Activity 5: Future possibilities for Carnarvon George

Activity 5: Future possibilities for Carnarvon George

Focus: Students will revisit the Carnarvon Gorge case study and apply their knowledge of cultural site protection to propose strategies that enhance cultural preservation and Traditional Owner collaboration.

Possible overarching question: How can we better protect cultural sites like Carnarvon Gorge while ensuring strong collaboration with Traditional Owners?

Step by step guide

• Step 1: Connecting to students’ prior learning

• Step 2: Recap of Carnarvon Gorge case study

• Step 3: Introduce “Proposing Strategies” Task

• Step 4: Planning and drafting

• Step 5: Sharing and reflection

Required Resources:

• Teacher Support Material

Step 1: Connecting to students’ prior learning

Begin the activity by revisiting the case studies students explored in Activity 4. Display the collaborative data chart that was created as a class during the previous activity. This visual summary will help students recall key insights, identify patterns, and compare approaches to site management.

Interactive comparison activity

To deepen students’ thinking, ask them to order the case studies based on selected criteria. Each student, pair or small group can represent a case study and stand in a line according to where they believe their site fits. Students negotiate their positions and explain their reasoning using evidence from their research and the class data chart.

Encourage respectful discussion and emphasise that the goal is to spark critical thinking – there are no absolute right or wrong answers, only different perspectives.

Suggested criteria for ordering:

• Most to least collaborative management

• Most to least cultural or environmental damage

• Most to least stakeholder involvement

• Extent of cultural site protection

• Use of sustainable practices (e.g. Indigenous fire management)

• Level of public access or tourism impact

• Risk of site loss or destruction

Facilitate a discussion afterwards:

• What patterns or surprises emerged?

• What made some approaches more effective than others?

• What insights can we carry forward to apply to Carnarvon Gorge?

This activity encourages students to consolidate their learning and sets the stage for thoughtful proposal work in the next step.

Step 2: Recap of Carnarvon Gorge case study

Revisit the Carnarvon Gorge case study from Lesson 3 using the visual displays created. Ask students to reflect on what is included and if any modifications need to be made.

Follow on with posing the below question and have students discuss in partners then share with the class

• If you were responsible for managing Carnarvon National Park, what would you do differently to better protect the site and involve Traditional Owners?

Step 3: Introduce "Proposing Strategies" Task

Introduce the main task:

• Students will propose strategies to improve cultural preservation and Traditional Owner collaboration at Carnarvon Gorge.

• Their proposals should be based on knowledge from the case studies and lessons on legal, cultural, and Indigenous-led protections.

Task Instructions

1. Identify key issues facing Carnarvon Gorge (e.g., tourism pressures, limited Traditional Owner involvement, environmental threats).

2. Develop 2–3 strategies to improve site protection and collaboration with Traditional Owners.

Strategies could focus on:

• Increasing Traditional Owner involvement in decision-making

• Promoting cultural education for visitors

• Strengthening legal protections

• Enhancing environmental conservation using Indigenous Knowledge.

Presentation Options

Students can choose how to present their proposals, or the teacher can assign a format. Possible formats include:

• Persuasive essay or letter to a decision-maker

• PowerPoint or Google Slides presentation

• Audio or video recording (e.g., a short podcast or persuasive speech)

• Visual poster or infographic

Encourage students to:

• Justify their strategies using examples from the previous lessons and case studies

• Consider how their proposals support Aboriginal and Torres Strait Islander perspectives.

Step 3: Planning and drafting

Students work individually or in pairs to plan and draft their proposals. Encourage them to:

• Use their notes from previous lessons and case studies

• Refer to the Marking Country website for details on Carnarvon Gorge

• Consider how their strategies align with Indigenous knowledge systems and promote collaborative site management

Support students by:

• Providing graphic organisers or planning templates

• Checking in with groups or individuals to offer feedback and guidance and run workshops for skill development.

Step 4: Sharing and reflection

Once students have completed their proposals, allow time for them to share their ideas with the class. Depending on the format:

• Students can present their PowerPoint, speeches, or recordings

• Posters or infographics can be displayed around the classroom for a gallery walk

• Written proposals can be read aloud or peer-reviewed

After sharing, hold a class reflection:

• What common themes or ideas appeared across the proposals?

• Which strategies seemed most effective or innovative?

• How did we ensure Traditional Owner voices and perspectives were central to our proposals?

Final Reflection (Exit Ticket):

• What is one thing you learned about protecting cultural sites that you will carry with you beyond this unit?

• How can we, as individuals or communities, better support Traditional Owners in caring for Country?