Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 9Time:

11:30am 12:20pm Date:9/03/2015

Learning Area: History

Strand/Topic from the Australian Curriculum
Investigating the forcible removal of children from
Aboriginal and Torres Strait Islander families in the
late nineteenth century/early twentieth century
(leading to the Stolen Generations), such as the
motivations for the removal of children, the
practices and laws that were in place, and
experiences of separation. (ACDSEH020)

Students Prior Knowledge:

The ability to describe different interpretations
of the past through the understanding of
different perspectives of individuals and
groups.
The ability to engage in a variety of
communication forms, (oral, written and ICT).
Historical knowledge of the forced removal of
Aboriginal and Torres Strait Islander children
Ability to understand and analyse the impacts
of first contact on Indigenous people

General Capabilities (that may potentially be covered in the lesson)

Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

N/A

Asia and Australias engagement with Asia

Sustainability

N/A

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
1) Students will have an intercultural understanding of the harsh effects of forced removal of Aboriginal and Torres
Strait Islander children.

2) Explore the interconnectedness of Country, Place, People, Identity and Culture in texts including those by
Aboriginal and Torres Strait Islander authors.
3) Recognise and analyse the experiences of forced removal by Aboriginal and Torres Straight Islander children.
4) Navigate their way through the weebly website.
Teachers Prior Preparation/Organisation:
Load weebly site to the front room projector, check
to see if all ICT components are working.
Go through weebly site, making sure all links, apps
and videos run correctly

Provision for students at educational risk:


LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time
5 min

20min

Motivation and Introduction:

Recap some of the main ideologies of the motivation behind the forced
removal of Aboriginal and Torres Strait Islander Children. (class
discussion)

Play YouTube clip of Daisy Howard: Member of the Stolen Generation;

The clip features a member of the Stolen Generations, Daisy Howard,
who was taken at the age of 2 from her family and home in Halls Creek
in WA to an institution. The removal was part of government policies in all
states and territories from about 1910 to 1970 to remove children of
mixed Indigenous and non-Indigenous parentage from their families. At
the age of 11 Howard was sent from the institution to the Beagle Bay
Mission. She never saw her mother again, and it was 50 years before
she was reunited with her sister May.
http://aso.gov.au/titles/documentaries/stolen-generations/clip3/

Resources

http://ictnd1130.weebly
.com

http://aso.gov.au/titles/docum
entaries/stolengenerations/clip3/

Lesson Steps
Activity 1, Class Spiderscribe; What are some of the issues Daisy

expresses, being a member of the forced removal policy? As a whole

class exercise, students will be asked to identify some of the main
consequences of forced removal of Aboriginal and Torres Straight
Islander children.
(look for; separation, dispossession, family destruction, culture clash,
name change, forbidden cultural engagement, enforced religion, name
changes)
15
minutes

5 min

Activity 2, KidBlog Reflection; Students are asked to write a critical

reflection in their Kidblogs projecting how they would feel if they were
forcibly removed from their families and placed into institutions where
they were forbidden from seeing their families, speaking their native
language and engaging in any of their cultural traditions.
Students to consider:
How would it make them feel now?
What are some of the things they would miss the most?
How would it effect their identity and sense of belonging?

Oxford Big Ideas, Geography

and History 9, (pp. 370-373)

Students can choose from the following options:

1) Persuasive speech
2) Poem
3) Letter
4) Song
Lesson Closure
Students are provided with an opportunity to comment on their peers
reflective pieces on the KidBlog.