Aboriginal Law Worksheet for 13-Year-Olds | History, Civics & Social Studies

Instructions

1. Read each section carefully. Aboriginal and Torres Strait Islander peoples are not one single group; laws, languages, customs, and traditions differ between Countries and communities.
2. Answer using respectful language. Use Aboriginal and Torres Strait Islander peoples when discussing Indigenous peoples of Australia, unless a specific community or nation is named.
3. Remember that some cultural knowledge is private, sacred, or restricted. This worksheet discusses general ideas only and does not ask for secret or ceremonial knowledge.
4. Complete Sections 1–5. Section 6 is an optional challenge.
5. When a question asks for your opinion, explain your reasoning clearly.

Learning Goals

By completing this worksheet, you will be able to:

• Explain what customary law means.
• Describe how Aboriginal laws can be connected to Country, relationships, responsibilities, and culture.
• Compare customary law with Australian state and federal law.
• Apply ideas about fairness, responsibility, and reconciliation to real-life situations.
• Recognise that Aboriginal laws and cultural practices vary between communities.

Section 1: Key Ideas

Use the word bank to complete each sentence.

Word bank: Country, customary law, Elders, responsibility, kinship, oral traditions

1. Aboriginal and Torres Strait Islander peoples often use the word __ to describe land, waters, skies, animals, plants, people, stories, and cultural responsibilities connected to a place.
2. __ is a system of rules, values, and practices developed and followed by a cultural group over generations.
3. Knowledge may be passed from one generation to another through stories, songs, ceremonies, observation, and other __.
4. In many communities, respected knowledge holders and community leaders are called __.
5. Systems of relationships and obligations between family members and community members are known as __.
6. Looking after people, places, animals, and culture is an example of __.

Hint: Some answers may be used only once, but read each sentence carefully before deciding.

Section 2: Multiple Choice

Circle the best answer.

1. Which statement is most accurate?

   A. There is one identical Aboriginal law system used by every community. B. Aboriginal laws and customs can differ between Countries and communities. C. Aboriginal law only concerns criminal punishment. D. Aboriginal law ended when Australian governments made written laws.

2. What is one important purpose of customary law?

   A. To guide relationships, responsibilities, behaviour, and care for Country B. To provide traffic signs for every Australian road C. To replace all modern laws in Australia D. To prevent people from learning about their culture

3. Why should people consult the relevant Aboriginal community when learning about cultural law?

   A. Every cultural question has the same answer. B. Local knowledge holders can explain what is appropriate and respectful. C. Written sources are never useful. D. Cultural knowledge belongs to anyone who finds it online.

4. Which idea is most closely connected to caring for Country?

   A. People have responsibilities toward land, waters, plants, animals, and future generations. B. Land is valuable only when it can be sold. C. People have no duties toward the natural environment. D. Environmental rules apply only in cities.

5. Which is a respectful way to discuss Aboriginal law?

   A. Treating all Aboriginal communities as identical B. Asking whether information is public and appropriate to share C. Sharing restricted cultural information without permission D. Assuming that a book explains every community’s laws

Section 3: Match the Ideas

Match each term with the best description. Write the letter on the line.

Section 4: Compare Systems of Law

Complete the organizer. One example row has been provided. Then add your own ideas.

Important: This comparison is a general learning tool. Neither column describes every Aboriginal community or every Australian law.

Section 5: Community Council Scenarios

Imagine that a youth group is working with a local community council to care for a nearby wetland. Read each situation and answer the questions.

Scenario A: Caring for Country

The group notices rubbish near a wetland. They want to organise a clean-up but are unsure whether they should enter a particular area or remove objects they find there.

1. List two responsible actions the group could take.

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2. Why should the group ask the relevant local Aboriginal organisation or knowledge holders before entering the area or moving objects?

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Scenario B: Solving a Disagreement

Two students argue about who should lead the project. One student says the oldest person should automatically decide. Another says everyone should vote immediately.

3. What questions should the group ask before choosing a fair process?

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4. Give one possible process that respects both community knowledge and the students’ participation.

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Scenario C: Sharing Information

A student finds a video online that claims to explain a ceremony from an Aboriginal community. The video does not identify the community or explain whether the information is public.

5. Should the student copy the video into a school presentation? Explain your answer.

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6. Write two questions the student could ask before using the information.

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Section 6: Source and Respect Check

For each statement, write Respectful, Needs More Information, or Not Respectful. Then explain one answer.

Section 7: Reflection and Real-Life Connection

Answer in complete sentences.

1. Why might a law system include responsibilities, not only punishments?

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2. Name one way a school, workplace, or community group could show respect for the Traditional Custodians of the area where it operates.

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3. What is one question you still have about Aboriginal customary law that could be researched respectfully?

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Optional Challenge

Research one Aboriginal or Torres Strait Islander community, nation, or language group using a reliable source created with permission or by the community. Do not research restricted or sacred information.

Create a short fact file with:

• The community, nation, or language group you studied
• The Country or region connected with it
• One public example of cultural responsibility or connection to Country
• The source you used
• One sentence explaining why local voices are important

Answer Key

Section 1

1. Country
2. customary law
3. oral traditions
4. Elders
5. kinship
6. responsibility

Section 2

1. B
2. A
3. B
4. A
5. B

Section 3

1. C
2. D
3. E
4. A
5. B

Section 4: Sample Answers

Answers may vary. Suitable responses include:

• Who may help interpret or teach the rules? Aboriginal Elders, knowledge holders, families, community leaders, or other people with recognised cultural authority; government officials, courts, lawyers, or trained professionals may interpret government law.
• What responsibilities are emphasised? Responsibilities to Country, family, community, culture, ancestors, and future generations; government law may emphasise duties and rights of citizens, public safety, and legal obligations.
• How can a dispute be addressed? Through discussion, mediation, guidance from appropriate community authorities, and restoring relationships; government law may use police, courts, mediation, or tribunals.
• How can the law connect people to place? It can guide how people care for Country and respect cultural places, stories, waters, plants, and animals; government law can protect land, heritage, and the environment through legislation.
• Why is respect for authority important? It helps maintain trust, knowledge, relationships, and community wellbeing; government authority helps laws be applied consistently through recognised institutions.

Section 5: Sample Answers

1. The group could report the rubbish to the appropriate local organisation, ask permission before entering sensitive areas, use gloves and safety equipment, and organise a clean-up with local guidance.
2. Local knowledge holders may know whether the area is culturally sensitive, whether objects are significant, and what actions are appropriate. Permission helps prevent accidental harm or disrespect.
3. They should ask who has cultural authority, whether the project has agreed rules, how decisions should be made, and how to include different ages and viewpoints.
4. The group could seek advice from the local community council, listen to the knowledge holder, and then allow the students to help plan and carry out the project.
5. No, not without checking the source and whether the material is public and appropriate to use. Online availability does not automatically mean that cultural information may be copied or shared.
6. Suitable questions include: Who created or authorised this information? Which community does it relate to? Is it public knowledge? Has permission been given for educational use? Is the source reliable?

Section 6

1. Not Respectful — Aboriginal and Torres Strait Islander communities are diverse, and customs can differ.
2. Respectful — Consulting the relevant community helps ensure that knowledge is used appropriately.
3. Not Respectful — Online material may be restricted, inaccurate, or shared without permission.
4. Respectful — Caring for Country can involve broad cultural, environmental, and community responsibilities.
5. Needs More Information or Not Respectful — No single source can represent every community, and local voices should be included.

Section 7: Sample Answers

1. Responsibilities help maintain relationships, prevent harm, care for people and places, and repair damage when problems occur.
2. A group could learn and correctly use the local Traditional Custodians’ name, invite local community members to guide activities, care for a local place, or follow an appropriate Acknowledgement of Country.
3. Answers will vary. A strong question should identify a specific community or public source and avoid asking for restricted or sacred information.

Optional Challenge

Answers will depend on the community and sources selected. A complete response should use a reliable, respectful source; identify the community accurately; describe only public information; and explain why community authority and local voices matter.