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TERM/WEEKS: Term 1/ YEAR LEVEL: 10 LEARNING AREA/TOPIC: HASS – Stolen Generation

Week 2
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Each student has a device, iPad, laptops (Microsoft or mac).

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 2 ACDSEH104 1. Research when the 1. Formative Rabbit Proof Fence trailer study and discussion – Intro: Rabbit Proof
Lesson 1 Stolen Generation assessment –  Watch the trailer for The Rabbit Proof Fence Fence trailer (2mins 30
The background occurred, and what beginning of class  Students post on Padlet what they already know about secs)
to the struggle happened. using Padlet, the Stolen Generation and then discuss as a class; https://www.youtube.
of Aboriginal 2. Research the policies students brainstorm students will be asked to elaborate on what they have com/watch?v=aU9sGX
and Torres and practices during what they already posted. gnWGc
Strait Islander the Stolen Generations know and elaborate What do you know?
Peoples for and the affect the on answers in class Padlet:
rights and Stolen Generations has discussion https://padlet.com/se
freedoms had on Indigenous 2. Summative rena_percudani/pva9b
before 1965, individuals, families, assessment – rubric 1oexedg
including the communities and iMovie
1938 Day of culture. Clear understanding of Split class into pairs, with half the class researching one Resources for
Mourning and 3. Create an iMovie, key points for each topic in depth: research:
the Stolen demonstrating use of subheading of topic  Policies & practices - Protectionism, assimilation,  Google,
Generations. research, copy free given, good flow in integration and self-determination, or  Scootle
images, and films iMovie, music/audio
which showcase key editing, use of film,  Impact on Stolen Generation – individual, families,  Britannica
policies and practices images and text. communities/ culture Resources for Images:
or the impact of the Students spend time researching their topics, the  Britannica Image
Stolen Generation on subheadings shown above as starting points. Quest
Indigenous people.  Photos for Class
Class comes back together to start the next step of their  Pexel
research project – creating the iMovie. Explain what is
expected - high quality, use of film as well as images and
text, audio/music, clear structure, spelling/punctuation iMovie (iPad) &
and proper use of referencing. YouTube – some
students may need to
Last 15 minutes of class get the students to export their create a YouTube
iMovie to YouTube and then input into the classes account
eportfolio in Padlet for the Stolen Generation topic. Using
the QR code (iPad) or URL (mac) to Padlet. QR code to Padlet
**Remind students to put group names on their Padlet eportfolio:
uploads!

Extra time:
As a class view some of their work, ask the students in the
pair to discuss what they found difficult in the creation of
the iMovie and what they like about using iMovie to create
tasks.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1/ YEAR LEVEL: 10 LEARNING AREA/TOPIC: HASS – Stolen Generation

Week 2
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Each student has a device, iPad, laptops (Microsoft or mac).

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 2 ACDSEH104 1. Research what is 1. Formative Review prior lesson – anticipated outcomes vs actual Review Padlet -
Lesson 2 reconciliation and ways that assessment: outcomes - Padlet https://padlet.com/se
The background society can support and Poster – e.g. assimilation into white culture, better education, drug rena_percudani/8qrc
to the struggle reconcile with Indigenous covers and alcohol abuse, early death in Indigenous Australians, mstifh2m
of Aboriginal Australians knowledge of racism, loss of culture
and Torres 2. Outline the changing rights all events,  Outline what is expected to be completed in class –
Strait Islander and freedoms of Aboriginal debates and “Today we will consider reconciliation, the apology
Peoples for and Torres Strait Islander ideas speech by Kevin Rudd, and what you can do as
rights and people: 1962 right to vote discussed Australian citizens to reconcile with the Indigenous
freedoms federally; 1967 within the community. By the end of the lesson you will have
before 1965, Referendum; Reconciliation; lesson. all created a poster to summarise your
including the Mabo decision; Bringing Reconciliation understanding.”
1938 Day of Them Home Report (the is the focus of
Mourning and Stolen Generations), the this poster. Get the Students to research what is Reconciliation and ask
the Stolen Apology, 1967 Referendum students “What information did you find?”
Generations.
3. Research and express an
opinion on the Australia Day
debate
Watch snippet of Kevin Rudd’s apology – Part 1 of K. Rudd’s
 Ask students to list 5 things Kevin Rudd apologises apology speech:
for and 5 things that he would like to see changed in https://www.scootle.e
the future? du.au/ec/viewing/R10
332/resource.html

Discuss the Bringing Them Home Report – students may

explore the report and use it as a resource in their posters Bringing Them Home
Recommendations -
https://www.humanri
ghts.gov.au/publicatio
ns/bringing-them-
home-appendix-9-
Smore Poster: recommendations
Get students to all make a poster using the information
discussed and researched in class today: Smore – poster:
 Reconciliation, https://www.smore.co
 Kevin Rudd’s apology speech & Bringing Them Home m/
report, Resources for your
 Australia Day Debate – significance today, changes poster:
that have happened to Australia day.  Scootle
 Ways that we have reconciled with Indigenous  Britannica
Australians (objective 2) and ways to reconcile in the  Image quest
future  Pexel
 Students should combine various ICT tools to create  YouTube
the poster – resources column list a few that can be
used
QR code to eportfolio:

Students upload their poster to the class eportfolio before

class ends. Remind students to enter their names!
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1/ YEAR LEVEL: 10 LEARNING AREA/TOPIC: HASS – Stolen Generation

Week 2

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Each student has a device, iPad, laptops (Microsoft or mac).

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 2 ACDSEH104 1. Identify the importance 1. Summative Intro: Summary lesson for the Stolen Generation, a quick
Lesson 3 and/or significance of assessment – discussion about the apology speech and what information
The background historical figures to the the overall they found interesting from last lesson.
to the struggle Stolen Generation eportfolio
of Aboriginal 2. Explain using an audio work In their pairs from lesson 1 the students will research a Popplet or
and Torres animation tool, the (excluding significant figure to the topic of the Stolen Generation. mindmeister – what is
Strait Islander importance of the historical iMovie as Group historical figures: preferred by the
Peoples for figure pre-  A.O. Neville, student due to their
rights and assessed), will  Kevin Rudd, own device options.
freedoms be marked as  Lowitja O’Donoghue
before 1965, a whole  Archie Roach Research Resources:
including the Assessing more Students are to create a mind map to organise their  Google
1938 Day of ICT based use e.g. information – mind map should include:  Britannica
Mourning and the poster  Who is this person? Occupation? Date of Birth?  Creative spirits
conveys use of  Why are they significant to the Stolen Generation? https://www.c
the Stolen more than one  Students may also like to hyperlink videos or songs reativespirits.i
Generations. tool. E.g. text, etc. if significant nfo/aboriginal
YouTube, mind culture/peopl
map etc. the use e/famous-
of Blabberize as aboriginal-
well as the people-role-
content used to models
convey The pairs then create a Blabberize, finding an image of the
significance of figure and recording themselves being the significant Blabberize –
historical figure. person. Recording should be between 1 – 1 min 30 secs – if avatar/audio puppet:
they have more information that takes more time that is https://blabberize.co
fine. m/

Students need to upload to Padlet their mind map and

Blabberize, group names needed! Padlet – eportfolio:
Watch some of the students Blabberizes – one of each
significant figure

Kahoot - summarising what the students have learnt Kahoot

throughout the three lessons Teacher:
https://play.kahoot.it/
#/k/6cd2a511-985b-
4b9b-96d1-
64c1b881a655
Students:
https://kahoot.it/