| 2. Common experiences
Activity 2 consists of two tables – one containing common experiences; another lists common effects on Indigenous lives. For each experience and effect, students are asked to give an example from Follow the Rabbit-Proof Fence.
Activity 2 assists students to explore some of the common experiences of members of the Stolen Generations through their reading of Follow the Rabbit-Proof Fence.
3. Exploring the stories
Teachers can either allocate stories to students or let them choose their own. There is also the option for students to work on these individually or as a group.
Students compare their story with that of Molly, Gracie and Daisy. Their investigations are directed by a set of questions for each story.
They then report back to the class, providing a summary of their responses to the questions. This could be followed by brief discussion.
Activity 3 requires students to explore stories from the Inquiry and assists them to draw comparisons between the two texts.
4. Key questions
Students are given a set of ‘key questions’ relating to the book and study guide. Students can either work on these individually (reporting back to class) or in groups.
Activity 4 assists students to gain an understanding of the legal frameworks that were used to remove children from their families.
Students should be encouraged to explore other sources for information on Indigenous history throughout these activities.
A film study guide to Rabbit-Proof Fence is also available at: http://www.eniar.org/news/pdfs/Rabbit-proofFence.pdf
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