The apology

• Ask students to discuss the following questions:

1. What are the Stolen Generations?
2. Why is the apology significant in Australian history?

• Refer to Follow the Rabbit-Proof Fence by Doris Pilkington Garimara. Students can also view the clip from the feature film at australianscreen, 'Rabbit-Proof Fence (2002)', http://aso.gov.au/titles/features/rabbit-proof-fence/clip1
• [Please note that the clip from Rabbit-Proof Fence is rated PG (parental guidance) and permission should be gained from parents and the school principal before viewing. It is recommended that teachers view all film content before introducing it to students to ensure that it is appropriate for the class.]
• As a class, review the following websites and the information contained within them about the Stolen Generations:

1. Australian Human Rights Commission, http://www.hreoc.gov.au
2. ——'Bringing them home: The "Stolen Children" report (1997)' http://www.hreoc.gov.au/social_justice/bth_report/index.html
3. ——'Bringing them home education module' http://www.hreoc.gov.au/education/bth/index.html
4. ReconciliACTION Network, http://reconciliaction.org.au

• If possible, invite a local Indigenous Elder to the school to talk about reconciliation.
• Ask students to create a graphic organisational chart (a KWL Chart) about the Stolen Generations. A KWL Chart enables students to classify information based on prior knowledge. It will help students to organise information as they gather it and disseminate the data at the end of their research. The three basic areas of classification are:

1. What I Know
2. What I Want to know
3. What I Learned.

• Ask students to research personal accounts of Indigenous people who are part of the Stolen Generations. Collect their stories in an anthology to be displayed and read on National Sorry Day.
• Visit the National Sorry Day Committee on the website below:
  http://www.nsdc.org.au

Student Activity sheet H1.1: Indigenous issues

• Ask students to brainstorm ideas on how both Laura and Aunty Bev are affected by the apology. Student responses can be mapped out on a class poster.

• Ask students to write what they believe are the thoughts of Laura or Aunty Bev about the apology.
• Construct a hot seat role-play where students take on the role of significant people in the apology. For example, it could be Kevin Rudd, or an Indigenous person in parliament. Students stay in role and answer questions from the class about how they perceived the significance of the apology.

Student Activity Sheet H1.2: Investigating loss

• Ask students to research government policies that had a negative impact on Indigenous people. This information can be merged into a timeline to plot significant events affecting Indigenous rights in Australia.
• As a class discuss the significance of events leading up to the apology.
• Ask students to research stories and statements in newspapers and magazines from Indigenous people following the apology. Refer to the teachers' notes, activities and worksheets on the website below.

1. Australian Human Rights Commission, http://www.hreoc.gov.au
2. ——'Bringing them home, education module', http://www.humanrights.gov.au/education/bth/index.html
3. ——'Bringing them home Community Guide 2007', http://www.humanrights.gov.au/education/bth/community_guide/index.html

• Share the stories with the class. They can be presented as short essays, or pictorial stories.

Student Activity Sheet H1.3: Government practice

• In the clip, the Aboriginal flag plays a major role, but people also have beads, necklaces, ribbons and arm bands displaying the colours of red, yellow and black. Many Aboriginal people identify with these colours. Research the designer of the flag, Harold Thomas, and collect information on his background.

• As a class, research and discuss the symbolic significance of the colour and shape on the Aboriginal Flag. Ask students to find out where the flag originated and what the design means. Refer to the Australian Institute of Aboriginal and Torres strait Islander Studies (AIATSIS), http://www.aiatsis.gov.au/fastfacts/AboriginalFlag.html
• As an extension activity, students could also investigate the meaning and significance of the Torres Strait Islander flag.

Student Activity Sheet H1.4: Symbols of unity

• Before viewing the clip, ask students to think about its title, 'The apology'. Have students 'think, pair, share' what they predict the clip might be about. Invite students to record their ideas on a 'graffiti wall'. Ask students to brainstorm the word 'apology' and list all the ideas and words that come to mind. Discuss the list and have students write a brief description of what they think an apology means to them.
• After viewing the clip, as a class, note down all the significant events that occurred. Ask students to share and discuss.
• Discuss Prime Minister Kevin Rudd's speech to Parliament, apologising for Australian laws and policies that caused Indigenous Australians to be mistreated, and especially for the removal of Indigenous children from their families and the continuing impact on people today. Part of the speech is screened during this clip. You could also look at R10332 'Kevin Rudd's apology speech 2008 - item 1 of 6'.
• Ask students to respond to the following questions:

1. Who is Kevin Rudd apologising to?
2. What is he apologising about?
3. Why is he apologising?

• During the speech, ask students to look at how the filmmaker uses Laura to draw attention to the way people are feeling in the room and also to focus on how Laura herself is feeling.
• View the whole episode from the beginning scene where Laura accidentally sinks Michaelis's boat. Ask students to consider what apology Laura needs to make. Who has she offended and what did she do wrong? Ask students to write an apology letter from Laura to Michaelis.

Student Activity Sheet E1.1: I'm sorry

Introduce the concept of Stolen Generations to the class and discuss what this means. As a class, discuss why it is important to understand what happened and how it makes sense of Aunty Bev's story.

1. Ask students to write down who they think the key characters are in this clip and why they think so.
2. Share responses and discuss the techniques used by the filmmaker to focus audience attention on two characters: Laura and Aunty Bev.
3. Discuss ways in which the camera is used throughout this clip to draw attention to people and their feelings as the events unfold. Start with the scene in the kitchen when Laura and her family are preparing to go to watch the apology speech.
4. View the clip again and focus on Aunty Bev. Have students note what she does, how they think she is feeling and why. Highlight the moment when she is sitting quietly and Laura's mother asks her if she is all right.
5. Discuss the reason why the filmmaker does this. It could, for instance, be intended to focus audience attention to Aunty Bev, foreshadowing that she will be a character of interest in the story.

• Look at how the filmmaker uses Laura to draw attention to the way people are feeling in the room and also to focus on how Laura herself is feeling.
• Ask students to imagine the feelings of the older people in the room during the speech and how Laura might be feeling. Think about why they would be feeling the way they do.
• Two characters are the focus in this clip: Laura and Aunty Bev. Have students write a description of the event from their differing points of view: Laura's as she struggles to understand what is going on and Aunty Bev's as she deals with her feelings on this day. Students may wish to use a 'sunshine wheel' to explain their points.

Student Activity Sheet E1.2: Character profiles

• Aunty Bev tells Laura a little about the story of how she was taken from her mother when she was so young she can no longer remember her. As a class, discuss how Aunty Bev feels about this now and what impact this story might have on Laura. Ask students how they feel about this story.
• Play the clip from R10333 'Kevin Rudd's apology speech, 2008 - item 2 of 6' to the class. Focus on the story of one woman, Nanna Nungala Fejo. Ask students to note any information that they think is important in the story. Have students read the story of Nanna Nungala Fejo in the transcript from this resource.

• In small groups, discuss and compare this story to that of Aunty Bev.
• Have students draft a letter to the Prime Minister describing how they feel about this situation and what it means to them.
• You could show students selected clips from the film Rabbit-Proof Fence for more insight into the way children were taken from their families. Clips from the film with teachers’ notes are available from australianscreen, 'Rabbit-Proof Fence (2002)', http://aso.gov.au/titles/features/rabbit-proof-fence/
• Please note that Rabbit-Proof Fence is rated PG (parental guidance) and permission should be gained from parents and the school principal before viewing. It is recommended that teachers view all film content before introducing it to students to ensure that it is appropriate for the class.

Student Activity Sheet E1.3: Dear Prime Minister

• Replay the scene in the My Place clip showing Prime Minister Kevin Rudd delivering his speech. Ask students to note any words or phrases he uses that particularly resonate or 'stick in their heads'. Some examples might be 'fellow Australians', 'pain', 'suffering and hurt', 'Stolen Generations', 'indignity', 'degradation' and 'we say sorry'.
• As a class, discuss the impact these words and phrases have on the audience in the clip. Ask students:

1. How do these words make you feel?
2. What was the intention of the Prime Minister when choosing these words?
3. Are these words successful in stressing the intent and meaning of his apology? Why or why not?

• Discuss responses and have students define key words and phrases and the impact these words have on the listener.
• Using a transcript of the speech, ask students to highlight other interesting and emotive words that are used. Refer them to R10332 'Kevin Rudd's apology speech 2008 - item 1 of 6'.
• Look also at the use of repetition of the phrase 'we are sorry'. Discuss why the speech writer uses this phrase in the speech; does this repetition add or detract from the power of the speech? Why or why not?

• Drawing on this information, ask students to discuss the elements they think are important in a good speech or public speaking. Using this as a guide, ask students to write a one-minute speech on a topic of their choice and present it to the class.

Student Activity Sheet E1.4: Choosing your words

• Ask the students to find out more about these magnificent trees. The image of the Moreton Bay fig is a constant feature of the My Place episodes. Have students investigate these trees to find out if they originate from Australia, where they got their name and any other interesting information. Ask the students to present their findings as a report to the class.
• Additionally, take the students on a nature walk within the school grounds to explore native trees. List which ones they find with their species name. Collect sample leaves to make a botanical journal of information, samples and drawings.

• Have the students write a haiku poem about their chosen tree/s.

Student Activity Sheet E1.5: The ancient fig tree

• The story in this episode is about two apologies:

1. Laura's apology to Michaelis for sinking his dinghy and disposing of his dog's ashes
2. Prime Minister Kevin Rudd's apology to Aboriginal and Torres Strait Islander people.

• Discuss the nature of an apology and why it is sometimes so hard to say sorry.
• As a class, discuss the differences between the two apologies in this story. Ask students to look at the script for Episode 1: 2008: Laura and find the scene where Laura apologies to Michaelis. She never really articulates what she did but the apology is understood and accepted anyway. Compare this with Prime Minister Rudd's apology speech where he clearly outlines all the actions and events he is apologising for.

• Discuss the way in which Laura apologises and how Michaelis receives it. What do students think of this as an apology? Do they think it is good enough? Why or why not?
• Compare the ways in which both apologies are received by the people being apologised to. In Prime Minister Rudd's case these are the Aboriginal and Torres Strait Islander Australians, represented in this story by Aunty Bev and Laura's family, and in Laura's case, it is Michaelis.
• Using these discussion points as a guide, ask students to write a letter of apology to a teacher, friend or family member.

Student Activity Sheet E1.6: Comparing apologies