225(1,2,4,6), 227(6), 229(5), 231(7–10), 233(4,5), 235(3–5), 237(1,2), 238(8,9), 239(16–20)

11 243(6), 245(9,10), 249(5), 251(2,3,5), 253(5,7), 255(1,2,4,5,8), 257(1), 259(9), 261(6,7), 262(13), 263(15)

12 267(4,5), 269(4), 271(4,6), 273(6), 275(3–6), 277(4–10), 279(1,2,8,9), 281(3–6), 283(2,3), 285(2), 286(1,2), 287(2)

42, 46, 50, 58

Visual/spatial 9 196(7–8), 199(4,5), 201(8,9), 207(3), 214(4,6), 215(14)

10 217(1,2), 219(7), 221(3), 223(6), 225(5), 227(8,10), 229(6), 237(3), 238(9)

11 241(3), 245(8,9), 247(5), 249(6), 251(4,6,7), 253(7), 255(3,7), 257(2,3), 261(4)

12 267(2), 269(6), 275(2), 287(5)

45, 52, 53

Bodily/kinaesthetic

9 196(7), 203(5,7), 205, 207(3,4), 209(7b)

10 223(5), 225(4), 231(10), 237(4), 239(18)

11 251(8)

12 269(3,6)

41, 54, 60

Intrapersonal 9 193(4,5), 196(6), 203(4,6), 213(8,10), 215(12,13)

10 217(3–5), 219(5), 221(4,5), 227(7), 235(2), 237(1), 238(10,14), 239(16,17)

11 243(3,7), 245(10b), 259(6,7), 261(5), 262(13),

12 265(2–5), 267(5a), 271(4a), 277(11), 281(6)

48, 55

Interpersonal 9 195(7), 196(7), 201(9), 203(7), 205, 207(3,4), 209(7)

10 219(8,9), 221(7), 223(4), 225(4), 231(9,10), 235(4), 237(4), 239(18)

11 249(5), 251(3,8), 255(7), 257(5), 259(8,9), 261(6,7), 262(9c)

12 269(4), 275(8), 281(7,8)

43, 44, 49, 57


9 195(6,8), 199(7,9–13), 201(10–12), 205(d,e), 214(1,4,5,6), 215(14)

10 221(6,8), 223(2), 225(3), 227(5), 229(6), 233(7–9), 238(6,12), 239(17)

11 241(4,5), 247(4,6), 249(4,5), 251(5), 253(5,6), 255(5,6), 257(4,5), 261(3,4), 262(14), 263(15)

12 267(6,7), 269(4), 271(1–4), 273(5,6), 275(7,8), 277(10,11), 279(9), 281(2,7,8), 283(4,5), 285(3–5), 286(1), 287(3,6)

51, 56

Musical/rhythmic

10 227(9), 233(6)

11 245(8d), 255(7), 261(7)

47, 59

Naturalist 10 219(9)

ECONOMY AND SOCIETY

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ix

Coverage of outcomesThe content and activities in SOSE Alive 3 and related SOSE Alive texts (see below) have been written to allowstudents to achieve SOSE Level 6 outcomes. The learning outcomes listed below are extracts from the Curriculumand Standards Framework II document. The page references cited are those on which information and activitiesrelated to the outcome/indicator including extension outcomes occur. Additional extension worksheets have beenincluded on the Jacaranda website for this title, www.jaconline.com.au/sosealive/sosealive3.

Extension activities: H6.6 (pp. 8–9, 62–3, 68–9, 71, 78–9, 82–3, 94–5); H6.7 (pp. 86–7, 92–3)

Learning outcome Evident when student can: Page references

H6.1Describe the reasons for the colonisation of Australia.

■ examine the factors involved in the British colonisation of Australia

■ evaluate the impact of colonisation on Aboriginal and Torres Strait Islander communities

■ analyse any one particular social or political change in a colony and its impact on people

■ describe the motives, values and events behind the move from a number of colonies to one nation.

1, 6–7, 22–3, 25, 26–7, 28–9, 30–3, 34–5, 38–9, 40–1, 42–3, 46–7, 74–5 (MI worksheets 8, 10)

1, 2–3, 4–7, 8–9, 10–11, 12–15, 16–17, 18–19, 20–1, 22–3, 25, 36–7, 38–9, 40–1, 47, 74–5, 94 (MI worksheet 4)

12–15, 16–17, 18–19, 20–1, 32–3, 34–5, 36–7, 38–9, 42–3, 47, 49, 50–1, 52–3, 60–1, 62–3, 64–5, 68–9, 71, 76–7, 78–9, 80–1, 82–3, 92–3

84–7, 88–91, 92–3

H6.2 Analyse the continuing significance of major events and ideas which shaped Australian society.

See also SOSE Alive History 2

■ identify significant events and ideas which shaped Australian society, including Federation, World War I, 1930s Depression, World War II and post-war migration

■ analyse 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.

22, 38–9, 40–1, 42–3, 44–5, 47, 49, 50–1, 52–3, 54–7, 58–9, 60–1, 62–3, 64–5, 66–7, 68–9, 70–1, 74–5, 78–9, 84–7, 88–91, 95 (MI worksheets 11, 13, 14, 15, 16)

20–1, 28–9, 38–9, 40–1, 42–3, 47, 50–1, 52–3, 58–9, 60–1, 68–9, 76–7, 80–1, 82–3, 88–91, 92–3, 94 (MI worksheets 13, 18, 19, 20)

20–1, 23, 28–9, 38–9, 40–1, 42–3, 47, 58–9, 60–1, 64–5, 66–7, 71, 78–9, 84–7, 88–91, 92–3, 94–5 (MI worksheet 20)

18–19, 20–1, 25, 40–1, 42–3, 52–3, 60–1, 62–3, 64–5, 66–7, 71, 82–3, 88–91, 92–3

H6.3 Analyse the movement of Aboriginal and Torres Strait Islander communities for civil and political rights.


■ identify which civil and political rights were denied the Aboriginal and Torres Strait Islander communities

■ analyse the reasons why civil and political rights were denied to Aboriginal and Torres Strait Islander communities

■ outline the different ways in which the Aboriginal and Torres Strait Islander communities campaigned for civil and political rights

■ evaluate the degree to which the Aboriginal and Torres Strait Islander communities have been successful in their campaigns.

4–7, 12–15, 16–17, 18–19, 20–1, 23, 40–1, 47, 74–5, 83 (MI worksheet 10)

6–7, 12–15, 16–17, 18–19, 20–1, 23, 39, 40–1

6–7, 25, 188–9 (MI worksheet 5)

6–7, 23, 73, 83, 87, 188–9

H6.4 Analyse the impact of significant events and ideas in shaping world history in the twentieth century.


■ identify significant events and ideas which shaped world history in the twentieth century, including World War I, the Russian Revolution, the 1930s Depression, World War II, the Chinese Revolution, and the Cold War and its aftermath

■ discuss the ideas and people associated with the events■ evaluate the impact of the events and ideas on people,

values and structures■ analyse the ways in which significant events have been

represented in cultural forms.86–7, 95

H6.5 Explain the key changes in social and political attitudes and values in modern Western society.


■ describe the ways in which significant events affected change in such areas as family structures, gender roles and work organisation

■ explain how the values of particular societies changed as a result of significant events

■ examine the ways in which advances in technology affected other areas, such as health, medicine, transport, education

■ evaluate the effect of significant events and ideas on groups.

80–1, 82–3, 92–3

80–1, 82–3, 88–91, 92–3, 94

82–3, 92–3

HISTORY

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Extension activities: G6.5 (pp. 139, 160–1, 162–3, 176–7, 178–9)


6.1 Explain the processes and interactions between people and major natural systems.

See also SOSE Alive Geography 2

■ describe the location and distribution of major natural systems

■ describe the processes which drive the major natural systems

■ analyse the impact of human activities on naturalsystems

■ suggest strategies to manage the effects of human activities on natural systems.

98–9, 102–3, 104–5, 108–9, 110–11, 116–17, 121, 122–3, 124–5, 126–7, 130–1, 132–3, 134–5, 136–7, 138–9, 140–1, 142, 150–1, 154–5, 158–9, 164–5, 166 (MI worksheets 22, 25, 26, 32)

97, 100–1, 102–3, 104–5, 110–11, 112–13, 116–17, 118–19, 121, 122–3, 124–5, 126–7, 128–9, 130–1, 132–3, 134–5, 137–8, 138–9, 140–1, 142 (MI worksheets 21, 23, 27, 28)

108–9, 110–11, 114–15, 128–9, 130–1, 132–3, 138–9, 146–7, 158–9, 162–3, 164–5, 166, 178–9 (MI worksheets 28, 30)

108–9, 114–15, 118–19, 128–9, 130–1, 134–5, 136–7, 138–9, 140–1, 156–7, 160–1, 162–3, 178–9 (MI worksheets 24, 30, 34, 40)

6.2 Evaluate how different factors affect the distribution and dynamics of human populations.


■ identify a range of factors responsible for change to human populations

■ apply relevant factors to explain the distribution pattern in human populations

■ analyse relevant factors to describe the dynamics of change affecting human populations

■ use current and historical data to predict future patterns in the distribution of human populations.

100–1, 110–11, 112–13, 114–15, 118, 145, 146–7, 149–50, 154–5, 167, 172–4, 176–7, 178–9, 180–1 (MI worksheets 36, 37, 38)

118, 150–1, 154–5, 167, 170–1, 172–4, 176–7, 178–9, 180–1, 188–9, 190

145, 150–1, 156–7, 167, 169, 172–4, 176–7, 178–9, 180–1, 182–3, 184–5, 188–9, 190 (MI worksheets 37, 38)

111, 117, 166–7, 170–1, 172–4, 178–9, 184–5, 190

6.3 Predict the effects of resource development and use on a selected natural and human environment.


■ outline the relationship between current use of the environment and future availability of resources

■ describe the likely impact of resource development and use on a natural environment

■ suggest ways of sustainably developing a natural and human environment.

156–7, 158–9, 160–1, 162–3, 164–5, 178–9 (MI worksheet 39)

146–7, 162–3, 167 (MI Worksheets 33, 35)

160–1, 162–3, 176–7

6.4 Develop a comprehensive strategy to resolve an issue related to the use and management of a natural or human environment.


■ use a range of 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.

97, 98–9, 100–1, 102–3, 104–5, 108–9, 110–11, 112–13, 114–15, 116–17, 118–19, 121, 122–3, 124–5, 126–7, 128–9, 130–1, 132–3, 134–5, 136–7, 138–9, 140–1, 142, 146–7, 158–9, 164–5, 166, 178–9, 180–1

100–1, 106–7, 112–13, 119, 128–9, 132–3, 134–5, 138–9, 146–7, 156–7, 158–9, 160–1, 162–3, 172–5, 176–7, 182–3, 184–5, 186–7, 188–9, 191

110–11, 114–15, 119, 136–7, 138–9, 140–1, 160–1, 162–3, 176–7, 180–1, 182–3, 186–7, 188–9, 191

108–9, 114–15, 119, 128–9, 134–5, 160–1, 162–3, 180–1, 184–5, 186–7


5.1 Analyse key features of Australia’s political system at local, state and federal levels.

■ identify the key values of representative democracy, including participation, representation, rights and responsibilities

■ describe key political structures, noting similarities and differences among the three levels of government

■ describe the role of key individuals and groups within the legislative and executive branches, including head of state, prime minister, premiers, the ministry, backbenchers, political parties and the role of opposition

■ explain ways in which individuals and community groups can participate in political processes.

194–5, 195–6, 198–9, 200–1, 202–3, 204–5, 206–7, 214 (MI worksheet 41)

194–5, 195–6, 198–9, 200–1, 214 (MI worksheets 42, 44)

194–5, 198–9, 200–1, 206–7

193, 195–6, 202–3, 204–5, 208–9, 215 (MI worksheet 43)

GEOGRAPHY

ECONOMY AND SOCIETY

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Extension activities: ES6.5 (pp. 212–3, 215, 234–5, 254–5, 258–9)


5.2 Examine the origin of Australia’s legal system and how Australian laws are made.

■ examine the origins and key values of Australia’s legal system

■ describe key judicial and enforcement structures at federal, state and local levels

■ explain how law-making processes allow for participation by active and informed citizens

■ investigate avenues of dispute resolution.

217, 218–19, 220–1, 222–3, 227–8 (MI worksheets 46, 47, 50)

224–5, 226–7, 228–9, 230–1, 232–3, 234–5, 237–8, 239 (MI worksheet 48)

204–5, 206–7, 215, 239

236–7, 238

5.3 Explain key factors that influence the Australian economy.

■ describe key factors that affect the economy, including sectors, factors of production, resource use, ownership and management, and types of business ownership models

■ analyse the role and impact of the government, individuals and organisations on economic activity, including how they interact to produce, market and consume goods

■ examine the nature and importance of trade to the Australian economy

■ identify key economic issues, such as inflation, availability of resources, and globalisation.

241, 242–3, 244–5, 246–7, 248–9, 250–1, 252–3, 254–5, 262

242–3, 244–5, 246–7, 248–9, 252–3, 254–5, 262 (MI worksheet 51)

250–1, 254–5, 256–7, 258–9, 262

244–5, 246–7, 252–3, 254–5, 256–7, 258–9, 260–1

5.4Identify and discuss factors that affect opportunities for current and future work.

■ analyse information on factors influencing current and future work

■ examine the relationship between education, training and work opportunities

■ investigate changes over time to work practices and work opportunities in a particular industry

■ discuss how technology has changed work, work environments and the way goods and services are produced.

252–3, 258–9

6.1 Describe the management of the Australian economy in an international context.

See also SOSE Alive Economy and Society

■ examine how different types of economic systems achieve economic development

■ 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.

250–1, 252–3, 254–5, 255–6, 258–9, 260–1, 262–3 (MI worksheet 52)

252–3, 254–5, 256–7, 258–9 (MI worksheet 55)

254–5, 256–7, 258–9, 260–1, 262 (MI worksheet 58)

256–7, 258–9, 260–1, 262

6.2 Analyse a proposed change in the law in Australia and explain the legal processes to implement the change.

■ describe a proposed change to the law in Australia■ analyse how individuals, groups, communities, and legal

and political institutions may be affected by a proposed change

■ explain different perspectives on a proposed change and the roles of individuals and groups in promoting or challenging the proposed change

■ evaluate the effectiveness of the democratic processes in relation to political and legal issues in bringing about changes in the law.

210–3, 234–5 (MI worksheet 45)208–9, 234–5, 215

208–9, 210–3, 215, 234–5

206–7, 208–9, 239

6.3 Analyse vocational pathways and education and training requirements to develop possible career paths and work opportunities.


■ identify the education and training requirements and pathways for a selected range of occupations

■ identify future job opportunities and predicted labour market changes in Australia

■ participate in and evaluate real or simulated job-seeking processes (résumé preparation, job application letter, portfolio presentation, response to selection criteria and interview participation)

■ compare generic processes and skills valued in workplaces.

266–7

(MI worksheet 56)

6.4 Demonstrate an understanding of personal and business financial management, and identify and apply enterprise skills and attributes.


■ describe different ways that individuals can successfully plan and manage personal finances

■ examine the structures and financial management processes of business enterprises, including the identification of management skills

■ identify enterprise attributes and skills, and describe how innovation and enterprise affect the economy and society

■ plan and conduct a small-scale project.

264, 265–6, 268–9, 270–1, 276–7, 278–9, 287 (MI worksheets 54, 60)

274–5, 276–7, 278–9, 280–1, 282–3, 284–5, 285–6, 286–7

278–9, 287 (MI worksheet 59)

268–9, 272–3, 274–5, 278–9, 285–6, 287(MI worksheet 53)

SOSE Alive 3 Prelims Page xi Tuesday, June 29, 2004 12:22 PM