Activity one- Introduction to stolen generations
Prior to this lesson, students will have a sound understanding about the value of Kinship in the lives of Indigenous Australians.
To commence the introductory lesson, ask students to pick out their most favourite belonging they have with them or in their bags for example, a photo of a special person, religious objects, special pen, jewellery etc. Make sure they are told to label these items with their names on them using a name sticker- provided by the teacher.
Pick a random student to collect these items into a tub provided which will be then kept on the front desk. Ask the students how would they feel if you took all these belongings home and treated them as you wished and never gave them back. Would they feel sad? angry? frustrated?
Next, ask the students to close their eyes and imagine 'a beautiful sunny day. They are playing in their front yard with their siblings or with neighbours/friends/cousins while their parents are cooking barbeque. Suddenly a medium sized van arrives and a stranger steps out of the vehicle and steals you and the other children away from your families forever, never to return. They take you to different places, making you do lots of hard labour and teaches you their ways which are very different to yours. They tell you as your grow up that your parents never liked you but this isn't true.' Ask them to open their eyes and tell them that this is the story of the stolen generations in the lives on Aboriginal people and that children were taken away from their kinship groups forever. Following, tell the students imagine that this really happened in their lives and write a diary entry of one day or draw a picture as to how they felt when all of this had happened in their lives.
A few students can then share their diary entry or picture with the rest of the class.
To commence the introductory lesson, ask students to pick out their most favourite belonging they have with them or in their bags for example, a photo of a special person, religious objects, special pen, jewellery etc. Make sure they are told to label these items with their names on them using a name sticker- provided by the teacher.
Pick a random student to collect these items into a tub provided which will be then kept on the front desk. Ask the students how would they feel if you took all these belongings home and treated them as you wished and never gave them back. Would they feel sad? angry? frustrated?
Next, ask the students to close their eyes and imagine 'a beautiful sunny day. They are playing in their front yard with their siblings or with neighbours/friends/cousins while their parents are cooking barbeque. Suddenly a medium sized van arrives and a stranger steps out of the vehicle and steals you and the other children away from your families forever, never to return. They take you to different places, making you do lots of hard labour and teaches you their ways which are very different to yours. They tell you as your grow up that your parents never liked you but this isn't true.' Ask them to open their eyes and tell them that this is the story of the stolen generations in the lives on Aboriginal people and that children were taken away from their kinship groups forever. Following, tell the students imagine that this really happened in their lives and write a diary entry of one day or draw a picture as to how they felt when all of this had happened in their lives.
A few students can then share their diary entry or picture with the rest of the class.
To conclude the lesson, show the children paintings that depict the event of the stolen generations such as, “Maria’s Dream" by Beryl Martin on the left. Analyse the painting, what is the artist trying to covey? the emotions on the older woman, her emotions? why does she look worried?
The students can then be asked to make a Y chart on what they knew, what they have learnt and what they want to learn- in terms of stolen generations and it's impact on Aboriginal families in particular. They can do some further research through the links below that gives an insight about this issue through real-life stories on ABC website. The second link also provides information about the importance of kinship in the lives of Indigenous Australians and how the removal policies affected this. Students may also look at some of the home and conditions the stolen children had lived in such as, Cootamundra girls home.
The students can then be asked to make a Y chart on what they knew, what they have learnt and what they want to learn- in terms of stolen generations and it's impact on Aboriginal families in particular. They can do some further research through the links below that gives an insight about this issue through real-life stories on ABC website. The second link also provides information about the importance of kinship in the lives of Indigenous Australians and how the removal policies affected this. Students may also look at some of the home and conditions the stolen children had lived in such as, Cootamundra girls home.
Cultural sensitivity
You as teachers must be culturally competent and alert at all times. Be culturally aware that some of these topics and activities may be an emotional experience for some students. Therefore, be mindful of the language used and address the events and people with respect when explaining. Also be aware that some students may have a negative approach or may lack the ability to be culturally sensitive. In order to overcome those issues, explain at the beginning of each lesson of what is expected and how to respectfully voice their opinions at all times. In addition, remember that your knowledge might be limited sometimes particularly if your not from an indigenous background, so be prepared to be open and learn from the students as well who are from an indigenous background or students the bring information from government websites.
You as teachers must be culturally competent and alert at all times. Be culturally aware that some of these topics and activities may be an emotional experience for some students. Therefore, be mindful of the language used and address the events and people with respect when explaining. Also be aware that some students may have a negative approach or may lack the ability to be culturally sensitive. In order to overcome those issues, explain at the beginning of each lesson of what is expected and how to respectfully voice their opinions at all times. In addition, remember that your knowledge might be limited sometimes particularly if your not from an indigenous background, so be prepared to be open and learn from the students as well who are from an indigenous background or students the bring information from government websites.