Teacher instructions

Work through this resource material in the following sequence:

15 minutes

Tune in: The value of the truth

15 minutes

Find out: The lies they were told

30 minutes

Take action: Truth audit

5 minutes

Reflection: The power of the truth

Tune in: The value of the truth

Step 1.Explain to students that this lesson is about the value of telling the truth. Divide the class evenly. Have half the class form a standing circle where they face outward, toward the walls of the classroom. The other half of the class now stand themselves in front of a person from the inner circle. You should have in front of you, an inner circle and an outer circle of students.

Step 2.Explain to students in the outer ring that they will be asked to move to the person to the right of them after each question is asked. Explain that the same question may be asked several times over - this is deliberate. There will be questions about The Last Daughter and personal questions. Please emphasise that students do not have to answer personal questions if they are not comfortable.

Question 1: What do you think is easier: telling the truth, or telling a lie? Why?

Note: Ask students in the outer ring to move on to the next person after the question is asked - ask Question 1 two more times. Outer ring students should hear three different answers.

Question 2: How do you react when someone lies to you?

Note: Ask students in the outer ring to move on to the next person after the question is asked - ask Question 2 two more times. Outer ring students should hear three different answers.

Question 3: In The Last Daughter, Brenda says that she is trying to find out the truth - about what?

Note: Encourage students to come up with as many ideas as they can together.

Question 4: Sometimes it is hard to tell the truth. Do you think telling the truth can be a way to show care and love? Why/why not?

Note: Ask students in the outer ring to move on to the next person after the question is asked - ask Question 4 two more times. Outer ring students should hear three different answers.

Question 5: What's your response to learning that Australia's government enacted policies that essentially lied to Australian citizens? How does it make you feel?

Note: Ask students in the outer ring to move on to the next person after the question is asked - ask Question 5 two more times. Outer ring students should hear three different answers.

Find Out: The lies they were told

Step 1. Read this excerpt to the class on the concept of truth-telling:

“Truth-telling is an opportunity for First Nations people to record evidence and share stories about their culture, heritage and history with the broader community. It is not only about confronting the atrocities of the past, but it is also about amplifying First Nations voices and the deep knowledge and innovative solutions they hold. Truth-telling is a means for non-Indigenous Australians to recognise the ongoing trauma and impact of colonisation on First Nations peoples."

Step 2. Watch the following clips. Have students complete the Student Worksheet.

The Last Daughter: Things have changed https://player.vimeo.com/video/816778798?h=68f999c965
The Last Daughter: 'We ended up being the villains' https://player.vimeo.com/video/816781044?h=c50e1a8cf8
The Last Daughter: Brenda, Mark and Nan investigate the documents regarding her removal from family https://player.vimeo.com/video/816786247?h=c02cc933f0
The Last Daughter: The true history of this country has not been told https://player.vimeo.com/video/814116358?h=6490c9fd2e
The Last Daughter: Nan - 'This Aboriginal lady was a good mother' https://player.vimeo.com/video/814119241?h=3ad00f1f22

Take Action: Truth audit

Step 1.Explain to students that it is very important to verify that texts including and referring to Aboriginal and Torres Strait Islander peoples are respectful in their representations and ethically made.

James Cook University has devised a checklist which allows for people to better gauge the ethical quality of the texts they wish to work with. This checklist is also available on the Student Worksheet.

Accuracy-authenticity

What year was the source published/edited?
Did First Nations peoples actively participate in the development of the source or is it an anthropological (observational) text?
Does the source perpetuate ideas that have since been proven incorrect (such as there was no one living in Australia when the English arrived; there was no slavery in Australia, etc.)
Does the source provide insight into First Nations people's rich diversity of cultures, histories and ways of knowing or does it stereotype and generalise?
Is the content relevant to a specific community or location or does it talk about Aboriginal and Torres Strait Islander people overall?
Is this a primary or secondary source? If a secondary source, are there references to primary sources or is most of the information based on opinion?

Balance

Does the source contain damaging or inflammatory content, e.g. derogatory language, negative framing?
Are the roles of males and females given equal coverage and respect?
Does the source recognise the resilience and contributions of First Nations peoples and groups or does it only paint them as dangerous or damaged?
Does the source acknowledge wrongs that were done to First Nations peoples by colonial Britain, the Australian Government or other groups?
Does the source recognise that First Nations peoples cultures continue to evolve and grow or does it talk about them as relics of the past?

Culturally appropriate

Does the source use respectful and appropriate terminology?
Does the source share content that is secret or sacred and should not be shared?
Does the source contain images of deceased First Nations peoples which may cause distress? Do you need to include a cultural sensitivity warning?
Has the creator obtained permission to publish the source from anyone being featured in it?

Step 2. Using The Last Daughter as the class example, work through the checklist, stopping to help students understand particular questions.

Note: The next text examined may cause distress to some students in the classroom. Please manage this with great sensitivity - see Teacher Content Information.

Step 3. Together as a class, invite students to work through the checklist with the first 3 pages of this historical text - The Policy of Assimilation: Decisions of Commonwealth and State Ministers at the Native Welfare Conference, Canberra, January 26th and 27th, 1961 / [by Paul Hasluck] (https://aiatsis.gov.au/sites/default/files/catalogue_resources/18801.pdf).

It is a complex text with euphemistic wording throughout. Students may need help to 'read between the lines'.

Extension opportunity: Ask students - why might euphemistic language be used in such a document? For what purpose?

Reflection - The power of the truth

Step 1. Have students return to the essential question of the lesson: What can truth-telling do - for an individual, a community, a country?

Have students write their answer 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 - Truth-Telling

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