| 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 |
| 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
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 min | Briefly introduce the topic of the Stolen Generations. Discuss key terms and historical context. |
| 2 | Text Analysis | 10 min | Distribute printed excerpts related to the Stolen Generations. Guide students to read and discuss in pairs. |
| 3 | Printable Card Activity | 5 min | Hand out printable cards for students to fill in with their thoughts, feelings, and questions about the texts. |
| 4 | Group Discussion | 5 min | Facilitate a class discussion, allowing students to share insights or questions about the texts without calling on individuals. |
| 5 | Collection of Responses | 5 min | Randomly check the completed printable cards by collecting them or having students pass them forward to the teacher. |
| 6 | Conclusion | 5 min | Summarize key themes from the lesson, reinforce the importance of understanding the Stolen Generations, and outline the homework assignment. |
“Good morning, everyone! Today we will explore an important and sensitive topic in Australian history known as the Stolen Generations. This term refers to the Aboriginal and Torres Strait Islander children who were forcibly taken from their families by Australian federal and state government agencies. This practice had a profound and lasting impact on individuals, families, and communities. Before we begin, let’s discuss some key terms. Can anyone tell me what 'cultural identity' means? [Pause for responses] Great! Cultural identity is how we perceive ourselves in relation to our culture, and understanding this is vital when discussing the experiences of the Stolen Generations.”
“Now, I’m going to hand out printed excerpts related to the Stolen Generations. [Distribute texts] I want you to read these excerpts carefully. After you read, please pair up with a partner and discuss your thoughts on what you've read. What emotions does it evoke? What do you think about the experiences described? You have about 10 minutes for this activity, so let’s get started!”
“Now that you’ve discussed in pairs, I’d like you to take a printable card. [Distribute cards] On this card, I want you to jot down your thoughts, feelings, and any questions you have about the texts you just read. Use the prompts provided at the top of the card to help guide your reflections. You have 5 minutes to complete this, so please make sure to write something meaningful.”
“Time's up! Please pass your cards to the front. [Collect cards] Let’s come back together as a class for a discussion. I’d like to hear some insights or questions about the texts. Remember, you don’t have to raise your hand; just speak up if you feel comfortable. This is a safe space to share your thoughts, so who would like to start? [Facilitate the discussion, encouraging participation and varying perspectives]”
“Thank you for sharing your insights! Now, I’ll randomly collect your printable cards. If you haven’t already, please pass them forward now. [Collect completed cards] This will help me understand your perspectives better and guide our next discussions. Remember, your thoughts are important!”
“As we wrap up today’s lesson, let's reflect on some of the key themes we discussed. The Stolen Generations represent a complex history that still affects many people today. Understanding these experiences is essential not just for acknowledging the past but also for recognizing how it impacts current issues related to cultural identity. For your homework, I want you to write a reflective paragraph about what you learned in class today. Consider how it relates to contemporary issues around culture and history. I will collect these reflections in our next lesson. Thank you all for your participation today; I appreciate your sensitivity and thoughtfulness on this topic.”
| Question | Answer |
|---------------------------------------------------------------------------------------------------|--------|
| What does the term "Stolen Generations" refer to in Australian history? | |
| How did the practice of removing Aboriginal and Torres Strait Islander children affect families? | |
| What is meant by "cultural identity"? | |
| What emotions did you feel while reading the excerpts about the Stolen Generations? | |
| Why is it important to discuss the experiences of the Stolen Generations today? | |
| How do you think the history of Stolen Generations impacts current issues related to culture? | |
| What insights did you gain from your partner discussion about the texts? | |
| Can you identify any specific themes present in the texts regarding the Stolen Generations? | |
| How can understanding the past help inform our views on contemporary cultural issues? | |
| What is one question you still have after today's discussion about the Stolen Generations? | |