Sample work History Stage 5: Stolen Generations – Structured argument
Work samples aligned to grades assist teachers to develop their understanding of the achievement standards at each grade level.
Description of activity
Students write a letter of 300–500 words, using a word-processing application, in reply to a letter to the editor of a newspaper on the subject of the Stolen Generations. The letter the students write is based on a range of sources selected from individual research and must address the following: how and why Aboriginal children were removed from their families, government policy on removal between the years 1920–1960, experiences of Stolen Generations, the impact of removal on members of the Stolen Generation based on specific case studies.
Context
This activity involves an investigation of the experiences of the Stolen Generations. Students have learned about pre-contact Aboriginal cultures and the consequences of colonisation during the 19th century in Stage 4. In this unit, students have examined changes in government policies towards Aboriginal peoples, including protection, assimilation, integration and self-determination.
Outcomes
A student:
- 5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia
- 5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry
- 5.9 uses historical terms and concepts in appropriate contexts
- 5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences.
Criteria for assessing learning
(These criteria would normally be communicated to students with the activity.)
Students will be assessed on their ability to:
- explain the government policy of the removal of Aboriginal children from their families
- demonstrate an understanding of the varying experiences of the Stolen Generations
- select relevant information about the Stolen Generations from different sources
- use relevant historical terms and concepts appropriately
- communicate in a well-structured letter to the editor, an argument supported by evidence, and demonstrating appropriate use of a word-processing application.
Graded student work samples
Work sample feedback
Ariel
Ariel has demonstrated an extensive knowledge and understanding of the content and has addressed the issues in significant depth. A very high level of competence is evident in the fluent communication of an informed argument and the appropriate use of historical terms and concepts.
Ariel’s letter to the editor demonstrates a highly developed and sophisticated use of the text type to present a criticism of government policy supported by sustained examples. This work sample demonstrates characteristics of work typically produced by a student performing at grade A standard.
Indra
Indra has demonstrated thorough knowledge and understanding of issues regarding the Stolen Generations. Different perspectives on historical events and an explanation of how and why Aboriginal children were removed from their families have been provided. The impacts of this have been well described, but not necessarily explained. Evidence has been selected from a range of sources to support a coherent argument in response to the stimulus.
To strengthen this response, more detailed knowledge of government policies and an explanation of the impact of government policies on Aboriginal people should be included. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard.
Bobby
Bobby has demonstrated basic knowledge and understanding of the topic. The response makes a series of generalisations without revealing depth of knowledge. Some impacts of the Stolen Generations, attempting to link cause and effect, have been identified but not effectively. The explanations are simple and do not demonstrate varied experiences. References have been made to the Bringing Them Home Report but further analysis of this source is required.
This response, is shorter than the stipulated minimum and addresses the criteria only briefly. This work sample demonstrates characteristics of work typically produced by a student performing at grade D standard.