Investigating Heritage

How and why have Australians sought to preserve their natural and built heritage?

Susannah Place and Kelly’s Bush are linked to investigations focusing on heritage and environmental issues in Australian communities.

• Examine the images and text information relating to Susannah Place and Kelly’s Bush. What can the buildings, artefacts, landforms and vegetation tell us about the past? Look for evidence of technology, commerce, housing, townships and environment.
• Consider the recollections of those involved in the green bans. What did environmental activism in the 1970s represent to communities threatened by redevelopment? How did people decide what was worth preserving? What attitudes and values come through in the accounts of participants? Do you recognise any attitudes or assumptions that are evident in current heritage and environmental debates?
  History M5.12
• Consider the perspectives presented on the green-bans – what the movement stood for, the processes involved, the effectiveness of alliances, peoples recollections of the way actions were organised and evolved. What can these oral accounts tell us about the role of memory in reconstructing the past?
• Discuss the strengths and weaknesses of oral histories and testimonies. What other sources would you access to gain a fuller picture of the green-bans period?
  History M5.17
• What can Kelly’s Bush and Susannah Place tell us about the experience of social change and environmental activism in Australia communities?

Investigating Heritage and Citizenship

• Examine local newspapers and community newsletters (environmental group, local historical society, National Trust committee) for a current action in your locality aimed at saving part of the natural or built environment.
• Identify the key players in the discussion/debate and the main arguments being put forward.
• Access newspaper articles in the local media and local studies collection of your community library. Can you identify any links between the current issue and past discussions and actions in your community? What can you say about the way community members have viewed development in your locality over time?
• Consider the opposing arguments of key players in the issue under investigation. What are the main arguments for and against development?
• Invite individuals or group representatives to the school to present their position on the issue. What strategies for advocacy and action are they using? How have they interacted and worked with other community members over the issue? What are their predictions about future discussions and actions?
  Values and Attitudes — develops an appreciation of environments and a sense of responsibilty for their future
• Analyse the way issues are managed and strategic positions are developed in local area politics.
• Reflect on the opportunities for youth to participate in actions at the local government level. What strategies would you utilise to ensure young people had a voice in community decisions that impact on the environment and/or local heritage?

Extension

• Prepare a class response to the proposals for action put forward. This could be published in the local media and copies sent to local government representatives. How do the views of your group differ from those of key players? In what ways are your ideas similar?