AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 1: Introducing World Heritage
Objectives:
To impart an understanding of:
• What World Heritage is
• What and where the places are
• A sense of the importance of Australia’s role.
Topics covered:
• What does World Heritage mean?
• Why World Heritage?
• What is the value?
Curriculum focus:
Time requirement:
Humanities
1 x 50 minutes
Activities:
Tuning in (use the following as prompting questions or foci as necessary, depending on
students’ knowledge)
 Initiate a discussion around students’ prior knowledge of World Heritage Places in
Australia or overseas. Ask students to explain what they know and if they have
visited any World Heritage Places. (If not, suggest a high profile place such as the
Great Barrier Reef or Kakadu National Park).

What is the meaning of the word ‘Heritage’?
Heritage’ n. 1. That which comes or belongs to one by reason of birth; an inherited
lot or portion. 2. The culture, traditions and national assets preserved from one
generation to another. (Macquarie Dictionary)

Mission Statement Heritage: A gift from the past to the future.

How does this inform our understanding of what World Heritage means?

Ask students to think about other places in Australia they know which may be World
Heritage listed.

Think pair share. What gives these places their special value? Report back to the
class.

On what grounds may a place be deemed World Heritage? Introduce students to the
notion of cultural and natural classification for World Heritage places (some are
mixed).

Ask for examples of natural and cultural significance.

There are 17 Australian World Heritage Places. In pairs, try and guess what they are.

Homework or continued class work leading into lesson 2:
Think of a world without methods in place to protect places. What would be some of
the problems?
1
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 2: Benefits and Challenges of World Heritage
Objectives:
To impart an understanding of:
• What World Heritage is
• What Australia’s World Heritage Places are
• The importance of Australia’s role
Topics covered:
• The importance of World Heritage
• Benefits and Challenges
• Getting to know the places
Curriculum focus:
Time requirement:
Humanities
1 x 50 minutes
Activities:
Following on from the tuning in activities of lesson 1, revisit some of the ideas discussed.
 Homework/class work question from lesson 1

Think of a world without methods to protect places. What would be some of the
problems? Share responses.

In pairs/threes ask students to do a PMI (Plus, Minus, Interesting), a mind map, Venn
diagram or brainstorm for the benefits and challenges of World Heritage.

Share with the class. Introduce notions of ‘heritage’ as what we leave behind and
the importance of preserving it. Examine the challenges in determining which places
are the most worthy and the costs associated with maintaining them.

Give students the Australian World Heritage Places worksheet (ideally in A3 size).
Ask them to complete as much as they can, identifying whether these places are
natural, cultural or mixed and what some of the potential threats are. Students to
leave room for research in the grid.
2: Benefits and Challenges
2
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 2: Benefits and Challenges of World Heritage
Worksheet
Australian World
Heritage Places
Natural
Cultural Mixed
Reasons for World Heritage List: Significance, Threats, Other
Uluru Kata-Tjuta National
Park (1987, extended in
1994)
Willandra Lakes Region
(1981)
Sydney Opera House
(2007)
Wet Tropics of
Queensland (1988)
Tasmanian Wilderness
(1982, extended in 1989)
Macquarie Island (1997)
Kakadu National Park
(1981, extended in 1987
and 1992)
Australian Fossil Mammal
Sites (Riversleigh /
Naracoorte) (1994)
Purnululu National Park
(2003)
Gondwana Rainforests of
Australia (1986, extended
in 1994)
Shark Bay, Western
Australia (1991)
3
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Royal Exhibition Building
and Carlton Gardens
(2004)
Fraser Island (1992)
Lord Howe Island Group
(1982)
Heard and McDonald
Islands (1997)
Greater Blue Mountains
Area (2000)
Great Barrier Reef (1981)
Each of Australia’s 17 World Heritage Places are also on Australia’s national Heritage List.
Lessons 3 and 4: World Heritage
Convention
4
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lessons 3 and 4: World Heritage Convention
Objectives:
Introduce students to the background of Australia’s implementation of the World
Heritage Convention.
Topics covered:
• What is the World Heritage Convention?
• The background of Australia’s implementation of the World Heritage Convention
• Finding information on a website
• Evaluating a website
Curriculum focus:
Time requirement:
Humanities/ICT/English
2 x 50 minutes
Activities:

Direct students to:
www.environment.gov.au/heritage/about/world/convention.html

Students may be required to access other websites in order to answer some of the
questions. Teachers should be familiar with this website and the UNESCO website.

Ask students to answer the questions on the attached worksheet.

Students should use full sentences (no dot points) and answer in their own words
where possible.

This activity aims to develop students’ skills in information finding.

Once students have answered the questions, go through them as a class.

Students’ responses to being a ‘critical friend’ will help inform their decisions when
creating a website for the Australian World Heritage Website Competition.
5
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lessons 3 and 4: World Heritage Convention
Worksheet
Learning about World Heritage Convention
Access the following website as a starting point
www.environment.gov.au/heritage/about/world/convention.html
Answer these questions in full sentences, using your own words. Remember, using someone
else’s words without referencing or acknowledgement is plagiarism!
Hint: Look for the key words that come up in the questions, try and find them in the text and
take note of the headings used in order to locate the information.
1. What is UNESCO? What is its website address?
2. Explain Australia’s role in the World Heritage Convention.
3. List all the participating nations, and three roles and responsibilities of these
nations.
4. What is the committee? Is Australia a part of this committee? What are some of the
roles of this committee?
5. How many Australian World Heritage Places are there? What kind are they (e.g.
natural)?
6. Compare the number of Australian places to those of other countries. Express this
information as a percentage and draw a graph showing the distribution of places per
continent.
7. Can you find out whether a particular place was removed from the list and why?
8. What is the World Heritage ‘in danger’ list? How is this different from the standard
World Heritage list?
9. Give two examples of potential places in Australia that could in the future be
deemed ‘in danger’ if we don’t act.
Is it too late for any places? (Think about Australia’s recent natural disasters).
10. What is the importance of the World Heritage Fund? Who contributes?
Being a critical friend
Evaluate the websites you have used to answer these questions, giving them a score out of
ten. List any improvements you think could be made.

Was the language easy to understand?

Was the font readable and an appropriate size?

Could you navigate around the site easily?

Was all the information up-to-date?

Was it interactive?

Could you find the information easily? Were headings used effectively?
6
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8

Was it interesting to look at?

Were there interesting, clear and appropriate diagrams, illustrations and pictures?

Did all the internal and external links work?

Were there any spelling or grammatical errors?
Homework: Using the information you have gathered, make a list of dos and don’ts for a
website.
L
7
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lessons 5 and 6: Mapping
Objectives:
Become familiar with Australia’s natural, cultural and mixed World Heritage Places
and also those on the tentative list.
Topics covered:
Locations of World Heritage Places in Australia.
Curriculum focus:
Time requirement:
Geography
2 x 50 minutes
Activities:

Students will need access to: http://whc.unesco.org/en/statesparties/au

Students should use their list of Australia’s World Heritage Places and locate them in
a map. They should also locate the two places listed as tentative on the UNESCO
website.

The Tentative List shows the places a country would like to nominate for World
Heritage status. Countries submit their Tentative Lists with properties they consider
to be of outstanding universal value. Ningaloo Reef and Cape Range peninsula and
the Australian Convict Sites are on Australia’s tentative list.

Students should make a correct list of natural, cultural, mixed and tentative places
and their locations. Students should determine a colour for each of these categories.

On an outlined map of Australia with states, students should mark the locations of
the places with numbers and a separate colour for each type:
1.
Natural
2.
Cultural
3.
Mixed
4.
Tentative
Students will need to:
•
Number and identify these World Heritage Places in the key.
•
Identify the different categories using colours in the key.
•
Include BOLTSS (Border, Orientation, Title, Legend [or Key] Source, Scale).
8
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lessons 5 and 6: Mapping
Worksheet
Mark World Heritage Places on map of Australia
9
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lessons 7 and 8: Threats to World Heritage Places
Objectives:
Give students an understanding of why particular World Heritage Places are under
threat.
Topics covered:
Threats to Australian World Heritage Places.
Curriculum focus:
Time requirement:
Humanities
1 x 50 minutes
Activities:
www.gbrmpa.gov.au/ provides information on the Great Barrier Reef and the effects of
climate change.
Tuning in:
 What is a threat?
 What type of threats face Australia’s World Heritage Places?
 Students to brainstorm potential threats
 Threats to World Heritage Places include soil erosion, weeds, introduced feral
animals and excessive recreational fishing, pollution, acid rain and threats associated
with climate change
 Case study: Great Barrier Reef
Great Barrier Reef:
Ask students to come up with potential threats to this place.
 Assess students’ prior knowledge of climate change.
 Climate change is a major threat to the Great Barrier Reef.
 Climate change threats include:
rising sea levels
increasingly violent storms
run off from farms, and
coral bleaching
 Global warming has increased sea temperatures, causing much damage to reefs
Ask students to brainstorm some of the implications of damage to the Great Barrier Reef.
Environmental, marine life, future generations, tourism, economy etc. What role do humans
play? How can this be minimised?
What are some of the simple, everyday ways we can combat climate change? Students can
work in groups to come up with solutions.
 Use less - Don’t buy unnecessary things
 Recycle
 Turn appliances off at the power point
 Eat locally produced food in season


Walk or ride a bike, instead of driving
Limit energy hungry appliances (air conditioners etc)
10
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lessons 7 and 8: Threats to World Heritage Places
Worksheet
Australian World Heritage Places and Threats
What are some of the simple, everyday ways we can combat climate change? In groups,
brainstorm some solutions.
Activity
In groups, develop a plan of action for combating damage to the reef. This can be presented
as a poster, brochure, skit for a TV commercial, a magazine advertisement or similar. You
should also look at appropriate behaviour for visitors to the Great Barrier Reef, and ways
humans can combat climate change.
Australian World Heritage Places and Threats
What are some of the simple, everyday ways we can combat climate change? In groups,
brainstorm some solutions.
Activity
In groups, develop a plan of action for combating damage to the reef. This can be presented
as a poster, brochure, skit for a TV commercial, a magazine advertisement or similar. You
should also look at appropriate behaviour for visitors to the Great Barrier Reef and ways
humans can combat climate change.
Australian World Heritage Places and Threats
What are some of the simple, everyday ways we can combat climate change? In groups,
brainstorm some solutions.
Activity
In groups, develop a plan of action for combating damage to the reef. This can be presented
as a poster, brochure, skit for a TV commercial, a magazine advertisement or similar. You
should also look at appropriate behaviour for visitors to the Great Barrier Reef and ways
humans can combat climate change.
11
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 9: How do we manage World Heritage Places?
Objectives:
Give students an understanding of the management of Australia’s World Heritage
Places.
Topics covered:
Management of Australia’s World Heritage Places.
Curriculum focus:
Time requirement:
Humanities
1 x 50 minutes
Activities:
Tuning in: Think back to our action plan for the Great Barrier Reef. How is the management
of Australia’s World Heritage Places promoted?
 Think pair share some of the ways Australia’s World Heritage Places could be
managed.
 The following activity is to be done in groups with butchers’ paper or similar.
Students are asked to unpack the statements (they may need some assistance) and
give examples they think would fit. They should apply examples to specific places
where possible.
 Group six has a larger task. Group six could be a bigger group or students in need of
extension.
The following is taken from:
www.environment.gov.au/heritage/about/world/managing.html
12
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 9: How do we manage World Heritage Places?
Worksheet
Management of Australia’s World Heritage Places

Each Australian place on the World Heritage List has management arrangements.
The Commonwealth considers these management arrangements as vital in fulfilling
Australia’s obligations under the World Heritage Convention.
Management objectives
The primary management objectives are part of Australia’s general obligations under the
World Heritage Convention:
 To protect, conserve and present the World Heritage values of the property

To integrate the protection of the area into a comprehensive planning program

To give the property a function in the life of the Australian community

To strengthen appreciation and respect of the property’s World Heritage values,
particularly through educational and information programs

To keep the community broadly informed about the condition of the World Heritage
values of the property

To take appropriate scientific, technical, legal, administrative and financial measures
necessary for achieving the foregoing objectives.
In achieving these primary objectives due regard is given to:

Ensuring the provision of essential services to communities within and adjacent to a
property

Allowing provision for use of the property which does not have a significant impact
on the World Heritage values

Recognising the role of current management agencies in the protection of a
property’s values

The involvement of the local community in the planning and management of a
property.
Homework: Students are to research Australia’s reputation for managing our World
Heritage Places.
13
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 9: How do we manage World Heritage Places?
Worksheet (continued)
Group one
To protect, conserve and present the World Heritage values of the property
Unpack the following statement in your groups. This is one of the objectives for the
management of World Heritage Places. Give examples of action taken to uphold these. You
should try and link your examples to specific places where relevant. Also explain why this
particular action is important.
Group two
To integrate the protection of the area into a comprehensive planning program
Unpack the following statement in your groups. This is one of the objectives for the
management of World Heritage Places. Give examples of action taken to uphold these. You
should try and link your examples to specific places where relevant. Also explain why this
particular action is important.
Group three
To give the property a function in the life of the Australian community
Unpack the following statement in your groups. This is one of the objectives for the
management of World Heritage Places. Give examples of action taken to uphold these. You
should try and link your examples to specific places where relevant. Also explain why this
particular action is important.
Group four
To strengthen appreciation and respect of the property’s World Heritage values, particularly
through educational and information programs
Unpack the following statement in your groups. This is one of the objectives for the
management of World Heritage Places. Give examples of action taken to uphold these. You
should try and link your examples to specific places where relevant. Also explain why this
particular action is important.
Group five
To keep the community broadly informed about the condition of the World Heritage values
of the property
Unpack the following statement in your groups. This is one of the objectives for the
management of World Heritage Places. Give examples of action taken to uphold these. You
should try and link your examples to specific places where relevant. Also explain why this
particular action is important.
Group six
To take appropriate scientific, technical, legal, administrative and financial measures
necessary for achieving the foregoing objectives; ensuring the provision of essential services
to communities within and adjacent to a property, allowing the property to be used without
damage, recognising the role of people who currently manage the property, involvement of
the local community in the planning and management of a property.
Unpack the following statement in your groups. This is one of the objectives for the
management of World Heritage Places. Give examples of action taken to uphold these. You
should try and link your examples to specific places where relevant. Also explain why this
particular action is important.
14
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 10: Focusing on Australia's World Heritage Places
Objectives:
Introduce students to their focused assignment on an Australian World Heritage
Place.
Topics covered:
Getting to know Australia’s World Heritage Places
Curriculum focus:
Time requirement:
Humanities
1-5 x 50 minutes
Activities:

In pairs, students will begin a focused assignment on a place.

The teacher may allocate places or let students choose. No place should be dealt
with twice. As there are 15 natural places and the Great Barrier Reef has already
been dealt with, there should be close to the correct number remaining to distribute
evenly. A pair needing extension could focus on two places.

Students need to cover the points outlined on their assignment sheet and this task
should build on their previous activities and learnt material.

Students must provide a correctly formatted bibliography.

Read through the assignment sheet with students including World Heritage criteria

Read through the assessment rubric with students

Students to start research

Lessons on plagiarism, referencing and Internet Critical Literacy may be incorporated
into the lesson sequence as necessary
15
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 10: Focusing on Australia's World Heritage Places
Worksheet
In pairs, investigate one natural Australian World Heritage Place. Your presentation must use
technology and needs to be accompanied by visuals. Your research will be presented in an
oral presentation of between two and three minutes to the class. Be creative in your
delivery. Think about some of the following methods of presentation:

A presentation involving a series of magazine advertisements promoting your World
Heritage Place (you could use Photoshop or InDesign).

A promotional presentation using PowerPoint, interactive whiteboard or data
projector.

An informative seminar about your World Heritage Place.

A tourism or promotional advertisement featuring your Australian World Heritage
Place.
The aim is to share your knowledge.
Make sure you cover the following information in your investigation.
1. Where is this place?
2. What is it used for and who is it used by?
3. Outline some of the features of this place accompanied by visuals.
4. Outline how it fits the World Heritage criteria.
5. What is the value of this place in your opinion?
6. What are some of the threats facing this place?
7. What (if any) action is being taken to combat this? If none, suggest a plan of action.
8. Who manages this place?
* Be prepared for questions.
* You must include a correctly formatted bibliography with this assignment.
16
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 10: Focusing on Australia's World Heritage Places
Worksheet (continued)
World Heritage Criteria
1.
To represent a masterpiece of human creative genius
2.
To exhibit an important interchange of human values, over a span of time or within
a cultural area of the world, on developments in architecture or technology,
monumental arts, town-planning or landscape design
3.
To bear a unique or at least exceptional testimony to a cultural tradition or to a
civilization which is living or which has disappeared
4.
To be an outstanding example of a type of building, architectural or technological
ensemble or landscape which illustrates (a) significant stage(s) in human history
5.
To be an outstanding example of a traditional human settlement, land-use, or sea
use which is representative of a culture (or cultures), or human interaction with the
environment especially when it has become vulnerable under the impact of
irreversible change
6.
To be directly or tangibly associated with events or living traditions, with ideas, or
with beliefs, with artistic and literary works of outstanding universal significance.
(The Committee considers that this criterion should preferably be used in
conjunction with other criteria)
7.
To contain superlative natural phenomena or areas of exceptional natural beauty
and aesthetic importance
8.
To be outstanding examples representing major stages of earth’s history, including
the record of life, significant on-going geological processes in the development of
landforms, or significant geomorphic or physiographic features
9.
To be outstanding examples representing significant on-going ecological and
biological processes in the evolution and development of terrestrial, fresh water,
coastal and marine ecosystems and communities of plants and animals
10. To contain the most important and significant natural habitats for in-situ
conservation of biological diversity, including those containing threatened species of
outstanding universal value from the point of view of science or conservation.
The protection, management, authenticity and integrity of properties are also important
considerations.
From the UNESCO website http://whc.unesco.org/
Lesson 10: Focusing on Australia's World
He
17
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 10: Focusing on Australia's World Heritage Places
Worksheet (continued)
Group Members:
Assessment Rubric
Explanation of
the place
including
location,
features and for
what and by
whom it is used
/20
Fitting into the
criteria and the
value of the
place
/20
Out of this World
Great Work
Good Effort
Keep Working
Fantastic! You have
clearly outlined the
location(s) of the
place(s) and explained
all of the features in
great detail. You have
incorporated a
thorough explanation
of who use this place
and why. These
explanations were
accompanied by
appropriate visuals.
Fabulous!
Great! You have
outlined the
location(s) of the
place(s) and given
some good
explanations of most
of the features. You
have incorporated a
generally detailed
explanation of all the
parties who use this
place and why. Most
of your explanations
were accompanied by
appropriate visuals.
Well done!
Good Effort! You have
answered most of the
questions on the
location(s) of the
place(s) and given some
good explanation of the
features, though there
is room for detail and a
more thorough
approach. You have
incorporated some
explanation of the
parties who use this
place and why. A few of
your explanations were
accompanied by visuals.
Keep at it!
This is OK. You have
given some idea of the
location(s) of the
place(s) and some
explanation of the
features, though there
is room for a more
detailed and thorough
approach. You
explained some of the
parties who use this
place and why. There
were some visuals but
you could have done
more in this area.
Keep at it!
Wow! You really
understood the World
Heritage criteria and
how they apply to this
place. You gave clear
and excellent
examples as to how
the place fits into the
criteria. You were able
to superbly use your
own knowledge and
thinking to assess the
value of this place.
Great! You
understood the World
Heritage criteria and
generally understood
how they apply to this
place. You gave some
good examples which
helped explain how
the place fits into the
criteria. You were also
able to use your own
knowledge and
thinking to assess the
value of this place
quite well.
Good Effort! You
understood some of
the World Heritage
criteria and have some
knowledge of how
they apply to this
place. You gave some
OK examples but could
have been clearer
about how the place
fits into the criteria.
You were also able to
use your own
knowledge and
thinking to assess the
value of this place.
Keep at it!
This is OK. You
understood a little
about the World
Heritage criteria and
were able to link these
to the place but there
is room for more
detailed
understanding and
examples. You could
have improved on
using your own
knowledge and
thinking to assess the
value of this place.
Keep working!
18
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Threats, action
and
management
/20
Quality and
creativity of
presentation,
use of
technology and
bibliography
Fabulous! You
understood all of the
threats including
environmental,
human and climate
change, and were able
to talk confidently
about these. You
knew exactly who
manages this place,
what DEWHA does to
maintain it and what
we could do to make
sure it stays in tip-top
condition! Excellent!
Great! You understood
most of the threats
including
environmental, human
and climate change
and were able to talk
in some detail about
these. You knew who
manages this place and
were able to give good
information about
what DEWHA does to
maintain it and what
we could do! Well
done.
Good Effort! You
understood some of
the threats including
environmental, human
and climate change
but could have given
more detail. You knew
a little about who
manages this place
and gave a few ideas
of what DEWHA does
to maintain it and
what we could do.
Keep at it!
This is OK. You
understood a little
about the threats
including
environmental,
human and climate
change but more
detail was required in
these areas. You were
not very clear or
detailed on who
manages the place,
what DEWHA’s role is
or what we can do.
Keep working!
Your presentation was
creative, interesting
and engaging! You
used technology really
well and the
presentation method
suited your
information. This was
a quality presentation.
Your bibliography was
correctly formatted
and contained good
sources which were
broad – both print and
electronic. Your
presentation was
flawlessly delivered.
Fantastic!
Great! Your
presentation was
generally very good!
On the whole it was
creative, interesting
and engaging! It
showed good use of
technology and for the
most part, your
method suited the
presentation. Your
bibliography was
formatted quite well
with a few minor errors
and you had a good
range of sources
though it could have
been broader. You
could have delivered
your presentation more
strongly and smoothly
at times.
A good effort!
Good Effort! Your
presentation was quite
good. It showed
potential to be
creative, interesting
and engaging though
more could have been
done to develop these
areas. Your use of
technology was good
though did your
method always suit
the presentation? Your
bibliography wasn’t
quite right in terms of
formatting and you
needed a better range
of sources. You could
have delivered your
presentation a bit
better. Keep at it!
This is OK. Your
presentation needed
to be more creative,
interesting and
engaging. Your use of
technology was
satisfactory though
did your method
always suit the
presentation? Your
bibliography wasn’t
correctly formatted
and you needed more
sources. You could
have improved on the
delivery of your
presentation. Keep
working!
Comments:
Lesson 11 and 12: Criteria for World Her
19
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lessons 11 and 12: Criteria for World Heritage Listing
Objectives:
Give students an understanding of how a place is given World Heritage listing
and a sense of other potential places in Australia.
Topics covered:
• Criteria for World Heritage listing.
• Identifying potential places for World Heritage listing.
Curriculum focus:
Time requirement:
Humanities/ English
3-6 x 50 minutes
Activities:
Students are to review the World Heritage listing criteria.
Tuning in:
 Read through the World Heritage criteria with students.

Ask them to think about places they think may be suitable.

Introduce task:
Nominate a place for World Heritage status.

Students should make their presentation interesting, engaging and persuasive e.g.
introductory persuasive techniques sheet attached.

Students’ presentations must be visual and need to use some technology in delivery.
PowerPoint, interactive whiteboard, data projector, digital story, video etc.

Look through the assessment rubric as a class.

Once groups have been decided, students can spend several lessons researching and
compiling their presentations.
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 11 and 12: Criteria for World Heritage Listing
Worksheet 1
Imagine you have been asked to nominate a place that deserves World Heritage status, but
you need to persuade others that you have made the right choice.
In groups of three or four, decide which place you think is worth nominating and give the
class a two minute presentation. Make sure your chosen place is worthy of World Heritage
listing. There must be a visual element to your presentation; you could use an annotated
model, a slide show, a digital story, a PowerPoint presentation or a video. You could also
make flyers, brochures or posters to help sell your place. You need to show how this place
fits the World Heritage criteria and how it would benefit from World Heritage listing.
Remember to use persuasive language in your presentation. See persuasive techniques
sheet for more details.
World Heritage Criteria
1. To represent a masterpiece of human creative genius
2. To exhibit an important interchange of human values, over a span of time or within
a cultural area of the world, on developments in architecture or technology,
monumental arts, town-planning or landscape design
3. To bear a unique or at least exceptional testimony to a cultural tradition or to a
civilization which is living or which has disappeared
4. To be an outstanding example of a type of building, architectural or technological
ensemble or landscape which illustrates (a) significant stage(s) in human history
5. To be an outstanding example of a traditional human settlement, land-use, or sea
use which is representative of a culture (or cultures), or human interaction with the
environment especially when it has become vulnerable under the impact of
irreversible change
6. To be directly or tangibly associated with events or living traditions, with ideas, or
with beliefs, with artistic and literary works of outstanding universal significance.
(The Committee considers that this criterion should preferably be used in
conjunction with other criteria)
7. To contain superlative natural phenomena or areas of exceptional natural beauty
and aesthetic importance
8. To be outstanding examples representing major stages of earth’s history, including
the record of life, significant on-going geological processes in the development of
landforms, or significant geomorphic or physiographic features
9. To be outstanding examples representing significant on-going ecological and
biological processes in the evolution and development of terrestrial, fresh water,
coastal and marine ecosystems and communities of plants and animals
10. To contain the most important and significant natural habitats for in-situ
conservation of biological diversity, including those containing threatened species of
outstanding universal value from the point of view of science or conservation.
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
The protection, management, authenticity and integrity of properties are also important
considerations.
From the UNESCO website http://whc.unesco.org/
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 11 and 12: Criteria for World Heritage Listing
Worksheet 2
Nominations for World Heritage Place – Persuasive speech and language
Following are some ways language is used to present a point of view persuasively. Once you
have decided on the place you want to nominate (ensuring it fits in the criteria), you need to
think about how you can make your presentation as persuasive as possible. You might like to
employ some of these techniques to help persuade your audience.
Remember, the way that you speak (your tone of voice and emphasis on words) can also
influence your audience. It is also important to try and make your speech interesting and to
engage your audience to get their attention and effectively persuade them.
Following are some persuasive techniques.
Repetition
 What is it?
The use of the same (or similar) words and phrases more than once.
 Why is it used?
To reinforce the speaker’s message in the minds of the audience.
Appeals to expert opinion/quotes/statistics
 What is it?
The use of quotes or statistics from a person or group seen that have expertise or
authority on the issue.
 Why is it used?
In order to make the speaker’s argument seem objective and irrefutable (difficult to
be argued against).
Emotive language
 What is it?
The deliberate use of strong words to play on the audiences’ feelings.
 Why is it used?
In order to evoke a strong emotional response to pressure audiences to agree.
Rhetorical questions
 What is it?
These are questions that require no answer and are used simply for effect.
 Why is it used?
To emphasise a particular point that seems difficult to answer with anything other
than the speaker’s point of view.
e.g. Do you want to see the Great Barrier Reef disappear? The obvious answer is no.
Exaggeration/hyperbole
 What is it?
The use of colourful, forceful language.
 Why is it used?
To dramatically reinforce a point in order to make the issues appear more
important, leading the audience to accept the speaker’s viewpoint.
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 11 and 12: Criteria for World Heritage Listing
Worksheet 2 (continued)
Sarcasm
 What is it?
The use of a cutting comment, often disguised as being humorous.
 Why is it used?
To convince the audience that the opposition’s viewpoint is ridiculous.
Analogy/Comparison
 What is it?
The description or comparison of one event or person to represent another.
 Why is it used?
To make the issue easier to understand. It compares something familiar to the
audience to something not well known.
Inclusive language
 What is it?
The use of words such as ‘we’ and ‘our’ in a friendly tone.
 Why is it used?
To involve the audience by making the assumption that everyone has the same
view, it also involves audience in the debate and can be a call to action.
Anecdotes/Anecdotal evidence
 What is it?
A personal story of the speaker.
 Why is it used?
To show that an individual has experienced something or had experience in
something as evidence to back up one of the arguments.
Appeals
 What is it?
An appeal asks the audience to consider a value or belief they hold.
For example:
- An appeal to tradition might highlight the way something has always been
done in order to argue against change or support an existing policy or
occurrence.
- An appeal to nationalism might evoke a sense of what it means to be Australian
in order to reinforce this as a call to arms or action on behalf of Australia and
Australians.
- An appeal to justice might ask an individual to consider what is fair and just.
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Nomination for a World Heritage Place
Group Members:
Assessment Rubric
Knowledge and
understanding
of World
Heritage criteria
/20
Strength of
presentation
/20
Out of this World
Great Work
Good Effort
Keep Working
Fantastic! You have
really looked closely at
the criteria and made
decisions about your
place based on these
requirements. Your
place is ideal for a
World Heritage
nomination! You
found a place that fits
into most, if not all
the criteria and gave
good examples to
support this. You were
able to superbly
outline why this place
is World Heritage
worthy, how it would
benefit and via this
explanation argued a
brilliant case for a new
Australian World
Heritage Place.
Wonderful!
Great! You have
looked at the criteria
and shown a good
understanding about
your place based on
most of the
requirements. Your
place is great for a
World Heritage
nomination! It fits into
a number of the
criteria and gave some
good examples of how
it fits! You were able
to successfully outline
why this place is
World Heritage
worthy, and gave
good details about
how it would benefit.
A good argument for a
new Australian World
Heritage Place. Well
done!
Good Effort! You have
looked at the criteria
and shown some
understanding. This
task really required a
more in depth
examination of what a
World Heritage Place
is. Your place has
some potential to
meet criteria but you
could have given
better examples. With
more detailed and
concrete examples,
you could have
promoted your place
more effectively.
More work to be
done.
This is OK. You haven’t
looked at the criteria
in much detail and
there is room for
more understanding.
This task required a
more in depth
examination of what a
World Heritage Place
is. The decisions made
about your place are
OK but they needed to
meet the
requirements and be
backed up with
clearer examples.
Your place had
potential but required
more research. Keep
at it!
Fabulous! Your
presentation was
interesting and well
constructed. It was
well written and
organised. You used
great visuals, creative
and competent use of
technology and left no
question in the
audience’s mind that
your place was
appropriate! The
persuasive techniques
you employed, along
with your flawless
delivery made this
presentation brilliant!
Great! Your
presentation was
generally very good!
Overall it was
interesting and
engaging, showing
good writing and
organisation. Your use
of visuals and
technology was well
done. At times, you
could have delivered
your message more
strongly. The
persuasive techniques
you employed were
good but could have
been more effective.
Good Effort! Your
presentation was
generally good! It was
interesting and
engaging at times but
could have been more
consistent. It showed
some good writing
and organisation. Your
use of visuals and
technology could have
been more
thoughtfully
considered. There was
room for using
persuasive techniques
to improve your
delivery. Keep at it!
This is OK. Your
presentation was
satisfactory. You could
have made it more
interesting and
engaging. Consistency
is important. More
work could have been
done on writing,
organisation and using
persuasive
techniques. Your use
of visuals and
technology could have
been better. There is
room for
improvement. Keep
working.
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Good stuff!
Group work and Fabulous! Your group
organisation
worked so well
together! You
/10
delegated tasks fairly
and evenly and put in
similar amounts of
work and got
everything in on time.
No time wasters here!
Your presentation was
very well organised
and this is testament
to your exemplary
group work skills.
Great! Your group
generally worked well
together! You were
able to delegate tasks
but were they evenly
spread out? You put in
similar amounts of
work, though there
may have been some
working harder than
others! Time was used
well though a little bit
of time wasting did
occur. Your
presentation was well
organised and this
reflects good group
work skills.
Comments:
26
Good Effort! Your
group worked well at
times but consistency
is needed! Delegating
tasks was not well
spread out. There
were some
inconsistencies in
terms of who did the
work. Time could have
been used more
effectively. Your
presentation could
have been more
successful if your
group work was more
effective.
This is OK. Your group
work was a bit patchy.
Delegating tasks and
making sure everyone
has the same amount
to do is important.
Not everyone shared
the workload. There
was some time
wasted! Had you
worked more
effectively as a group,
your presentation may
have been more
successful.
AUSTRALIA'S WORLD HERITAGE PLACES
Years 7 and 8
Lesson 13: Wrapping up
Objectives:
Students synthesise their learning to make a plan of action.
Topics covered:
What have we learned? What can we do now?
Curriculum focus:
Time requirement:
Humanities
1 x 50 minutes
Australian World Heritage Website Competition
The Australian World Heritage Competition is a natural extension to what students have
learned throughout the lessons.
For more information visit www.heritage.gov.au/education
Activities:
(This activity could be completed before or after creating a website for the competition.)
Discuss the following points as a class. Students can answer questions in a written reflection.
Reflection
 What have we learnt?
 Why is this learning important?
 Why is it important to learn about World Heritage?
Making connections
 How does this link to other things we’ve learnt?
 Does this increase my knowledge about other areas?
 Does what I’ve learnt make me want to inquire about other things?
Commitment to action
 How will knowing about Australia’s World Heritage Places change my behaviour?
 What will I do now? (Create a website to share my knowledge and inform others
about World Heritage Places).
 What we can do to minimise the impacts of climate change
27