A short Yr 10 history unit that uses a range of media to analyse different points of view of a controversial issue: in this case, the future (or not) of tourism on Palm Island in North Queensland. I haven't included my ideas for implementing it, but I would love feedback from experienced teachers, especially if you decide to use (some) of this.

2. EDSS576 Interdisciplinary Inquiry and Assessment
Leigh Turner
Assignment 1
“Club Palm”: What does history suggest?
Australian Curriculum: Year 10: Depth Study 2: Rights and Freedoms (1945-present)
PART A:
a) The Queensland Premier and Tourism Minister recently released correspondence
assessing tourism opportunities on Palm Island. Locally this prompted the front page
newspaper headline “Club Palm: Newman’s plan to turn infamous island into tourist
mecca” (Michael & Sandy, 2013, p. 1), along with other local and state media
interest. Palm Island lies just off the coast of Townsville in North Queensland, and
has had a long and tormented history since ‘disruptive’ Aborigines were forcibly
moved there in 1918. This troubled past has led to a modern community with many
significant social and economic issues. Despite these problems, many in the
community seek a positive future for Palm Island and its residents. Tourism has long
been touted as a possible avenue of economic prosperity for the island, and there
are many different perspectives on how, and even if, this idea should now be
encouraged.
Given the history of the island and its current circumstances, the issue for study is
whether or not tourism should be encouraged and developed on Palm Island. If so,
how and by whom? If not, why not?
b) Despite its proximity to the mainland and the availability of regular ferries and
flights, non-indigenous Townsville residents do not visit Palm Island (excluding for
employment purposes). “Out of sight, out of mind” is an apt adage in this context,
however this issue has been selected for study because mention of Palm Island in
Townsville also invariably invokes a range of impassioned opinions across a wide
range of perspectives. Many of these opinions are not evidence-based, and rarely
reflect an empathic understanding of the experiences of Palm Island residents
throughout the last century.
This issue was chosen because it enables students to connect the history of
indigenous Australia with contemporary issues: to identify the impact of past policies
and practices on the lives of living and future generations; to understand the

3. existence of historically based justifications for different perspectives; to empathise
with various points of view and develop an informed personal position, based on
analysis of relevant media sources, on a current issue of significant and ongoing
importance in their local community. The knowledge and understanding gained here
will ignite further questions and engagement, propelling students into deeper
investigation of the Rights and Freedoms depth study.

4. 3
PART B:
“In Palm Island you can almost feel the layers of history lying just under the surface. It feels like all it would
take is the smallest scratch for all the hurt and anger to be revealed.” (Krawitz, 2011).
As with many issues relating to Palm Island, the range of perspectives on the potential for tourism on the island is diverse. Many of these
views need to be examined sensitively, given the strong emotions resulting from direct personal experiences of the island’s history. Various
perspectives are identified and described in the table below, with reference to relevant media resources that elaborate on these perspectives
and their suitability for inclusion. Two or three varied and strong key resources are provided for each of the five perspectives presented. Up to
three optional resources are also provided for students wanting to extend their analytical skills, seeking greater understanding or who become
interested in some or all of the issues raised by the different perspectives.
Perspective Resource Description & Suitability
1. Tourism should
proceed based on
existing tropical island
tourism models, with
help and direction
from the Queensland
Government
• Palm Island Eco Tourism DVD
http://www.youtube.com/watch?v=p6QiXrGs
gtw&feature=share&list=PLAZOJZnmFZtDb
GzS8PTeJEW7-u2Y_7C6l
• Townsville Bulletin 9/7/13 front page [in pdf
form attached] purchased from
http://www.townsvillebulletin.com.au/article/2
013/07/09/385132_news.html
OPTIONAL:
• Tropical Paradise: Ben Southall meets Palm
Island
http://www.youtube.com/watch?v=QljeGFEE-
A short promotional video created as part of the Great Tropical
Drive series of tourism videos, presenting an idealised image of a
tropical island where there are lots of enjoyable activities such as
bushwalking, swimming and boating. Students will come to realise
that it represents Perspective 1 to an extreme but unrealistic
degree.
This front page article reports on the Queensland Premier’s
ambitions to develop Palm Island as a tourist destination. Although
it briefly considers different perspectives, it essentially concurs with
the Premier’s plans. The headline provides the impetus for this
study, and students will analyse the content of the article with
emphasis on the language used: do the terms ‘infamous island’
‘tourist mecca’ intentionally inflame the issue?
A video report portraying the island as a fun and enjoyable tourist
destination, with friendly people and many tourist activities. This is
useful because it presents a tourist’s actual experience of the

5. 4
Perspective Resource Description & Suitability
-
U&feature=share&list=PLAZOJZnmFZtDbGz
S8PTeJEW7-u2Y_7C6l
• Letter from Campbell Newman pp. 1-2 and
Letter from Jann Tuckey pp. 1-2
http://resources.news.com.au/files/2013/07/0
9/1226676/297895-cm-file-rti-newman-palm-
island-tourism.pdf
island, and presents a little more information about the island and
its residents. Students can decide whether it would reflect a non-
celebrity’s tourist experience.
Letters released to the media, between the Premier and the
Minister for Tourism, about planning to develop the concept of
tourism on Palm Island (and in other indigenous communities).
Students can assess how fairly the Townsville Bulletin reported
Newman’s plans, and also examine the detail and wording used.
2. Tourism should
proceed, in a way that
restores and
preserves the identity
and culture of Palm
Island
• Audio file: Palm Island Mayor Alf Lacey talks
tourism
http://www.abc.net.au/local/stories/2013/07/0
9/3799513.htm
• Queensland Heritage Council media release:
State heritage listing for Fantome Island 12
June 2012
http://www.qldheritage.org.au/heritage-listing-
fantome-island.html
OPTIONAL:
• Audio file: The Big Fish fishing with
Indigenous leader Warren Mundine at Palm
ABC local radio interview with the mayor of Palm Island, providing
some historical context for tourism on the island, particularly in
terms of discussing ‘what product we put in the community’ – eco-
tourism and the unique ‘Aboriginal experience’ are suggested.
Students will learn some of the key considerations for residents
including funding, infrastructure, environmental and social
considerations.
A media release from the Queensland Heritage Council announcing
Fantome Island’s listing on the Queensland Heritage Register, and
outlining some of the island’s history as a lock hospital for
indigenous people with leprosy. Fantome Island is now an
uninhabited area of the Palm Island Group, and just a short
(stunning) boat trip from Palm Island. It has unique historical ruins,
and it was the first site requested by an Aboriginal community for
listing under the Queensland Heritage Act. Students will begin to
understand that Palm Island has a unique, strong and largely untold
history that would be of interest to many visitors. This resource
provides students with an example of an authentic tourist attraction.
A nine minute interview [48:00-39:18] with a respected indigenous
man about his enjoyable fishing holiday to Palm and Fantome

6. 5
Perspective Resource Description & Suitability
Island
http://blogs.abc.net.au/nsw/2012/06/the-big-
fish-fishing-with-indigenous-leader-warren-
mundine-at-palm-island-
.html?site=centralwest&program=central_we
st_the_big_fish
Islands. Students will understand that tourists are interested in a
range of holiday experiences, not only luxury tropical island
escapes.
3. Tourism should be
opened up in any way
that helps younger
residents secure
employment and
prosperity.
• Cathy Freeman Foundation video
http://www.cathyfreemanfoundation.org.au/in
dex.php/news/52-watch-bright-futures-on-
the-horizon-2
• Video: Giving back to Palm Island
http://www.abc.net.au/local/videos/2013/07/1
1/3801036.htm
• Courier Mail article [presented as a printed
pdf]
http://www.couriermail.com.au/news/queensl
and/campbell-newman8217s-moves-to-lure-
tourists-to-palm-island-receives-a-mixed-
reaction-from-residents/story-fnihsrf2-
1226676160370?sv=bab007d860e07afa39e
2e9c731d6c1ea
OPTIONAL:
• Audio file Palm Island locals Lynndel, Harry,
Raymond and Nina talk tourism
http://www.abc.net.au/local/stories/2013/07/0
A six minute video profiling the work of a respected indigenous
woman with family connections to Palm Island, outlining some of
the achievements, challenges and hopes for children living on the
island. Students will learn that residents have a genuine interest in
their future, and are in need of future employment opportunities.
A short ABC local radio story profiling a young indigenous woman
interested in providing services to the Palm Island community, with
the aim of improving social and living conditions there. Students
will learn that residents are interested and capable of addressing
problems on Palm Island, with a view to establishing a viable future
for the community.
Young indigenous residents of Palm Island propose a future vision
of, and enthusiasm for, genuine potential tourism opportunities on
the island. Students will learn how employment opportunities
(perhaps through tourism) is inextricably tied to the future social and
economic prosperity on Palm Island.
A range of oral, mainly positive, responses to the idea of introducing
tourism on Palm Island. Students will gain further understanding of
the issues surrounding ‘ownership’ of tourism on Palm Island, and

7. 6
Perspective Resource Description & Suitability
9/3799513.htm of the range of potential the community perceives for its future.
4. There should be no
tourism on Palm
Island because
residents don’t want
interference from
outsiders.
• Photograph: Palm Island Dancers, 1930
http://www.qhatlas.com.au/photograph/palm-
island-dancers-1930
• Audio file: The Day Palm Island fought back.
http://www.radioaustralia.net.au/pacific/radio/
onairhighlights/the-day-palm-island-fought-
back/954940
OPTIONAL:
• Audio file Palm Island locals Lynndel, Harry,
Raymond and Nina talk tourism
http://www.abc.net.au/local/stories/2013/07/0
9/3799513.htm
• Townsville Bulletin article 9/7/13 on page 2
‘Island calm a tourism boon’ [in pdf form
attached in Appendix A] purchased from
http://www.townsvillebulletin.com.au/article/2
013/07/09/385132_news.html
A black and white photograph of Palm Island tourism in 1930,
where residents were regularly assembled to perform for ‘white
tourists’. Students will learn some of the history of the settlement of
the island – particularly the forced settlement of people from all over
Queensland, with diverse traditions and customs, forced to conform
to the white tourists’ expectations. Students will develop an
understanding of older generations’ resistance to tourism on Palm
Island, and the role of history in determining these attitudes.
Excerpts will be played from this 14 minute oral history interview,
detailing the heavy-handed arrests, removal and imprisonment of
Palm Island residents in 1957, when they protested their rights to
fair pay and better living and working conditions. Students will
develop an empathic understanding of these conditions for Palm
Island residents, who were completely disempowered. Students
will realise that this experience, and others, are living memories for
many Palm Island residents, who do not want strangers resuming
control of their lives through modern-day tourism.
This resource is also presented in Perspective 3, although
Raymond’s opinion is particularly relevant here. Students will
understand his stance more deeply, given Dulcie Isaro’s story
above.
A short article that provides detail about many of the social
problems on Palm Island over recent decades, linking this with the
direct results of ‘the worst of the mission days.’ Students will begin
to understand the historical complexity of the issues surrounding
current social problems on Palm Island, and to understand why
some residents fear ‘interference’ from outsiders.

8. 7
Perspective Resource Description & Suitability
• ‘Smash the Act’ poster c. 1972
http://indigenousrights.net.au/image.asp?iID=
562
A poster demanding equality and recognition of indigenous people
in Queensland. This was designed as a direct response to
conditions on Palm Island, and then spread statewide. Students
will gain understanding of the extent of inequality that existed in
living memory of many Palm Island families.
5. There should be no
tourism on Palm
Island because it
would be a waste of
money and resources
– no tourist would
want to visit Palm
Island, it’s a terrible
place.
• The Tall Man – Trailer (2011)
http://www.youtube.com/watch?v=G2VcCzv
RfpI&feature=share&list=PLAZOJZnmFZtDb
GzS8PTeJEW7-u2Y_7C6l
• Townsville Bulletin Facebook comments on
the 9/7/13 article
https://www.facebook.com/townsvillebulletin?
fref=ts (as at 18/7/13, given in printed pdf
form as in Appendix A]
OPTIONAL:
• The Age article 4/12/2004 Troubled paradise
http://www.theage.com.au/news/National/Tro
ubled-
paradise/2004/12/03/1101923330365.html?fr
om=moreStories#
A short outline of the film referencing the death in custody of
Cameron Doomadgee in 2004 on Palm Island. It portrays a sense
of tension, violence and enduring inequality on Palm Island.
Students will gain a deeper understanding of the complexity of
community concerns, and need to relate this to the other
perspectives on tourism.
A cross-section of 45 public responses to the Townsville Bulletin’s
Facebook link to its ‘Club Palm’ article. Students will understand
that there are a range of comments, in terms of perspective,
articulation and knowledge. Students will perceive the potency of
language: for example, David Olsen’s comment, “Infamous riot
township??? What an offensive wording”. Students will perceive a
role for themselves in the space of public debate and discussion,
along with the responsibility inherent to that.
An extended article detailing the frustration and isolation of Palm
Island residents in the aftermath of the death of Cameron
Doomadgee in 2004. Students will gain a deeper understanding of
the complexity of the social issues experienced by Palm Island
residents on a daily basis, and of the connection between the
historical experiences of the island and current problems and
grievances. Students will incorporate this into developing their
position on the study question regarding the potential for tourism on
Palm Island.