Rabbit-Proof Fence 'Perspectives'

Introduction

By Brooke Adams, Kayla Bertoncini, Ezekiel Hangan and Daniel Tomada

In this webquest, you will explore the different perspectives of those present in the journey undertaken in the film Rabbit-Proof Fence. This journey will be assessed through three pieces of writing, one journal entry and two letters.

Introduction

This is a classic case of putting yourself in someone else's shoes. After watching the film Rabbit-Proof Fence, you will be required to look at the journey from three different perspectives. Firstly, the perspective of the stolen child, you could choose between Molly, Daisy or Gracie. Secondly, the perspective of a parent who has had their child stolen, you could choose Molly and Daisy's mother or grandmother. Thirdly, the perspective of the protector. This is the person who is placed in charge of indigenous communities and who was sometimes responsible for the removal of indigenous children, you should think from the perspective of Mr. Neville here. 

Each perspective will be different and it is important to have a look at all of the provided material so you can get a true indication of what this person was thinking, and why they acted in the way that they did. 

Task

This webquest will be made up of three different tasks that will be completed over a total of four double periods.

Firstly, you are to create a journal entry from the perspective of Molly, Daisy or Gracie. Picture yourself living happily with your family, the next minute, you and your sister’s are snatched from your family and taken away. You are to add personal thoughts and ongoing dialogue, constructing your journals on experiences, feelings, emotions and relationships that you encounter along the way. This is to be written in first person.

Secondly, you are to write a letter from the perspective of Molly and Daisy's mother, Maude, or their grandmother. This letter should be addressed to Molly, Daisy or Gracie, or you can choose to write directly to Mr. Neville. It is important that you consider how it would feel to have the people that you love most in world taken away from you for seemingly no reason at all. Make it personal to the lifestyle you have seen in the film.

Thirdly, you are to write a letter from the perspective of Mr. Neville. This letter should be addressed to the Western Australian government and should seek to defend your actions of child removal within the state. As horrible as it may seem, you need to think about how Mr. Neville believed that his actions were beneficial to Molly, Daisy and Gracie.

Use the resources provided under 'Process' to help you support your writting.

Process

Journal Entry

The first step in your assessment for webquest is to create a journal entry. This entry will be created from the perspective of a child (yourself) being taken away from their family. This journal entry should be two pages long and reflect on what you have witnessed in the film Rabbit-Proof Fence and also the resources listed below. Remember that the perspective is that of an indigenous child, living remotely in the 1930s (a time before iPhones and Facebook).

Rabbit Proof Fence- Stolen Generation:

http://www.youtube.com/watch?v=XaZtOIsgBqQ

About the Stolen Generation:

http://stolengenerationstestimonies.com/index.php/about_stolen_generations.html

Stolen Generation Testimonies:

http://stolengenerationstestimonies.com/index.php/testimonies/index.1.html

Stolen Generation- Our Stories:

http://www.stolengens.org.au/our-stories.html

Stolen Generation- A Narrative of Removal:

http://www.ub.edu/dpfilsa/3renes.pdf

Stolen Generation Stories:

http://www.creativespirits.info/aboriginalculture/politics/stolen-generations-stories#toc1

Journal Writing:

http://writingcenter.waldenu.edu/1113.htm

Letter One

The second step in your assessment for webquest is to create a letter from Maude or Molly, Daisy and Gracie's grandmother addressed to Molly, Daisy or Gracie, or to Mr. Neville. This letter should detail the heartache you feel and should also defend your parenting methods and your community. Again, be mindful of the time frame. Use the resources to be relevant and historically accurate.

The stolen generations: 

http://www.australianstogether.org.au/stories/detail/the-stolen-generations

Nothing to live for: 

http://thestringer.com.au/nothing-to-live-for-said-stolen-generations-father-3-444#.VEiblr7lelI

Three generations fearing for their kids: 

http://www.creativespirits.info/aboriginalculture/politics/a-guide-to-australias-stolen-generations

(scroll down to the part that says homework in the yellow box, and further down to the yellow story box)

Effects on birth parents: 

http://www.creativespirits.info/aboriginalculture/politics/stolen-generations-effects-and-consequences#toc2

(scroll to this title)

Family status of separated children: 

http://www.stolengenerations.info/index.php?option=com_content&view=article&id=84&Itemid=38

Letter Two

The third step in your assessment for webquest is to create a letter from Mr. Neville, a protector, addressing the Western Australian government. Protectors were the individuals who were members of numerous Indigenous Australian Protectorate Boards across the States and Territories of Australia, be that on reserves, protectorates or outside. This included Aboriginal Australians with European descent as part of a racial and cultural move to assimilate Indigenous Australians to the demands of English people culturally, behaviourally and biologically. This letter is designed to defend your actions of child removal and outline the reasons as to why child removal occurred. Use the below resources and what you have learned from the film Rabbit-Proof Fence to create a historically and culturally accurate letter.

Newspaper Arcticle, Daily Advertiser Wagga Wagga:

http://trove.nla.gov.au/ndp/del/article/144382310?searchTerm=Aborigine%20protectors&searchLimits= 

Newspaper Artcile, Evening News Sydney:

http://trove.nla.gov.au/ndp/del/article/113264875?searchTerm=Aborigine%20protectors&searchLimits= 

Details Mr Neville as Chief Protector of Aborigines:

http://www.stolengenerations.info/index.php?option=com_content&view=article&id=142&Itemid=123 

Details assimilation of Aboriginal and 'white' communities:

http://www.stolengenerations.info/index.php?option=com_content&view=article&id=99&Itemid=65 

The Aborigines Protection Act of 1886:

http://www.austlii.edu.au/au/legis/vic/hist_act/tapa1886265/ 

Evaluation
Beginning 2 Developing 2 Accomplished 3 Advanced 4 Score
Grammar and Punctuation Many spelling and punctuation mistakes, no evidence of proof reading. Some spelling and punctuation mistakes, would benefit from further proof reading. Few spelling and punctuation mistakes. No spelling or punctuation mistakes.
Organisation Resources comletely lack organistaion. Resources are organised, though incorrectly. Resources are organised and used effectively. Resources are organised and used to an extremely high standard.
Format of Journal entry and Letters Formatting is completely incorrect. Formatting attempted. Formatting to a good standard. Formatting to an extremely high standard.
Research Skills Very few resources have been used. Some resources have been used. Most resources have been used. All resources have been used.
Tasks Completed Task is less than 80% complete. Task is less than 90% complete. Task is less than 100 % complete. Task is 100% complete.
Total
Conclusion

Congratulations on completing the Rabbit-Proof Fence webquest. This webquest has given you a deeper insight into Australian indigenous history and the plight of the stolen generation. It has given you the ability to empathise with the party's involved and an understanding of government policy and the effects it had on the indigenous Australian community. 

This webquest has also allowed you to strengthen your research and analysis skills. Well done everyone! 

Credits
Teacher Page

This webquest was created for the EDFD270 unit at ACU, Melbourne by pre-service teachers Brooke Adams, Kayla Bertoncini, Ezekiel Hangan and Daniel Tomada. Any who would find this webquest useful have permission to use it.