Teaching Sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Community clues

20 minutes

Find Out: Custodian-led cultural heritage

25 minutes

Take Action: Quilt of collaboration

5 minutes

Reflection

Learning intentions

Students will:

learn from Traditional Custodian groups working to identify, protect and record cultural heritage sites.

Success criteria

Students can:

outline the importance of Custodian-led cultural heritage in Australia
create a visual representation of community collaboration.

Tune In: Community clues

Step 1

Pose the following questions to students:

Have you ever helped a friend solve a mystery or problem?
How did you do it together?

Invite students to share their responses to the class.

Step 2

Explain to students that they will learn about community-led research in this lesson. Community-led research is like helping a friend solve a mystery, as communities work with experts (such as archaeologists) to learn about their history, culture and environment. Outline to students that this means that the people who live in the community can ask the questions, guide the research and work together to find solutions.

Step 3

Watch the video as a class. Ask students to pay attention to how the community members are involved and how they work together with the Everick Foundation archaeologists.

Learning On Country: 1 Minute Heritage - (vimeo.com/1030961845?share=copy#t=0)

Step 4

Divide students into small groups and provide each group with some sticky notes. On the sticky note, ask students to write down two or three things they noticed about how the community worked with archaeologists in the video. Encourage them to think about:

Who was asking the questions?
Who was sharing knowledge?
What role did the archaeologists play?

Step 5

Invite each group to share one of their notes with the class. Highlight how the community members feel about participating and how the archaeologists help to use their professional knowledge to preserve culture.

Find Out: Custodian-led cultural heritage

Step 1

Introduce the Everick Foundation to students by explaining that it is a charity that helps preserve traditional knowledge and connection to the Country for First Nations peoples and their communities by using archaeology as a tool for learning, storytelling, and promoting shared understandings between First Nations peoples and non-Indigenous peoples. Outline to students that the Everick Foundation work across four priority areas:

Self-determination
Research
Education
Storytelling

They invest in projects that connect tangible and intangible First Nations cultural heritage. To learn more about this with your students, read this factsheet that outlines tangible and intangible cultural heritage.

Step 2

Next, watch the following videos to learn about the case studies of Traditional Custodian groups actively working with the Everick Foundation to identify, protect, and record cultural heritage on their traditional lands.

Video 1: Butchella Water Stories - (vimeo.com/1030962521?share=copy#t=0)

The Butchulla Water Stories project emphasises the importance of prioritising land and water management in response to environmental challenges, particularly following the catastrophic bushfires in 2020. It highlights the need for a water management plan to identify sustainable water sources, particularly during emergencies, and the significance of cultural mapping to preserve both tangible and intangible cultural values for future generations. The video also highlights the interconnectedness of waterway health with the survival of local flora and fauna, reinforcing the principle that what benefits the land must come first.

Video 2: Riversleigh Fossil Dreaming - (vimeo.com/1030963238?share=copy)

The Riversleigh Fossil Dreaming project is about the cultural significance of the Riversleigh fossil site to the Waanyi people. It looks at integrating First Nations knowledge in conservation efforts, the importance of preserving cultural heritage, and collaborative approaches to land management. The video emphasises the need for respectful engagement with the Waanyi community. It highlights ongoing projects to promote awareness and education about the site's ecological and cultural values and foster partnerships honouring scientific and First Nations perspectives.

Video 3: Cultural Heritage Training with YUP Rangers - (vimeo.com/1030964062?share=copy#t=0)

The cultural heritage training program involving Yuggera Ugarapul People (YUP) rangers emphasises the importance of hands-on learning and cultural knowledge. It aims to foster their enthusiasm for discovering artefacts and empower local First Nations communities by equipping them with skills to effectively manage and protect their cultural heritage and land. The video also highlights the collaborative support from Traditional Custodians and organisations, aiming for sustainable ranger jobs and long-term cultural preservation.

Step 3

After watching the videos, direct students to the Student Worksheet to reflect on the custodian-led cultural heritage case studies.

Learning extension: Students research on the Internet and write a brief summary for each project explaining the archaeological technologies used in it.

Take Action: Quilt of collaboration

Step 1

Explain to students that a quilt is a collection of smaller pieces that come together to form a larger, unified artwork. Each piece of fabric tells part of a story, but the full quilt represents the strength of collaboration.

Your students’ task is to create a class ‘quilt’, where each piece will highlight why the role of community collaboration in preserving heritage is important. Communities such as those covered in the lesson work with experts to preserve their traditions and cultural sites, and collaboration, mutual respect, and shared learning are important parts of their journey.

Step 2

Provide students with the following materials:

Square sheets of paper (approximately 15cm x 15cm each)
Markers, coloured pencils and crayons
Scissors
Glue
Optional decorative materials (yarn, leaves, small natural objects)

Each student is responsible for designing their own square and can choose a theme from the list below that represents important parts of cultural heritage:

Ceremonial practices
Connection to Country and waterways
Cultural sites and sacred spaces
Healing and wellbeing
Language and songlines
Native plants and animals
Sustainable practices and resource use
Storytelling and oral traditions
Knowledge and skills
Land management practices

Students can write the theme on their squares and draw images that represent their chosen theme. For example, a student may draw a river to symbolise water management or hand-hold a plant to represent land management practices.

It is important to note that students should not draw or recreate Aboriginal symbols, patterns, or art, as this is a form of cultural appropriation. If this occurs, respectfully explain to students why it is not appropriate and brainstorm other ways in which students can represent their chosen theme.

Step 3

Next, students work on designing their squares.

Once all the squares are complete, invite students to arrange them on a large paper or display board to form a larger ‘quilt’. Glue each square in place, ensuring all pieces fit together neatly to symbolise unity and collaboration of different ideas and efforts.

Step 4

Display the completed quilt in the classroom. Ask a few students to share their squares and how they expressed the importance of collaboration and cultural heritage practices.

Learning extension: Have students take pictures of their individual squares and arrange them in a digital collage to share on a school website or social media. This will showcase their learning and spread awareness about cultural heritage and community efforts.

Reflection

Ask students to share what they’ve learnt about the role of communities in preserving heritage. Emphasise how different contributions create strong and meaningful connections for culture and community, just like their quilt.

Culture and Collaboration

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Summary

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