Empathy Through Arts

Unit Context

• Unit: Understanding the Stolen Generations (Lesson 8 of 10)
• Year: 8 (Australia)
• Duration: 45 minutes
• Class Size: 30 students

---

Curriculum Alignment

Australian Curriculum Version 9 – History (Year 8)

• Content Description:
  Create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that reference evidence from sources【3:AC9HH8S08.md】.

• Achievement Standard:
  By the end of Year 8, students describe and explain key events and experiences such as the impact of the Stolen Generations on First Nations Australians and use evidence from sources, including artworks and texts to support their understanding【3:AC9HH8S08.md】.

• Cross Curriculum Priorities:
  Aboriginal and Torres Strait Islander Histories and Cultures explored through art and storytelling as expressions of historical experience and social issues.【0:AC9L2F10C03.md】

---

Learning Objectives

WALT (We Are Learning To):
Appreciate artistic expressions related to social issues, specifically the Stolen Generations.

Success Criteria:

• Analyze and discuss the themes and messages in selected artworks and literary excerpts relating to the Stolen Generations.
• Express empathy by interpreting the emotional content in the artworks and texts.
• Use descriptive vocabulary to reflect on the impact of the Stolen Generations through an artistic lens.

---

Resources

• Reproductions or projections of selected artworks by First Nations artists addressing the Stolen Generations (e.g., paintings, sculptures).
• Excerpts from poems or short narratives written by Stolen Generations survivors or Indigenous authors.
• Art analysis scaffold handouts (including prompts such as: Subject, Medium, Colours, Symbols, Message).
• Paper, coloured pencils/markers for extension activity.
• Dyslexia-friendly versions of text excerpts (clear fonts, spacing, and audio options if practical).

---

Lesson Outline

Time	Activity Description	Details	Differentiation / Support
5 min	Introduction	Brief recap of the Stolen Generations history using a timeline or key facts previously covered in the unit. Connect today’s learning with understanding the emotional and social impact through art and literature.	Use visual timeline; verbal explanation; dyslexia-friendly text slides
10 min	Explore Artworks	Present two selected artworks depicting experiences of the Stolen Generations. Project large images and distribute printed copies with scaffold prompts. Guide students through artwork analysis using the scaffold (e.g., What do you see? What emotions are evoked? What story is told?).	Scaffold includes sentence starters and vocabulary. Support with group discussions for EAL/D or SEN students.
10 min	Literature Excerpt Reading	Read aloud selected poem or short narrative excerpt addressing personal experiences of stolen children. Follow up with paired discussion: How does this text make you feel? What message is conveyed?	Offer printed dyslexia-friendly text versions. Provide audio recording for students who benefit from listening.
10 min	Class Discussion	Facilitate a whole-class discussion focused on empathy and understanding through the arts: How do art and literature help us connect with difficult histories? Why is it important to hear these stories?	Prompt with open-ended questions, allow think-pair-share. Encourage respectful sharing.
10 min	Extension Activity (Creative Response)	Optional: Students create a simple art piece (drawing, collage, poem) expressing their reflections on the Stolen Generations and its impact, using colours or symbols seen in the artworks.	For advanced learners: write a reflective paragraph explaining their art choices. For others: use drawing only. Support with templates or guided choices.

---

Differentiation Strategies

• Scaffolded artwork analysis: Provide sentence starters and guided questions to support interpretation.
• Dyslexia-friendly texts: Large clear fonts, increased spacing, and audio support for literary excerpts.
• Group discussions: Allow verbal expression and peer support to clarify understanding.
• Visual aids: Use images and symbols extensively to support learners struggling with text.
• Choice in output: Art, spoken reflection, or writing for expressing understanding.

---

Assessment and Feedback

• Monitor student verbal contributions during pair and class discussions for evidence of empathy and analytical thinking.
• Collect and review extension artworks or reflections as formative assessment to gauge depth of understanding and emotional connection.
• Provide feedback on how well students used art and literature to express historical understanding and empathy.

---

Teacher Reflection and Notes

• Ensure safe and respectful classroom environment when discussing sensitive histories.
• Encourage students to consider multiple perspectives but emphasise the lived reality and voices of First Nations Peoples.
• Use this lesson to deepen emotional engagement with historical content to prepare for the final lessons of the unit.

---

This structured lesson plan uses art and literature effectively aligned with the Australian Curriculum v9 for Year 8 History. It fosters empathy and critical thinking about the Stolen Generations through multimodal resources and differentiation, including dyslexia-friendly supports. This approach meets curriculum demands for historical inquiry, evidence use and ethical understanding of social issues【3:AC9HH8S08.md】【0:AC9L2F10C03.md】.