Teacher instructions

Work through this resource material in the following sequence:

15 minutes

Tune in: Know, want and learn

15 minutes

Find out: Understand terminology

30 minutes

Take action: Extended response

5 minutes

Reflection: Impact of being 'stolen'

Note: It is important to begin this lesson by informing students that the forcible removal of Aboriginal and Torres Strait Islander children is a focus. The content may be triggering to some students. It is recommended that students are informed about available support during and after the lesson if its needed.

Tune in: Know, want and learn

Step 1.

Hand out the Student Worksheet to students, and direct them to complete the columns ‘Know’ and ‘Want’ in the 'Tune in' activity. Students may write their responses in dot points or full sentences.

Step 2.

Invite the students to share their responses with the class. You may like to write down common questions they have to track their thinking.

Step 3.

Read ‘The Stolen Generations’ article to the class. Pause where necessary to allow students to ask questions.

Step 4.

Allow students to make entries in the ‘Learn’ column of the Student Worksheet.

Find out: Understanding terminology

Step 1.

Watch this clip. The Last Daughter: Brenda, Mark and Nan respond to children being taken away https://player.vimeo.com/video/816792731?

Step 2.

Invite students to form a discussion circle where they sit facing each other.

Step 3.

Introduce the discussion question: How does Brenda’s story deepen our understanding of what it means to be stolen?

Extension Opportunity: Draw focus on how terms like 'stolen' can affect someone's identity. Facilitate discussion on the following points: Brenda receives information that informs her that she was not technically part of the 'Stolen Generation', but was still evidently stolen from her family. How do you think this information would have made her feel? What is Nan Brenda's response to being informed her children do not technically belong to the 'Stolen Generations'? What is Mark's response to this? What is he enraged about?

Step 4.

Direct students to the 'Find out' activity in the Student Worksheet and ask them to complete the questions:

Write down a relevant dictionary definition of the term 'stolen'.
How does this definition of the term 'stolen' correlate with, or differ from, what the word means for Aboriginal and Torres Strait Islander peoples?
How might the word 'stolen' make someone feel excluded?
How could it make someone feel like they belong?
How could this language be empowering and/or disempowering for Aboriginal and Torres Strait Islander peoples?

Brenda was taken from her family in 1973 and was brought up with the understanding that she was a ‘stolen child’, but she was denied compensation because the Aboriginal Protection Act was abolished in 1969, prior to her birth. How does this impact Brenda's understanding of her identity and where she belongs?

Hot tip: Student responses should focus on how the term 'stolen' can lead to: First Nations peoples could feel disconnected to their identity. First Nations peoples could feel a sense of belonging amongst other survivors. The term could provide clarity for First Nations peoples who are gaining understanding of their childhood experiences, similar to Brenda. The term contradicts the legislation that permitted it but the word justifies how Aboriginal children were taken and treated as if they were a materialistic item/belonging. Take action: Extended response.

Step 1.

Inform students that they will be writing a short (150 - 250 word) news report based on Brenda’s quote:“ The Act had changed, but the action didn’t. The action stayed the same and it doesn’t matter which Act it come under, we were still stolen children.” This quote will be shortened to become the headline for their news report: The Act changed, but the action didn’t. Students are to discuss the headline with reference to the experiences of Brenda Matthews, as viewed in the documentary. Encourage students to use their responses from the 'Find out' activity in their news report.

Step 2.

Ensure that students cover the following in their article: Use this headline - The Act changed, but the action didn’t. Make reference to the Stolen Generations and the legislation that was its cause using the AIATSIS Remove and Protect page:
(https://aiatsis.gov.au/collection/featured-collections/remove-and-protect)
Connect to the story of Brenda Matthews - Consider the ways that language might be used to represent people of the Stolen Generations and their families.
Explain how Brenda’s story helps expand our understanding of the forcible removal of Aboriginal and Torres Strait Islander children. Consider proper presentation - clear font, images (if appropriate) and clear format.

Step 3.

Invite students to share a draft of their News Report with a peer. Students are to read the News Report of a peer and provide feedback in the TAG format:

T - Tell the writer something you liked about their News Report.
A - Ask the writer a question about the content of their News Report.
G - Give the writer two pieces of constructive feedback about their News Report.

Reflection - The impact of being 'stolen'

Step 1.

Have students return to the essential question of the lesson: What are the various ways in which the term 'stolen' has impacted the identities and lives of Aboriginal and Torres Strait Islander peoples? Have students write their answers in the Student Worksheet.

Differentiated Learning

We trust that teachers are the best equipped to know how to cater to the diversity in their classes. At Cool Australia, we incorporate a variety of differentiation strategies into each lesson. Firstly, each lesson in this unit appeals to an array of different learning preferences. Learning activities can be completed in a number of different ways - if a student feels more comfortable speaking rather than writing, there are opportunities to accommodate this. In lessons that feature group work or learning stations, we trust that teachers will use their discretion in knowing how to best organise their students in accordance to positive working relationships and ability. Graphic organisers and scaffolds are often included so students can ‘visually think’ and keep a record of their work. While our lessons are designed to be 55 - 60 minutes in length, we trust that teachers will manipulate lesson and segment times according to the needs of their students.

The Last Daughter - Stolen Children

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