Laptop wrap – the Stolen Generations

Secondary KLA:
Human Society and its Environment
Educational levels:
Year 9, Year 10

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Banners reading 'Sorry, the first step', displayed by children at the Redfern Community Centre after watching the live telecast of the formal Apology to the Stolen Generations, 2008.

By Borofkin (Own work) [Public domain], via Wikimedia Commons

A page with a focus on the experiences of the Stolen Generations with supporting activities and links to resources.

NSW syllabus outcomes

(HT5-2) sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia

(HT5-3) explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia

(HT5-6) uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia

(HT5-8) selects and analyses a range of historical sources to locate information relevant to an historical inquiry

(HT5-9) applies a range of relevant historical terms and concepts when communicating an understanding of the past

(HT5-10) selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences

Australian curriculum content descriptions

(ACDSEH104) Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations

(ACDSEH106) The significance of the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology

(ACDSEH134) Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle

(ACHHS183) Use historical terms and concepts

(ACHHS188) Process and synthesise information from a range of sources for use as evidence in an historical argument

(ACHHS193) Select and use a range of communication forms (oral, graphic, written) and digital technologies

More information

Resource type:
Interactive Resource
learner, teacher
ScOT topics:
Stolen Generations, Aboriginal and Torres Strait Islander peoples
Analysis, Brainstorming, Critical thinking activity
State of NSW, Department of Education
State of NSW, Department of Education
Date created:
Friday, 2 March 2018

Resource ID: b865c72e-8f64-47ba-a8a8-8938099e1fa8