Unit 02 Activities  
1 Then and Now 6 Mapping and Graphing
2 What Happened When? 7 Discussing Issues
3 How We Use the World
Heritage Area		 8 Dear Editor
4 Rainforest Aboriginal Food Resources 9 Past-Present-Future Views
5 Creative Drama Performance 10 Your Opinion in a Written Discussion

Activity 1: Then and Now

Focus
Changes in population, land use, technology, lifestyle, globalisation, social attitudes and greater understanding of the significance of tropical rainforests have impacted on how we view the Wet Tropics World Heritage Area.

Background
The listing of the Wet Tropics as a World Heritage Area in 1988 resulted in profound change for many residents and towns in northern Queensland. Some people supported the listing while others strongly opposed it. The importance of the timber industry dramatically decreased while the nature-based tourism industry expanded. The Living with World Heritage Brochure and the short video interview What do you think about World Heritage listing? are useful resources.

What do you think about World Heritage listing?

Pedagogy/teaching strategies
• Assign the following jobs to group workers: director, recorder, reporter, researcher, layout designer.
• Brainstorm lifestyle advantages and disadvantages of living near the World Heritage Area.
• Infer classification of brainstorm responses by using the 1-2-4 Strategy.

Activity sequence
1. Brainstorm positive and negative.htmlects of lifestyle associated with living near the World Heritage Area today. Students refer to the following
media files to gather information on the issues surrounding the listing.

World Heritage Listing
No Listing 8 No Listing 22 Tourism 1
No Listing 9 Editorial 2 Tourism 2
No Listing 12 Pro List 1 Aboriginal News 4
No Listing 19 Pro List 8 Grazing Ban
No Listing 21   10 years

Teacher groups responses into common themes such as tourism, lifestyle, appreciation of wildlife, Aboriginal culture, jobs, identity and regulations.
2. Use the 1-2-4 Strategy to classify and group responses around themes. Discuss the validity of the students’ methods of grouping.
3. Give each group a theme or group of responses to show a then-now change in lifestyle and attitudes before and after World Heritage listing. Each selects images from the Image Library (then click on the Photos icon) to illustrate.htmlects of people’s lives have changed since the listing.
4. Layout designer produces a poster.
5. Each group’s reporter presents the montage to the class providing a description and relevance of each image.

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