Copyright for teachers

You can download all collection materials in this resource for education purposes. For more information, go to copyright for teachers.

Activity 1: Introduce the Torres Strait Islands

Start by asking students if they’ve heard of the Torres Strait Islands. You could use well-known Torres Strait Islanders or national events as a prompt. For example:

• Patty Mills (NBA player)
• Sam Thaiday (former NRL player)
• Christine Anu (musician)
• Seaman Dan (musician)
• The Mills Sisters (musicians)
• Alick Tipoti (artist)
• NAIDOC Week (National Aboriginal and Islander Day of Celebration)

Activity 2: Explore the geographical context

Show students a map of Australia. You can use:

• Use the map provided below, or
• A map from the Torres Strait Regional Authority website.

Explain:

• The Torres Strait is Australia’s northernmost region
• It borders Papua New Guinea — Australia’s only international border
• All islands named on the map are inhabited (most have between 200–500 residents)

Note: All islands named on the map are inhabited. Most have between 200 and 500 permanent residents.

Activity 3: Explore the environment

Show contemporary photographs of the Torres Strait Islands.

Discuss:

• The tropical environment and land features
• Similarities or differences to students’ local area
• The importance of the ocean as a key resource for food and the economy

Activity 4: Products from the sea

1. Ask students to form small groups and list 3 products they think can be caught and sold today.
2. Introduce historical images of pearling from the National Library of Australia.

Activity 5: Understand the pearling industry

Provide background information:

• Pearling was a major industry before and after colonisation
• Workers included Torres Strait Islanders and people from Japan, Samoa, Malaysia and other islands
• Pearls were used mainly for making buttons

Describe the process:

• Divers collected shells from the sea floor
• Shells were cut into plates, polished and drilled

Show images of processed shells and pearl buttons:

Activity 6: Analyse the images

Ask students:

• Can you spot pearls or shells?
• What were they used for?
• What roles did Torres Strait Islanders play in pearling?
• Were traditional marine practices used or affected?

Activity 7: Compare traditional practices

Show this image:

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

Discuss:

• Why were these animals caught? (Food source)
• How does this differ from pearling?
• What does this tell us about the cultural value of marine life?

Activity 8: Sustainable marine management

Explain:

• Dugong and turtle are culturally significant and staple food sources
• Current management plans aim to protect these species sustainably
• These align with traditional ecological knowledge

For more information, direct students to the Protected Zone Joint Authority (PZJA) website

Activity 9: Reflect and report

Ask each group to share their key points on:

• Why dugong and turtle management is important
• How this compares to the impact of industries like pearling

Discuss how commercial industries without management plans can damage environments, unlike Indigenous-led sustainability practices. 

Activity 10: Deepen your research

• Review the Torres Strait Islands research guide.
• To find related photos, articles and publications, view the Trove list: Torres Strait Islander pearling and traditional land management practices