| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Stolen generation texts analyse |
| What length (min) | 30 |
| What age group | Year or Grade 7 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Stolen Generation Texts Analysis
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 mins | Introduce the topic of the Stolen Generations, providing context and background information. |
| 2 | Text Distribution | 5 mins | Hand out selected texts related to the Stolen Generations to each student. |
| 3 | Reading and Discussion | 10 mins | Students read the texts silently, then engage in small group discussions about their impressions. |
| 4 | Printable Card Activity | 5 mins | Distribute printable analysis cards for students to fill out based on their readings and discussions. |
| 5 | Collection and Check | 3 mins | Collect the analysis cards from students or randomly check them without presentations. |
| 6 | Reflection and Closing | 2 mins | Ask students to share one key insight they gained from the lesson before concluding. |
This lesson plan balances critical analysis, historical context, and ensures an inclusive environment for discussion while respecting the sensitive nature of the topic.
"Good morning, everyone! Today, we will be discussing a very important topic in Australian history: the Stolen Generations. This term refers to the Aboriginal and Torres Strait Islander children who were removed from their families by Australian federal and state government agencies. As we explore this topic, it's crucial to understand the historical context and the lasting impact it has on individuals and communities. Are we all ready to dive into this significant area of our history?"
"Now that we have a bit of background, I will hand out some selected texts that relate to the Stolen Generations. Each of you will receive a copy. Please take a moment to look at the text and get a sense of what it covers. Remember, we’ll be discussing these together in a bit, so it’s important to engage with the material. Does everyone have a copy? Great!"
"For the next ten minutes, I’d like you all to read your texts quietly to yourself. Pay close attention to the feelings, experiences, and perspectives conveyed within the writing. After you finish reading, I will divide you into small groups. In these groups, I want you to share your impressions and thoughts about the text. What stood out to you? How did it make you feel? I will give you a signal when it's time to start the group discussions."
(After 10 minutes)
"Alright everyone, it's time to come back together. I hope you had meaningful conversations in your groups. Would anyone like to share an interesting insight or a strong emotion you felt while reading? Let’s hear a few thoughts!"
"Thank you for your contributions! Now, I will give you some printable analysis cards. These will help you reflect more deeply on the texts you read. On the card, I'd like you to consider the following: What was the main message of the text? What themes did you notice, and how did they connect to the experiences of the Stolen Generations? Take about five minutes to fill these out."
"Fantastic job filling out the analysis cards! Please pass them to the front of the class. I will quickly collect them and look them over. Remember, there’s no need to present these today; I will simply check your engagement. This will also help me understand your perspectives and how to guide our discussions in future lessons."
"To wrap up our lesson, I want to hear from a few more of you. Could anyone share one key insight or new understanding you gained from today’s discussion? It could be related to the text, the historical context, or even how this topic resonates with present-day issues. Let’s take a minute to share."
"Thank you all for your thoughtful contributions today. I appreciate your openness in discussing such a sensitive topic. For your homework, I’d like you to write a short reflection on what you learned today about the Stolen Generations. Please keep it to one or two paragraphs, and bring it to our next class. Have a great day!"
| Question | Answer |
|---|---|
| What does the term "Stolen Generations" refer to in Australian history? | |
| How did government policies regarding Aboriginal and Torres Strait Islander children impact their families? | |
| Can you identify some emotional responses that individuals might have when reflecting on the Stolen Generations? | |
| What themes were identified in the texts you read about the Stolen Generations? | |
| How do the experiences of the Stolen Generations resonate with present-day issues in Australia? | |
| Why is it important to discuss sensitive topics such as the Stolen Generations in a classroom setting? | |
| How do the perceptions of the Stolen Generations differ among various communities or individuals? | |
| What was the main message of the text you read regarding the Stolen Generations? | |
| In your opinion, what is the significance of acknowledging the history of the Stolen Generations today? | |
| How can we better support Aboriginal and Torres Strait Islander communities in relation to the impacts of the Stolen Generations? |