Learning Experiences: The Stolen Generation
Learning Experience 1: |
Learning Experience 2: |
The Burnt Stick - 1 hour approx.
Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts(ACELT1613) Use interaction and communication skills to contribute to informal debates and discussions by: • interrogating and analysing ideas • evaluating information and comparing solutions • repairing breakdowns in discussion • offering explanations and describing processes (LS 6 v) As a whole class: This lesson is to introduce students to the concept of The Stolen Generation. To establish the lesson, a class discussion is necessary. Discussion Questions:
Using the students own feelings and experiences will allow them to engage and comprehend the magnitude of the impacts. After completing the class discussion, Teacher is to read aloud The Burnt Stick. Students are then to preview the YouTube video and answer the questions in the film. Students are to write a reflection about 'If I was Jack Jaggamarra, how would I feel?' |
The Same Effect - 1.5 hour approx.
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots(ACELT1614) Identify the purpose, content, context, text structure and writer–reader relationships when writing and creating learning area texts . (VR 6 i) As individuals: Students are to choose 1out of the 4 pre selected texts.
Once students have selected and read their chosen piece of literature, they are to make a comparison chart in regards to The Burnt Stick. (See example below) After completion of the comparison table, students are to 'character reverse.' Character reverse is when they insert their character into another story.
They will be directed to use Jack Jaggamara, from the Burnt Stick, and place him into the new text. They are now to rewrite his story in that style of text (poem, short story, letter etc.)
The teacher should sight the comparison chart before students attempt their character reverse. For students that lack focus or struggle with the task, Focus groups may be started along side peer teaching. |
Learning Experience 3:Why? - 1 hour approx.
Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts(ACELT1613) Identify different purposes for listening and speaking, select and modify text structures and language features for the chosen content and context. (LS 6 i) The aim of this lesson is to allow students to grasp the concept of The Stolen Generation and really understand WHY it took place. Students have been given the opportunity to think about how they would have felt if they were in that situation, but have not yet understood how it affected Australia or why it is such a big piece of our history. In small groups (no more than 4) Students are to read an extract of The History of the Stolen Generation - Why were they removed? After reading the excerpt, students are to create a Concept Map to demonstrate their understanding of the article. Students are then required as individuals to write a reflection (100 words approx.) detailing their further understanding of why Aboriginal children were removed. Considerations: Peer learning and heterogeneous grouping will be employed and monitored. |
Learning Experience 4:Where I'd Rather Be - 1.5 hour approx.
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) Write paragraphs that maintain the pace or sense of texts, including using headings, subheadings and logical structures that support the purpose Within this lesson, students are given the opportunity to understand the features of the language chosen by the author. (WC 6 iv) Students are to evaluate Hill's descriptive language when he speaks about the location of Pearl Bay Mission and the Ranch where his clan lived. Using excerpts from The Burnt Stick, children highlight, what they believe to be the effects of his word choice. Different colours could mean different things (blue- he liked this place. Red- he didn't like it.)
Choosing their favourite place, students are to look at language and construct a paragraph of why this is the best place on earth. They then are to write a paragraph, using aesthetic and persuasive language to try and convince the teacher that the Dentists is a great place to visit. Assessment: The work that is produced from this lesson is to be used as the formative piece of assessment. |
Learning Experience 5:The Rabbit Proof Fence - 2 hour approx.
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches(ACELY1708) Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) Use interaction and communication skills to contribute to informal debates and discussions by: • interrogating and analysing ideas • evaluating information and comparing solutions • repairing breakdowns in discussion • offering explanations and describing processes (LS 6 v) After previewing Rabbit Proof Fence, students are asked to discuss their opinions about the film. Students will then compare the film and The Burnt Stick book. Using inquiry questions such as;
- Why do we feel this way? Considerations: Teacher is to direct inquiry questions and call on and scaffold students who are struggling with the concept. It is vital that E.S.L students are prompted with reasons for the Stolen Generation, as this is a foreign concept. >PLEASE NOTE: Indigenous students, will need to be advised that this film MAY have deceased persons in it. A letter of consent should be sent home before the film is previewed. |
Learning Experience 6:Diary entry - 2 hour approx.
Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) Identify the purpose, content, context, text structure and writer–reader relationships when writing and creating learning area texts . (VR 6 i) Recap on how to write a diary entry. Writing a Diary Entry Once students have read the guide, samples of diary entries are to be previewed. Samples of Diaries After previewing successful entries, students then recall their reflection of the Rabbit Proof Fence (Learning experience 5) and write 4 diary entries as one of the main characters.
Students are to then rewrite their entries as a good copy, making it authentic for that period of time. This lesson is an introduction to the summative assessment piece. Students will need to gain an insight into how to write as a character and how to use their language to portray the message. Considerations: For students struggling with this task, the number of diary entries may be reduced...Vise Versa for students excelling. Focus groups may be started when creating the diary entry. |
Learning Experience 7:Hope Beyond the Window - 2 hours approx.
Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) Analyse how analytical images, e.g. symbols, tables, flowcharts, contribute to understanding and interpretation of texts (VR 6 viii) Students are given the above painting, entitled Hope beyond the window, by Jacqui Stewart.
As a class, discuss the art piece.
Once students have finished discussion, allow them to read the artist statement: Hope Beyond the Window by Jacqui Stewart. "The painting represents children from a Stolen Generation. The church symbolises religion and the window represents ‘hope’ looking through to the sky. The children are portraying despair but also at the same time hopefulness and belief for a better future. The old tree beside the church symbolises an Aboriginal Elder who is protecting and watching the children while the leaves illustrate “free spirits” flying through the wind. The painting was influenced by photographs of the Moore River Native Settlement in WA and the movie Rabbit Proof Fence. " Analysing each sentence and its meaning, students should have a deeper understanding of the illustration and its meaning. Students then break into groups of 4 and write a script (no more than 100 words) as a portrayal of their interpretation. Students are given time to practise and recite their play, before presenting to the class. Consideration: The use of the support teacher or helper will be vital within this lesson. Support personnel can float between students and guide their writing. Heterogeneous groupings. |
Learning Experience 8:Survivors - 1 hour approx.
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots(ACELT1614) Identify different purposes for listening and speaking, select and modify text structures and language features for the chosen content and context. (LC 6 i) Gregory's story:
Deb's story:
These personal reflections or statements are written by survivors of the Stolen Generation.
Students are to evaluate the language chosen.
Considerations Support personnels and teacher to scaffold students work. As this is an individual task, E.S.L students, A.D.H.D student, Aboriginal student and Developmental delay students, could work in a focus group to understand the words and meanings. This lesson is an introduction to the summative assessment piece. Students will need to gain an insight into how the Stolen Children would have felt. |