in girls’ education, and we as a global community can congratulate ourselves for the real progress that has been made. And so comes a glimmer of hope for a young girl taken from all she knows and loves. Students relate the speech to the text and re-read with this knowledge. Record responses either in written form or on an iPad. 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”. Show trailer or short extract from The Rabbit-proof Fence showing the children living in the government facility. As a class quickly revisit the structure of a narrative. A fun, bright and colourful book about families supporting each other for a good cause. The Healing Foundation’s Stolen Generations Resource Kit for Teachers and Students has been created to educate young people about the Stolen Generations. Resolution – Stolen Girl runs away. 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. (ACELA1488)   (EN2-1A). Inclusive Education - This report brings together experience from a wide range of countries. Also talk about the metaphors Rudd uses: turn a page, healing of a nation, new page, close the gap. 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. Why was this apology considered an important step towards reconciliation? How does framing and visual composition help to tell the story? This demonstrates that with shared goals and collective action—among governments, interna-tional organizations, civil society, media, and the pri- In the groups, students write a readers’ theatre script to show their interpretation of the text. These words are researched in relation to Indigenous culture. Introduce Stolen Girl by Trina Saffioti and Norma MacDonald to the students. Despite evidence demonstrating how central girls’ education is to development, gender disparities in education persist. Because the school entrance has two steep steps and no ramps, Amman has to crawl to his … 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 share information they know about Indigenous culture in Australia. Is this a deliberate authorial choice by Saffioti & MacDonald? (ACELA1496)   (EN2-4A). The use of thinking verbs such as I believe/I think, is a criteria for this task. It uses amazing animated imagery of Australian landscapes and animals to tell the story of why the moon has phases. Students work in groups to create a comparison chart detailing the girl’s life with her mother and in the Government Institution. (ACELY1689)   (EN2-2A)   (ACELY1692)   (EN2-4A). The sender, which I assume is Amazon, should file a report with the carrier and hand you a refund for this regard. Refer back to the authors notes at the beginning of Stolen Girl directing attention to page 8 (the girl in the government car). Amman, a 16-year-old boy with a physical disability that limits his movement and speech, started attending school two years ago in his village in far western Nepal. A Dreaming story from the Wiilman people of Western Australia. 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.' Resources Audio; Collections; Videos; Categories. The book is read by Aboriginal author and respected Elder Aunty Ruth Hegarty. Students write knowledge on a card and add to the themed wall. 8789 views. What if that name and identity was stolen from you? 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. To prepare for the viewing, ask the students to brainstorm the words that they think Kevin Rudd might use in his Apology Speech. © 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. 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 classmates are between seven and ten years old. Students read the text and find any words that describe the girl’s life with her mother and community, e.g. Which place was a house and which place was a home? Commence a whole-class comparison chart. Avoid discussing the physical aspects of the home as this has the potential to induce ‘shame’ in some students. Exploration of the text will reveal the girl is only known as ‘she’. Students work individually on a personal comparison scaffold (PDF, 109KB). Where is the story located and in what time period? Now explore saying verbs throughout the book. 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. The door swings open and she takes her first step towards home. Discuss some local places that have Indigenous names and what those names mean. Complete by recording the names written on a wordle and adding to the theme wall. 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. It is read by Torres Strait Islander role model Ms Gina Archer. In that short period of time, Griffin steals the car. Use the following prompt in the discussion: What are the feelings you have when you think of your home? Some children never learned anything traditional and received little or no education. Focus on the use of language of opinion. Here, we focus on teachers as one of the critical aspects of human resource commitment. Feb 20, 2013. Explore how both words are used in the text. In this video presented by the BBC, Ray Mears tastes the traditional Aboriginal delicacies the witchetty grub and honey ants. The book is read by Aboriginal author and respected Elder Aunty Ruth Hegarty. happy/sad, frightened/comforted, lonely/loved, home/dormitory, country/children’s home, family/strangers. 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. Amman uses a tricycle, which is pushed by his mother or other children in the community, to get to school. A further possibility would be to share a part of Ruth Hegarty’s book Is That You, Ruthie? Ask students to label the two images to highlight the different situations the girl finds herself in. Archie Roach Stolen Generations education resources teach a history shared by all Australians blog. 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. It shows a young girl Federal Tax Id#: EIN 77-0459884 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 […] Invite students to work in pairs to complete the pair-share scaffold (PDF, 109KB) and then students contribute to the whole-class scaffold. In groups students create a wordle and compare. Check back often for new releases and additions. These resources include planners, administrators, teachers, mentors, managers, and support staff. 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. These words are researched in relation to Indigenous culture. Two Dreaming stories from the Noongar people of Western Australia. What important events have happened in your home? Work is displayed. 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”. Form four groups and give each group a section of the book. (ACELT1602)   (EN2-10C)   (ACELA1489)   (EN-6B). Students perform their readers’ theatre for each other over a week. Engage the class in discussion by asking: Guide the discussion around how someone’s name is closely linked with identity. In 1997, the Bringing them home report focused on the practices of government from 1910–1970. The Stolen Generations have had devastating impacts for the people who were forcibly removed as children, their parents and families, and their descendants. e.g. (ACELT1602)   (EN2-7B). Re-visit the website The Stolen Generation in preparation for the assessment task. What Griffin doesn't know is that Cheyenne is blind. Discuss using the questions below as prompts: (ACELA1490)   (EN2-8B)   (ACELY1692)   (EN2-4A). Note: The websites, AHRC: Bringing Them Home Report and Australians Together, contain important information to support the teaching of this unit. All three of these groups experience high rates of depression, anxiety, post-traumatic stress and suicide, and poor health and socioeconomic outcomes. How is this in conflict with the way the girl in Stolen Girl was made to live? 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. 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. Below are some resources that could be used when working with this topic and film. 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. Education is a powerful driver of development and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. The removal of Aboriginal and Torres Strait Islander children from their parents was the accepted practice of state and federal governments. 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. Students then complete a feedback scaffold (PDF, 97KB) to provide feedback and affirm each other. Students brainstorm words that represent feelings evoked when they think of their home. [4] The visual stimulus for this lesson is the 'Stolen Girl' video. Invite students to take personal notes. The contraction ‘ain’t’ might be noted. 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. Cultural identity and belonging video. YouTube: National Apology to Stolen Generations, Unit Suitable For AC: Year 4 (NSW Stage 2). A wonderful and sensitive story about life on a mission for a young girl removed from her mother and family. The book is presented in an accordion style to be shared in class after assessment. Girl Stolen by April Henry. If not, provide some mentor texts that are on topic and appropriate for this age group. Point out this is a fictionalised version of the Stolen Generation. Identify when she gets to speak and to whom she speaks. 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. Down the Hole by Edna Tantjingu Williams. (ACELA1490)   (EN2-8B)   (EN2-4A). Identify the language features that need to be highlighted so the students know about the criteria for success. 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. Stream new movie releases and classic favorites on HBO.com or on your device with an HBO app. Then discuss play scripts and how to adapt the text of Stolen Girl into a readers’ theatre script. Invite students to share their initial feelings and/or words they recorded when listening to Stolen Girl. Papunya School Book of Country and History by Nadia Wheatley. Language Arts. Refer back to teaching point revising the visual features in a text. After viewing and a pair-share come together for the whole class to discuss what Ruth had to say. After some group discussion, discuss as a whole class. Find out the name of the country your school belongs to and the Indigenous language group for that country. (ACELT1602)   (EN2-7B)   (ACELT1604)   (EN2-8B). How do you feel when someone uses your name compared to calling out ‘hey you’ or her or she? Invite the groups to report to the whole class pointing out important comparison points. Asha for Education is a 501(c)(3) non-profit organization. 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. Has ‘she’ lost her identity in this Government facility? (ACELT1603)   (EN2-6B). 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. 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). She is currently a lecturer in education at Australian Catholic University and her area of research is critical literacy. They were refused access to their family and were stop… Invite students to re-read the book and discuss the narrative structure and how it tells the story. View the speech again (the short version) and this time ask students to write down technical words that Rudd uses for later discussion. history, the arts, civics and citizenship, Years F,1,2,3,4,5,6,7,8,9,10 video. 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. 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. Read More (ACELA1488)   (EN2-1A). A wonderful and sensitive story about life on a mission for a young girl removed from her mother and family. Find a summary table for Australian Curriculum: English content descriptions and NSW syllabus outcomes for this unit. View a transcribed version of his script, this time noting what is literal (on the page) and what can be inferred. There are three critical domains of supportive interactions in good teaching: emotional support, organizational support and instructional support. Students view and discuss the Indigenous Eight Ways of Learning. ‘Ain’t’ does not have one set meaning. Use the following prompt in the discussion: How would you feel if this happened to you? Archie Roach AM, music legend and Stolen Generations survivor, is one of Australia’s most powerful songwriters and storytellers. Make sure each scene is labelled. (ACELY1694)   (EN2-11D)   (ACELT1794)   (EN2-7B). Before introducing the book, the teacher performs an Acknowledgement of Country. History Years 3,6 video. Discuss why the author has used the words ‘house’ and ‘home’ as she has. Sixteen-year-old Cheyenne is waiting in the car while her mom fills a prescription to treat her pneumonia. Study after study shows that quality teaching is the most powerful factor in student learning. Students create a ‘movie strip’ (PDF, 93KB), showing the events in that strip and parallel it to Stolen Girl. 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. Before the students read to their peers discuss respect for personal opinions. draft and write their book (length depending on students level of attainment). Students read the text and find any words that describe the girl’s life with her mother and community, e.g. What is the girl’s name? 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. Guide the discussion around the concept of home rather than bricks and mortar and decorating. elder, sugar bag. 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. Students may suggest a name for the girl and justify their choice. students divide their story into pages to transfer to the accordion book and illustrate the pages. We are looking to fund four Harding Miller, 2021 scholarship recipients, with educational tools and resources valued at $5,000 each for 12 months. Consequence of resolution – will the Stolen Girl find home? Are names part of our identify? Invite students to volunteer to read their opinions to the class. Today more girls than ever go to school. What techniques has the illustrator used to enhance or challenge the text? Orientation – who is/are the main characters? It makes it easy for school communities to start the conversation and inform classroom discussions using facts, real examples and stories. We support teachers to teach Aboriginal and Torres Strait Islander perspectives with professional learning and curriculum resources. What is the significance of home and country to Aboriginal people? 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). Big Rain Coming. 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. What is the effect of these choices for verb tense? 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. Discuss the differences between what is said and how the illustrations have been done. Lead students to revise or learn how to write an acrostic poem using words from the theme wall. Discuss the purpose. Discuss what it means in the context of this sentence on page 11. elder, sugar bag. (ACELA1489)   (EN2-6B). Students listened to a teacher-reading of ‘Stolen Girl’ by Trina Saffioti and completed a Venn diagram to identify similarities and differences in lives. He is now in Class 2. The story is set in a small multicultural community in North Queensland and recollects an event from the past. As a class watch Kevin Rudd’s Apology to Stolen Generations or if too long a shortened view from YouTube. Ask students to audit which participants/characters get to use saying verbs and under what conditions. Took The Children Away video. Discuss and create a Venn diagram as a class. 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