Society and Environment - Student Workbook: Book D - Ages 8-9 by Teacher Superstore

D Name: Class:

5.2/619-20

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Published by R.I.C. Publications PO Box 332, Greenwood Western Australia 6924 © R.I.C. Publications 2000 ISBN 1 86311 662 1 Copyright Notice No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system without written permission from the publisher.

Foreword Society and Environment will help to increase your knowledge and understanding about your local community and environment and compare them to others. The seven books in the series look mainly at Australia—its people, its heritage, its political and legal systems, and its place in the world. The aim of the book is to assist you to better understand the community you live in and to make sound decisions about local, National and worldwide issues.

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Studying major religions and beliefs and the influences they have on individuals and groups.

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r o e t s Bo r e Contents p ok u S Beliefs ....................................................................................................... 1–24 Working Together................................................................................... 25–50 Studying environments, social systems and structures and the ways in which they contribute to community and personal identity.

© R. I . C.Publ i cat i ons Australian Communities ....................................................................... 51–74 • f or evi e wp ur powithin sesonl y• Studying ther diversity of different communities Australia and their contribution to a National identity.

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National Parks ...................................................................................... 75–100 Studying the need for, establishment and maintenance of National Parks in Australia.

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III

Society and Environment

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Society and Environment

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Beliefs

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Beliefs

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Famous People Lesson Focus: Keywords:

You will learn what beliefs are and how people with strong beliefs can influence the lives of others. belief, independent, devote, decision, influence, volunteer

Mother Teresa

Ian Kiernan

an Kiernan has always enjoyed a life involving water. He was born near the shores of Sydney Harbour and grew up learning to fish, swim and sail there. Ian became a builder by trade and an avid sailor by choice.

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In 1986–87, he was given the opportunity to represent Australia in The BOC Challenge—a solo yacht race around the world. He completed this race on a yacht called Spirit of Sydney. As he sailed the oceans of the world, he was shocked and disgusted by the amount of pollution and rubbish he continually saw.

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other Teresa’s Christian belief was of a total surrender to God’s will. She believed that God wants us to love Him in every single person we meet—to serve and love one person at a time. Mother Teresa had a deep respect for every human being, because she believed each to be an image and the temple of God— this explains her care and love for all people. This led her to devote her life to help the poor, sick and dying people in India and eventually around the world.

In 1948, Pope Pius XII gave Mother Teresa permission to live as an independent nun. She founded a religious order of nuns in Calcutta (India), called the Missionaries of Charity. She immediately began her work by helping poor children in the streets. She taught them how to read and to care for themselves. Other young women began to join Mother Teresa and were required to devote their life to serving the poor without accepting any material reward in return.

The amount of rubbish upset Ian Kiernan terribly and he decided that when he returned to Australia, he would begin to clean up his own backyard—Sydney Harbour. In 1989, he gathered the help of friends and 40 000 Sydney people to help clean up Sydney Harbour. Five thousand tonnes of rubbish was collected and cleared from Sydney Harbour and its foreshores.

© R. I . C.Publ i cat i ons The following year, Ian set the same goal for all Mother Teresa was given many awards to w p • f o r r e v i e u r pos e300 s000 on l y• Australians. Over volunteers joined acknowledge her work and efforts in helping

forces to clean up their local areas. This turned out to be the first Clean Up Australia Day.

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In 1993, Clean Up the World was put into action. More than 30 million volunteers worked together to clean up their local environments.

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the needy and unwanted. She accepted all awards on behalf of the poor, using any money that was attached to the award to fund her many centres.

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ddie Koiki Mabo was a Torres Strait Islander who believed white laws were wrong and fought to change them.

fight the white law and bring ownership back to his people.

His ancestral belief was that land was handed down from generation to generation. When Australia was colonised in the 1700s, all land was declared no-one’s land and became Crown Land. This meant that white people did not recognise that the land was already owned by the Aboriginal group in any given area. During a conversation Eddie had with two university professors, they explained to him that the white people did not recognise that the land belonged to the Aboriginal people. Eddie became angry and upset over this and vowed to R.I.C. Publications

In 1981, Eddie Mabo was asked to speak about land ownership and inheritance. A lawyer who heard the speech told Eddie he had a case to claim land rights. With this information, Eddie began the long journey in and out of the court system to prove his case. At first his case was overturned and he felt he would never win. He became very sick and died. Five months after his death, the High Court declared that native title existed on any land in Australia and left the decision about who owned the land up to the Aboriginal or Islander people themselves.

Beliefs

1. Use the information to complete this table.

Person

Beliefs

Actions

Results

Mother Teresa

Ian Kiernan

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Eddie Mabo

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2. Use the information to answer these questions. (a) Mother Teresa helped the poor because (tick):

(b) True or false?

Ian Kiernan is a sailor by trade.

she wanted to win awards. she believed strongly in helping others.

she wanted material gain.

Five thousand tonnes of rubbish was cleared from Sydney Harbour in 1989.

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More than three million volunteers worked together in 1993 to clean up their environments.

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(d) Write three similarities and three differences among the people you have just read about. Similarities

Beliefs

Differences

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3. Use the explosion chart below to brainstorm different beliefs that affect the lives of people. ing you is someth as true. A belief t h nd accep believe a lso a trust or fait a is f . A belie meone ing or so in someth

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4. Colour any beliefs in the explosion chart that directly affect you or your family. 5. Complete the table below to describe your beliefs or those of your family.

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BELIEFS

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household waste

to be disposed of

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environment

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Topics for Discussion/Debate

Additional Activities

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1. My belief is more important than your belief!

1. Research one of the following people: Nelson Mandela, Indira Gandhi, Caroline Chisholm, Fred Hollows, Mary Mackillop, Martin Luther King.

belief, religion, culture, or actual names, e.g. Fred Hollows, Nelson Mandela.

2. An environmental belief is more important than a religious belief!

2. Interview family members about their beliefs. R.I.C. Publications

Beliefs

Christianity Lesson Focus:

You will gain an understanding of the religion of Christianity.

Keywords:

worshipped, crucified, universe, symbol, slay, guidelines

Background/history:

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Christians believe that there is one God who created the universe and still looks after it. He sent his son Jesus to the world to save people from their sins. Christians believe that there is a life after death. The Christian Bible presents Christians with guidelines and messages that govern the way they should live their lives.

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Beliefs:

Christianity is the religion based on the life and teachings of Jesus Christ. There are several denominations of Christians who have different beliefs about Jesus and His teachings. These include Roman Catholics and Protestants. Jesus lived in Judea, a land ruled by the Romans. The Romans crucified Jesus in 30 AD and Christians believe that he rose from the dead. Approximately 33% of the world’s population are Christian.

Practices and laws:

Christians believe it necessary to attend group worship regularly and Christian communities gather in churches to worship and pray. Different Christian denominations have different practices. Baptism, where a person is accepted into the church, and communion are two ceremonies common to most Christian denominations.

Important texts/ symbols:

Celebrations:

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Answer the following questions after reading the information on Christianity.

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1. Whose life and teachings is Christianity based on? 2.

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Christian churches celebrate many different dates in the calendar year. The two most important are: Christmas – the birth of Jesus; and Easter – the death of Jesus.

Why was Jesus sent to earth?

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What do Christians believe happens to a person who dies?

4. What book outlines Christian beliefs and way of life? What are the two main sections of this book?

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5. How did Jesus die and what was abnormal about His death?

Circle the symbol that is connected with Christianity.

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8. What percentage of the world’s population are not Christian? 9. What is a church?

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6. What is baptism?

10. Write below any further information you know about Christianity.

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As in many religions, the Bible presents messages to Christians in the form of stories. One of these stories is of David and Goliath.

David and Goliath

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him, just as He had looked after him when he defended his lambs from lions and bears. After a lot of talking, David convinced the King to allow him to fight Goliath. Instead of taking the armour and swords of a soldier, David took a slingshot, five smooth stones and his staff.

any years ago, the Philistines and the Israelites were preparing to fight a battle. The Philistines had in their ranks a soldier named Goliath who was over three metres tall. Every day Goliath would call to the Israelites to send their best soldier to fight him. The losing side would become the slaves of the winning side. Goliath made his call every day for 40 days.

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When Goliath saw David he first laughed and then insulted David. David called back that with God’s help Goliath would easily be slain. This made Goliath very angry and he ran at David. Instead of fleeing, David placed a stone in his slingshot and ran hard at Goliath, letting fly with his sling. The stone struck Goliath between his eyes and Goliath fell to the ground, dead.

The Israelites were scared of the giant Philistine. At this time a young shepherd boy named David was called to deliver food to his brothers in the Israelite army. As he reached his brothers to deliver their food, Goliath began to dare the Israelites to fight him. All the soldiers took fright and fled.

Upon seeing their champion dead, the Philistines fled and the Israelites chased them off their land. David was the hero of the Israelites.

David couldn’t believe that with God on their side the Israelites could be scared of Goliath. He strongly believed that God would look after R.I.C. Publications

Beliefs

Describe below two messages contained in the story of David and Goliath. 1.

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Draw a picture of Goliath.

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Topics for Discussion/Debate

Additional Activities

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1. Christian beliefs are more important than any other beliefs.

1. Identify the different Christian denominations that exist in your local community.

Christian, Christ, Christianity, God, Jesus, Jesus Christ, Protestant, Roman Catholic, David and Goliath

2. People don’t need to go to church to worship God. He can be worshipped anywhere. Beliefs

2. Locate the Christian churches in your local community. 7

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Islam Lesson Focus:

You will gain an understanding of the religion of Islam.

Keywords:

submit, practices, forbidden, procedures, charity

Background/history:

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Followers of Islam have a range of beliefs which are very strictly controlled. Islam teaches that life on earth is a period of testing for the time in paradise that follows death. A person’s good and bad deeds are recorded and the good will go to heaven and the bad will go to hell.

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Beliefs:

Followers of Islam are called Muslims, which is an Arabic word meaning ‘people who submit themselves to the will of God’. Muslims refer to their God as Allah and pray to Him five times a day while facing in the direction of Mecca, which is the centre of the Islam religion. Islam was founded in 622 by Mohammed the Prophet.

Practices and laws:

Followers of Islam have very strict practices and laws. Alcohol, drugs and gambling are forbidden and a Muslim’s daily life is based around procedures that involve worship and following rules of the Koran.

Koran is the book that guides followers of Islam. Muslims © RThe . I . Cthe.Koran Puisb l i ca t i o s believe the exact words of n God, spoken by an angel to Mohammed. Parts of the Koran are similar to the Christian Bible. The symbol of Islam iss a crescent and al star. •f orr ev i ew pu r po eso n y•

Important texts/ symbols:

Answer the following questions after reading the passage on Islam.

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1. When was the religion of Islam founded? 2. Who founded the religion of Islam?

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3. Is Islam a strict, moderate or relaxed religion? 4. Who or what is Allah?

5. How do you know each of these country’s flags indicate an Islam population? Name each country.

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6. What is the Koran?

7. How do Muslims view their time on earth?

8. What daily ritual/practice is unique to followers of Islam?

r o e t s Bo r e p ok I NEED A LAMP u IN FRONT S T

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Many religions use stories and tales to teach their followers messages. The following is a story from Islam.

His father said:

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The son obeyed his father but halfway he started walking behind his dad.

here was once a rich old man who did not like to give his money to charity. He had a good son who always told his dad that he should give his money away in the way of Allah.

‘Why have you gone behind me? I can’t see! I need the lamp in front’.

The old man told his son that he could give it all away after his death.

The son said:

‘Father! That’s exactly what I have been telling you. If you want light in the hereafter you have to give away what you have in the way of Allah before you die and not after’.

The son told him that it would be too late for the father, for he should give it away now to be able to get the benefits in the hereafter.

© R. I . C.Publ i cat i ons The old man finally understood what his son One night the old man wanted toi go out. It was • f o r r e v e w p u r po s estoo l y• had been trying telln him! very dark so he asked his son to carry a lamp The old man just would not listen.

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and walk in front of him so he would be able to see.

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Explain in your own words what it was the old man was finally able to understand.

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Topics for Discussion/Debate 1. Discuss the changes you would need to make to your daily routine if you prayed to Allah five times a day. 2. Discuss what you would need to give away in the way of Allah. Beliefs

Additional Activities

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1. Find out if there are any followers of Islam in your community.

Islam, Muslim, Koran, Mecca

2. Research to locate countries where Islam is the main religion. 9

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Buddhism Lesson Focus:

You will gain an understanding of the religion of Buddhism.

Keywords:

noble, cycle, deeds, material possession, self-denial, plight

Background/history:

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Buddhism teaches four noble truths: –there is suffering –suffering has a cause –suffering has an end –there is a path that leads to the end. Buddha taught that life was a constant cycle of birth and rebirth. A person’s evil deeds in one life would see him or her reborn as a poor or sick person. Buddha also taught that people should not focus on material possessions and that by ridding yourself of these attachments, perfect peace and happiness occurs.

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Beliefs:

Buddhism is one of the world’s major religions. It began in India in about BC 500 and was taught by a teacher called Buddha. Buddhism is a religion largely centred in Sri Lanka and nations of Southeast Asia and Japan.

Practices and laws:

Buddhism does not have the strict guidelines and practices of many other religions. Buddha taught that a person’s strength comes from within and that people should follow the ‘middle way’, which is avoiding too much wealth and luxury, but also avoiding too much self-denial and self-torture.

Important texts/ symbols:

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Answer the following questions after reading the passage on Buddhism.

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1. In what country did Buddhism begin? 2. What are the four noble truths?

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After Buddha died, his teachings were collected and made into a scripture called ‘Tripitaka’. An important symbol of Buddhism is the wheel—called both the ‘wheel of life’ and ‘wheel of law’.

3. According to Buddhist beliefs, what will happen to you if you live an evil, dishonest life?

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Beliefs

4. Describe in your own words ‘the middle way’.

5. Why do you think the wheel is a suitable symbol for Buddhism?

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In what part of the world are most Buddhists found?

8. Buddhism promotes the collection of wealth.

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6. Who established Buddhism as a religion?

Many religions use stories and tales to teach their followers messages. The following is a story from Buddha.

THE BLIND MEN and the ELEPHANT

nce upon a time a group of blind men came before their king. The king looked at them and said, ‘Because you are blind, you can not see my beautiful palace, gardens full of flowers or the blue sky. What a great pity! I really feel sorry for you. Please tell me if there is anything that you would like to touch with your hands’.

your majesty. It is extremely big and wide like a wall’. He was probably the blind man who had pressed his hands against the elephant’s stomach. ‘Oh, no,’ cried another man. ‘He is long and thin and he slithers along like a snake.’ He was probably the blind man who had grabbed the elephant’s tail.

The remaining blind men did not agree at all with these two descriptions. One of them cried, ‘Oh no. You have got it all wrong. An elephant is long and round and resembles a pillar. I am absolutely sure that I am right’. He was the man who had wrapped his arms around one of the elephant’s legs.

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One of the blind men stepped forward and said, ‘Your majesty, there is indeed one thing that we would like to touch. All of us would like to feel an elephant’. The king smiled and told them, ‘I will grant you your wish’. He summoned one of his servants and said, ‘Please have a large elephant brought to my palace’.

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‘Oh no,’ said one of his comrades. ‘I made a very detailed and careful study of the beast and I can guarantee you that it is extremely light. Rather than saying that it is an animal, I feel that it is very much like a big spear.’ He was the man who had pulled at the elephant’s tusk. The man who had stroked the elephant’s ear insisted that the animal resembled a large fan. The blind man who had touched the elephant’s trunk, however, was firm in his belief that it was a large and long animal which must look something like a python.

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He took the men to the elephant and told them to lay their hands on it to their hearts’ content. The servants led the men to the beast and let them stand where they wished. One of the blind men touched the trunk of the elephant while another put his arms around one of its legs. Another blind man pressed his hands against the elephant’s stomach while one of his comrades stroked its large ears. One of the men yanked the elephant’s tail while another pulled at its tusk.

The blind men began to argue loudly, each insisting that he was right. The king’s servants roared with laughter when they heard the descriptions of the blind men and even the king chuckled a bit.

After a while the king called the blind men to his side. ‘Well, my friends,’ he said. ‘Based on your experience today, could each of you describe the elephant to me? What kind of animal is he?’

(continued …)

One of the men jumped forward and said, ‘Yes, Beliefs

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is the Buddha. Therefore, all of us must believe the sacred law that he taught us. If we mistake part of the truth for the whole, then we too are like these blind men. Buddhism is the fundamental law of the universe; every aspect of reality is endowed with the law and nothing can escape it. If we can attain enlightenment, our limited vision will improve and we will be able to see the whole of the elephant, rather than only one section.’

The king, however, was a wise and sensitive man so he did not let this situation continue for long. Instead, he called all of his men together and gave them the following lecture. ‘All of us have had a good laugh from this episode, but the plight of the blind men must tell you something about ourselves. Unfortunately, all of mankind resembles these blind men. Each of us has his own limited view of the world and insists that what he sees and thinks represents the absolute truth, but nothing could be further from the truth. The only being who knows the truth of life

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In your own words, explain the message in ‘The Blind Men and the Elephant’. Draw a picture to illustrate the story.

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Topics for Discussion/Debate

Additional Activities

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1. This story has a message only for the followers of Buddha.

1. In groups, reproduce the experiences of the blind men by using blindfolds and an unknown object. Describe what you feel.

Buddha, Buddhism, Tripitaka

2. Buddhism is the most practical of all religions.

2. Research to find if there are any Buddhist temples in your community. R.I.C. Publications

Beliefs

Aboriginal Beliefs, Customs and Traditions Lesson Focus: Keywords:

You will investigate how Aboriginal beliefs, customs and traditions contribute to Australian and community identities. traditional, creation story, harmony, ancestors, customs, kinship The Aboriginal people believe their ancestors devised a plan of how and what things would be created. This meant that the people and nature would live in harmony and they would be required to take care of the land. Some of the ways they took care of the environment were:

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• They regularly set fire to the land to contain weeds and promote new growth.

• Many groups moved around their land following food cycles which meant food sources would not be overused in one place.

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• They only hunted and gathered food they needed.

Sharing is an important part of Aboriginal custom. They believe that what you give and what you receive will balance out in the long run. The words gift and present do not exist in Aboriginal language.

The history of the Aboriginal people was traditionally passed down through stories and songs. Today Aboriginal people still use stories so families can remember important aspects of their history. The Aboriginal children who hear the stories will pass on the information to their children and grandchildren.

aspects of traditional Aboriginal life are © R. I . C.PubMost l i c at o ssystem. The kinship controlled byi the n kinship system determines the rules for marriage, the rules fors ceremony, the ways which you •f orr evi ew pur po eso n l yin• behave towards others and your place in the

These creation stories helped to answer questions such as:

social group. Within the kinship system, people understand their obligations and are given responsibilities. Some examples of responsibility are:

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• Where am I?

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• Where do I belong?

• older children are responsible for looking after younger children in the family.

• What is my purpose in life?

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• grandparents are responsible for teaching children.

The young children learn how to behave socially, spiritually and responsibly from the lessons in these stories. Many creation stories tell how:

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Some examples of obligation are:

• the Aboriginal people’s world was made;

• men make tools and weapons and hunt for larger animals.

• language groups were created;

• women collect plants and smaller animals for food.

• laws were put in place and why; and • animals evolved and why.

• women rear children and look after the aged.

In almost all cultures there is some form of ceremony to mark the passing from one stage of life to another. For the Aboriginal people every day is a celebration of the Dreaming. The celebration involves a belief about their link to their ancestors who created the world, and about becoming responsible for looking after other people and nature. Ceremonies are also held for events such as birth, initiation, marriage and death. People Beliefs and their Beliefs

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1. Explain how children learn about their history in the traditional Aboriginal culture.

2. Tick the correct boxes. Creation stories tell:

how the Aboriginal people’s world was made.

how magic works.

how animals came into being.

how language groups evolved.

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Give an example of a responsibility under the kinship system.

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3. Give an example of an obligation under the kinship system.

5. Tick the ceremonies from around the world that celebrate a person’s passing from one stage to another. First Holy Communion

Bar mitzvah

Chinese New Year

Easter

Initiation

Birthdays

6. List one way in which you are expected to behave in your society. socially –

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spiritually –

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responsibly –

7. How did you learn these behaviours?

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(b) What is your belief about sharing?

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People and theirBeliefs Beliefs

Locate and investigate a selection of Creation stories from books, audio tapes, videos or told in person. Some stories to look for might include: Tiddalik the Frog, The Emu and the Sun, How Crows became Black, Why the Emu Can’t Fly, Bangu the Flying Fox. Complete this investigation of Creation stories. The first one has been done for you.

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Name of story:

Name

Who or What

Action

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Name of story: The Two Wise Men and the Seven Sisters

Cause of Action Effect of Action

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Name of story:

Name

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Who or What

Action

Cause of Action Effect of Action

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Compare four Creation stories to find the common features. Tick the boxes. Natural Animal(s) Feature(s) Hero(es)

Magic

Punishment

Lesson

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Name

Retell your favourite Creation story and draw a picture to illustrate it. Share it with your group or class.

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Discuss the importance of passing beliefs down from generation to generation.

1. In small groups, re-enact your favourite Creation stories.

Dreamtime stories, Creation stories, Aboriginal Dreaming

2. Discuss the importance of behaving correctly within society. R.I.C. Publications

2. Invent and write your own Creation story, based on the information you have collected. 16

Beliefs

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Buddhism teaches four noble truths: – there is suffering – suffering has a cause – suffering has an end – there is a path that leads to the end. Buddhists believe that life is a constant cycle of birth and rebirth.

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List two similarities among the faiths.

Aboriginal Spirituality

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Buddhism

Islam

Christianity

Major Beliefs

Texts and Symbols

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Attend churches to worship on a regular basis. Baptism and communion are two common practices.

Practices and Laws

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Aboriginal people carved or painted symbols and designs to communicate important information.

Aboriginal people pass on information regarding their beliefs through the telling of Creation stories.

The symbol of Islam is the crescent and a star.

The Koran is the book that guides followers of Islam.

Lesson Focus: Keywords:

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Beliefs

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Faiths

Different Faiths You will identify what is similar and different in the faiths studied. practices, laws, texts, symbols

Complete the table on the four faiths.

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Locate and describe the nearest place of worship or sacred place for each of these faiths in or near your community.

Faiths

Location

Description

Christianity

Islam

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Buddhism

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Aboriginal Spirituality

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Uluru is a sacred Aboriginal site. Should tourists be allowed to climb over Uluru?

1. Create a diorama of a religious custom or ritual. 2. From your research, predict the order of popularity of the different faiths in your community.

worship, religious beliefs, Christianity, Islam, Buddhism, Aboriginal spirituality

2. Our own faith is more important than anyone else’s faith. R.I.C. Publications

Beliefs

Beliefs Lesson Focus: Keywords:

‘N

You will learn how the writing of people, such as stories, poems etc. can influence the actions of others. graffiti, dumped, polluted, ranger, environment, caring, interview

ot long now, kids,’ Dad said. ‘You’ll see, it’s the best swimming spot for miles.’

‘Poo!’ said Holly, holding her nose. ‘It stinks!’ ‘It’s awful!’ Mum agreed.

‘What makes it so good?’ Trent asked.

‘I don’t believe it,’ Dad said sadly, shaking his head. ‘What happened?’

‘Yeah, Dad,’ his sister Holly said. ‘Why couldn’t we just go to the local swimming pool instead of driving way out here?’

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‘I’ll tell you what happened,’ said a deep voice from behind them. They turned around to see a man in a park ranger uniform. ‘It was people who did this,’ the ranger said. ‘People who didn’t think.’ ‘How?’ Trent asked.

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‘Swimming pool? A crowded, smelly old pool? This swimming spot was my favourite when I was a boy. The water is deep and clean—so clean you can drink it. It’s surrounded by tall, shady trees. At one end there’s a small waterfall over big boulders. It’s just perfect. Ahh—here we are.’

‘Oh, different ways. They dumped their rubbish in the water, instead of taking it away with them. They lit campfires that got out of control and burnt the trees and bush, so the animals had nowhere to live. Then of course there were the idiots who had to carve their names in trees or paint messages on the rocks. In the end, I think the stream just got so polluted it decided not to flow any more.’

Dad turned the car down a gravel road and parked, hurrying everyone out of the vehicle. Mum, Trent and Holly followed as he led them through the scrub.

‘Through those bushes and we’re there,’ Dad told them. ‘I can hardly wait.’

© R. I . C.Publ i cat i ons ‘Will it ever come dol you •f orr evi ew pur po se sback on y• The ‘deep, clean’ pool Dad had told them about think?’ Holly asked. They walked between the bushes—and stopped dead in their tracks.

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was just a hole filled with black, smelly mud. Empty drink cans, bottles, pieces of plastic, lumps of wood—even an old bike frame—poked up out of the sticky goo. The trees around the ‘pool’ were blackened and many were dying. People had carved words into their trunks. Someone had spray-painted graffiti on the big rocks that used to be a waterfall.

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Read the story and answer the following questions.

1. What did Dad think was wrong with the local swimming pool? It was

and

2. Name three things that could be seen in the mud in the pool.

3. What word does the ranger use to describe people who carve their names in trees?

Beliefs

R.I.C. Publications

The water had dried up because there hadn’t been enough rain.

Dad says, ‘I don’t believe it’. What doesn’t he believe?

This story is not titled. Can you think of a good title?

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This story has a message for its readers. What is the message?

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7. How do you think the writer of this story feels about the environment?

Interview

Working in pairs or small groups, find a person in your local community who has strong beliefs that affect the way he/she lives or works. Interview this person, using the following questions. (You need to add questions 5 and 6 yourselves.)

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1. What is it that you feel most strongly about in your life?

2. How does this belief affect your daily life or work?

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3. What actions do you take as a result of this belief?

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How do these actions affect other people?

Beliefs

Ask your questions here.

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Present the results of your interview to the class in an interesting way. You may like to use a newspaper report style, magazine article style, videotape or audio tape, posters, cartoons and so on.

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Use the space below to plan your presentation.

Name of person being interviewed: Interviewer: Recorder:

Method of presentation:

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Materials required:

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Topics for Discussion/Debate

Additional Activities

1. The only way to save the environment is to pass new laws.

1. Read some of the following stories that portray strong environmental beliefs: Sadako and the Thousand Paper Cranes, The Lorax.

2. Repairing our environment should be important to everyone.

Beliefs

Search Engine Keywords pollution, water pollution, environment, environmental care, environmental protection

2. Identify environmental issues important to your community. Create a poster to get a message across to the people in your community about this issue. 21

R.I.C. Publications

Beliefs that Influence My Life Lesson Focus: Keywords:

You will identify the beliefs that influence your life and the lives of your family. leisure, environment, influence, spirituality

1. Complete the table below to list the beliefs that influence different parts of your life.

FAMILY LIFE

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HEALTH

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LEISURE

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SCHOOL

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SPIRITUALITY

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Beliefs

Me and My Beliefs

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2. Use the information from page 22 to complete the explosion chart on you and your beliefs. Write the belief in a circle and, on the lines beneath, write why it is important to you.

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3. Complete the table below. Compare your beliefs to those of your partner.

My Partner

SPORT

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TELEVISION

CHEATING

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4. How are your beliefs similar?

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HELPING OTHERS

How are your beliefs different?

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Our beliefs are the same as those of our parents.

1. List all the people who influence your life. Will this list stay the same as you grow older?

family, health, leisure, education, environment, Pakistan

2. Belief in yourself is the most important belief to have.

R.I.C. Publications

2. How will the influences on your life differ from a student living in Pakistan? 24

Beliefs

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R.I.C. Publications

Communities Lesson Focus: Keywords:

Understand and describe communities in the local area and other parts of Australia. community, cooperating, trading, local

What is a Community?

Cooperating in Communities

A community can be thought of as a group of people who live in the same area and/or who share some things in common.

People in communities often cooperate, or work together. By doing this, they hope to be able to help themselves and members of other communities.

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For example, a ‘farming community’ may be a small country town. The people all live in or near the same place—the town—and share something in common—farming. Your ‘school community’ might mean the students, parents, teachers and other workers at your school.

Aboriginal Australians cooperated in small communities for many thousands of years. One community might trade stone spearheads with another community in exchange for coloured clays used to make paint for religious ceremonies. Or they may have traded certain food for skins—or any number of other items. They even traded songs and stories with other community groups.

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But communities can be much larger. People often talk about the ‘business community’ of Australia. This can be taken to mean all the people in Australia who are involved in business—quite a large number!

Our modern society relies almost totally on cooperation between and among communities, especially for goods and services such as food, water, power and clothing.

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1. In your own words, explain what a community is.

2. Brainstorm different types of communities.

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3. Describe your community.

4. In your own words, explain what it means to cooperate.

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6. Even within your family, there is a cooperating community. You might do jobs to help Mum as a trade for watching your favourite television show. List some ways your family cooperate.

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5. Discuss, in small groups, how the people in your community cooperate. Share your ideas with your class. Keep notes in the space below.

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7. Brainstorm the goods and services available in your community. Write them on the chart below. Highlight those that are used directly by your family.

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. A community works best when it can operate totally on its own without help from any other communities.

1. Use community newspaper clippings, pamphlets, magazines, photographs and drawings to create a mural which represents all aspects of your community.

Communities (by name), Aboriginal history

2. Not all members of a community need to cooperate.

Working Together

2. Draw and label a map of your community identifying its major natural and built features. 27

R.I.C. Publications

Edgewater Lesson Focus: Keywords:

You will understand and differentiate between the natural and built features of a community. natural, built, needs, employment, leisure

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Here is part of a tourist pamphlet for you to read.

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1. Complete these sentences. (a)

A natural feature is one that

(b)

A built feature is one that

2. (a)

r o e Built Features t s B r e oo p u k S

Use the table below to list five natural and five built features of Edgewater.

Natural Features

(i)

(ii)

(b)

(ii)

(iii)

(iv)

(v)

Now list five natural and five built features of your community in this table.

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(i)

(ii)

(iii)

(iv)

(v)

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What leisure activities are available for the people of Edgewater?

List four leisure activities available in your community.

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4. (a)

What type of industry employs the majority of people in Edgewater? fishing

exporting bananas

Brainstorm the different jobs people do in your community.

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(b)

farming

5. (a)

Now write five natural or built features in your community which may appeal to tourists.

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(v)

Topics for Discussion/Debate 1. Natural features are more important than built features. 2. I would like to live in Edgewater because …

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Additional Activities 1. Design a tourist pamphlet for your own community. Include all necessary information and pictures. 2. Make a television ad in small groups, telling everyone how great your community is to visit. 30

Search Engine Keywords Try entering your own locality plus the word ‘tourism’. Use a multi-level search engine, e.g. www.dogpile.com

Working Together

Clarktown Lesson Focus: Keywords:

You will locate and identify built and natural features of the local community. natural, built, industry, attractions, services, shire/council

Look at the chart for Clarktown.

Community name

Clarktown

State of location

Western Australia

Shire/Council name

Clarktown Shire Council

Population

942 in town, 2 446 in district

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835 km NE of Perth by road

Schools

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Location details

Clarktown Primary School, St Mary’s Primary School

Major industry/industries

Goldmining Sheep farming Tourism

Tourist attractions—natural

Milton’s Pool

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Lucky Strike Goldmine Smith’s Emu Farm North End Dam Old Prison and Barracks JP Jones Bird Sanctuary

Community facilities

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Shire Swimming Pool Clarktown Golf Club ‘Old Gold’ Lawn Bowls Club Racquets Tennis Club Clarktown Public Library Clarktown Cougars Football Club Clarktown Gun Club

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Farmers Cooperative Store, North End Shopping Centre

Food outlets

3 x cafes/restaurants 2 x hotels Helen’s Burger Bar ‘Country Chook’ takeaway chicken Penn’s Pizza

Transport facilities

Road Airstrip (light aircraft only) (Railway closed 1967)

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1. Complete this blank profile with information about your community. Discuss as a group and add any further information in the third column. Community name State of location Location details Shire/Council name

Schools

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Population

Major industry/industries

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Community facilities

Transport facilities

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2. What do you like about your community?

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3. What would you like to improve about your community?

4. Discuss and compare your improvements with others in your class. List the five most popular suggestions. Highlight the ones you agree with most.

(iii)

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5. Explain how the most popular suggestion would benefit your community.

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. The council wants to close the local library, because it costs too much money to run and maintain. Discuss ways the community could help to keep the library open.

1. Write a letter to your council telling it what you like about your community and what you would like improved. Remember to include suggestions for how it could be done and reasons why it should be done.

Use your own Shire or City Council name as keywords.

Working Together

Others: local government, community services

R.I.C. Publications

Clarktown Survey Lesson Focus: Keywords:

Identify and record work and leisure activities of people in the community. work, leisure, survey

A survey was held in the town of Clarktown. Here is part of the results. Type of Work

Numbers of people involved

Mining industry

700

Retail (shops/service stations)

244

Farming

240

Services: — police

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— teaching

— shire council (inc. contractors)

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— other

Home duties

460

Retired/Not working

220

Other occupations

Leisure Activity

Numbers

Golf

335

140 © R . I . C . P u b l i c a t i o n s Indoors (e.g. reading/television) 625 Lawn Bowls 402 • f o r r e v i e w p u r p o s e s o n l y • Clay Targets 165 Swimming

Camping/Outdoors

600

Tennis

129 85

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Football Other

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‘Clarktown has enough community facilities.’ Agree 62% Unsure 21% Disagree 17%

‘There are not enough facilities for children in Clarktown.’

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Disagree

Unsure

Disagree

Agree

Unsure

Choose one of the following. ‘I would most use: A

a community Internet centre.

a community daycare centre.

a community radio station.

A B C 0

Percentage R.I.C. Publications

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Use the information provided on the survey to answer these. 1. What is the purpose of a survey? To waste time

To find out people’s views

To record lots of information

2. What type of information is shown in this survey of Clarktown?

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(a)

Explain, in your own words, the difference between work and leisure.

Discuss and compare your answers.

TOP

Working Opportunities

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(v)

Topics for Discussion/Debate 1. It is more important to work than it is to have time for leisure activities. 2. Our community needs more because … Working Together

Leisure Opportunities

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3. What could the information in this survey be used for?

(v)

Additional Activities 1. Collect information about work and leisure activities of people in your community. Develop a survey for family and friends to complete. Organise the results as a class on a tally or graph. What can you find out about your community? 35

Search Engine Keywords leisure, leisure activities, recreation

R.I.C. Publications

Clarktown Community Services Lesson Focus: Keywords:

Determine the community facilities available and their source of funding. community, facilities, membership, ratepayers Clarktown Community Services Directory: Leisure Facilities

Facility

Owned by/Contact

Clarktown Shire Pool

Cost(s)

Clarktown Shire Council

Entry fee:

Phone: 555 1234

Adults: $3.00

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Children: $1.00

Aquarobics classes

$8.00 per 30-minute lesson

Clarktown Golf Club

Private club:

$120 p.a. membership

Open to public Mon.–Wed.

$4.00 green fees per game

Phone: 555 1212 Bar and Restaurant open Friday to Sunday 11.00 a.m. to 11.00 p.m. Weddings and other functions catered for

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Mon.–Wed. 8.30 a.m. to 10.00 a.m. Bookings essential

owned and ©Courts R. I . Cby.Shire Pu bl i cat i ons may be hired by public Mon.–Fri. $12 per hour court •f orr evi ew pur poses o n l y •hire

‘Old Gold’ Bowls Club

Private club: Members only

$90 p.a. membership

Phone (Club): 555 7603

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Phone (Court hire): 555 1234 Clarktown Shire Council

Free to ratepayers

Phone: 555 1234 Mon. – Fri. 900 a.m. – 9.00 p.m.

Internet access available at $5.00 per hour (Note: Very limited access— two terminals only) Bookings essential

Private club:

$40 p.a. membership

Oval owned by Shire

No charge for oval when no games are scheduled

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Phone: 555 8430 Clarktown Gun Club

Private club:

$100 p.a. membership

Range owned by State Government

$4.00 range fees per match

Phone: 555 6449

Clubhouse available for hire for private functions Full kitchen facilities included R.I.C. Publications

$125 per night/day

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Use the community service directory to answer these questions. 1. Why do you think people need to pay to use the facilities of Clarktown?

2. Which facilities are available to the general public of Clarktown?

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3. Interview people in your community who provide services and/or facilities. Complete the table below with the information provided in one of your interviews.

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Facility/Service:

Owned by/Contact: Reason for facility/service:

Who uses the facility/service?:

ÂŠ R. I . C.Publ i cat i ons How â&#x20AC;˘ is thef facility/service funded?: orr e vi ew pur posesonl yâ&#x20AC;˘

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How does the facility/service operate?:

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4. Collate and discuss the information gathered by all class members.

5. Brainstorm and discuss how different services and facilities can work together to help each other and the community. Jot down the main points below.

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6. List five reasons why you think some services or facilities close down. (i)

(ii)

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(v)

Service or Facility

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7. Choose three services and/or facilities available in your community. How would your life and the lives of others in your community change if these services or facilities were removed? Changes that affect … Me

My family

My school

My community

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8. Discuss how your community can help keep services and facilities in business. Write the best suggestions below.

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. The council should provide funding for all community facilities.

Walk around your community. List the variety of facilities your community members share. What does this show you about the needs of your community?

Use the name of the local Shire or City Council. See if a ‘Community Directory’ is available online.

2. All community facilities should be free to community members. R.I.C. Publications

Working Together

Public Contributions Lesson Focus: Keywords:

You will understand the local council’s contribution to youth activities. grant, contribution, youth

BRAD HAS HIS SAY… ‘Have you seen this item in the local newspaper?’ Mum asked Brad, who was busy with his homework.

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‘What’s that?’ Brad asked, trying to do his fractions.

Use the text to answer these questions.

Brad looked up. ‘They never take any notice of kids,’ he said.

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‘Clarktown Shire Council has received a grant for the construction of new youth facilities in the town. It’s asking the people— especially young people—to make their suggestions known.’

Why can the skateboarders only use the shopping centre carpark on Sundays?

‘How do you know?’ Mum asked. ‘You’ve never tried. Anyway, what would you like to have?’ ‘A skateboard park,’ Brad said immediately. ‘Heaps of kids at school have boards, but there’s nowhere in town to use them. Except in the shopping centre carpark—and you can only use that on Sundays when the shops are closed.’

Brad thought about that for a minute or so.

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‘Well,’ he said, ‘the kids at school who don’t have boards nearly all have rollerblades. Maybe they could combine the two in one park’.

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‘What about the children who don’t have skateboards?’ Mum asked.

What did Mum mean when she told Brad to ‘get your skates on’?

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‘Sounds good to me,’ Mum agreed. ‘Why don’t you let the council know?’

‘Uh-huh, sure,’ said Brad. ‘How would I do that?’

Why did she smile?

‘Mr Crothers down the road is a shire councillor. It’s his job to take people’s ideas to council meetings. Why don’t you go and talk to him?’

‘What, now?’ Brad asked.

How else might Brad have let the Council know about his idea?

‘Seems like as good a time as any to me,’ Mum said. ‘If you really want that park, you’ll have to start somewhere. But get your skates on,’ she added with a smile. ‘Dinner will be ready soon.’

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5. Your community has received a large amount of money to build a new youth facility. Survey your class to find out what people would like to have in their community. Show the results on the graph below.

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Number of Students

Other

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6. Explain how the most popular suggestion would benefit the community.

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7. Write three ways the youths in your community can help to look after the facility. (i) (ii) (iii)

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Children should have more say in how the council spends its money on youth projects.

1. Develop a list of rules for the new youth facility.

community projects, skateboards

2. The youths in a community should be responsible for looking after their facilities. R.I.C. Publications

2. Make a list of other community groups who would benefit from a new facility. 40

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Community Facilities Lesson Focus: Keywords:

You will learn the importance of sharing community facilities. sharing, facilities, protest MONDAY, 14 JUNE

The Clarktown Courier SKATEBOARD PARK ‘A DISGRACE’

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The problem is not the park itself, but rather the proposed rules for its use. Clarktown Shire Council has announced that only people 15 years of age or older will be allowed to use the park once it is completed. ‘It’s a disgrace,’ said Mrs Laura Jones, who is leading the protest against the park’s rules. ‘My two kids are very keen skateboarders—in fact my son, Brad, was the one who came up with the idea in the first place! But they’re only 10 and 12. They won’t even be allowed to use the park. ‘It’s a shire facility, and should be open to all the residents of Clarktown. It’s not even built with shire money! It came from a government grant. These rules just aren’t fair.’ Shire General Manager Chris Wood disagrees. ‘It’s not a question of being fair or unfair,’ he said. ‘Our insurance policy doesn’t cover children under the age of 15. If there is an accident, the shire could be sued for thousands of dollars. We’re simply playing it safe.’ Mrs Jones will lead a protest outside Council Chambers next Wednesday at noon.

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Reporter: Cameron Smith

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The new skateboard and rollerblade park being built by the Clarktown Shire Council is not yet completed, but it has already come under fire from a local protest group.

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Answer the following questions, after reading the newspaper article.

1. The new skateboard park was paid for by a government grant.

2. In the headline, why are the words ‘a disgrace’ inside quotation marks?

3. What does the phrase ‘come under fire’ mean?

4. Who is the General Manager of the Clarktown Shire Council? Working Together

R.I.C. Publications

5. Why is Mrs Jones protesting?

6. Do you agree or disagree with Mrs Jones?

agree

disagree

Why?

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8. Can you offer a satisfactory solution to the problem? Explain.

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7. Why do you think the park needs to have rules?

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Community facilities should not have rules.

Find articles in your local community paper where people express their viewpoints. Bring to class to discuss. Do you agree/disagree? Why?

community facilities, government grants

Select a community topic/issue. Interview a friend to find out how he/she feels about it. Present your interview as a newspaper article.

2. Community members should be responsible for their own safety.

R.I.C. Publications

Working Together

Local Council – Roles and Responsibilities Lesson Focus: Keywords:

You will investigate the roles, responsibilities and procedures of a local council. roles, responsibilities, procedures, council

CLARKTOWN SHIRE COUNCIL ANNUAL REPORT

Introduction

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Clarktown Shire Council covers an area of approximately 2 400 square kilometres. With only 2 446 people living in that area, it is not highly populated.

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The Council consists of a mayor and nine councillors. The mayor is elected by the councillors. All councillors are elected by direct vote of the ratepayers of Clarktown. Elections are held every four years. All adult ratepayers of Clarktown are eligible to vote.

The Councillors

Together with the mayor, the councillors are responsible for making all decisions at the monthly council meeting. These decisions range from approving council funds for projects, to environmental or health matters, or even to buying a new computer for the public library. Councillors may also raise matters that have been taken to them by Clarktown residents. By this system, the people of Clarktown can have a direct say in how their shire and town are run.

Once a decision has been made by council, it is passed on to the General Manager, whose job is to see that it is carried out.

Major projects approved by council last year were as follows:

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• Lake Placid boat ramp and picnic area

$ 9 000

• Resurfacing of Shire tennis courts

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$ 2 000

• Replacement of footpaths in Main Street • Tree planting

$ 36 000

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$ 11 000

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$ 4 750

• Computer Internet access for Shire library

$ 3 800

• Construction of new skateboard/rollerblade park

$ 85 000

Council Staff

General Manager: Responsible for the day-to-day management of the council Secretary:

Shared by mayor and councillors as well as management staff

Librarian:

One full-time librarian, two part-time assistants

Council Engineer:

Oversees all council construction, including roads and buildings, and supervises 4 x full-time roadworkers and 6 x part-time labourers

Tourism Officer:

Part-time at Clarktown Tourist Bureau

Other council services are contracted out to local companies as required.

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R.I.C. Publications

1. (a)

Rank the major projects approved by the Clarktown Council last year in order of importance according to you. (1 being the most important). 1. 2. 3. 4. 5. 6.

(b)

Explain your choice for most and least important.

(a)

General Manager:

(c)

Mayor:

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(b)

Engineer:

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2. What are the responsibilities of the following people in the Clarktown Shire Council?

(d)

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3. Who are these people in your community? (a)

Mayor

(c)

Secretary

4. (a) (b)

(b)

General Manager

(d)

Librarian

Write one major project which was completed in your community last year. How does it benefit you?

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

Why is it so important for community members to be able to have their say?

Interview a councillor in your community to find out about his/ her role and what they are responsible for.

local government

R.I.C. Publications

Working Together

Helping Each Other Lesson Focus: Keywords:

You will investigate some ways in which communities help each other. natural disaster, cyclone, fundraising, survivors, refugees

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Darwin

Darwin Destroyed On Christmas Eve, 1974, Cyclone Tracy damaged or destroyed 90% of Darwin, in the Northern Territory, and killed 65 people. It was one of the worst national disasters to hit Australia.

© R. I . C.Publ i cat i ons When the rest of Australia heard the news late on •community f orr evi ew p r posesonl y• Christmas Day, support programs for u The three branches of the defence forces—army, head of the list for emergency housing, while doctors and nurses volunteered to be flown to the stricken town.

the survivors were started immediately.

navy and airforce—played a major role in transport, food supplies, aircraft and vehicles, and assisted in the huge task of cleaning up the town.

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Community groups such as Rotary and Apex began fundraising activities to help the people of Darwin rebuild their lives. Others ‘adopted’ similar groups in Darwin, giving whatever help they could. As survivors left Darwin and drove down the Stuart Highway, communities all along the road gave them assistance, including food, places to rest and sleep, fuel and even repairs for their cars.

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At Alice Springs, people were able to complete their journey by air, while their cars were loaded onto trains and sent south for them. By late on Boxing Day, the people of Alice Springs had also raised over $100 000 to help those cyclone victims who had no money with them.

At all major airports, Salvation Army and Red Cross workers met the survivors. They were given clothes and shoes to wear since many of them had left Darwin in such a hurry they were still in pyjamas or whatever clothes they had thrown on. In the international community, even people from some of the poorest countries in the world, such as Bangladesh, sent money to help. State governments put all Darwin refugees at the Working Together

R.I.C. Publications

1. Use keywords and phrases to explain how these communities helped the people of Darwin after Cyclone Tracy.

Help given to survivors

Community

Stuart Highway Communities

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International

2. Explain the importance of helping other communities who are in a crisis.

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Alice Springs

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3. Use words and pictures to show what goods and services were needed in Darwin after Cyclone Tracy.

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Goods

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Working Together

4. Research to find the aims of the following community groups.

Community Group

Aims

Rotary Apex Salvation Army

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Red Cross

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5. Why are these groups important to our community?

6. If these groups gave up and were no longer available, how do you think it would affect your community?

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7. How could your school community help another community in a crisis situation?

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

All adults should volunteer some of their time to a community group.

Collect examples from newspapers or magazines of communities in crisis. Brainstorm ways your community could help. Follow up your ideas by writing to the local council for help.

Cyclone Tracy, natural disaster, any of the community groups such as ‘Salvation Army’

Working Together

R.I.C. Publications

Cooperative Community Lesson Focus: Keywords:

You will learn about being a cooperative community member. cooperative, volunteer, brigade

HELPING OTHERS Mrs Henderson printed the words ‘COOPERATIVE COMMUNITY’ at the top of the blackboard. ‘Can anyone tell me what this means?’ she asked the class.

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For a while, no-one answered, then Kylie put up her hand.

‘Very good, Kylie!’ Mrs Henderson said. ‘That’s just what I wanted—when the people in a community help or work with each other.’

She turned back to the board and wrote ‘Helping others’ beneath the heading. ‘Now I’d like you to think of some of the ways people in Clarktown can help each other.’

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‘Does it mean, like, people helping people?’ she asked.

‘These are all good ways of helping the community,’ Mrs Henderson said when she had finished writing. ‘But what about you—what can you do to help?’ ‘How about the Scouts?’ Shane asked. ‘I’m a member and we always try to help someone, every day.’

‘Well,’ said Cody. ‘My dad’s in the volunteer bushfire brigade. I guess that’s helping others.’

© R. I . C.Pu bl i c i o n sof the old people in ‘Mum and Ia go t and visit some town,’ Rhiannon added. ‘We read to them or just help tidy up s thee house.’ •f orr evi ew pu r po sonl y• ‘My mum’s in the Country Women’s Association,’ ‘It certainly is,’ agreed Mrs Henderson as she wrote it on the board. ‘Any others?’

‘My mum’s a volunteer nurse at the first aid post,’ added Kerryn.

‘Excellent,’ said Mrs Henderson, smiling. ‘Simply excellent.’

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‘My mum works in the school canteen,’ Brent said.

‘My big brother’s in the footy club, and I’m joining next year,’ said Bree proudly. ‘Every year they go and collect firewood from the bush and give it to old people for their winter fires.’

Teesha said. ‘They do lots of helping.’

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1. An antonym is a word which is opposite in meaning to a given word. For example, the antonym of ‘dark’ is ‘light’. Use the story above to find an antonym of the words given.

Word (a)

disagreed

(b)

started

(c)

bottom

(d)

everyone

(e)

above

(f)

front

R.I.C. Publications

Antonym from text

Working Together

2. List the ways the adults in Clarktown help each other.

3. List the ways the students in Mrs Henderson’s class help others in their community.

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Type of Help

No. of people

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4. Survey the class to find out some of the ways the people in your community help each other. Record your results as a tally then display in a graph. No. of people

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Number of People

50 45 40 35 30 25

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20 15 10 5

Type of Help Working Together

R.I.C. Publications

4. What would happen if … (a)

people did not cooperate when using community facilities?

(b)

there were no volunteers to help with community projects?

no-one in the community participated in decision making?

5. Brainstorm ways you can be a responsible and cooperative community member.

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(c)

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6. Discuss all ideas and design a poster which: (a)

is eyecatching

(b)

informs others of how they can be a responsible and cooperative community member

(c)

is clearly presented and easy to read

Topics for Discussion/Debate 1. People are too busy with their own activities to help others. 2. How would you feel if there wasn’t anyone to help you in a crisis situation? R.I.C. Publications

Additional Activities Your class is the local council and represents all other students in your community. Devise ways the members of your community can help each other. Remember to include roles, responsibilities, time and funding. 50

Search Engine Keywords cooperation, cooperative communities

Working Together

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oo k

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Australian Communities or eB st

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R.I.C. Publications

Different Communities in Australia Lesson Focus: Keywords:

Compare other communities to that of your own. isolated, generator, traditional, quarters, possessions

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Corella Bore Community

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Corella Bore

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Corella Bore is an isolated Aboriginal community. Here are some facts about the community. How different is it from the community you live in? •

The community does not have electricity yet, although the power poles are in. There is a generator in the school shed. Some community members are in a band with electric guitars. When they want to play, they use a l-o-n-g extension cord from the generator to the church.

•

Most of the houses are built of steel, with corrugated iron roofs. Three of the houses are brick, and have verandas, as do some of the steel houses. Some have solar hot water systems. Because of the weather, people usually sleep outside or on the verandas.

•

The church has no front and is like an open-sided house. It has religious decorations and Scripture sayings, as well as Bible verses, painted on it.

•

Nurses and doctors travel to the community from a central health clinic 20 kilometres away. They look after people in the small health clinic in the community. There is also a local health worker who helps to look after patients and see they take their medicine properly. If medical help is needed, the central clinic can be contacted by two-way radio.

•

The schoolteacher doesn’t live in the community, but drives in to the school every day. In the other community where the teacher lives, there is housing available, as well as electricity.

R.I.C. Publications

Australian Communities

•

Corella Bore community has about 80 to 100 people living there. Most of them belong to one extended family, although there are some other families there too.

•

Single men live together in the single men’s quarters. Single women live together in the single women’s quarters. If a married woman’s husband goes away, she will leave her house and live with the single women until he comes back.

•

Many of the community hunt and collect food. This bush tucker includes such things as bush potatoes, bush turkey and goannas. There is one store just out of Corella Bore where the local community can buy food. They can also drive to surrounding station stores for supplies.

•

There is a group of artists in Corella Bore. Their paintings are sold through an art dealer or to buyers who visit the community.

•

There are special sites which the community travel to for traditional ceremonies.

•

People in the community have possessions but they are quite freely shared.

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1. Who do you think lives in this community?

2. What do you think the climate is like in this area? Why?

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Use the information about Corella Bore Community to answer these.

3. List the services provided at Corella Bore.

4. Make a list of differences and similarities between your community and Corella Bore. Differences

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Similarities Buildings

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Recreation

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Beliefs

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. What are the factors that make communities in Australia different?

1. Map your own community and compare it to Corella Bore or maps of communities nearby.

community, public health services

2. What are the necessary services every community needs?

2. Create a profile of your community following the format used for Corella Bore.

Australian Communities

R.I.C. Publications

Cinema

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My friends’ Mum drives us to drama class every Saturday afternoon. It takes 40 minutes to get there.

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My school is not far from home so I can walk with my friends.

Primary School

r o e t s Bo r e p ok u S My friend’s house

On the weekends my friends and I rollerblade at the skate park.

I like swimming at this beach because there is a Kiosk and more people around.

This is my favourite cafe. Sometimes my family and I have breakfast here on Sunday morning.

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I like to go to the movies at this cinema.

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Sometimes we catch the train into the city. Mum works in the city so she catches the train to work.

On Mondays, Wednesdays and Fridays I go here at 4.30 p.m. for swimming training.

Aquatic Centre

Our family does most of the shopping here. Dad and I usually do the grocery shopping on Thursday nights.

My house

Lesson Focus: Keywords:

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Shopping Centre

Community Involvement You will identify parts of the community you are involved in. community, services

This is a map of where Jordie lives. It shows the parts of the community she and her family use regularly.

Australian Communities

Use the map of Jordie’s community to answer these questions. 1. What clubs or classes is Jordie involved in? 2. How does Jordie spend her leisure time?

3. What facilities does she use in the area?

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4. Draw a map of your immediate community and label it as Jordie has done.

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5. Compare your life in the community with Jordie’s life in hers. Write what is similar and what is different.

Similarities

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. What facilities would you like to see in your community and why?

1. Put all the information gathered from the individual maps above onto a large map of the community. Discuss which areas or facilities are most widely used.

Community services, leisure, recreation, use your community’s name plus ‘facilities’

2. Discuss the various forms of transport available in your community.

Australian Communities

2. Select one facility in your community and make a pamphlet to show what it offers. 55

R.I.C. Publications

Buildings in Your Community Lesson Focus: Keywords:

You will observe buildings and places in your community and investigate what they are used for. building, goods, services, facility

Building or Place

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Complete the following table on buildings and places in your community. Tick the correct boxes.

People live here People work here

Goods are supplied here

A service is supplied here

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This is a meeting place This is used for entertainment

This is used for education

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This is a sporting facility A health service is provided here

Religious or spiritual beliefs are celebrated here

Law enforcement facility I use this building

R.I.C. Publications

Australian Communities

1. List three examples of buildings or places for each of the following. Health service:

Entertainment venue:

Sporting venue:

2. Choose a building used by your community and complete the following. Name of building:

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Education service:

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rarely

never

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The building is used for:

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This is a sketch of the building.

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What I like about the building and its facilities:

What I think could be done to improve the building and its facilities:

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Which buildings in your community should be preserved? Why?

1. Take photographs of places, buildings and people in your community. Label and make a class display.

historical buildings, your community (by name), community services

2. Which buildings in your community should be upgraded? Why? Australian Communities

2. Design a building suitable for your favourite activity. 57

R.I.C. Publications

Charity Organisations Lesson Focus: Keywords:

You will find out about charity organisations that use paid and unpaid workers to cater for our communities’ needs. charity, assistance, committee, relief, volunteer, disaster, fundraising

PARIS in 1832 was in the grip of a cholera epidemic. The disease raged through the city, killing hundreds of people each day. A law student at the Sorbonne University saw the terrible results when families no longer had any money because the main wage-earner had died. That student’s name was Frederic Ozanam. Frederic was determined to help the suffering people. With his friends, he formed a group in 1833 to help the poor. They named the group after the patron saint of Christian charity, and called it the Society of St Vincent de Paul. Frederic’s first kindness was to take his supply of winter firewood and give it to a woman whose husband had died of cholera. Within a year, other good people had joined the Society, and there were over 100 members, all dedicated to helping poor people. By the end of its first 10 years, the Society had over 9 000 members spread over 48 cities in Europe. The Society of St Vincent de Paul first came to Australia in 1854. Today, the Society of St Vincent de Paul helps poor people in many different ways. It provides shelter and meals to homeless people; it runs clothing shops to raise funds; it offers assistance to refugees in Australia; it provides a support service for young people; and it assists whenever people overseas need help from drought, famine, flood or wars.

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Frederic Ozanam

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Society of ST VINCENT DE PAUL

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1. What was the cause of families having no money?

2. Why did Frederic form a group to help the poor?

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3. True or false. (Write T or F.)

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(a)

The Society of St Vincent de Paul first came to Australia over 100 years ago.

(b)

The Society of St Vincent de Paul raises money by selling clothes.

St Vincent de Paul 4. Find the meaning of the following words. (a)

cholera:

(b)

refugee:

(c)

famine:

(d)

charity:

R.I.C. Publications

Australian Communities

The Red Cross

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In 1859, there was a terrible battle between the armies of Austria, France and Italy. More than 300 000 soldiers fought the battle and there were at least 40 000 killed or wounded. A Swiss banker, Henri Dunant, was horrified at what he saw after the battle. He organised help for the wounded, who often lay for days on the battlefield before anyone could help them. Many died of hunger and thirst. The doctors were so overworked that they could only look after those they thought would survive. Dunant and others set up the International Committee for the Relief to the Wounded and asked the Swiss government to invite other governments to attend an international conference on the treatment of wounded soldiers. From that conference in 1864 came an agreement which said that during future wars all sick and wounded soldiers would be cared for, regardless of which country they came from. Today, the Red Cross has this mission: • To prevent and ease human suffering wherever it may be found • To protect life and health and ensure respect for human beings, particularly in war and other emergencies • To work for the prevention of disease and for the promotion of health and social welfare • To encourage voluntary service and a constant readiness to give help by members of the International Red Cross and Red Crescent Movement and a worldwide sense of ‘oneness’ towards all those in need of its protection and assistance.

Use this information to answer these questions.

1. What was it that horrified Henri Dunant?

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(a)

The Red Cross will aim to help any country where the people are suffering.

(b)

The Red Cross will help only those countries at war.

(c)

The Red Cross helps in the prevention of disease.

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2. What agreement was made at the conference in 1864?

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4. Where have you seen the Red Cross at work?

5. Create a slogan that will encourage people to donate money to the Red Cross.

Australian Communities

R.I.C. Publications

The Country Women’s Association The story of the Country Women’s Association of Australia starts in Canada in 1898. There, a woman named Adelaide Hunter Hoodless saw that women living in the wilds of the countryside were unable to learn new skills. She began the Canadian Women’s Institutes, and the idea spread around the world. The CWA started in Australia in both Queensland and New South Wales in 1922. It brought together country women who were longing for friends and to learn new skills. Now, it is the largest voluntary women’s organisation in Australia. While its main job is to help women and families living in the country, it has spread into the cities as well.

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CWA members hold many fundraising events in their local communities, raising money for charities, for research into health, and to help those in other countries. Members also support country hospitals and schools, public libraries, community halls and centres, and infant health centres. In some towns, CWA members have raised enough money to build retirement or aged care homes, children’s parks and even sports clubrooms. Members of the CWA do not have to belong to any one political party, nor to any one religion. They are encouraged and assisted to learn new skills in areas such as art, music, cookery, handicrafts (e.g. sewing, knitting), drama or even public speaking. Whenever there is a disaster in Australia, such as a bushfire, flood or hurricane, members of the Country Women’s Association will be there, doing everything they can to help those in need.

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Use this information to answer these questions.

2. Why do CWA members hold fundraising events?

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3. Name a specific skill in these areas. (a)

art: (e.g. painting)

(b)

music:

(c)

handicrafts:

4. Give two reasons why a person might like to join the CWA. (i) (ii) R.I.C. Publications

Australian Communities

Design a poster to encourage people to donate to any of the three organisations.

Size:

Other

Colours: Text:

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Description:

✔ Yes ✘

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Organisation CWA

Not sure

Provides help in the local community

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St Vincent de Paul

Provides help for Provides a service those in other for its members communities

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humbnail sketch of poster

Complete the following chart.

Can you join this organisation?

Relies on volunteers

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Red Cross

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. How can you get involved in a charity organisation?

1. Research and list all the charity organisations in your town, suburb or community.

Charities, each organisation (by name)

2. What are the benefits of joining a charity organisation?

Australian Communities

2. Interview a member of a charity organisation. 61

R.I.C. Publications

Local Community Celebrations Lesson Focus: Keywords:

You will collect information about local community celebrations. venue, celebration, festival, charity

There is always something happening in Fremantle. Look at this program of events. Event

When

Venue

Details

Elvis Alive in Fremantle

8 January

South Terrace

To celebrate Elvis’ birthday, competition for best dressed Elvis look-alike spotted on South Terrace.

16 January

Esplanade Reserve

Food festival for Western Australian foods, with an emphasis on sardines.

26 January

Fremantle Arts Centre

Announcement and ceremony for the Fremantle Citizens of the Year, Youth of the Year and Community Event of the Year.

22–24 April

In and around Fremantle

Best street performers from around the world will entertain the public.

Anzac Day Dawn Service

25 April

Fremantle War Memorial

Anzac Day service

Indigenous Cultural Tour

28 May

Significant indigenous sites

Visit significant sites in Fremantle. Participate in indigenous craft, storytelling.

John Hughes Big Walk

22 October

Fremantle Fishing Fleet Festival— Blessing of the Fleet

22 October

Sardine Festival

Buskers’ Festival

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Australia Day

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Charity walk from Perth to Fremantle in aid of the Cancer Foundation. St Patrick’s Basilica

March to the fishing harbour. Traditional blessing of the fishing vessels before the start of the fishing season.

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2. When is the Blessing of the Fleet? 3. What is the ‘Elvis Alive’ event celebrating?

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4. List an event from the program that would fit into the following categories: (a)

fun:

(b)

historical:

(c)

charity:

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1. Where is the Sardine Festival held?

5. List the places where you can find out about events that are happening in your community.

R.I.C. Publications

Australian Communities

Find out about the events that are happening in your community and complete the following chart. What’s happening in Date

Venue

Details

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Event

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Put a star next to those events which are significant to all the community. Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. What Anzac Day means to all Australians.

1. Volunteer to design posters for an up-and-coming community event.

Celebrations, Anzac Day, Blessing of the Fleet, Australian food

2. What Australia Day means to different groups in Australia.

Australian Communities

2. Develop a calendar of events for your school community. 63

R.I.C. Publications

Community Celebrations in Other Countries Lesson Focus: Keywords:

You will gather information on the different ways communities celebrate and consider the value of the event to the individual. festival, carp, thanks, speech, shamrock, cheerleader

g Thanksgivin

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Ashley

St Patrick’s Day

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Dear Diary g Day. What a day! ter, Marcy, Today was Thanksgivin g parade. My big sis vin gi ks an Th e th r fo into town rm, twirling her baton. ifo un er ad We started by going rle ee ch r he ked really cool in e all sat was marching. She loo it was time to eat. W til un ed ay pl we d an came over just like he does every , ks an th At home, my cousins of ch ee sp s arted with and Dad gave hi had prepared! We st around the big table om M st fea a t e, ha me out. W !) with cranberry sauc se ur co (of year. Then the food ca ey rk tu d te en there was roas , corn on the cob and ms ya yellow squash soup, th d te as ro , es to ta naged a d roasted po ter all that we still ma green beans, mashed an Af y. av gr dy an br om mushro Mom’s world famous ke. pumpkin swirl cheeseca any more. slice of Aunt Zelma’s and too full to write ed tir o to I’m t bu giving, It was a good Thanks

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Dear Diary Our holiday took us to Ireland just in time for St Patrick’s Day. When we went down for breakfast in the hotel, they asked us if we would like the ‘special traditional Irish breakfast’. We said ‘Yes’—boy, did we get a surprise! Do you know what was on each plate? Irish bacon, a sausage, black breakfast pudding, white breakfast pudding, two eggs and two grilled tomatoes! It was huge! We found out you have to wear something green on St Patrick’s Day, so while Dad phoned the taxi to take us to Aunty Mary’s house, Mum bought some green shamrocks from the lobby and we pinned them to our clothes. When we finally found Aunty Mary’s house, the St Patrick’s Day party had already started. There were people singing and dancing, and Uncle Billy even gave Dad a glass of green beer to drink! I saw Dad tip it out when he thought no-one was watching. Tomorrow, we have to go and ‘kiss the Blarney stone’, Dad says—whatever that might be. It should be interesting to find out! Pete

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Dear Diary I was very fortunate today as my father was home to help celebrate Children’s Day. Usually he is in Tokyo, working. Father told me that Children’s Day was, a long time ago, a festival for boys, and that girls have their own Doll Festival in March. Then he unwrapped the longest carp streamer I have ever seen. Families with boys fly these streamers outside their house, and display dolls of famous warriors inside. The carp was chosen because it represents strength and success. Father flew the giant carp streamer from the balcony of our apartment. It made me so proud because it was the largest in the entire apartment block. We got dressed to go to a theatre recital. Before we left, we ate some traditional rice cakes, wrapped in leaves and filled with sweet bean paste, called kashiwamochi. In fact, I had two! Yoshi R.I.C. Publications

Australian Communities

Use the information on the previous page to complete these. 1. Complete the following chart. Add one of your own events that you have celebrated recently.

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2. Put these words into the best category.

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Why it was celebrated

How it was celebrated

Event

Name

turkey, rice cakes, black pudding, carp, marching, speech, green, shamrock, strength, thanks, success, dancing St Patrick’s Day

Children’s Day

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Thanksgiving

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3. Tick whether the following events are celebrated in Australia and state why or why not. Thanksgiving

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Children’s Day

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St Patrick’s Day

Topics for Discussion/Debate 1. Should Australians celebrate events from other countries? 2. Most ‘special days’ are really just an excuse for shops to increase their sales. Australian Communities

Additional Activities 1. Write a diary entry about an event you have been to recently, explaining what it meant to you and how you celebrated it. 2. Select one special day and research its origin. Prepare a presentation for the class. 65

Search Engine Keywords Special days, event (by name)

R.I.C. Publications

Significant Events in Australia Lesson Focus: Keywords:

You will explore significant events and who celebrates them. organise, conditions, evacuated, commemorate, reunite, preparation

Clean Up Australia

ustralian builder and sailor Ian Kiernan had always had a dream—to sail alone around the world in his yacht Spirit of Sydney. In 1987 his dream came true. But his happiness soon turned to anger as he sailed through the oceans of the world—and found them full of rubbish and pollution. Miles out to sea, he saw floating rubbish such as plastic buckets, toothpaste tubes, plastic bags and even disposable nappies!

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He made himself a promise that he would help to clean the world’s waterways. And he would start in his own ‘backyard’, Sydney Harbour. In 1989, with the help of some friends, he organised ‘Clean Up Sydney Harbour Day’. It was a huge success, with 40 000 Sydney people helping to clean the harbour. Ian was so pleased with the result that the next year he organised ‘Clean Up Australia’. Over 300 000 volunteers turned up to help on that first day, and the numbers have increased every year since then.

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Finally, with the help of the United Nations, ‘Clean Up the World’ was started in 1993. This too was a huge success, and by 1998, 40 000 000 people from 120 countries were taking part.

Anzac Day

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t dawn on 25 April 1915, Australian and New Zealand soldiers landed on the shores of the Gallipoli Peninsula in Turkey. Turkey was on the side of Germany in World War I. The Anzacs stayed there for eight months, fighting an army many times their size. Under terrible conditions, they were unable to beat the Turkish soldiers, and the Turks were unable to drive the Anzacs off the beaches and hills. Finally, the Anzac troops were evacuated.

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The landing at Gallipoli was very important for Australia as a ‘new’ nation. It was the first major war in which Australians had been involved. It was also the first time Australians experienced the true horrors of war. Although the Anzac troops could not win the battle, they fought with true bravery and achieved far more than many people thought they could. Anzac Day is held every year on 25 April to commemorate that landing at Gallipoli. It is also a time to remember all Australians who have served in wars. The day starts with a Dawn Service, held at a war memorial. Later, there is a march-past. In these marches you will find men and women who served in all those wars, as well as men and women who are in the services today. Often, you will see young people marching for their parents or grandparents who are no longer able to march. It is important to remember war, so we can do everything possible to avoid being in another one.

R.I.C. Publications

Australian Communities

Chinese New Year

hinese New Year starts with the full moon on the first day of the new year and ends on the full moon 15 days later. The 15th day of the new year is called Lantern Day, where lanterns are displayed and children carry them in a parade. In fact, there are celebrations and parades, including the famous lion dance, every day for the 15 days. New Year’s Eve and New Year’s Day are times for a family celebration. They are times to reunite members of a family and remember those who have passed away. In preparation for New Year’s Eve, the house must be cleaned from top to bottom, and there is much cooking to be done. Firecrackers are set off on New Year’s Eve to send the old year out and welcome in the new year. On the stroke of midnight, every door and window in the house is opened, to let the old year out. After midnight, family members greet each other by saying, ‘Kung-shi’, which means, ‘I humbly wish you joy’. The next day, everyone gets up early, and the children open small red packets which contain money.

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On New Year’s Day, the family usually eats a vegetarian dish called jai. The ingredients in jai have special meanings. Lotus seeds – these are a hope for many male children

Black moss seaweed – in Chinese, this is a homonym for ‘rich’ Dried bean curd – is a homonym for the fulfilment of wealth and happiness Bamboo shoots – is a term that sounds like ‘wishing everything will be well’

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Ginko nut – this represents ingots (bars) of silver

Fresh bean curd is not included, because it is white. White is the colour of death and misfortune and is extremely unlucky for New Year.

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Quiz

Who had a dream to sail around the world alone?

During which war did the Anzacs land at Gallipoli?

What are set off to welcome in the Chinese New Year?

What does Anzac Day usually begin with?

What did Ian Kiernan mean by ‘his own backyard’?

What ingredient of jai is said to make male children?

When did ‘Clean up the World’ begin?

If a flower blooms on Chinese New Year’s Day, what can you expect?

How long did the Anzacs stay on the shore of Gallipoli?

10.

What are carried in the parade on the 15th day of the Chinese New Year?

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Australian Communities

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People are especially nice to each other on New Year’s Day, because this is said to bring them very good luck. It is also a sign of good luck for the coming year if a flower blooms (opens) on New Year’s Day.

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R.I.C. Publications

Use the information on the previous pages to answer these. 1. Write these words in the categories they relate to. pollution, firecrackers, battle, evacuated, volunteers, lanterns, plastic bags, war, joy, horror, success, wealth, bravery, happiness, results

Anzac Day

Chinese New Year

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2. Explain who celebrates these events, how they celebrate them and why. Clean Up Australia

Anzac Day

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Clean Up Australia

Chinese New Year

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Why

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3. Write about an event that is significant to you and explain how you celebrate it.

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Is Anzac Day significant for all Australians?

1. Research Chinese lanterns and construct one.

2. Why do you think Clean Up Australia/World Day has been such a success?

2. Bake Anzac cookies.

Anzac Day, Chinese New Year, Clean Up Australia, celebrations (by name)

R.I.C. Publications

Australian Communities

Interview with an Older Community Member Lesson Focus: Keywords:

You will collect information about your community through direct and indirect experiences. dairy, interview, district, power, freeway, government

AN INTERVIEW WITH MRS JESSIE CAMERON

Reporter:

This is an interview with Mrs Jessie Cameron, whose family came to live in Wanneroo in the 1800s. Mrs Cameron is now 96 years old.

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Mrs Cameron, can you tell us when your family first came to Wanneroo? Well, my mother and father arrived here in 1893. My father was a dairy farmer, and he took up 100 acres of land not far from where the present Joondalup City shopping centre now stands.

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Mrs Cameron:

Reporter:

Were your family pioneers of the district?

Mrs Cameron:

Heavens, no! The district had first been explored 60 years before. But there was still only about 70 families in the whole area. By the time I was born—after the turn of the century—the government had subdivided the land around Lake Joondalup into small farms and was selling it to people. By then, the townsite was established, although it was first spelled as ‘Wanneru’.

Reporter:

What was your house like when you were young?

Mrs Cameron:

The first house that I remember was made of wood taken from trees that my father cleared from the farm. It was only small, just three rooms. There were two bedrooms, one for Mother and Father, and another I shared with my two sisters and brother. The other room was a kitchen, eating and living area all in one.

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Men from the district helped Father build the new house. It was made from local stone and had five rooms. I remember thinking how terribly large it was! It also had a stone floor, instead of dirt. That plus the thick walls helped it stay cool in summer. The roof was made from shingles, which are split pieces of wood, like small tiles. People used to help each other a lot in those days. If a man got sick, all the other men would take turns to run his farm—to milk the cows or pick the grapes. If the wife got sick, the women in the district would cook meals and send them over, or do the washing or cleaning—even look after the children. And as I said, all the men would take turns to help build a farmhouse or new barn for their neighbours.

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Where did you go to school?

Mrs Cameron:

None of us went to school, even though there were two small schools in the district. Mother had trained as a teacher in England, and she taught us at home. We learnt to read, write and do sums. We also learned British history, because Australia still felt very attached to Britain in those days. We learnt to cook by helping Mother, and grew our own vegetables in our vegetable garden.

Reporter:

Can you tell us some of the things you did for fun?

Mrs Cameron:

Well, it’s easy to tell you what we didn’t have! No television, no wireless (radio), none of those computer things all the children have today. We played with the children from the neighbouring farms sometimes, but mostly it was just my brother, my sisters and me. Father carved the girls some wooden dolls, and Mother made them clothes. We would have tea parties with them—all sorts of things. My brother, Jack, was the oldest, and he spent most of his time helping Father to run the farm. Sometimes, there would be a dance in the district, or perhaps a wedding. Then everyone would get dressed in their very best clothes and take the horse and cart

Australian Communities

R.I.C. Publications

to the party. There would be a band, and all the women would take a plate of food to put on the tables for supper. They were really times to remember. Once or twice Father left Jack to look after the farm for the day and took the rest of the family on a picnic to the beach. Poor Jack, he went away to the Great War and died in France in 1917. Mother never really got over that.

Reporter:

What would you say are the biggest changes you’ve seen?

Mrs Cameron:

I don’t know where to start! The road from Perth to Wanneroo was a big change. Did you know it was originally made of wooden blocks? Then of course there were motorcars and buses to slowly replace the horse and cart. I got married just after the Great War and Tom, my husband, and I ran a strawberry farm for many years. And my second daughter was christened in St Anthony’s, the first church in Wanneroo, which opened in 1932. I remember that day well—it was wet and freezing cold!

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After World War II—we had power and water supplies by then—Wanneroo was still a sleepy little town. There were even holiday homes built there, where people from the city would come for a ‘break’. The road gradually improved, but it wasn’t until 1970 when the government decided to really open up the area, that it began to grow. Now, of course, we have everything here—shops by the hundreds, a hospital, schools, the railway and freeway, churches, a university, a cinema complex, thousands of new homes and all sorts of community facilities. But sometimes, I look at all the people, all hurrying to get somewhere in their cars, and I almost wish it could be like it was in the old days.

Reporter:

Thank you, Mrs Cameron.

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pioneer century

christened shingles

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2. Match the words to their correct meanings.

thin pieces of wood used to cover roofs and sides of houses one of the first people to settle in a region

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a ceremony to be received into the Christian Church

3. Who built the house Mrs Cameron grew up in? 4. Make a list of the major changes Mrs Cameron has seen in Wanneroo.

R.I.C. Publications

Australian Communities

5. Write three facts about Mrs Cameron’s schooling. Next to each one write three facts about your own schooling.

My Schooling

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6. Write three things from Mrs Cameron’s life that are similar to yours. (i) (ii)

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Mrs Cameron’s Schooling

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7. Write three things from Mrs Cameron’s life that are different from yours. (i)

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8. What do you think Mrs Cameron misses most about her earlier days in Wanneroo? Why?

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Is change good?

1. Conduct an interview with a long-standing member of your community.

Community history (search by name of your community)

2. Do we take our past for granted? How can we learn from it?

Australian Communities

2. Research and record the major changes in your community as a time line. 71

R.I.C. Publications

Life in an Overseas Community Lesson Focus:

You will collect information on people in communities overseas and compare their lifestyle and experiences with your own. province, population, anthem, respect

Keywords:

Living in

Thailand

‘Hello, my name is Pratya. I am nine years old. I live in Thailand in a city called Samut Prakarn, not far from Bangkok, the capital city. Samut Prakarn is also the name of the province, which my teacher says is like a shire council area in Australia. The city is on a wide river, quite near where it flows into the ocean.

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‘I am going to tell you some things about my community, so you can compare it to your own.’

‘Samut Prakarn has many factories. This means many people have come here looking for work. So the city is very crowded. The total land area of Samut Prakarn province is only just over 1 000 km2, yet it has a population of almost a million people!

morning break, which is just enough time to go down to the school snack shop for some meat fried on a stick, or fried chicken and quail eggs, or fried noodles, or an iced drink.

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Where I live

‘Lunch is from 11.30 to 12.30. We eat our lunch in the classroom. Everyone has a school lunch. No‘Because of the factories and crowding, the city is heavily polluted. Nearly all the countryside is taken one takes lunch from home, and no-one is allowed to leave the school to buy lunch. Our lunch is up by farms, with rice fields and orchards. different on different days, and can be chicken ‘There are nearly 300 schools in Samut Prakarn. As fried with chilli and basil; or noodles in red soup; there are about 200 000 students, you can see that or red roast pork with rice; or chicken curry with most schools are quite large. My own school has bamboo shoots. My favourite is fried fish cake with about 1 500 students, from 3 years old to 15 years rice. We line up to get our lunch and then go back old.’ to our class. After saying a special kind of ‘grace’, we eat our meal. Duty students collect our forks My home and spoons, wash them, and bring them back. At ‘My house is in a soi, what you would call a lane. It lunchtime there are many clubs we can join in: is a terrace house, made of concrete with a tile roof. Stamp Club, Chess Club, Computer Club—even a There are 20 houses the same as ours in my soi. Cartoon Club. My house has two floors, with two bedrooms, a ‘We have one more short break at about 3.00 p.m. bathroom and toilet, a living room and a kitchen. It has a balcony on the second floor. Mum has a lot of and school finishes at 3.45 p.m. However, the duty students have to clean the classroom then, and colourful plants in pots growing there. I share my most of us stay behind for an extra ‘homework’ bedroom with my little brother.’ lesson until 5.00 p.m.

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‘My schoolday starts at 8.00 a.m., but I am always at school by 7.30 a.m. so I can do some extra study. We have an assembly first, and twice a week our nails, ears, teeth and hair length are checked. Being clean is very important. For boys, our hair must be shaved very short, and girls are not allowed to have hair below their ears. Then we sing the national anthem as the flag is raised.

‘My school subjects are English, computers, maths, phys. ed., handicraft, religious education, music, Thai, agriculture, art, social studies, housework, history and science. Every student in Thailand is also in the Scouts. ‘We all wear school uniform. My school uniform is black shorts with a white shirt and a tie for boys, and a dark blue skirt with white blouse and a tie for the girls.’

‘Before entering the school, we take our shoes off and put them in racks. We never wear shoes inside. Out of school We stand when our teacher comes in and greet him ‘My favourite sports are basketball and football with respect. (soccer). I like to play them with my friends. On Thursday nights I have a lesson in Thai kick‘Lessons start at 8.40 a.m. and each lesson is boxing. I also watch television, play computer about 50 minutes long. We have a 20-minute R.I.C. Publications

Australian Communities

games and have my own homepage on the Internet. Sometimes, I go with my parents into Bangkok and visit a shopping mall. There are picture theatres, a 10-pin bowling alley, computer arcades, a theme park with rollercoaster, a rollerblade rink and ride simulator—as well as 300 shops! Sometimes we eat at the food hall there, too. I order my favourite ‘special’ food—a double cheeseburger and fries!

medium factories. They process food and drinks, make cloth and clothing, produce plastic and chemicals, work with metal or wood—in fact, just about everything.

‘There are other places to go, too. We have the world’s largest crocodile farm, with 40 000 crocodiles. There is a naval museum and an old fort, which used to guard the river against our enemies. The Ancient City is like an open-air museum. We also have about 100 beautiful Buddhist temples in the city.’

‘I think there are only two things I would change. I would like it if the city wasn’t so crowded, because there are always traffic jams. And I wish it wasn’t so polluted, because it is really a very pretty place.

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Industries

‘Because we are on a river close to the sea, fishing and shipping are also important. There is also a large navy base here.’

What I would change

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‘I am proud to be Thai and to tell you about my life. I hope you learnt something and will visit us one day.’

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‘Once, Samut Prakarn was a farming community. But now manufacturing is more important. Throughout the province there are 5 500 large and

Use this information to complete these questions.

1. Colour the country Pratya lives in.

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R.I.C. Publications

2. Complete this table. Pratya

Country: City/Town: Type of house: Number of bedrooms: School starts at: School finishes at:

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Food eaten at morning break:

Lunchtime activities:

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Where lunch is eaten:

School uniform: Favourite sport: Interests:

Favourite food:

Places of interest:

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Industries:

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3. If you could change places with Pratya, what do you think he would like about living in your community?

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Is it better to live in a small community than a large one?

1. Communicate with students in another school overseas, via the Internet.

Thailand, school days, Bangkok, Thai food

2. Schools are the same worldwide.

R.I.C. Publications

2. Have a ‘Thai food’ day in your class or your school. Find recipes and prepare them with your teacher’s help. 74

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National Parks or eB st

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National Parks

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R.I.C. Publications

National Parks Lesson Focus: Keywords:

You will identify what you know and what you would like to know about National Parks. conservation, refuge, environment, natural heritage, sacred

Australia has many national parks, conservation parks, reserves and refuges, both on land and in the water. These areas are set aside to protect the country’s environment and to provide us with opportunities to see our natural heritage whenever we want.

National Parks are windows into Aboriginal culture and these rare and sacred sites are protected.

r o e t s Bo r e p ok u S All National Parks provide a living example of the native flora and fauna of a part of Australia.

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Each State has many National Parks and there is sure to be one near your school. Over four million people visit National Parks in Australia each year to do a wide range of activities. Many

Question

My answer

(a) Can you name any National Parks in your State?

Further information

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1. What do you know about National Parks? Write your answers to these questions, then add information after discussing the question with your class.

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(e) What is the nearest National Park to your school?

R.I.C. Publications

National Parks

Question

My answer

Further information

(f) What activities do you think people do when they visit National Parks?

(g) What is meant by a sacred or protected site?

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2. Complete this table to show:

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five things you know about National Parks. five things you would like to know about National Parks.

I know

I would like to know

(i)

(ii)

(iii) (iv)

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3. Describe a visit you have made to a National Park or conservation area. If you have never visited one, describe what you would like to do when you visit a National Park.

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Topics for Discussion/Debate 1. All of Australia should be one big National Park. 2. People should be kept away from sacred Aboriginal sites so they are not damaged. National Parks

Additional Activities 1. Arrange for a National Park employee to talk to your class about National Parks. 2. Working with partners or in groups, research to find National Parks that are also Aboriginal heritage sites. Present a report on one of these to the class. 77

Search Engine Keywords www.atn.com.au/parks/parks.htm National Park, park (by name)

R.I.C. Publications

Parks Lesson Focus: Keywords:

You will learn about State and National Parks; their rules, conservation and locations. natural, heritage, reserve

WHAT IS A NATIONAL PARK? A National Park is an area of land that has been put aside as a nature reserve and contains a snapshot of nature at work for all to see and enjoy.

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Australia has one of the largest National Park systems in the world—over 20 million hectares of

land that is preserved forever as a window on our natural heritage. Australian National Parks are

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many and varied—from the mountain ranges of the east coast, to the deserts of Australia, to the

lush forests of the tropics. Each park is special and provides the opportunity for all Australians to

and attract hundreds of thousands of visitors

each year. While in the past the danger to the environment has been from human development

view nature at work in its many ways. In the past 100 years the need for National Parks

(logging, farming), the new danger to the environment is human interest. A park like

has increased greatly. One hundred years ago humans did not have the needs or the

© R. I . C.Pu bl i cat i ons environment under great pressure from traffic, by a lack of machines. Today, with machinery, a p pollution, introduced and • f o r r e v i e w u r po sesanimals onl ydiseases. • This forest can be destroyed in days. Because of this Kakadu can attract over 250 000 visitors in one year. This amount of traffic places the natural

technology of today. They lived off the land but were restricted in the damage they could cause

means that National Parks must be cared for and treated with respect—and most parks have rules

many people have fought hard to preserve natural areas—and creating National Parks is the

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best way. National Parks can not be harmed and are cared for by government departments whose job it is to keep the parks in their natural state.

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Australian National Parks are some of the best in the world. Parks such as the Great Barrier Reef, Kakadu and Uluru are famous around the world

R.I.C. Publications

National Parks

Answer these questions. 1. Explain in your own words the purpose of National Parks.

Why do you think Australia has such a large area of National Parks?

(b)

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Do you think this should be increased? Why?

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2. (a)

3. Why do you think it is necessary to have so many different National Parks? Why not have just one large National Park?

(b)

Explain the greater need for National Parks today than 100 years ago.

Do you think the need will be even greater in 50 more years? Why or why not?

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6. List five rules you think should apply to all National Parks in Australia. (a) (b) (c) (d) (e) National Parks

R.I.C. Publications

There are many different National Parks. For the following types, list what you think are the main attractions/features of each and the things they have in common with each other. Type of Environment

Main Attractions and Features

Common Elements

Desert

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Tourism should be stopped in National Parks to preserve the environment.

Is there an environment in or near your community that is under threat? Write to your council requesting it to be made a park. Be sure to include your reasons why.

National Parks (by name), Australian heritage

2. ‘People are more important than parks.’ R.I.C. Publications

National Parks

National Parks in Your State Lesson Focus: Keywords:

You will learn where National Parks exist in your State and Australia; and the location of some Heritage Sites. information, tourism, location, natural, cultural, undisturbed

Each State and Territory has many National Parks. Each park has its own special features, habitat, flora and fauna and climate. There are so many National Parks in Australia that there is probably one near you.

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Cape Leeuwin Goongarrie John Forrest Purnululu Ningaloo Yanchep

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A selection of National Parks from each State and Territory is listed on the Australian map.

Daintree Lamington Iron Range Mount Hypipamee Eungella Bunya Mountains

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Onkaparinga River Belair Flinders Range Mount Remarkable Lake Eyre Witjira

Kosciuszko Kuringai Chase Bald Rock Blue Mountains Royal Mungo

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Namagi

Mount Buffalo The Grampians Brisbane Ranges Wilsons Promontory Mount Baw Baw Hattah-Kulkyne

South-West Cradle Mountain Maria Island Rocky Cape Hartz Mountains Franklin–Gordon Wild Rivers

National Parks

R.I.C. Publications

Draw a map of your State using the grid. Research to find the location of three parks in your State. Show it in detail on your map. Locate and show the capital city in your State and your town (if not the capital city). Use a key to show the different parks. Research to include the area of each park. area =

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area =

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National Parks

World Heritage Sites World Heritage Sites are special areas within a country that are identified as having great natural and/ or cultural value. Australia has its own World Heritage Sites. These are:

Great Barrier Reef

Kakadu National Park

‘… the world’s most extensive coral reef system providing habitats for many diverse forms of marine life …’

‘… renowned for its great natural beauty and varying landscapes including wetlands and spectacular escarpment …’

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‘… an area of spectacular scenery with rivers, gorges, waterfalls and undisturbed rainforest …’

‘… famous for its marine fauna including large numbers of dugong … noted for its diversity of bird species, amphibians and reptiles …’

Central Eastern Rainforest Reserves

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Queensland Wet Tropics

Uluru–Kata Tjuta National Park

‘… a subtropical and temperate region containing more than 200 rare or threatened plant and animal species…’

‘… known worldwide for its huge, rounded, red sandstone monolith 9.4 kilometres in circumference …’

Heard and McDonald Islands Fraser Island

‘… situated 4 000 kilometres south-west of Australia … containing such wonders as an active volcano and large numbers of penguins and seals …’ Macquarie Island

Willandra Lakes Region

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‘… situated 1 500 kilometres south-east of Tasmania containing many spectacular landforms and home to such animals as elephant seals, albatross and royal penguins …’

‘… semi-arid landscape featuring dried salt lakes and what is believed to be the oldest cremation site in the world at approximately 26 000 years old …’

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Australian Fossil Mammal Sites

‘… Riversleigh site situated in Queensland and Naracoorte site in South Australia …’ Tasmanian Wilderness

‘… covers 1.38 million hectares, contains some of the oldest trees in the world …’ Lord Howe Island Group ‘… a breeding ground for many rare bird species including the endangered wood hen …’

National Parks

R.I.C. Publications

Not all World Heritage Sites are National Parks. However, each has a special place in our natural heritage.

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1. 3.

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13. Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

Why is one area of Australia considered important enough to be a World Heritage Site and others not?

1. Research to identify a National Park in three countries other than Australia. Show on a world map.

National Parks, use names, e.g. Kakadu

R.I.C. Publications

2. Select one Australian National Park near you and research to report its special features. Present your findings to the class. 84

National Parks

Forest Management Lesson Focus:

You will learn how forests require management and how humans are finding alternatives to chopping down native trees. native forest, plantations, clearfelling

Keywords:

Since the beginning of time, wood has been a part of people’s lives. Wood has been used for heating, building, furniture and many other reasons. In past times it has been common for humans to chop down trees growing as part of a forest, because this is where large amounts of timber can be found in one place. It has only been in the past 50 years that people have become aware that chopping down trees causes great damage to the environment and that trees take many years to grow back, if they grow back at all. This is especially true of the process called ‘clearfelling’, where all trees in an area are cut down.

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Two ways Australia is trying to solve this problem are: 1. National Parks—by creating National Parks it means trees in these areas can not be cut down. This will ensure we keep many of our forests alive. To help this, we need to make more forest areas National Parks.

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We have also begun to understand that the world is running out of trees and that soon, as is the case in Australia, there will be very little natural timber left.

2. Plantations—to replace native forest the timber industry is planting quickgrowing plantation trees, and also replanting areas that have been cut down in recent years.

Forests are a very important part of our life and National Parks are a way of managing this important resource.

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1. In what ways have humans used timber?

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2. What timber products do you use:

3. Why is logging in native forests the most common method of obtaining timber?

(a) at home?

(b) in your classroom?

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4. Why do you think it has only been in the past 50 years people have begun to take care of forests?

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6. What effects do you think chopping down trees has on the environment?

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5. Describe two ways Australia is trying to protect its forests.

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7. What do you think would happen if we stopped all logging of trees in Australia?

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8. Describe your school environment and where trees are found. Where do you think there could be more trees planted? Explain your reasons.

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. All logging should be stopped in Australia.

Research in newspapers and through environmental groups to locate areas where there is debate on the logging of forests. Present your information to the class. Be sure to present both sides of the debate.

trees, logging, timber, environment

2. People need homes and you can always replant trees.

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National Parks

Kakadu Lesson Focus: Keywords:

You will learn about one of Australia’s most famous National Parks—Kakadu. Kakadu, Northern Territory, billabong settlers. The introduction of tobacco, alcohol and foreign plants and animals, has meant great changes to the Aboriginal culture and tradition. In recent years, steps have been taken to allow the Aboriginal people the opportunity to move back to their traditional culture and to manage their own resources; however, it will be a long process.

Kakadu is the largest land-based National Park in Australia and one of the most famous. Kakadu is one of the most fascinating wildlife and cultural reserves found anywhere in the world.

Location and size

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Located in the far north of the Northern Territory, Kakadu covers 20 000 square kilometres and spreads 210 kilometres from the Kakadu coast to the Arnhem Land plateau. In previous times, Kakadu was part of a shallow sea, but is now a vibrant Northern land of different seasons, each Territory bringing its own spectacular characteristics.

People

Kakadu is home to the longest, continuing human culture in the world. Aboriginal people have lived in the Kakadu region for more than 40 000 years. The word ‘Kakadu’ comes from the traditional name of the Gagudju people, who are one of the main groups of Aboriginal people in the area.

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After surviving as a culture for more than 40 000 years, the Aboriginal people have suffered massive change since the arrival of European

Wildlife at Kakadu

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Kakadu is a wildlife wonderland. The variety of plants and animals is very large and it is this variety that attracts thousands of tourists to Kakadu each year. This table shows the approximate numbers of animal and plant types in Kakadu. Mammals

Birds

120

Reptiles

Freshwater Fish

Plants

Insects

280

10 000

1 200

Frogs

One of the most famous animals of the Kakadu is the Australian saltwater crocodile, which is capable of killing humans and large animals. Research to find two examples of each of the above animal and plant categories. Make a class chart. National Parks

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The Kakadu Seasons In the north of Australia people talk about only two seasons in one year—the dry and the wet. The Aboriginal people of Kakadu, who have always relied on the environment for their survival, have a completely different set of seasons from any other part of the world. Their year and the way they live is divided into six seasons.

Gudjewg (January, February)

Is a time of massive rainfall and great heat and humidity. Plant and animal life is very active.

Banggereng (March)

The rain is slowing, but strong wind storms can flatten the long grass. Plants are in fruit and many animals have young to care for.

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A season of calm winds and morning mists. Waterlilies cover billabongs across Kakadu. Traditionally, the Aboriginal people burn the bush to encourage new growth and reduce the danger of fire later in the year.

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Yegge (April, May)

Wurrgeng (June, July)

Is the cold time in the Kakadu (30°C). The land is drying out very quickly. Birds and animals move closer to billabongs as the water disappears.

Gurrung (August, September)

Is a windless and hot time. Time to hunt snakes and turtles. Clouds begin to form in preparation for the coming wet time.

Gunumeleng (October, November, Is the period before the heavy rains of Gudjewg. Clouds form and there is afternoon rain which begins to clean the December) billabongs and streams. People move from the low areas to higher ground to shelter from the rain and storms of Gudjewg.

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Traditional life in Kakadu was very much ruled by the six seasons. The food that was eaten, the type of shelter, the location of camp and all parts of life were controlled by the weather.

1. On this map locate and draw Kakadu. Label the map with the size of Kakadu.

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2. What is so special about the Aboriginal people of Kakadu?

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4. Which group of Aboriginal people provided the name Kakadu?

5. Do you think the list of plant and animal species is accurate? Explain your reasons.

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3. How has the arrival of the Europeans in Australia affected the Aboriginal people of Kakadu?

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Kakadu National Park

1. 2. 3.

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7. Why do you think the South Alligator River would have been named so when the animals were actually crocodiles?

8. What time of the year would you like to visit Kakadu?

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Explain your reason.

Make up a name for each of the six seasons using standard English. Draw pictures in the spaces that show how the countryside would look during that season, and complete the table of months. Season: Gudjewg Your Name:

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Calendar Months:

Season: Banggereng Your Name:

Calendar Months:

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Season: Yegge Yegge Season: Your Name: Name: Your Calendar Months: Months: Calendar

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Season: Wurrgeng Your Name: Calendar Months:

Season: Gurrung

Calendar Months:

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Your Name:

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Season: Gunumeleng

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Your Name:

Kakadu is a unique National Park. What problems do you think there might be for the Aboriginal people and the rangers who manage this large area? Explain how you think each problem could be solved. Problem

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Solution

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Kakadu is such an important historic and environmental area, it should be off-limits to visitors.

1. Watch a video about Kakadu National Park. Discuss its features.

Kakadu, National Parks, Aboriginal heritage, Northern Territory

2. Saltwater crocodiles should be removed from Kakadu because human safety comes first.

2. Write to students in a school in the Northern Territory to find out more.

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Park Study Lesson Focus: Keywords:

You will make a study of a National Park, refuge, local reserve or local park. conservation, management, responsible, wildlife

Identify a conservation area near your school or close enough to visit for a day. Use this plan to complete a case study of the area.

Name: Location:

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Description:

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Management Who is responsible for managing the area?

Climate Describe the climate of the area. Summer:

Autumn:

Spring:

Wildlife

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Describe the plants of the area. Draw some pictures to help your description.

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Winter:

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Describe the animals of the area. Include any information on animals that may have lived here in the past. Use pictures and drawings to help you. Mammals:

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Insects:

Reptiles:

Fish:

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Frogs:

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Birds:

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Humans 1. Do Aboriginal people live in the area? Research to find the history of who has lived here.

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Problems

1. What are the main problems that face the area? What solutions can you suggest?

Problem

Solution

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2. How do people use the area today?

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Solution

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2. How could the area be more protected?

Topics for Discussion/Debate

Additional Activities

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How could the park you have studied be improved to create greater awareness of the need for conservation?

1. Survey your class members to find out the most appealing aspects of the park studied.

National Parks Australia, refuges, wildlife, Australian Heritage Sites

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2. Create an ‘advertising brochure’ describing the highlights of the park. See page 28 for ideas. 95

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Rules Lesson Focus: Keywords:

You will learn about rules that are used in National Parks and why these rules exist. rules, important

Wherever there are groups of people there is a need for rules. Families have rules, schools have rules, classrooms have rules. National Parks also need to have rules.

Rules are needed in National Parks to ensure all aspects of the park are protected. Brainstorm the areas of the park that need protecting and then write four rules to ensure that protection.

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Areas of the park

Rule

Reason

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Reason

National Parks

National Parks and reserves are created to protect areas of conservation and beauty. Their main purpose is to preserve natural and cultural features so the public can view and enjoy them. To do this effectively rules are required. This is a list of rules that would apply in most National Parks and conservation reserves. 1. Dogs, cats and pets are not allowed. 2. All plants and animals are protected and should not be disturbed or removed. 3. Vehicles are permitted only on designated roads. 4. Firearms are prohibited. 5. Fires are allowed only in fireplaces provided. Fires are not permitted during fire bans.

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6. If the National Park or reserve is in a remote area always: – advise someone before you go. – take sufficient food and water.

– take appropriate clothing for the climate. 7. Camp only in permitted camp sites.

8. Take all rubbish out of the park or place it in bins provided. 9. Do not feed the animals.

10. Do not pick wildflowers.

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– take medical supplies.

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Select three rules from this list and explain why you think this rule is important in maintaining the quality of National Parks and reserves.

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Rule 1

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Rule 2

Rule 3

Rule 4

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Describe how the rules on the previous page for National Parks may change or be added to in these situations. List any extra rules you would add. 1. Great Barrier Reef National Park

Extra rules:

Any changes:

2. Mount Kosciuszko

Extra rules:

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Any changes:

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Arguments for:

Arguments against:

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I conclude …

Topics for Discussion/Debate 1. There shouldn’t be any rules— everyone should be responsible for themselves. 2. Don’t let anyone visit National Parks—then we won’t need rules. R.I.C. Publications

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Search Engine Keywords

Use the Internet to find what rules are set for parks in different parts of the world.

National Parks rules, parks (by name), e.g. Yellowstone rules

National Parks

Who’s Responsible? Lesson Focus: Keywords:

You will learn more about National Parks in your State. government, organisation

Each State and Territory has a government department that is responsible for National Parks. The following are the Internet addresses of each organisation. http://www.nt.gov.au/paw/

NSW

http://www.npws.nsw.gov.au

Vic.

http://www.parkweb.vic.gov.au/

http://www.dehaa.sa.gov.au

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http://www.calm.wa.gov.au

Qld.

http://www.env.qld.gov.au

ACT

http://www.act.gov.au/environ/

Tas.

http://www.parks.tas.gov.au

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©identifies R. I . C.Publ i cat i ons the National Parks in your State (ii)r encourages to u visitr National Parks •f o r evi epeople wp pos esonl y•

Go to the site of your State or Territory organisation and use it to prepare a poster that: (i)

(iv)

outlines the rules of the park

(v)

states the best time to visit

(vi)

outlines the activities allowed in the park

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makes people aware of the organisation and its web page

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Plan your poster in the space below. Develop an A4 version on the next page and then create your full size poster.

Colour: Slogan:

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Text: Artwork to be included: Textures:

National State andParks National Parks

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POSTER PLAN

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