Georgie



World Map to Show where Stolen Gen is.. media type="custom" key="5588023" width="180" height="180" Voki **//Who took the children away. When was it legilised//**

**When they first ever said sorry?**
The first National Sorry Day was held on 26 May 1998 - one year after the tabling of the report //bringing them home,// May 1997. The report was the result of an inquiry by the Human Rights and Equal Opportunity Commission into the removal of Aboriginal and Torres Strait Islander children from their families.


 * ** Public Awareness Campaign : Conflicts that Australia has been involved in ** ||
 * Teacher Name: **Mr. Horwill** ||  ||   ||   ||
 * Student Name: ||  ||
 * || A=22-24 || B=19-21 || C=16-18, D=13-15 || E=11-12, F=>10 ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Presentation || Students create an original, accurate and interesting presentation that adequately addresses the issue. There was a world map clearly showing which countries were involved. The conflict was clearly defined. || Students create an accurate presentation that adequately addresses the issue. There was a world map showing one country involved in the conflict. The conflict was defined but not very clear. || Students create an accurate presentation but it does not adequately address the issue. There was a world map. || The presentation is not accurate. There was no world map. ||
 * References || It was obvious students included 4 or more high quality sources/webpages || It was obvious students included 2-3 high quality sources/webpages || It was obvious Students include 2-3 sources/webpagesbut some of are questionable quality. || Students included fewer than 2 sources/webpages ||
 * Research/Statistical Data || Students include 4 or more high-quality examples or pieces of data to support their campaign e.g. Graphs or Percentages. || Students include at least 3 high-quality examples or pieces of data to support their campaign. || Students include at least 2 high-quality examples or pieces of data to support their campaign. || Students include fewer than 2 high-quality examples or pieces of data to support their campaign. ||
 * Brainstorming - Problems || Students identify more than 4 reasonable, insightful barriers/problems that need to change. 3 other major conflicts Australia was involved in were defined. || Students identify at least 4 reasonable, insightful barriers/problems that need to change. 2 other major conflicts Australia was involved in were defined. || Students identify at least 3 reasonable, insightful barriers/problems that need to change. 1 other major conflict Australia was involved in were defined. || Students identify fewer than 3 reasonable, insightful barriers/problems that need to change. ||
 * Clear message || It was clear what the conflict was and who was involved || It was not clear what the conflict was but showed who was involved || An attempt was made to talk about the conflict and who was involved || An attempt was made but it was still unclear what the conflict was and who was involved ||
 * Mediums || There were 4 or more different mediums involved e.g. WIKI, Podcast, Voki. A collage/Animoto of images was used to inform us of the conflict. || There were 3 different mediums involved e.g. WIKI, Podcast, Voki || There was 2 different medium involved e.g. WIKI, Podcast, Voki || There was 1 different medium involved e.g. WIKI, Podcast, Voki ||
 * References || It was obvious students included 4 or more high quality sources/webpages || It was obvious students included 2-3 high quality sources/webpages || It was obvious Students include 2-3 sources/webpagesbut some of are questionable quality. || Students included fewer than 2 sources/webpages ||
 * Research/Statistical Data || Students include 4 or more high-quality examples or pieces of data to support their campaign e.g. Graphs or Percentages. || Students include at least 3 high-quality examples or pieces of data to support their campaign. || Students include at least 2 high-quality examples or pieces of data to support their campaign. || Students include fewer than 2 high-quality examples or pieces of data to support their campaign. ||
 * Brainstorming - Problems || Students identify more than 4 reasonable, insightful barriers/problems that need to change. 3 other major conflicts Australia was involved in were defined. || Students identify at least 4 reasonable, insightful barriers/problems that need to change. 2 other major conflicts Australia was involved in were defined. || Students identify at least 3 reasonable, insightful barriers/problems that need to change. 1 other major conflict Australia was involved in were defined. || Students identify fewer than 3 reasonable, insightful barriers/problems that need to change. ||
 * Clear message || It was clear what the conflict was and who was involved || It was not clear what the conflict was but showed who was involved || An attempt was made to talk about the conflict and who was involved || An attempt was made but it was still unclear what the conflict was and who was involved ||
 * Mediums || There were 4 or more different mediums involved e.g. WIKI, Podcast, Voki. A collage/Animoto of images was used to inform us of the conflict. || There were 3 different mediums involved e.g. WIKI, Podcast, Voki || There was 2 different medium involved e.g. WIKI, Podcast, Voki || There was 1 different medium involved e.g. WIKI, Podcast, Voki ||