Teaching Sequence

Work through this resource material in the following sequence:

10 minutes	Part A: Respecting the environment
15 minutes	Part B: Understanding connection to Country
30 minutes	Part C: Create a Kanyini art piece
05 minutes	Reflection

Part A: Respecting the environment

Step 1.

Discuss:

Do humans respect the environment?

Students can have a range of responses to this thought-starter. They might point to examples of many animal species going extinct due to hunting or environmental damage by humans, and the deforestation occurring all around the world.

However, there is plenty of evidence to balance out this point of view, such as humans' efforts to recycle.

Step 2.

Let's dig a little deeper on this discussion.

Do humans prioritise respect for the environment above all else? Or do we value something else more (such as profit, urbanisation, or a comfortable lifestyle)?

Lead students to reflect on the fact that the environment is just one factor in human decision making, and it is often not always the most important factor.

For example, in 2020, Rio Tinto was given permission to destroy a 46,000-year-old Aboriginal site in WA to expand an iron ore mine. Rio Tinto received ministerial consent to destroy or damage the site under WA’s outdated Aboriginal heritage laws, which were drafted in 1972 to favour mining proponents.

Part B: Understanding connection to Country

Step 1.

The Land is significant to Australia's First Nations peoples.

Watch:

The Land Owns Us (https://www.youtube.com/watch?v=w0sWIVR1hXw)

Step 2.

In 2013 an upgrade to the Western Highway between Ballarat and Stawell in Victoria was announced. This upgrade included adding an extra lane in each direction between Burrumbeet and Stawell.

A 12.5km section of the upgrade, from Buangor to Ararat, will see over 3000 trees cut down with around 200 of them holding importance to the Djap Wurrung community, the stretch of road being updated and the area that surrounds it lies on sacred women’s land on Djap Wurrung country. One of these trees is an 800 year old birthing tree that has seen over 50 generations born inside of a hollow in her trunk. There is also a 350 year old directions tree that has been shaped and resembles a Woman.

Step 3.

Watch:

Sacred trees VS a freeway bypass: The fight for Indigenous land (https://www.youtube.com/watch?v=vOJJqUyRaLA)

Step 4.

Discuss this video.

There are many deaths on this stretch of highway, which is why VicRoads wants to upgrade it. However, does the safety of people, and the more efficient transport of cars, trump these trees which are sacred to the Djap Wurrung people? Do you agree with the resident interviewed who said "They were here before we were, the trees were here before we were, and I think cars should be second and third, not first."
Alternatives were proposed to the planned route of the highway, but have been dismissed. Do students think they should reconsider, given the importance of the trees to the local Djap Wurrung people, even if it is not as good of a solution as the current route?

Part C: Create a Kanyini art piece

Step 1.

Ask students to reflect on our treatment of nature. You might like to create a vocabulary wall, contrasting how we currently feel and act, and how we might think we should act.

Do we treasure and appreciate nature? Or is it something that is inconvenient, getting in the way of buildings and roads?

Do students believe they ‘live Kanyini’, as Bob Randall said, which means responsibility and unconditional love for all of creation?

Step 2.

What might Kanyini actually look like? Do students believe we can live in harmony with nature?

Is it possible to live the way we currently live while taking our responsibility for caring for the land seriously?

Step 3.

Independently, students are going to create an artwork. It can be in whatever medium they choose.

The artwork should respond to the prompt 'Kanyini'.

The artwork should focus on the consequences of urbanisation and how it can positively or negatively affect environmental quality, through things like climate change.

The artwork should make a statement about the way we currently treat the land. Students might like to contrast the huge mines, the burning of coal, the deforestation, and the building of lots of roads and dwellings, with how we might better respect and look after the land in a responsible way. What would this look like? What colours would be prevalent in both approaches?

The artwork should convince audiences to rethink their approach to how our way of being and living, and our attitudes, impact our ability to care for the environment.

Reflection

Ask students to reflect on whether the building of new highways, or the blowing up of sacred sights, are actions that reflect respect for nature, and Kanyini. Or are these actions driven by something else?

Would the concept of Kanyini help us reach the goal of reducing our carbon emissions and combating climate change? How?

Teacher reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

IPCC - Can nature and urbanisation co-exist?

Go to

Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

In this lesson