Subject Areas: History, Social Studies, English, Indigenous Studies
Objective:
By the end of this lesson, students will:
- Understand the historical context of the Stolen Generations in Australia.
- Analyze the themes, symbols, and characters in Rabbit-Proof Fence.
- Develop empathy and critical thinking about the impact of colonial policies on Indigenous communities.
- 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
-
Who are Molly, Daisy, and Gracie, and why are they taken from their home?
-
What is the significance of the rabbit-proof fence in the film, and how does it help the girls?
-
Describe Mr. Neville’s role in the film. What justification does he give for taking Aboriginal children from their families?
-
How does the Australian landscape play a role in the girls’ journey? How does it help and challenge them?
-
What are some of the ways Molly, Daisy, and Gracie show resilience and intelligence in escaping and surviving?
-
What role do the Aboriginal tracker and other Indigenous people they encounter play in the girls’ journey? How does this reflect community resistance?
-
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:
- How does Rabbit-Proof Fence portray the experiences of the Stolen Generations?
- Why is the rabbit-proof fence significant as a symbol in the film?
- What role does landscape play in the film’s storytelling?
- How does the government official, Mr. Neville, justify his policies? How does the film challenge his perspective?
- How do Molly, Daisy, and Gracie show resistance and survival?
- 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.