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Home/Curriculum resources/Working in the community /Activity 1 – Rangers and identity

Subject:

Health and Physical Education

Year level:

Level 9, Level 10

A thin waterfall of streaming white water surrounded by red rocky cliffs and a few deep green plants.

Activity 1 – Rangers and identity

This activity is a part of the Working in the community resource.

Waterfall in Kings Canyon, Watarrka, Northern Territory. Source: Getty Images. Used under licence

Suggested resources

Step-by-step guide

Step 1: Students will watch the videos and read through material in the following resources: 

Step 2: Discussion Questions

As a class, discuss the following comprehension questions: 

  • How do the roles of female Aboriginal and Torres Strait rangers compare with your ideas of ‘traditional’ female roles, and female roles presented in the media today? Are there similarities or differences? 

  • Why is it important for both male and female rangers to be role models in their communities? Discuss in relation to identity. 

  • What social, cultural and economic factors pose challenges for health in remote communities? 

  • While is it important to encourage more female Aboriginal and Torres Strait Islanders take up jobs as rangers, discuss why it is still important to support Aboriginal and Torres Strait Islander men as rangers. 

Related activities within this resources:

A thin waterfall of streaming white water surrounded by red rocky cliffs and a few deep green plants.

Activity 2 – Healthy country healthy people

Students will watch and read the resources to learn about ranger programs and the important role that women play in contemporary land and sea management and research rangers in their region.

A thin waterfall of streaming white water surrounded by red rocky cliffs and a few deep green plants.

Activity 3 – Caring for our water places

Students will explore your local waterhole or another natural area through the eyes of a ranger. If it is not possible to visit, the class can discuss previous experiences.

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