Hidden Histories: Forced Adoptions and the Stolen Generations

Learning Areas

English | History

In this unit

Students investigate how harmful government policies shaped child removal, including forced adoptions and institutional care. They’ll learn how these decisions still impact families, community, culture and identity today. Students will watch survivor films, explore living-memory sources, yarn, take shared notes, and draft written responses.

This unit includes:

Video

Unit

Cultural Protocols

Learning Areas

History Year 9

AC9HH9K01
The causes and effects of European imperial expansion and the movement of peoples in the late 18th and early 19th centuries, and the different responses to colonisation and migration
AC9HH9K02
The key social, cultural, economic and political changes and their significance in the development of Australian society during the period
AC9HH9K03
The causes and effects of European contact and extension of settlement, including their impact on the First Nations Peoples of Australia
AC9HH9K04
Significant events, ideas, people, groups and movements in the development of Australian society
AC9HH9K05
Continuities and changes and their effects on ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the 20th century in Australian society
AC9HH9K06
Different experiences and perspectives of colonisers, settlers and First Nations Australians and the impact of these experiences on changes to Australian society's ideas, beliefs and values
AC9HH9K07
The development of Australian society in relation to other nations in the world by 1914, including the effects of ideas and movements of people

English Year 9

AC9E9LA08
Analyse how vocabulary choices contribute to style, mood and tone
AC9E9LE01
Analyse the representations of people and places in literary texts, drawn from historical, social and cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
AC9E9LE02
Present a personal response to a literary text comparing initial impressions and subsequent analysis of the whole text
AC9E9LE06
Create and edit literary texts, that may be a hybrid, that experiment with text structures, language features and literary devices for purposes and audiences
AC9E9LY01
Analyse how representations of people, places, events and concepts reflect contexts
AC9E9LY02
Listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts
AC9E9LY03
Analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group
AC9E9LY05
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts
AC9E9LY06
Plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical

History Year 10

AC9HH10K07
The effects of significant post–Second World War world events, ideas and developments on Australian society
H10K08
The causes of changes in perspectives, responses, beliefs and values on migration that have influenced Australian society since 1945
AC9HH10K09
The causes of First Nations Australians' campaigns for rights and freedoms before 1965, such as discriminatory legislation and policies, the 1938 Day of Mourning and the Stolen Generations
AC9HH10K10
The contributions of significant individuals and groups in the campaign for the recognition of the rights of First Nations Australians and the extent to which they brought change to Australian society
AC9HH10K11
The significant events and methods in the movement for the civil rights of First Nations Australians and the extent to which they contributed to change
AC9HH10K12
The significant events, individuals and groups in the women’s movement in Australia, and how they have changed the role and status of women
AC9HH10K13
The continuing efforts to create change in the civil rights and freedoms in Australia, for First Nations Australians, migrants and women
AC9HH10K14
Changing historical perspectives over time in relation to the developments in technology, public health, longevity, standard of living in the 20th century, and concern for the environment and sustainability
AC9HH10K15
The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration
AC9HH10S02
Locate, identify and compare primary and secondary sources to use in a historical inquiry
AC9HH10S04
Explain the usefulness of primary and secondary sources, and the reliability of the information as evidence
AC9HH10S06
Compare perspectives in sources and explain how these are influenced by significant events, ideas, locations, beliefs and values
AC9HH10S07
Analyse different and contested historical interpretations
AC9HH10S08
Create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that incorporate and acknowledge evidence from sources

English Year 10

AC9E10LE01
Analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts by First Nations Australian, and wide-ranging Australian and world authors
AC9E10LE04
Evaluate the social, moral or ethical positions represented in literature
AC9E10LE08
Create and edit literary texts with a sustained “voice”, selecting and adapting text structures, literary devices, and language, auditory and visual features for purposes and audiences
AC9E10LY01
Analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts
AC9E10LY05
Integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas
AC9E10LY06
Plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Country/Place

A_TSICP1
First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways.
A_TSICP2
The occupation and colonisation of Australia by the British, under the now overturned doctrine of terra nullius, were experienced by First Nations Australians as an invasion that denied their occupation of, and connection to, Country/Place.
A_TSICP3
The First Peoples of Australia are the Traditional Owners of Country/Place, protected in Australian Law by the Native Title Act 1993 which recognises pre-existing sovereignty, continuing systems of law and customs, and connection to Country/Place. This recognised legal right provides for economic sustainability and a voice into the development and management of Country/Place.

People

The Meaning of Welcome

Year levels: 7-8 3 lessons

Students explore the meaning and contemporary significance of a ‘Welcome to Country’ and an ‘Acknowledgement of Country’.

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Bush Botanists

Year levels: 5-7 2 lessons

In this project-based unit, students will learn how First Nations peoples have maintained and passed down cultural knowledge about traditional foods, medicine and tools for successive generations. Students will then share their learning by creating plant posters, prints, or T-shirts, that brings bush tucker knowledge to life.

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Stories That Shape Us

Year levels: 10 3 lessons

Students will watch several films which reveal both the harsh realities of exclusion and the resilience and joy found in family and community. Students will consider how these stories help us understand the impact of racism on identity and belonging, and why truth-telling is so important. Through yarning circles and visual mapping activities, students examine these themes before researching and gathering their own local stories from family histories, community accounts or national movements such as the Freedom Rides. These stories are then transformed into creative works such as biographies, poems, portraits or collages, which are brought together as a class story collection that honours resilience, identity and community voice.

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Unit Content

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Hidden Histories: Forced Adoptions and the Stolen Generations 2 Lessons

Focus Area Content

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Hidden Histories: Forced Adoptions and the Stolen Generations – Lesson 1

Hidden Histories: Forced Adoptions and the Stolen Generations – Lesson 2

Hidden Histories: Forced Adoptions and the Stolen Generations

Learning Areas

In this unit

This unit includes:

Video

Video

Unit

Cultural Protocols

Learning Areas

History Year 9

English Year 9

History Year 10

English Year 10

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Country/Place

People

Unit Content

Dunghutti Community

Years 9-10

English

History

2 x 60 minutes

Unit Includes

Explore

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Hidden Histories: Forced Adoptions and the Stolen Generations

Learning Areas

In this unit

This unit includes:

Video

Video

Unit

Cultural Protocols

Learning Areas

History Year 9

English Year 9

History Year 10

English Year 10

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Country/Place

People

Related Units

Unit Content

Dunghutti Community

Years 9-10

English

History

2 x 60 minutes

Unit Includes

Explore

Login or Subscribe

Contact us