Activity 2: Ways sites of significance are protected

Activity 2: Ways sites of significance are protected

Focus: Students will consider how Aboriginal and Torres Strait Islander Peoples have always protected Country through cultural knowledge, storytelling, and land management, and how these approaches work alongside (or outside of) government protections.

Students will explore Indigenous-led and legal protections for sites of significance, with a focus on Indigenous Cultural and Intellectual Property (ICIP), Native Title, National Parks, co-management, and Indigenous-led conservation efforts such as ranger programs.

Possible overarching question: How do Aboriginal and Torres Strait Islander Peoples protect sites of significance, and how does this compare to legal protections?

Step by step guide

• Step 1: Connecting to students’ prior learning

• Step 2: Introduction and Knowledge Building Walk

• Step 3: Reflection and Sharing

Required Resources:

• Teacher Support Material

• Knowledge Building Walk Materials (setup prior to lesson)

• Sites of significance quiz

Step 1: Connecting to students’ prior learning

Begin with a recap from the previous lesson using the following questions and recording student responses on a board.

• What makes a site significant?

• Why do these places need protection?

• What challenges do these sites face?

Introduce the idea that Aboriginal and Torres Strait Islander Peoples have always protected Country, even before formal legal protections existed.

Display the quote

"The Australian government’s recognition of these ancient knowledge systems and environmental conservation and management practices has led to greater awareness of the need to involve Indigenous people in protecting our natural resources." Marcia Langton (2018)

Ask students:

• What does this quote tell us about how Aboriginal and Torres Strait Islander Peoples have always protected sites? (Reinforces the idea that Indigenous people have always protected Country through knowledge and practice, even before legal systems existed.)

• Why do you think governments have only recently recognised Indigenous Knowledge in protecting Country? (Helps students understand the impact of colonisation and the shift toward recognising Indigenous management.)

Step 2: Introduction and Knowledge Building Walk

Note: Using the provided materials, setup the Knowledge Building Walk stations prior to the lesson. The stations may include the following:

• A summary of the method of protection

• A link to a video or website for students to learn more (students will need devices to access these).

• A guiding question for students to discuss.

Seven Knowledge Building Stations

• Station 1: Indigenous Cultural and Intellectual Property (ICIP)

• Station 2: Native Title

• Station 3: Protection through Heritage Acts

• Station 4: National Parks and Co-management

• Station 5: UNESCO World Heritage Status

• Station 6: Indigenous Protected Areas (IPAs)

• Station 7: Caring for Country and Indigenous Rangers

Let students know that they will be exploring different ways that sites of significance are protected, including laws, Indigenous governance, and conservation efforts.

Possible questions to activate prior knowledge:

• Who do you think should be responsible for protecting sites of significance? Why?

• What do you already know about laws or policies that protect cultural sites?

Explain how the Knowledge Building Walk works:

• Students will work in small groups and rotate through all stations.

• They should read the description, watch the video (if available), and discuss the guiding question.

• Each group will record key points in their workbook or you can setup paper and markers so students can record their responses to the questions (Graffiti Wall Thinking Routine).

Group students and provide enough time for active discussion and engagement with the material.

Step 3: Reflection and sharing

Whole class share: After all groups have visited each station, discuss:

• Which protection methods seemed most effective?

• Which ones had the biggest challenges?

• What surprised you about these protection efforts?

It is important to discuss the following point with students:

Although there are ways to protect land and sites of significance, some Indigenous Peoples feel these legal processes do not give them full control over their land or the ability to manage it in their own way.

This will be explored in greater depth in Years 9 and 10 when students explore land rights.

Kahoot Quiz or Mentimeter Review: Explain to students to check their understanding, they will play a quick quiz using Kahoot or Mentimeter. The teacher support material provides possible questions that you can use.

Final Reflection: Ask students, which protection method they think is the most important and why. This could again be recorded as an exit ticket for assessing current understanding and any misconceptions.