The scaffold could be enlarged to allow for detailed illustrations and captions. 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. 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. Amman uses a tricycle, which is pushed by his mother or other children in the community, to get to school. What important events have happened in your home? After some group discussion, discuss as a whole class. Now explore saying verbs throughout the book. There is a full range of human resources that are essential for success. (ACELA1488)   (EN2-1A). 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. in girls’ education, and we as a global community can congratulate ourselves for the real progress that has been made. Girl Stolen by April Henry. Invite students to work in pairs to complete the pair-share scaffold (PDF, 109KB) and then students contribute to the whole-class scaffold. In the groups, students write a readers’ theatre script to show their interpretation of the text. What if that name and identity was stolen from you? happy/sad, frightened/comforted, lonely/loved, home/dormitory, country/children’s home, family/strangers. Discuss what it means in the context of this sentence on page 11. What is the girl’s name? As a class quickly revisit the structure of a narrative. Big Rain Coming. (ACELA1490)   (EN2-8B)   (EN2-4A). 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”. Students brainstorm words that represent feelings evoked when they think of their home. Introduce Stolen Girl by Trina Saffioti and Norma MacDonald to the students. 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). The book is presented in an accordion style to be shared in class after assessment. Took The Children Away video. Discuss and create a Venn diagram as a class. Then discuss play scripts and how to adapt the text of Stolen Girl into a readers’ theatre script. Education is a powerful driver of development and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. Students work individually on a personal comparison scaffold (PDF, 109KB). Archie Roach Stolen Generations education resources teach a history shared by all Australians blog. What is the significance of home and country to Aboriginal people? Children were forced to assimilate into non-Indigenous society and culture. Asha for Education is a 501(c)(3) non-profit organization. Discuss the differences between what is said and how the illustrations have been done. Feb 20, 2013. elder, sugar bag. Work is displayed. Students share information they know about Indigenous culture in Australia. To prepare for the viewing, ask the students to brainstorm the words that they think Kevin Rudd might use in his Apology Speech. Stream new movie releases and classic favorites on HBO.com or on your device with an HBO app. Form four groups and give each group a section of the book. 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. Do Not Go Around the Edges by Daisy Utemorrah (teacher notes available on Reading Australia), My Place by Nadia Wheatley (teacher notes available on Reading Australia), Tea and Sugar for Christmas by Jane Jolly, Various titles by Browyn Bancroft e.g. Identify when she gets to speak and to whom she speaks. Provide the blurb on the back of Stolen Girl as a starting point: With a deep breath, she turns the key in the lock. Encourage the discussion around how she might be feeling at this point in time and the image including the view from the car windows. How does framing and visual composition help to tell the story? Students view and discuss the Indigenous Eight Ways of Learning. Two Dreaming stories from the Noongar people of Western Australia. (ACELA1489)   (EN2-6B). The contraction ‘ain’t’ might be noted. Australians Together Learning Framework Designed to reshape a new narrative for all Australians the framework aligns with the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority and AITSL Standard 2.4. Sixteen-year-old Cheyenne is waiting in the car while her mom fills a prescription to treat her pneumonia. Set up grand conversation circles to identify how Rudd uses evaluative language and to what effect. 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 create a ‘movie strip’ (PDF, 93KB), showing the events in that strip and parallel it to Stolen Girl. How do you feel when someone uses your name compared to calling out ‘hey you’ or her or she? Students relate the speech to the text and re-read with this knowledge. If not, provide some mentor texts that are on topic and appropriate for this age group. Students read the text and find any words that describe the girl’s life with her mother and community, e.g. 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. Complication – Stolen Girl is taken to the government facility; focus on her life there including her dreams of her mother. 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 b Despite evidence demonstrating how central girls’ education is to development, gender disparities in education persist. Using the scaffold (PDF, 96KB) students revisit the structure of a narrative and apply it to Stolen Girl. Make sure each scene is labelled. Discuss why the author has used the words ‘house’ and ‘home’ as she has. After viewing and a pair-share come together for the whole class to discuss what Ruth had to say. Ask students to label the two images to highlight the different situations the girl finds herself in. Consequence of resolution – will the Stolen Girl find home? Why was this apology considered an important step towards reconciliation? Students listened to a teacher-reading of ‘Stolen Girl’ by Trina Saffioti and completed a Venn diagram to identify similarities and differences in lives. In 1997, the Bringing them home report focused on the practices of government from 1910–1970. MoreheadMiddleMedia. Inclusive Education - This report brings together experience from a wide range of countries. In this video presented by the BBC, Ray Mears tastes the traditional Aboriginal delicacies the witchetty grub and honey ants. (ACELT1602)   (EN2-7B). Is this a deliberate authorial choice by Saffioti & MacDonald? Culture Is Life CEO, Belinda Duarte, said knowing the truth and understanding the intergenerational impact of Stolen Generations are the first steps in healing. The story is set in a small multicultural community in North Queensland and recollects an event from the past. Are names part of our identify? These words are researched in relation to Indigenous culture. All three of these groups experience high rates of depression, anxiety, post-traumatic stress and suicide, and poor health and socioeconomic outcomes. These words are researched in relation to Indigenous culture. 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. Refer back to the authors notes at the beginning of Stolen Girl directing attention to page 8 (the girl in the government car). It uses amazing animated imagery of Australian landscapes and animals to tell the story of why the moon has phases. Cultural identity and belonging video. 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”. Invite students to re-read the book and discuss the narrative structure and how it tells the story. 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. 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. The painting is about a little girl growing up in the home. To access this content, you must purchase, The Old Frangipani Tree at Flying Fish Point (Video), Aboriginal Witchetty Grubs & Honey Ants – Ray Mears Extreme Survival (Video). It teaches students about the Stolen Generations and the reason we now celebrate Sorry Day. Words can be written on cards and illustrated, then added to the themed wall. Down the Hole by Edna Tantjingu Williams. Examining grammar and vocabulary. 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. Resources Audio; Collections; Videos; Categories. Students work in groups to create a comparison chart detailing the girl’s life with her mother and in the Government Institution. 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. 8789 views. Below are some resources that could be used when working with this topic and film. Orientation – who is/are the main characters? Check back often for new releases and additions. The door swings open and she takes her first step towards home. A further possibility would be to share a part of Ruth Hegarty’s book Is That You, Ruthie? Refer back to teaching point revising the visual features in a text. 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. 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. Avoid discussing the physical aspects of the home as this has the potential to induce ‘shame’ in some students. Discuss using the questions below as prompts: (ACELA1490)   (EN2-8B)   (ACELY1692)   (EN2-4A). Guide the discussion around the concept of home rather than bricks and mortar and decorating. A wonderful and sensitive story about life on a mission for a young girl removed from her mother and family. Now ask the class: What is the difference between a house and a home? Focus on the use of language of opinion. It makes it easy for school communities to start the conversation and inform classroom discussions using facts, real examples and stories. Place the completed diagram on a ‘themed’ wall which will be built on and revisited throughout the unit. In groups students create a wordle and compare. 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. Students perform their readers’ theatre for each other over a week. It shows a young girl Lead students to revise or learn how to write an acrostic poem using words from the theme wall. YouTube: National Apology to Stolen Generations, Unit Suitable For AC: Year 4 (NSW Stage 2). 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. Exploration of the text will reveal the girl is only known as ‘she’. 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. students divide their story into pages to transfer to the accordion book and illustrate the pages. Explore how both words are used in the text. Stolen Girl By Trina Saffioti Stolen Girl captures the emotions of just one girl who was a part of something much larger - 100,000 Australian children who were taken from their homes and have been referred to as the 'Stolen Generation.' Offer the scaffold (PDF, 101KB). 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. Invite students to share their initial feelings and/or words they recorded when listening to Stolen Girl. (ACELY1689)   (EN2-2A)   (ACELY1692)   (EN2-4A). Students write knowledge on a card and add to the themed wall. 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. Engage the class in discussion by asking: Guide the discussion around how someone’s name is closely linked with identity. The main character is silent for most of the book. She is currently a lecturer in education at Australian Catholic University and her area of research is critical literacy. Mission for a young girl taken from all she knows and loves back to teaching point the. 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