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The Stolen Children: Their Stories
This material was prepared by Eve Mayes, Condell Park High School.
Resources on the internet
Key vocabulary to use in responses on The Stolen Children: Their Stories
The Stolen Children: Their Stories as an example of non-fiction writing
The structure of the book
Key quotations
Summary of key Australian values in The Stolen Children: Their Stories
Related text suggestions
Scaffold for analysis of related texts
Extended response question
Extended response scaffold
Extended response marking criteria
Resources on the internet
The Human Rights and Equal Opportunity website 
has links to a range of background information on the Stolen Generation. The Bringing Them Home report is able to be accessed on this site. On this site you can also find out information about recent developments in the social justice movement.
The full text of Kevin Rudd's "Sorry" speech may be helpful to read to provide further information on developments since Carmel Bird's book was published. Students may also choose to use this text as related material.
Key vocabulary to use in responses on The Stolen Children: Their Stories
Look at the list of words related to belonging and The Stolen Children: Their Stories.
The "Red light" words are important to know to write well on The Stolen Children: Their Stories and Australian Voices. "Amber light" words are reasonably important. "Green light" words are good to know to enhance your response.
Look up and learn any words that you are unfamiliar with.
Write next to each word the person who used this word in the book: CB for Carmel Bird, V for the Stolen Children's voices, JH for John Howard, KB for Kim Beazley. Add other words of your own.)
RED LIGHT -You HAVE to know these words and what they mean
| Words from the Syllabus rubric: Distinctly Interpretation Perceptions Perspective |
Words to describe Australian values: Compassion (noun)/ Compassionate (adjective) Dignity Egalitarianism 'Fair go' Freedom Justice Respect Worth |
| Words to describe voices: Biased Emotive Empathy (noun)/ Empathetic Empowered Inclusive Objective Passionate Patronising Persuasive Reliable Subjective Sympathy (noun)/ Sympathetic (adjective) |
Words used in The Stolen Children: Their Stories: Apology Assimilate Blemish Distressed Foetal position 'Forcibly removed' Forgive Mistreatment Pity Sorrow (noun)/ Sorrowful (adjective) Suffering (noun)/ Suffer (verb) Umbilical cord |
AMBER LIGHT- You SHOULD know these words and what they mean
| Accountable (JH) Authentic Beloved Biological absorption Bleaching Courage (noun)/ courageous (adj Critical Cruel Cultural assimilation Financial compensation Generosity (noun)/ generous (adj) Genocide Grace Grief (noun)/ grieve (verb) Haunting |
Heart-broken Humiliation Irreplaceable Judgment Outrage "Practical outcomes" (JH) Precious Mourning Reaction Suppressed Tragic Trauma (noun)/ traumatic (adjective) Wailing |
GREEN LIGHT - It's GOOD to know these words
| Charismatic Degradation Devastated "Extraordinary deprivation" (KB) Generalisation |
Oblivious "Outpouring of emotion" (KB) Remedying (JH) Restitution (KB) |
Download a PDF version of this table.
The Stolen Children: Their Stories as an example of non-fiction writing
The Stolen Children: Their Stories is a work of non-fiction.
Non-fiction is defined on en.wikipedia.org/wiki/Non-Fiction as "an account or representation of a subject which is presented as fact."
Reading a non-fiction account can increase the responder's emotional engagement with the experiences recounted. The authenticity of the accounts can increase the responder's empathy for the suffering of the voices in the text.
Carmel Bird is the editor of this compilation of non-fiction texts. Editingis defined on http://en.wikipedia.org/wiki/Book_editor as the process of "selecting and preparing" text "through processes of correction, condensation, organisation, and other modifications […] In a sense, the editing process originates with the idea for the work itself and continues in the relationship between the author and the editor. Editing is, therefore, also a practice that includes creative skills, human relations, and a precise set of methods." In The Stolen Children: Their Stories,there are not 'authors' but authentic voices from the Stolen Generation and the Australian community.
Carmel Bird consciously constructs The Stolen Children: Their Stories to achieve the purposes of the book. Her purposes are summarised in her Introduction to the book:
- "I hope to contribute to the revelation of the meanings of our past[…] (p.2).
- "[…] to make the stories of Indigenous Australians more accessible to everyone […]" (p.2).
- "[…] to inspire more among us to read and consider the entire text and the full implications ofBringing Them Home."(p.2)
- "I felt compelled to collect the stories of the stolen children, separate them from the other material in the[Bringing Them Home] report, and present them in this way with simplicity, clarity and compassion"(p.4).
- To encourage all Australians to "Listen to their voices" (p.15).
Carmel Bird openly acknowledges that she is subjective and biased in her writing of the Introduction: "I write this Introduction not as a social historian, not as an anthropologist, not as a psychologist; I write only from an ordinary person's observation and understanding, from my heart, without sentimentality, and from my own moral imagination of the events and their significance" (p.4).
The Structure of the Book
Fill in the table summarising the structure of The Stolen Children: Their Stories.This will help you understand how Carmel Bird assembles the various voices and perspectives in the book to achieve her purposes (see above).
| Pages | Name of section | Type of texts (forms) in this section | Purpose of section |
|---|---|---|---|
| pp.xiii-xv | Preface | ||
| pp.1-15 | |||
| pp.17-107 | |||
| pp.108-116 | |||
| pp.117-158 | |||
| pp.159-182 | |||
| pp.183-185 | |||
| pp.187-188 |
Some of the forms of texts in this book include ___________________________________________________________________ ___________________________________________________________________
Carmel Bird's overall purpose in this book is to ___________________________________________________________________ ___________________________________________________________________
She consciously constructs this book and assembles the order of its voicesin a way that makes us empathise with ______________________ and disagree with the perspectives of ___________________________________________________________________________________
Think about the following questions:
- How could the book be arranged in a different order? How would this change your response to the book?
- Imagine if John Howard's perspective was placed at the beginning of the book, before the Stories. How could this shape your response?
- Why did Carmel Bird choose to place John Howard's perspective after the Stories and Voices sections?
Remember that in your extended response, you may choose to focus on a few voices from the text. However, you must also demonstrate an understanding of the text as a whole and Carmel Bird's role as editor of the book.
Link to Word version of this activity.
Key quotations
Read the following key quotations from The Stolen Children: Their Stories.
Make sure you understand what the writer/ speaker is saying and any techniques used in the quotations.
You may want to divide this list of quotations among a group of people and explain individual quotes to other members of your group.
Carmel Bird
"[…] marked with a cross at the centre of her being"
"[…] it rouses pity, outrage, grief and mourning."
"We cannot change the past […] we may be able […] to change the future for the better."
"I write only from an ordinary person's observation and understanding, from my heart."
"[…] so irreplaceable, so precious, so beloved."
"How must it be to be children […] systematically stripped of culture, language, rights and dignity?"
"[…] the storytellers […] are distinguished by a courage and generosity that speaks with the voice of grace."
"Listen to their voices."
John Howard:
"We are not obsessed with symbolism. We are concerned, though, with practical outcomes."
"I feel a very deep sorrow for indigenous people who suffered under the injustices of policies pursued by past governments."
"The government […] did not believe that financial compensation was appropriate."
"I said also […] yesterday that I did not believe that current generations of Australians could be […] regarded as guilty for the acts of earlier generations over which they had no control."
"I am immensely proud of what we have achieved over the last 200 years. […] That does not gainsay the fact that there have been significant blemishes."
We should not develop "an approach to reconciliation that looks backwards rather than forward."
"I believe that the proper basis of reconciliation is to recognise the truth about the past, to remain proud about what this country has achieved […] and to resolve, united as Australians, to work towards a better and more cooperative future."
"We are not obsessed with symbolism. We are concerned, though, with practical outcomes."
"I feel a very deep sorrow for indigenous people who suffered under the injustices of policies pursued by past governments."
"The government […] did not believe that financial compensation was appropriate."
"I said also […] yesterday that I did not believe that current generations of Australians could be […] regarded as guilty for the acts of earlier generations over which they had no control."
"I am immensely proud of what we have achieved over the last 200 years. […] That does not gainsay the fact that there have been significant blemishes."
We should not develop "an approach to reconciliation that looks backwards rather than forward."
"I believe that the proper basis of reconciliation is to recognise the truth about the past, to remain proud about what this country has achieved [….] and to resolve, united as Australians, to work towards a better and more cooperative future."
Kim Beazley:
http://www.flickr.com/photos/young_einstein/310058560/
"The Prime Minister said that we ought to focus on the future […]. Of course we must focus on all those things. […] We would question whether or not this government's commitment to that has been adequate."
"These are also symbolic issues. […] They are a people of nations who live by symbols. They are a people of nations who live by gestures. They are a people who are actually an extraordinarily forgiving people if the symbols are acknowledged."
"We will have an opportunity to make restitution. […] We will have an opportunity […] to make the national apology that needs to made […]. We will have a chance for a bit of an outpouring of emotion in this parliament […]."
[The Labor party was in office when children were stolen] "For those things that we are responsible for, I apologise, as Leader of the Australian Labor Party. This is a terrible, terrible record."
"Many very decent people took up that fostering status, and they did so […] with the very best intentions. This report is not really about them."
"Mr Speaker, you cannot walk away from them. This chamber cannot walk away from them. The government cannot walk away from them. They have to be confronted."
"It is a situation that lies in his [John Howard's] hands and cries out for leadership - he must provide it."
Summary of key Australian values in The Stolen Children: Their Stories
Look at the following list of some of the Australian values listed in the Australian Government's Department of Immigration and Citizenship's 2007 book "Life in Australia ".
| Respect for the equal worth, dignity and freedom of the individual | A spirit of Egalitarianism - everyone deserves a "fair go" and justice |
| Compassion for those in need | Justice for all people - equality |
| Freedom of speech (the right to speak and to be heard) | Any other Australian values? |
Think about the following questions:
- How do the voices in The Stolen Children: Their Stories reflect and appeal to Australian values?
- Are there particular voices that strongly appeal to particular values?
- Consider how the following voices in the book appeal to particular Australian values:
- Carmel Bird - respect for the equal worth, dignity and freedom of the individual and justice
- The Stories/ Voices - compassion, justice
- John Howard - egalitarianism
- Kim Beazley - justice
- Does John Howard convince the responder that he believes in the Australian value of compassion for those in need and justice? Why or why not?
Related text suggestions
In your HSC, it is likely that you will be asked to write about a "related text of your own choosing." You will need to write about this text, linking it to The Stolen Children: Their Stories.
Prepare two related texts: one that deals with indigenous issues and another that represents a different Australian voice.
Related texts dealing with Indigenous issues
- Poems:Oodgeroo Noonuccal, "We are Going," "No More Boomerang"
- Poem:Jack Davis, "Land"
- Play:Jack Davis, No Sugar
- Speech: Kevin Rudd's apology speech (see below)
- Non-fiction:A.O. Neville, Australia's Coloured Minority and speechbefore Moseley Royal Commission - extracts can be found on http://en.wikipedia.org/wiki/A._O._Neville
- Documentary: (Director) Rachel Perkins (SBS) - First Australians
- Speech:Kevin Rudd's "Sorry" speech: http://www.smh.com.au/articles/2008/02/13/1202760379056.html
- Or any other text that you find!
Other Australian voices
- Poem:Dorothy MacKellar, "My Country"
- Poem:Ania Walwicz, "Australia"
- Film:(Director) Michael James Rowland - Lucky Miles
- Film:(Director) Baz Luhrmann - Australia
- Documentary:(Director) William Fitzwater - Through Australian Eyes
- Or any other text that you find!
Answer the following questions for each text to help you write a paragraph on it.
Scaffold for analysis of related text
- Find out basic information about the text.
Name of text: _____________________________________________
Composer: ____________________
Type of text (poem/film…) _______________
- Summarise the text.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
- Think about the prescription statements.
How is this voice "distinctly Australian"?
___________________________________________________________________
___________________________________________________________________
- Identify techniques:
What is happening Quote Technique Effect What it shows about their voice (suppressed, empowered, distinct from other voices)
- Consider your reaction to the text.
How does the text affect you? What feelings does it leave you with?
__________________________________________________________________
__________________________________________________________________
- Link the text to your prescribed texts.
Does this text have anything in common with The Stolen Children: Their Stories? What is different?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
- Write a paragraph answering the following question:
How is a distinct Australian voice created in your related text? How is it similar to and different fromThe Stolen Children: Their Stories?
[name of composer] creates a distinct Australian voice in his/ her [type of text] [name of text] through the use of [list of techniques used].
The [type of text] is about [summary of text].
Like The Stolen Children: Their Stories [one similarity]
But it is different because [one difference]
1st example - What's happening, quote, technique, effect, voice
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2nd example - What's happening, quote, technique, effect, voice
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3rd example - What's happening, quote, technique, effect, voice
___________________________________________________________________
___________________________________________________________________
Therefore, [Link back to question]
Download a PDF version of this activity.
Extended response question
Outcomes to be assessed:
1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.
2. A student describes and explains different relationships among texts.
4. A student uses language relevant to the study of English.
5. A student demonstrates understanding of how audience and purpose affect the language and structure of texts.
6. A student interprets texts using key language patterns and structural features.
9. A student engages with the details of the text in order to develop a considered and informed personal response.
11. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.
13.A student reflects on own processes of responding and composing.
Context:
Students have explored the concept of "voice" through a range of stimulus texts and through close study of The Stolen Children: Their Stories. They have been scaffolded into writing essay paragraphs that analyse the language techniques used to represent voices in texts.
Key Concept/ Main Idea:
Written, spoken and visual language is used to represent voices in texts. There are different types of voices in texts.
TASK:
Write an essay answering the following question:
"There are many distinct voices that shape our view of the world."
How is language used to represent a distinctly Australian voice in the texts that you have studied? In your answer, refer to your prescribed text and ONE text of your own choosing.
Your essay should be approximately 2-3 typed pages long.
NOTE:
If you are absent on the date of the assessment task you are required to provide a medical certificate to the Head Teacher of English on the morning of your return to school. Failure to comply with this Board of Studies regulation will result in zero marks.
Extended response scaffold
NOTE: Better responses will take the suggestions made in this scaffold and add their own insights.
STEP 1: Brainstorm your answer
________________________________________________________________________________
STEP 2: Plan your paragraphs
1st paragraph =
2nd paragraph =
3rd paragraph =
4th paragraph =
5th paragraph =
6th paragraph =
7th paragraph =
STEP 3: Write a draft:
1st paragraph: Introduction:
The distinct voices in The Stolen Children: Their Stories, edited by Carmel Bird, and __________________ by ______________, are represented using ___________________________ ___________________________. A person's voice reflects their values, beliefs, _____________________________________. The Stolen Generation issue has been debated in Australian society, rousing anger and empathy from those listening to different perspectives. In The Stolen Children: Their Stories, Carmel Bird _____________________________________________ ___________________________________________________________________ This essay will discuss the Introduction, _________'s Story, _____________'s Perspective and __________________. These voices shape our view of the Stolen Generation issue and promote the Australian values of ______________________ ___________________________________________________________________
In the __________ "______________" by _____________, ___________________ are used to represent the distinct voices of ________________________________. These two texts both __________________________________________________ ___________________________________________________________________
2nd paragraph: Carmel Bird's Introduction and Role as Editor
Carmel Bird assembles the book and voices her opinion in a way that shapes the responder's views on the Stolen Generation issue and encourages the responder to ___________________________________________. Her "Introduction" to The Stolen Children: Their Stories uses ___________________________________ to _________________________________________________________. Her voice reflects the Australian values of __________________________________________ ___________________________________________________________________
(1st example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(2nd example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(3rd example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
Therefore, her persuasive voice shapes our interpretation of the Stories that follow. After the Introduction, we are prepared to read and been changed by the Stories.
3rd paragraph: ________'s Story
(Link to the "Introduction" of the Stolen Children) Like Carmel Bird's voice, __________'s voice in "__________'s Story" _______________________________. Unlike Carmel Bird, however, __________'s voice ___________________________ ___________________________________________________________________His/ her voice shapes our view of the stolen generation _______________________ ___________________________________________________________________He/ she reflects the Australian values of ___________________________________ ___________________________________________________________________
(1st example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(2nd example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(3rd example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(Link to 1 or 2 other stories that you have read)The concerns of this voice are echoed in other parts of the "Stories" section of the book. In "______'s Story", ___________________________________________________________________
___________________________________________________________________Also, _______'s voice in "_______'s Story", ________________________________ ___________________________________________________________________
Hence, this intensely personal voice shapes the responder's view of _____________ ___________________________________________________________________
4th paragraph: ________'s Perspective
(Link to other Story)_______________, _______________'s Perspective
________________________________________________________________________________
________________________________________________________________________________
His/ her voice attempts to shape our view of the Stolen Generation ______________
___________________________________________________________________
He/ she appeals to the Australian values of ________________________________ to attempt to shape our view of the Stolen Generation and human suffering.
(1st example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(2nd example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(3rd example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
Thus, ______________________________________________________________ ___________________________________________________________________
5th paragraph: Another section of the book
(Link to other Stories)
________________________________________________________________________________
________________________________________________________________________________
(1st example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(2nd example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(3rd example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
This voice __________________________________________________________
________________________________________________________________________________
6th paragraph: Extra text
(Try to link every example to something from "The Stolen Children: Their Stories")
(Link to "The Stolen Children") "______________________________________", by ________________________, uses ____________________________________ to ___________________________________________________________________ ___________________________________________________________________
This text reflects the Australian values of __________________________________
___________________________________________________________________
(1st example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(2nd example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
(3rd example - Context, quotation, technique, effect, link to question)
________________________________________________________________________________
________________________________________________________________________________
Therefore, __________________________________________________________ ___________________________________________________________________
7th paragraph: Conclusion
In conclusion, ________________________________________________________________________
________________________________________________________________________________
Extended response marking criteria
|
17-20 |
|
13-16 |
|
9-12 |
|
5-8 |
|
1-4 |
|