ARC :: Additional Information

Years 9-10
Australian History
Activities
Stolen Generations - Structured Argument
Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 48 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student's work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

(a) Knowledge and inquiry skills /15

Range	A student in this range:
13-15 (Very high)	clearly explains the government policy of removal of Aboriginal children accurately describes the varying experiences of the Stolen Generations uses a range of relevant sources to illustrate and support the argument
9-12 (High)	describes the government policy of removal of Aboriginal children describes some experiences of the Stolen Generations uses relevant sources to illustrate and support the argument
5-8 (Satisfactory)	makes some reference to the government policy of the removal of Aboriginal children identifies some of the experiences of the Stolen Generations refers to a relevant source
1-4 (Progressing)	displays limited understanding of the government policy of the removal of Aboriginal children demonstrates limited awareness of the experiences of the Stolen Generations makes limited or no use of sources.

(b) Communication skills /10

Range	A student in this range:
9-10 (Very high)	uses a range of relevant terms and concepts in appropriate contexts presents a sustained, well-structured argument, supported by a range of relevant sources and with appropriate and accurate use of a word-processing application
7-8 (High)	uses relevant terms and concepts in appropriate contexts presents a coherent, well-structured argument, supported by relevant sources, with appropriate use of a word-processing application
4-6 (Satisfactory)	uses some relevant terms and concepts presents a logical, structured argument supported by at least one source and with use of a word-processing application
1-3 (Progressing)	refers to at least one relevant term or concept presents a basic argument, with or without use of sources and with limited use of a word-processing application.

Feedback

Written feedback from the teacher could include comments about students' performances in relation to the criteria for assessment. Oral feedback could include reading and discussion of quality responses and comparison of the variety of experiences and perspectives which have emerged from students' work, as well as a consideration of the sources used.

Future directions

Students' understanding of the issues relating to the Stolen Generations will help to inform their investigation of the struggle of Aboriginal peoples to achieve rights and freedoms in the next two topics set for study in this unit: the 1967 Referendum and Land Rights. The teacher may wish to provide further opportunities for students to refine their skills of word processing and presentation in future activities.

Resources

The letter to the editor was provided as stimulus material for student response.

Stimulus material

Letter to the Editor

I think it is ridiculous that so much fuss is made of the 'Stolen Generations'.

From the 1920s to the 1960s, lots of children were taken away from poor families and single mothers. Aboriginal children were treated no differently from other children. In any case all of the children who were removed were living in destitute conditions with alcoholic and/or unstable parents. They were removed for their own good and were introduced to civilization. They were offered opportunities they would not otherwise have had. Many got a good education and now hold leadership positions.

J Smith

20 June 2003