This demonstrates that with shared goals and collective action—among governments, interna-tional organizations, civil society, media, and the pri- Exploration of the text will reveal the girl is only known as ‘she’. Using the narrative structure, students write a sequel documenting the girl’s return to her mother and country after she runs away from the government facility. She is currently a lecturer in education at Australian Catholic University and her area of research is critical literacy. Where is the story located and in what time period? They use amazing animated imagery of Australian landscapes, people and animals to explain the shapes on the moon and how it came to be in the sky. In that short period of time, Griffin steals the car. How do you feel when someone uses your name compared to calling out ‘hey you’ or her or she? With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. Asha for Education is a 501(c)(3) non-profit organization. © Copyright Agency and contributors 2021 ABN 53 001 228 799, Receive updates in your inbox every month, A further possibility would be to share a part of Ruth Hegarty’s book. Students perform their readers’ theatre for each other over a week. Discuss page two showing the girls eating breakfast in the facility and compare this to page four showing the mother and daughter eating breakfast on their veranda. Refer back to the authors notes at the beginning of Stolen Girl directing attention to page 8 (the girl in the government car). Bringing them Home 20 Years On is the Healing Foundation’s plan of action for continuing to meet the needs and rights of members of the Stolen Generations and their families. Complication – Stolen Girl is taken to the government facility; focus on her life there including her dreams of her mother. Refer back to teaching point revising the visual features in a text. Stolen Generations resources Free Stolen Generations booklet. Students read the text and find any words that describe the girl’s life with her mother and community, e.g. The story is set in a small multicultural community in North Queensland and recollects an event from the past. Before reading give each student a post-it note to record words or feelings that come to mind as they listen. A further possibility would be to share a part of Ruth Hegarty’s book Is That You, Ruthie? The teacher then introduces other texts with a similar theme such as The Burnt Stick by Anthony Hill and Down the Hole by Edna Tantjingu Williams. (ACELA1489) (EN2-6B). The removal of Aboriginal and Torres Strait Islander children from their parents was the accepted practice of state and federal governments. Students viewed selected sections of the film ‘Rabbit Proof Fence’, listened to the music and lyrics of Archie Roach and completed an acrostic poem for the word STOLEN. Words can be written on cards and illustrated, then added to the themed wall. Provide copies of the book for students to re-read the story and then in small groups recount what they have learnt about the Stolen Generation. Now explore saying verbs throughout the book. History Years 3,6 video. Which place was a house and which place was a home? After viewing allow students to spend a few quiet moments reflecting on what has been heard before writing down their initial reactions and sharing with a partner. Discuss what it means in the context of this sentence on page 11. Read the author information at the back of the book and ask: Why do you think the authors wrote this story? Identify the language features that need to be highlighted so the students know about the criteria for success. Encourage the discussion around how she might be feeling at this point in time and the image including the view from the car windows. Guide the discussion around the concept of home rather than bricks and mortar and decorating. Students write an opinion piece expressing their ideas regarding the Stolen Generation using the information gained in this unit, from websites deemed suitable by the teacher, from class discussions and reading Stolen Girl, including the author’s notes. (ACELA1488) (EN2-1A). Make sure each scene is labelled. After some group discussion, discuss as a whole class. 8789 views. After viewing and a pair-share come together for the whole class to discuss what Ruth had to say. Contact Cathy Dean cathys@netspace.net.au (03) 9719 7395 Artwork “Cootamundra Girls Home” The front cover shows a painting by Rita Wenberg titled “Cootamundra Girls Home”. Find out the name of the country your school belongs to and the Indigenous language group for that country. It shows a young girl Select an appropriate part from the Australians Together website such as Ruth’s Story, to share with students to prompt a discussion about the Stolen Generation. A wonderful and sensitive story about life on a mission for a young girl removed from her mother and family. The use of thinking verbs such as I believe/I think, is a criteria for this task. Archie Roach Stolen Generations education resources teach a history shared by all Australians blog. The Archie Roach Stolen Generations Educational Resources were created in collaboration with three First Nations educators from Culture is Life. Culture Is Life CEO, Belinda Duarte, said knowing the truth and understanding the intergenerational impact of Stolen Generations are the first steps in healing. It teaches students about the Stolen Generations and the reason we now celebrate Sorry Day. To prepare for the viewing, ask the students to brainstorm the words that they think Kevin Rudd might use in his Apology Speech. elder, sugar bag. Invite students to work in pairs to complete the pair-share scaffold (PDF, 109KB) and then students contribute to the whole-class scaffold. Stolen Generationssurvivors individually have their own painful lived experiences of removal, however they also collectively share trauma from effects like living in institutions, being placed in non-Indigenous homes and being trained to be domestic servants and stockmen for unpaid labour. These girls will receive a new Dynabook laptop, IT support, and high-speed internet, face to face or online tutoring, online homework help, expense cards for school essentials, as well as a personal […] As a class watch Kevin Rudd’s Apology to Stolen Generations or if too long a shortened view from YouTube. Students brainstorm words that represent feelings evoked when they think of their home. Focus on the use of language of opinion. Sixteen-year-old Cheyenne is waiting in the car while her mom fills a prescription to treat her pneumonia. The book is read by Aboriginal author and respected Elder Aunty Ruth Hegarty. Now look at verb use on pages one and two (present tense) and compare that with verb use on pages three and six (past tense). Our lesson, Stolen Girl, provides students with a clear… Wingaru Education さんの投稿 2018年5月16日水曜日 If your school is a member of Aboriginal teaching resource website Wingaru Kids , you’ll have access to their great lesson about “Stolen Girl”. Complete by recording the names written on a wordle and adding to the theme wall. A fun, bright and colourful book about families supporting each other for a good cause. What is the significance of home and country to Aboriginal people? A Dreaming story from the Wiilman people of Western Australia. [4] elder, sugar bag. in girls’ education, and we as a global community can congratulate ourselves for the real progress that has been made. It uses amazing animated imagery of Australian landscapes and animals to tell the story of why the moon has phases. Some children never learned anything traditional and received little or no education. Examining grammar and vocabulary. Students may suggest a name for the girl and justify their choice. Discuss some local places that have Indigenous names and what those names mean. (ACELA1490) (EN2-8B) (EN2-4A). Stolen Education documents the untold story of Mexican-American school children who challenged discrimination in Texas schools in the 1950’s and changed the face of education in the Southwest. Check back often for new releases and additions. (ACELT1602) (EN2-7B). by two remarkable and inspiring members of the Stolen Generations. Education is a powerful driver of development and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. These words are researched in relation to Indigenous culture. Consequence of resolution – will the Stolen Girl find home? Work is displayed. As well as this film, you can have a look at these two songs about the Stolen Generations: Rabbit Proof Fence is a film set in Western Australia about the removal of three girls from their families to a mission school at Moore River Native Settlement. Big Rain Coming. Students write knowledge on a card and add to the themed wall. history, the arts, civics and citizenship, Years F,1,2,3,4,5,6,7,8,9,10 video. Are names part of our identify? We are looking to fund four Harding Miller, 2021 scholarship recipients, with educational tools and resources valued at $5,000 each for 12 months. Students work in groups to create a comparison chart detailing the girl’s life with her mother and in the Government Institution. Discuss why the author has used the words ‘house’ and ‘home’ as she has. Form four groups and give each group a section of the book. Children were forced to assimilate into non-Indigenous society and culture. Inclusive Education - This report brings together experience from a wide range of countries. We support teachers to teach Aboriginal and Torres Strait Islander perspectives with professional learning and curriculum resources. (ACELA1488) (EN2-1A). (ACELA1490) (EN2-8B). A wonderful and sensitive story about life on a mission for a young girl removed from her mother and family. She is a member of ALEA and has presented at three conferences and has had a paper published in the ALEA Literacy in the Middle school journal. List facts and feelings on smart board/chart/students books. Language Arts. Study after study shows that quality teaching is the most powerful factor in student learning. And so comes a glimmer of hope for a young girl taken from all she knows and loves. As a class quickly revisit the structure of a narrative. Ask students to audit which participants/characters get to use saying verbs and under what conditions. Then discuss play scripts and how to adapt the text of Stolen Girl into a readers’ theatre script. MoreheadMiddleMedia. What important events have happened in your home? In this video presented by the BBC, Ray Mears tastes the traditional Aboriginal delicacies the witchetty grub and honey ants. Orientation – who is/are the main characters? In an attempt to address the gap in accurate student and public knowledge about the Stolen Generations, a new resource kit is now available for schools across the country. What is the effect of these choices for verb tense? As a 9 year-old second grader, Lupe had been forced to remain in the first grade for three years, not because of her academic performance but solely because she was Mexican American. Before introducing the book, the teacher performs an Acknowledgement of Country. Below are some resources that could be used when working with this topic and film. (ACELT1603) (EN2-6B). The Healing Foundation has developed a series of classroom resources to support learning about the Stolen Generations in the early years, primary school and secondary school. The visual stimulus for this lesson is the 'Stolen Girl' video. The main character is silent for most of the book. They were refused access to their family and were stop… (ACELT1602) (EN2-10C) (ACELA1489) (EN-6B). What techniques has the illustrator used to enhance or challenge the text? Down the Hole by Edna Tantjingu Williams. Re-visit the website The Stolen Generation in preparation for the assessment task. draft and write their book (length depending on students level of attainment). His 11-year-old brother attends the same school, but studies in Class 4. Students read the text and find any words that describe the girl’s life with her mother and community, e.g. Form small groups and ask the groups to share the list of words they made prior to viewing and then list words they are thinking about after hearing the speech. To access this content, you must purchase Small annual school subscription , Professional Development Learning Hours , Individual subscription , Large annual school subscription or Medium annual school subscription , or log in if you are a member. Identify when she gets to speak and to whom she speaks. The door swings open and she takes her first step towards home. The Healing Foundation’s Stolen Generations Resource Kit for Teachers and Students has been created to educate young people about the Stolen Generations. Students may comment on home being a place of love and joy and perhaps a refuge. Regularly updated, the website provides information on a wide range of education related topics– education for children with different types of disabilities, issues of family, the girl child, teacher education and evaluation of different approaches. YouTube: National Apology to Stolen Generations, Unit Suitable For AC: Year 4 (NSW Stage 2). Invite students to volunteer to read their opinions to the class. Students create a ‘movie strip’ (PDF, 93KB), showing the events in that strip and parallel it to Stolen Girl. Federal Tax Id#: EIN 77-0459884 Use the following prompt in the discussion: What are the feelings you have when you think of your home? e.g. The Stolen Generations have had devastating impacts for the people who were forcibly removed as children, their parents and families, and their descendants. Now ask the class: What is the difference between a house and a home? Feb 20, 2013. Provide the blurb on the back of Stolen Girl as a starting point: With a deep breath, she turns the key in the lock. students divide their story into pages to transfer to the accordion book and illustrate the pages. Record responses either in written form or on an iPad. There is a full range of human resources that are essential for success. Read More (ACELA1496) (EN2-4A). However, despite progress, women and girls continue to face multiple barriers based on gender and its intersections with other factors, such as age, ethnicity, poverty, and disability, in the equal enjoyment of the right to quality education. Using the structure (PDF, 142KB) provided, invite students to explore the text and comment on the framing, illustrations and elements (such as salience) of the images. What if that name and identity was stolen from you? Consequence of resolution – will the Stolen Girl find home? Students then complete a feedback scaffold (PDF, 97KB) to provide feedback and affirm each other. His classmates are between seven and ten years old. The scaffold could be enlarged to allow for detailed illustrations and captions. Invite students to re-read the book and discuss the narrative structure and how it tells the story. Instead the girls were trained to be domestic servants, the boys to be stockmen. In 1997, the Bringing them home report focused on the practices of government from 1910–1970. It teaches students about the Stolen Generations and the reason we now celebrate Sorry Day. Why was this apology considered an important step towards reconciliation? Discuss the differences between what is said and how the illustrations have been done. Invite students to share their initial feelings and/or words they recorded when listening to Stolen Girl. Point out this is a fictionalised version of the Stolen Generation. At first, his intention was to just steal the car, but when Griffifi's dad finds out that Cheyenne's father heads a powerful corporation, their plan changes. His deeply personal song stories and more recently his books, Tell Me Why and Took the Children Away, shed light on the devastating government policies that still impact thousands of Aboriginal and Torres Strait Islander people and their families. In the groups, students write a readers’ theatre script to show their interpretation of the text. With this in mind, ask students to draw or paint their understanding of the girl with her mother and contrasting that with the Government facility in a ‘split’ page arrangement. ‘Ain’t’ does not have one set meaning. All three of these groups experience high rates of depression, anxiety, post-traumatic stress and suicide, and poor health and socioeconomic outcomes. If not, provide some mentor texts that are on topic and appropriate for this age group. Unfortunately, if the stolen package was sent by a friend or family member, you may have little chance of recovering your stolen goods, in which case youâ ll have to file a theft report. Is this a deliberate authorial choice by Saffioti & MacDonald? Resources Audio; Collections; Videos; Categories. 70 Top Stolen Generation Teaching Resources Explore more than 70 'Stolen Generation' resources for teachers, parents and pupils as well as related resources on … The book is read by Aboriginal author and respected Elder Aunty Ruth Hegarty. It is read by Torres Strait Islander role model Ms Gina Archer. These resources include planners, administrators, teachers, mentors, managers, and support staff. Explore how both words are used in the text. Commence a whole-class comparison chart. List facts and feelings on smart board/chart/students books. Stream new movie releases and classic favorites on HBO.com or on your device with an HBO app. The book is presented in an accordion style to be shared in class after assessment. View the speech again (the short version) and this time ask students to write down technical words that Rudd uses for later discussion. Use the following prompt in the discussion: How would you feel if this happened to you? Invite the groups to report to the whole class pointing out important comparison points. He is now in Class 2. Before the students read to their peers discuss respect for personal opinions. The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals. Also talk about the metaphors Rudd uses: turn a page, healing of a nation, new page, close the gap. Discuss and create a Venn diagram as a class. In groups students create a wordle and compare. 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