Student Name:__________________

STOLEN CONTEXT WORK

Part A

Your Opinion

Do you agree with the statements? Why? Be prepared to share your reasons.

Statement Agree/ Disagree

1. People who receive good parenting become good parents.

2. Social and community environments are more important for

Indigenous people than non-Indigenous people.

3. Indigenous people who were separated from their families

need to forget about the past and get on with their lives.

4. All you need is love.

Part B
1. Read the following quote and answer the questions below.

I had to relearn lots of things. I had to relearn humour, ways of sitting, ways of being which
were another way totally to what I was actually brought up with. It was like having to re-do
me, I suppose. The thing that people were denied in being removed from family was that
they were denied being read as Aboriginal people, they were denied being educated in an
Aboriginal way.
This woman lived from five months to 16 years in Cootamundra Girls' Home in the 1950s
and 1960s.
(Confidential evidence 71, New South Wales. Bringing them home, p203)

a) The quote above mentions 'humour' and 'ways of sitting' as examples of 'ways of being'. Think about
what 'ways of being' means to you. Can you provide other examples of 'ways of being'?

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b) Who taught these 'ways of being' to you? Was it a deliberate process of learning or more a natural
learning process from people around you?

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c) What do you think this suggests about the way community works?

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d) Do you think there might be differences between how Indigenous and non-Indigenous people think about
'community'?

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e) What does the above quote suggest about the impact that policies of protectionism and assimilation
have had on the way that Indigenous communities function?

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Part C

Context: research questions

Use the websites listed below to help you answer the following questions in full sentences:
- https://australianstogether.org.au/discover/australian-history/stolen-generations/

- https://racismnoway.com.au/teaching-resources/the-stolen-generations/

- http://www.wsws.org/articles/2000/jul2000/stol-j25.shtml

- https://www.commonground.org.au/learn/the-stolen-generations#:~:text=The%20Stolen
%20Generations%20refers%20to,families%20between%201910%20and%201970.&text=It%20was
%20believed%20these%20children,to%20adopt%20a%20white%20culture.
-

1. When were policies regarding the Stolen Generation introduce across Australia? When were they
abolished?
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2. Why did the government enact these policies? What justification did they give?
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3. What did these policies mean for Indigenous children and their biological families?
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4. Which children were taken from their families? What happened to them after they were taken?
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5. What were the main differences between the ways that their families raised these children, and how
they were being raised by the authorities? What do you think the authorities were trying to achieve?
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6. How many children were 'stolen' over the years?

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7. What are some effects of removal in the past that still exist or continue today?
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NIGHT CONTEXT WORK

Part A

Vocabulary related to Judaism. Look up and write down the meaning/definition of the following
terms/words. You can work in pairs.
1. Cabbala / Kabbalah: _________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Hasidism: __________________________________________________________________________
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3. Kaddish: ___________________________________________________________________________
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4. Maimonides: ________________________________________________________________________
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5. Passover: ___________________________________________________________________________
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6. Pentecost: __________________________________________________________________________
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7. Phylacteries: ________________________________________________________________________
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8. Rabbi: _____________________________________________________________________________
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9. Rosh Hashanah: _____________________________________________________________________
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10. Synagogue_________________________________________________________________________
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11. Talmud:
____________________________________________________________________________
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12. Torah:
_____________________________________________________________________________
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13. Yom Kippur: _______________________________________________________________________
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14. Zionism: ___________________________________________________________________________
____________________________________________________________________________________
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15. Zohar:
_____________________________________________________________________________
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Part B
Vocabulary related to World War II and the Holocaus. Look up and write down the meaning/definition of
the following terms/words. You may know some already. You can work in pairs.
1. Adolf Hitler: ________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Anti-Semitism: ______________________________________________________________________
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3. Aryan: _____________________________________________________________________________
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4. Boche: _____________________________________________________________________________
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5. Concentration camp: _________________________________________________________________
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6. Death camp: ________________________________________________________________________
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7. Final Solution: ______________________________________________________________________
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8. Genocide: __________________________________________________________________________
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9. Gestapo: ___________________________________________________________________________
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10. Ghetto:
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11. Holocaust:
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12. Kapo: _____________________________________________________________________________
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13. Pogrom:
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14. Red Army:
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15. Schutzstaffel (The SS):
___________________________________________________________________
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Part C

Defining Identity
Night is a memoir—an autobiographical story. The term comes from a Latin word meaning
“to remember.” In the book, Elie Wiesel recalls what he saw and experienced during the
Holocaust. He tells too of how that story changed him as a person. When asked why he has
chosen to tell it, he responds by speaking of those who did not survive to tell their own
stories. “I owe them my roots and memory. I am duty-bound to serve as their emissary,
transmitting the history of their disappearance, even if it disturbs, even if it brings pain. Not
to do so would be to betray them, and thus myself.”

Who Am I?
What are some of factors that shape your own identity. “Who am I?” is a question almost
everyone asks at one time or another. In answering, we define our identity. Our identity is a
combination of many factors.
It includes both the labels others place on us and the words and phrases we use to describe
ourselves.
Gender, ethnicity, religion, occupation, and physical characteristics are all part of one’s
identity. So are ties to a particular neighborhood, school, or nation. Our values and beliefs
are also a part of who we are as individuals, as are the experiences that have shaped our
lives. Some of these experiences are personal and private. Others demand to be told,
because they make a difference to us all.

You can fill out the Identity Map below with words or pictures.
 Important People

How I Would Describe Me

Important Events/ Important

WHO AM
Influences on who I am I?

Things that are important to me