Stolen Generations Intro

Unit: Understanding the Stolen Generations (Year 8, Australian Curriculum v9)

Lesson 1 of 10

Duration: 45 minutes
Class size: 30 students

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Learning Area

Humanities and Social Sciences — History (Years 7-10)

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Curriculum Links

• Content Description:
  Investigate the forcible removal of children from First Nations Australian families in the late 19th and 20th century (the Stolen Generations), including motivations for removal and experiences of separation
  (Australian Curriculum v9, History Year 8) — AC9HH9K03_E6

• Skills:
  Create descriptions, explanations and historical arguments using historical knowledge, concepts and terms referencing evidence from sources — AC9HH8S08

• General Capabilities:
  Critical and creative thinking, intercultural understanding, ethical understanding, literacy

• Cross-curriculum priorities:
  Aboriginal and Torres Strait Islander histories and cultures

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Learning Objectives (WALT)

We Are Learning To:

• Understand the concept of the Stolen Generations within its historical context
• Identify key terms and events related to the Stolen Generations

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Success Criteria

By the end of the lesson, students will be able to:

• Define key terms such as Stolen Generations, removal, separation, assimilation policies
• Describe at least two key historical facts or events relating to the Stolen Generations
• Recognise the significance of this history for First Nations Australians and Australia today

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Differentiation Strategies

• Provide audio summaries of key readings and definitions to support diverse learners including those with literacy challenges or dyslexia
• Visual glossary posters of key terms with simple explanations and images
• Small group discussions with sentence starters for students needing language scaffolding
• Use timelines and graphic organisers to visually break down historical events

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Extension Activities for Advanced Learners

• Research and present a brief case study or story of an individual from the Stolen Generations
• Reflect on the contemporary impact of the Stolen Generations and develop a question for class debate

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Resources Needed

• Whiteboard and markers
• Printed or digital glossary of key terms with images
• Short age-appropriate reading on the Stolen Generations (with audio version)
• Timeline graphic organiser (blank and example)
• Headphones for audio support (optional)

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Lesson Outline

Time	Activity	Purpose/Notes
0-5 mins	Introduction/Warm-up:
Teacher invites students to brainstorm what they already know about First Nations history and the Stolen Generations, recording ideas on the board.	Activate prior knowledge and set context. Collect misconceptions.
5-10 mins	WALT & Success Criteria explained
Explain the learning focus and what success looks like today.	Focus students’ attention and learning goals.
10-20 mins	Key Terms Introduction with Visual Glossary & Audio Support

• Present key terms with visual glossary posters.
• Play short audio summaries for diverse learners.
• Students repeat and discuss terms in pairs. | Build foundational vocabulary and understanding. Scaffold for literacy and language needs. | | 20-30 mins | Engaging Reading & Timeline Activity
• Students read a short, dyslexia-friendly passage on the Stolen Generations (with option to listen instead).
• In pairs, students identify key events/dates and place them on a timeline organiser. | Develop comprehension and sequencing skills. Support using multimodal resources. | | 30-40 mins | Group Discussion:
• Teacher facilitates a sensitive discussion on the significance of these events for First Nations people and Australian history.
• Students share reflections or questions. | Encourage critical thinking and empathy. Build understanding of historical impact. | | 40-45 mins | Exit Task & Extension Options
• Students write one new thing they learned and one question they have about the Stolen Generations on a post-it note.
• Optional: Invite advanced learners to begin preliminary research on individual stories of the Stolen Generations as extension. | Assess understanding and promote curiosity. |

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Additional Notes

• Be alert to student emotional responses; the topic can be sensitive. Provide support and access to school counsellor if needed.
• Emphasise respect and cultural sensitivity throughout.
• Use clear, age-appropriate language and maintain a supportive environment.
• Follow-up lessons will build on this introduction to explore causes, effects, and stories through diverse sources and perspectives.

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This lesson aligns with Australian Curriculum History content descriptions and elaborations for Year 8, particularly AC9HH9K03_E6 on the Stolen Generations, and skill development from AC9HH8S08 on historical explanations. The use of differentiated materials and audio support addresses literacy diversity and dyslexia-friendly practices .