Torres Strait Islander conservation
About this module
This resource gives teachers flexibility. Introductory and concluding activities are provided to focus students on the broad concepts explored in Year 10 Geography.
The highlight of the resource is the selection of sources from the National Library of Australia's collection.
The key source introduces a theme. The student activities that support the sources cater for a variety of classroom contexts and learning styles. Teachers can explore the entire theme, or choose specific items to meet their teaching and learning objectives.
Introductory activities
This activity aims to provide cultural and geographical context for students before they explore sources from the National Library's collection.
Begin by asking students if they have heard of the Torres Strait Islands. You might use well known Torres Strait Islanders or nationally celebrated events as stimulus. Some examples include:
- Patty Mills (NBA)
- Sam Thaiday (NRL)
- Christine Anu (Musician)
- Seaman Dan (Musician)
- Mills Sisters (Musicians)
- Alick Tipoti (Artist)
- NAIDOC (National Aboriginal and Islander Day of Celebration)
Further the discussion on the geographical location of the Torres Strait region.
To help with this discussion you may wish to provide a map of Australia.You can use the map below, or refer to one on the Torres Strait Regional Authority Website. All islands named on this map are inhabited, with population varying between 200 – 500 permanent residents.
Bring to students attention that the Torres Strait is the most northerly area of Australia and that it marks Australia’s only border with another nation - Papua New Guinea.
It may also be appropriate at this stage to introduce contemporary photographs of the region so students have an understanding of the tropical environment and land features in the Torres Strait, whether it is similar or different to your local area. Ensure that the ocean is visually emphasised as a major resource for food/economy.
Theme activities
Digital Classroom: Torres Strait Islander pearling and sustainability
Introduce the concept of caught and sold products by asking students to form small groups and identify three products they believe can be caught and sold today. Provide the groups with the below National Library historical images of pearling in the Torres Strait.
British Manufacture, Pearling boats, Thursday Island, [ca. 1918], nla.gov.au/nla.obj-148875027
British Manufacture, Pearling boats, Thursday Island, [ca. 1918], nla.gov.au/nla.obj-148875027
(1899), [Thursday Island pearl shellers, Queensland], nla.gov.au/nla.obj-149656819
(1899), [Thursday Island pearl shellers, Queensland], nla.gov.au/nla.obj-149656819
C. M. Yonge, Pearl diver ready to descend into the water, Thursday Island, Queensland, ca. 1928, nla.gov.au/nla.obj-145078475
C. M. Yonge, Pearl diver ready to descend into the water, Thursday Island, Queensland, ca. 1928, nla.gov.au/nla.obj-145078475
Edwin Augustus Porcher, Pacific Ocean, a native canoe meeting strangers off the Murray Islands, nla.gov.au/nla.obj-135130151
Edwin Augustus Porcher, Pacific Ocean, a native canoe meeting strangers off the Murray Islands, nla.gov.au/nla.obj-135130151
C. M. Yonge, Murray Island cutter at Badu Island, Queensland, ca. 1928, nla.gov.au/nla.obj-145054763
C. M. Yonge, Murray Island cutter at Badu Island, Queensland, ca. 1928, nla.gov.au/nla.obj-145054763
The pearling industry was a significant historical activity for the Torres Strait region and for much of Northern Australia.
Beginning well before European settlement, it continued as a major industry until the middle of the twentieth century.
Pearling in the Torres Strait region involved Torres Strait Islanders or foreigners who arrived as part of the 'pearling rush' including Malay, Japanese, Samoan, Niuean, and Rotuman workers who dived for non-Torres Strait owned companies.
The process involved divers taking pearls at the sea floor and returning to a boat where the pearl was dumped. The main objective of using pearls was to make buttons. The pearl shell would be split to reveal two pearl plates that were sorted, polished and to cut. Holes were then added for the new buttons to be attached to clothing.
Explore the images using the following questions:
- Can you identify pearls in these images? What can they be used for?
- What do you think the roles of Torres Strait Islanders were at this time?
- Consider the position of Torres Strait Islanders in the marine industry during this time period. Were they able to practice a cultural method of traditional marine management?
After students have identified pearls you may provide the following photographs of the cut pearl shells and pearl buttons.
Frank Hurley, [Cut shell] showing the method of cutting shells commercially, 1921, nla.gov.au/nla.obj-149364077
Frank Hurley, [Cut shell] showing the method of cutting shells commercially, 1921, nla.gov.au/nla.obj-149364077
Frank Hurley, [Cut shell] showing the method of cutting shells commercially, 1921, nla.gov.au/nla.obj-149364077
Frank Hurley, [Cut shell] showing the method of cutting shells commercially, 1921, nla.gov.au/nla.obj-149364077
Discuss 'button pearls' and the economic benefits they have for the Torres Strait region taking into consideration its remote geographical location.
Ask students to consider the end of the pearling industry in the Torres Strait. What benefits might this have had to Torres Strait Islander people regarding environmental management.
Introduce the below National Library photograph of three Aboriginal men with their catch of a Dugong, Turtle and Shark. Explore the image using the following questions:
- Ask students what the purpose of their catch is (it is primarily a food source).
- How this is different from pearling?
R. A. Bourne, Three Aboriginal men with their catch of a dugong, turtle and shark, Broome, Western Australia, ca. 1926, nla.gov.au/nla.obj-138407882
R. A. Bourne, Three Aboriginal men with their catch of a dugong, turtle and shark, Broome, Western Australia, ca. 1926, nla.gov.au/nla.obj-138407882
Current Environmental Management plans for the Torres Strait region ensure a sustainable level of Dugong and Turtle.
Dugong and Turtle are a culturally significant and primary food source for Torres Strait Islander people in the region.
In recent years management plans that aligned with cultural practices were put in place to ensure a sustainable amount of wildlife remains available. Further details about such practices can be found on Protected Zone Joint Authority (PZJA) website.
Ask the student groups to list or use mind maps to identify reasons for implementing management plans in the idea of continuing food sources. You may also wish to provide students a print out or use a smart screen of the Protected Zone Joint Authority (PZJA) website regarding Torres Strait Island region management plans. The website has the appropriate material to aid students in providing the appropriate answers and enable discussion around Turtle and Dugong management in the Torres Strait.
Conclude by asking a student from each group to provide a summary of the importance of Dugong and Turtle management in the Torres Strait region. At your discretion you can allow students to further discuss why commercial industries such as pearling in that time period that didn’t have a management plan can negatively affect the local environment disparate from Aboriginal and Torres Strait Islander management plans then and continued today for continuing sustainability.
Concluding activities
Our Torres Strait Islands collection research guide introduces the Libray's holdings relating to the Torres Strait and highlights more material that is relevant to this time period.
You may also wish to explore the Trove list: Torres Strait Islander pearling and traditional land management practices, which contains photographs, newspaper articles and published works related to this Digital Classroom module.
Curriculum links
This resource has been developed with specific reference to a content description for Year 10 students in the Australian Curriculum: Humanities and Social Sciences:
- The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
The resource also has relevance to the History strand, the General Capability of Intercultural Understanding, and the Cross-curriculum priorities of Aboriginal and Torres Strait Islander Histories and Cultures and Sustainability.
More to learn and do
Kathy Weeden reading her book Phonobet, illustrated by Kim Drane and published by NLA Publishing, at Enlighten at the Library 2024
