Heritage Sites in the World through Case Studies
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Heritage Sites in the World through Case Studies
This relates to stage 3 of the HSIE syllabus - EN3.5 and EN3.6, focusing on the outcome of selected natural or built heritage sites in the world, through case studies. The resources here have been scooped with a focus on the Great Barrier Reef, as it is a significant domestic and international heritage site and also due to its importance for the traditional owners of the land.
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4-Traditional-Owners-of-the-GBR.pdf

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Phillip Sudlow's insight:

This is a PDF taken from the Great Barrier Reef Marine Park Authority website; its aim is to provide facts for tour guides in the area. I believe that this is an ideal resource for students as the language is easy to understand and it focuses on the Aboriginal and Torres Strait Islander people, and their link to the area.  

 

One of the best components of this resource is its presentation of Aboriginal and Torres Strait Islander people as being ‘normal modern’ people who respect their traditions and culture. Photos depict Aboriginal and Torres Strait Islander people dressed not in traditional clothes and using modern technological devices. The captions attached the photographs clearly explain this idea.

 

I believe that this PDF could be used in conjunction with another part of the Great Barrier Reef Marine Park Authority website section on the traditional owners of the Great Barrier Reef (  http://www.gbrmpa.gov.au/our-partners/traditional-owners/traditional-owners-of-the-great-barrier-reef). The information of the website gives more information about the traditional owners, including a table listing the area the traditional owner. It also has sections on various cultural aspects of Aboriginal and Torres Strait Islander people relating to the Great Barrier Reef.

 

The PDF could be used an introductory lesson on the Aboriginal and Torres Strait Islander people and the Great Barrier Reef. Following this lesson, the students in groups can be assigned one the various cultural aspects listed. This would be in preparation for a Jigsaw activity, where the groups can be rearranged to be consisting of one member of each group, who can then act as an expert, teaching their peers about the cultural aspect they researched. Students could also make poster to be displayed around the classroom depicting various aspect of the cultural aspect researched. 

 

The website also contains a list of traditional tools and weapons used by the traditional owners of the land. Another activity could be to invite members of the local indigenous community and have them make some of the tools in class in groups. This will engage the more kinaesthetic members of the class. Following this, the guests could lead a session on the changing nature of these tools, how more modern tools are now being used. This links directly to page 2 of the pdf. With both these activities, it is essential that the members of the local indigenous community are consulted to ascertain if such lessons are appropriate and respectful of the community.

 

 

 

 
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Education Resources | Reef Teach

Education Resources | Reef Teach | Heritage Sites in the World through Case Studies | Scoop.it

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Phillip Sudlow's insight:

This is a website for the Cairns Unique Education Centre for the Great Barrier Reef. This website would be more appropriate as a teacher’s resource, as it aimed at teachers. However, if students were provided a hyperlink for an appropriate section of the website, it could be used for student work as well (for example ‘what can I do?’ http://www.reefteach.com.au/about-the-reef/what-can-i-do/)

 

The website contains information on excursions, trips and classroom lessons provided by the centre. This is ideal for school located in or around Cairns, but not so for others. This is important to keep in mind when viewing the resources on this website. For teachers in the Cairns area, budget limitations many restrict these options.

 

The site contains an online shop where books, DVDs and texts can be purchased. These may be good resources but again, budget limitations may also be an issue.

 

The ‘about the reef’ (http://www.reefteach.com.au/about-the-reef/links/eduresources/) section contains an educational resources subsection with numerous links. These links contain sites with free educational resources, activities and information that teachers can use when planning.

 

As mentioned above, the ‘What Can I Do to Help?’ section could be converted into a classroom activity or assessment task. This is similar to ideas put forward in the comments on the Reef Rangers PDF linked on this site.  This task could be made different by linking it to the global perspective and have students investigate ways to help other vulnerable international world heritage sites.

 
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Great Barrier Reef: protecting its future

The Great Barrier Reef is the largest coral reef ecosystem on earth and one of the best managed marine areas in the world. At 348,000 square kilometres, the ...

 

 

 
Phillip Sudlow's insight:

This is a great YouTube video that gives a concise overview of the Great Barrier Reef and its importance – economic or otherwise to these people.  It focuses on several people from different fields who have a connection to the reef. It also includes the feelings of people of Aboriginal and Torres Straight Island descent towards the Great Barrier Reef, making it a very inclusive resource ideal for use in the classroom. This is invaluable as Aboriginal and Torres Straight Island perspectives are integral to education and to Human Society and its Environment.

 

Teachers should be aware that the video may be too long as it runs for almost 10 minutes. I highly recommend that teachers watch this video before to select the most appropriate parts that will consolidate the lesson. This will make the viewing time shorter and allow the teacher to focus on specific parts of the video. Some examples of this include focusing on indigenous perspectives/interests, economic interests or education possibilities.

 

The vocabulary in this video at times is quite specific to environmental practices. It would be beneficial to consolidate this video with a lesson on vocabulary related to this issue.  Especially since the terms used are often used in Human Society and its Environment. An example of a vocabulary lesson could be having the students research keys terms that will be heard in the video and teach the meanings to classmates, students collaborating and researching examples of the terms used.

 

 
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Great Barrier Reef - UNESCO World Heritage Centre

Great Barrier Reef - UNESCO World Heritage Centre | Heritage Sites in the World through Case Studies | Scoop.it
UNESCO World Heritage Centre

 

 

 
Phillip Sudlow's insight:

This is the UNESCO World Heritage website. It contains a list of world heritage sites throughout the world, providing students and teachers with a more global perspective on world heritage sites. The website is easy to navigate as it is clearly laid out and sections are clearly marked.  The site includes information on the selected world heritage site, along with maps, pictures and videos.

 

Students can research an international or national heritage site that has been assigned them by the teacher. These sites will reinforce the global perspective of the issue of  protection and conservation of heritage sites. The UNESCO website will serve as their starting point, with the goal of finding additional information on various websites, and presenting their class with a case study on their appointed world heritage site.

 

A follow on lesson or activity could focus on the links between international heritages sites and ones in Australia, further reinforcing the global perspective and raising awareness of areas around that world.

 

The website also contains activities on conservation programs and case studies that are topically linked to theme of conservation of world heritage sites. Teachers can access this as supplementary materials for the unit of work.

 

A limitation may be the language; some areas of the website contain very dense and specific vocabulary. To avoid any issues, perhaps a resource could be developed for students with specific links to areas of the website considered level appropriate for students. 

 

 
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Reef_Rangers.pdf

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Phillip Sudlow's insight:

This resource is a PDF that was taken from the website http://www.reefed.edu.au/ on 11th April 2013 and is essentially a unit of work focusing on The Great Barrier Reef.  It is aimed at teacher and provides detailed activities. For this reason teachers should be aware when referring students to material referenced in this resource, as it may be quite challenging for the students.

 

The best thing about this resource is that it has several ideas for activities to support learning about the Great Barrier Reef. These ideas are great, but very brief. Teachers may need to unpack and allot appropriate preparation time – the resources are not ready to use.

The resource also contains web links to several helpful sites to support student learning.

 

One of the activities could be used as an assessment task. ‘Culture Creation’ on page 8 of the PDF is a great assessment which students can undertake in groups. The activity is based on marketing environmental practices for the Great Barrier Reef through popular culture. The PDF contains a list of recommended forms of expression. A teaching idea would be to assign each group of students a form of expression, but as a teacher it is important to further develop the roles of each student in the group so that the assessment maintains its integrity. The classroom environment would lend itself well to this assessment as the necessary resources are easily accessible in most schools.

 

 

 

 

 

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