Teacher guide The Stolen Generations

TLF ID M021189

This resource (an ‘education pack’) is a 26-page pdf about the removal of Aboriginal and Torres Strait Islander children from their families, the consequent effects on individuals, their families and communities, and the actions to promote Reconciliation that have been taken and should be taken in response. The education pack is introduced by background notes, and is organised in three main sections: Early Years; Primary Years; and Middle Years. Each section is a unit of work containing inquiry topics or themes, curriculum links, teaching suggestions and lists of resources. Inquiry questions common across the units are: What is the significance of the Prime Minister’s Apology to the Stolen Generations? and Should all Australians contribute to Reconciliation and what actions could be taken? Source documents and proformas are provided for student use.

Educational details

Educational value
  • This is an valuable resource for historical inquiry and Reconciliation action in the context of the curriculums for humanities and social sciences (HASS) in the early and primary years and history and civics and citizenship in year 10. It also provides an outstanding opportunity for incorporation of the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority in the English curriculum.
  • The middle years unit of work in the resource is particularly relevant for year 10 history in both the Knowledge and understanding strand and the Inquiry and skills strand. Four of the five inquiry themes are of considerable value for the year 10 case study 'Rights and freedoms (1945 - the present)' especially for the content descriptions about the background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the Stolen Generations; and the significance of the Bringing Them Home Report, the Apology, and Reconciliation for the civil rights of Aboriginal and Torres Strait Islander peoples. The themes of historical inquiry provide an excellent context for students to enhance their skills in relation to content descriptions that refer to identifying and locating relevant sources; analysing the perspectives of people from the past, and developing texts that use evidence from a range of sources.
  • Reconciliation is an important national civic issue and the unit's call for students to develop an action plan is very useful for the content descriptions in the year 10 civics and citizenship curriculum that refer to reaching consensus on a course of action relating to a civics or citizenship issue and plan for that action; and to how Australia's international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples. The unit identifies the life expectancy gap between Indigenous and non-Indigenous Australian children as the focus for class Reconciliation Action Plans.
  • The inquiry themes in all three units are of value for the HASS learning area. The emphasis on the family in the Foundation and year 1 curriculums connects well with the thrust of the early years unit. The inquiry themes in the primary years unit are relevant to year 3 content descriptions that refer to collecting information and data from different sources and presenting ideas, findings and conclusions in texts. One of the unit's inquiry questions - Who are the Stolen Generations? - has a strong connection to the year 3 content description about the days celebrated or commemorated in Australia including National Sorry Day. The middle years unit is very useful for the year 6 content description referring to experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, and children.
  • All three units call upon students to read and discuss a range of literary texts including songs and this provides an excellent example of how the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority can enrich the English curriculum. The use of such texts exemplifies the priority’s organising idea that refers to Aboriginal and Torres Strait Islander Peoples demonstrating resilience in responding to historic and contemporary impacts of colonisation.
Year level

1; 2; 3; 4; 5; 6; 7; 8; 9; 10

Other details

  • Contributor
  • Name: Education Services Australia
  • Organization: Education Services Australia
  • Description: Data manager
  • Address: VIC, AUSTRALIA
  • URL: http://www.esa.edu.au/
  • Copyright Holder
  • Name: Reconciliation South Australia
  • Organization: Reconciliation South Australia
  • URL: www.reconciliationsa.org.au
  • Publisher
  • Name: Reconciliation South Australia
  • Organization: Reconciliation South Australia
  • Description: Publisher
  • URL: www.reconciliationsa.org.au
  • Resource metadata contributed by
  • Name: Education Services Australia Ltd
  • Organisation: Education Services Australia Ltd
  • Address: AUSTRALIA
  • URL: www.esa.edu.au
Access profile
  • Unknown
Learning Resource Type
  • Online
  • © Reconciliation South Australia Inc, unless otherwise indicated. Unless otherwise indicated, this material may be used in accordance with the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) licence www.creativecommons.org/licenses/by-nc/4.0. Third-party material is explicitly excluded from the Creative Commons licence.