Lesson Plan: Understanding “Rabbit-Proof Fence” and the Stolen Generations

Subject Areas: History, Social Studies, English, Indigenous Studies

Objective:

By the end of this lesson, students will:

1. Understand the historical context of the Stolen Generations in Australia.
2. Analyze the themes, symbols, and characters in Rabbit-Proof Fence.
3. Develop empathy and critical thinking about the impact of colonial policies on Indigenous communities.
4. Reflect on storytelling as a means of resistance and historical documentation.

Lesson Structure

1. Pre-Watching Activity: Historical Context and Discussion

• Brainstorming Discussion: Ask students what they know about Australia’s history of colonization and its impact on Indigenous peoples.
• Mini-Lecture on the Stolen Generations: Provide background on the forced removal of Aboriginal children from their families by the Australian government between 1910 and 1970.
• Primary Source Exploration: Share quotes from government policies, testimonies from survivors, or short excerpts from Doris Pilkington Garimara’s book Follow the Rabbit-Proof Fence.
• Predictive Analysis: Show the movie poster or a short trailer and ask students to predict the themes and challenges the characters might face.

2. Viewing the Film: Active Engagement Strategies

• watch the movie in Norway here: NDLA
• Guided Viewing Questions: Students take notes on key themes and moments, focusing on:
  • The portrayal of Molly, Daisy, and Gracie’s resilience.
  • The symbolism of the rabbit-proof fence.
  • Mr. Neville’s role and the government’s justification for removing Aboriginal children.
  • The cinematography—how does it help tell the story?

Post-Watching Activities

Comprehension Questions for Rabbit-Proof Fence

1. Who are Molly, Daisy, and Gracie, and why are they taken from their home?

2. What is the significance of the rabbit-proof fence in the film, and how does it help the girls?

3. Describe Mr. Neville’s role in the film. What justification does he give for taking Aboriginal children from their families?

4. How does the Australian landscape play a role in the girls’ journey? How does it help and challenge them?

5. What are some of the ways Molly, Daisy, and Gracie show resilience and intelligence in escaping and surviving?

6. What role do the Aboriginal tracker and other Indigenous people they encounter play in the girls’ journey? How does this reflect community resistance?

7. How does the film use music, cinematography, and silence to create emotional impact? Provide an example of a scene where these elements are used effectively.

3. Comprehension and Analysis

• Discussion Questions:

  1. How does Rabbit-Proof Fence portray the experiences of the Stolen Generations?
  2. Why is the rabbit-proof fence significant as a symbol in the film?
  3. What role does landscape play in the film’s storytelling?
  4. How does the government official, Mr. Neville, justify his policies? How does the film challenge his perspective?
  5. How do Molly, Daisy, and Gracie show resistance and survival?
  6. Why do you think stories like this are important to remember and share?

• Comparative Activity: Students compare Rabbit-Proof Fence with another film, book, or historical event about government policies affecting Indigenous or marginalized communities.

4. Reflective and Creative Response

• Personal Reflection Journal: Ask students to write a reflection on how the film made them feel and what lessons they take away from it.
• Creative Writing Exercise: Students write a letter from Molly’s perspective, addressed to her future descendants, explaining her journey and the importance of remembering her story.
• Artistic Representation: Students create an artistic response (e.g., a collage, drawing, or poem) that captures the emotions and themes of the film.

Assessment Options

• Essay Question: How does “Rabbit-Proof Fence” use storytelling to challenge historical narratives and portray the resilience of the Stolen Generations?
• Group Presentation: Groups analyze different aspects of the film (themes, cinematography, historical accuracy) and present their findings.
• Debate: Assign students roles as different historical figures (Indigenous activists, government officials, historians) and hold a debate on the justification and consequences of the Stolen Generations policy.

Extensions & Further Learning

• Research Assignment: Students research the real-life experiences of the Stolen Generations and present their findings.
• Compare with Contemporary Issues: Discuss how the themes of forced removal, cultural erasure, and resilience connect to Indigenous struggles today (e.g., in Canada, the U.S., or globally).
• Watch Interviews: Show interviews with Doris Pilkington Garimara or Indigenous elders who discuss the impact of the Stolen Generations.