A Modern Mutiny Study Guide by Roger Stitson © Heiress Films Pty Ltd 2016 Synopsis Curriculum Links

A Modern Mutiny Study Guide by Roger Stitson © Heiress Films Pty Ltd 2016 Synopsis Curriculum links

Norfolk Island is ﬁve miles long by three miles wide; This study guide is mainly aimed at middle and upper or, as some would say of this close-knit community, secondary school levels, with relevance to English, ﬁve minutes long and three minutes wide when it Media Studies, History, Civics, Politics, Social Stud- comes to gossip. As one of Australia’s remote ies, Society and Culture, Family and Community. external territories, and with a local population descended from the legendary Bounty mutineers, it’s no surprise they have their own way of doing things. With their own language, a blend of old seafaring English and Tahitian, and a hidden culture, many don’t see themselves as Australian – that it says so on their passport is merely ‘a technicality’. But recent hard times have forced the island to reach out to Australia for emergency funding. And with mainland help comes mainland rules.

A Modern Mutiny follows four residents during a tumultuous year in the island’s history. An outsider, on assignment from Australia, is among them – and Norfolk Island’s cherished self-rule is at stake.

2 Background Before looking at the central issues arising from a viewing of A Modern Mutiny, we should first acquaint ourselves with some background geographical and historical detail of where this documentary is filmed – Norfolk Island.

• First, draw a map large enough to show Norfolk Island and its geographical position relative to Australia and New Zealand. Label Norfolk Island’s position on the map. For distance perspective also mark Canberra, Sydney and Brisbane on the Australian land mass, and Wellington and Auckland on New Zealand. Indicate the distance in kilometres between Norfolk Island and Sydney. Add to the map Lord Howe Island. Near the position of Norfolk Island add the year of Norfolk Island’s original settlement as a convict colony, the date and year of the arrival of the mutineers’ families and descendants of HMS Bounty from Pitcairn Island, the date Norfolk Island was granted limited self-rule, and the date the Australian Government recently assumed full rule. Find out and explain why the Pitcairn Islanders were resettled on Norfolk Island.

• Carry out further research if necessary, then, as though you were writing an historical feature article for an online magazine aimed at children, explain the events that led to a mutiny of sailors on board HMS Bounty in 1789. (See ‘Mutiny on the Bounty’ in website references.)

There are many questions you should look at in planning your presentation. For example, what were the reasons for the mutiny? Who was the commanding officer on board the Bounty at the time, and what happened to him? Did he have any support among the officers and crew or was he entirely alone? Did he survive his ordeal? Describe what eventually happened to the mutineers. Did they go on to enjoy fruitful, happy and peaceful lives into old age? Describe the later, historical association of the Bounty’s commanding officer with the colony of New South Wales. You may include illustrations in your article as required. 3

• There are many fictionalised and dramatised film versions of the story of the mutiny on the Bounty, including the 1933 version, In the Wake of the Bounty (directed by Charles Chauvel), an excerpt of which is included in the documentary. As a class you may want to carry out some research on the way these films interpreted the historical events and real-life participants, looking at such issues as the differences and similarities between them, historical accuracy and truth versus the dramatisation of myth, and the relative simplification of good and evil. Do you think, for example, that the two main antagonists, Bligh and Christian, are fairly depicted in these screen adaptations?

• In more enlarged detail than the first map you drew, draw a map of Norfolk Island indicating the main features, both natural and man-made, and the principal settlements, including the political capital (Kingston) and the main settlement (Burnt Pine). Add an accurately drawn and coloured Norfolk Island flag. Can you explain the symbolic and historical meaning behind the crest and the flag’s design? In addition, carry out research then write some accompanying, brief historical notes as to why Norfolk Island was first colonised by the British, then abandoned then later recolonised. Explain the state of colonisation of the island at the time the descendants of the Bounty mutiny arrived in 1856. When did the island first come under the authority of the Commonwealth of Australia, and why? What important role did the island play during the Second World War? Why did the Australian Government later grant Norfolk Island limited self-government? (See ‘Norfolk Island’ in website references.)

4 • Norfolk has its own flag, crest, anthem, language, and until recently, its own form of government. Discuss whether these elements make up a nation – or at least the concept of a nation. Is, for example, nationhood just as much a state of mind as it is a national flag or a written, government-approved state document?

• Norfolk Island, as we learn from the program, is one of Australia’s seven external territories. Name all seven territories and draw a map showing where they all are. Explain what an ‘external territory’ is. Are they identical to an Australian state, such as Victoria or New South Wales, or are they governed differently? Were they, for example, won by Australia during warfare, or granted to Australia through other means? Why does Australia own these territories, and is there any advantage to Australia and its peoples in having control or ownership over them? (See ‘External Territories’ in website references. In this link, scroll down to A Federation in These Seas.)

• There has been one major difference between Norfolk Island and the other six external territories. Explain the main point of difference between Norfolk and the others. In addition, comment on the history of Norfolk Island’s precarious and sometimes fractious relationship with Australia. (Note that this question is examined in Maev O’Collins’ book, An Uneasy Relationship, cited in the book references section.)

• Carry out research then draw a graph showing the population figures of Norfolk Island over the past 15-20 years. Comment on whether the island’s population has remained static, or has risen or fallen in recent years.

• At the time you are reading this, wherever you are, what time is it in Kingston, Norfolk Island? Why did Norfolk Island’s official time zone change on 4 October 2015?!

5 The Participants

Carry out the following activities about the main participants who appear in A Modern Mutiny.

• Write a short account of the importance of the following participants in our understanding and appreciation of the main issues and themes arising from A Modern Mutiny.

Bubby Evans Aaron Graham Gary Hardgrave Resident, Norfolk Island Farmer & Electrician, Norfolk Island Administrator of Norfolk Island

April Quintal Lisle Snell Resident, Norfolk Island Chief Minister of Norfolk Island

• Discuss what the above ﬁve participants in the program collectively represent or indicate to you about the life and culture of people living on Norfolk Island. From your observations, discuss whether they’re living in what might be stereotypically termed an ‘island paradise’ of love and harmony, a ‘hell on Earth’, or somewhere in-between. Explain whether, at heart, all the participants have the best intentions for the island’s welfare and future.

• Comment on the essential differences between Lisle and Gary as to the welfare, progress and general economic viability of Norfolk Island. Listen carefully to what Gary says about the problems he sees as he goes about his business, and also to what Lisle claims about the improvements, achievements and reforms recently instituted on the island. How can these apparently opposing and contradictory views about the state of the island and its inhabitants both be correct? If both views are correct, why are Lisle and Gary in disagreement?

• Either working individually or in pairs, imagine a conversation over an afternoon tea – or dinner at the hotel – in which Lisle and Gary sit down to discuss the pros and cons of life on Norfolk Island under the new Australian administration. You might wish to look at rather ephemeral concepts such as whether the Islanders feel any historical, cultural and even racial affinity with Australia, and what it might mean to them from a psychological viewpoint to live under Australian rule, regardless of any perceived economic advantages. Plan and write the conversation. Will, for example, they get angry and thump the table? You may even wish to record it as a sound file for playback and editing, or enact it out to your class.

• From the program, define April Quintal’s historical and ethnic heritage extending back to the Bounty mutiny. Find out more about the Quintal forebear who took part in the mutiny. What became of him later, after he reached Pitcairn Island?

• Explain the significance and importance of Bounty Day to the local populace in general, and to April in particular.

• If April were able to tell her daughter, Britney, about the changes to the way the island is now governed, what would April say? What might have been Britney’s thoughts, feelings and reactions? Base your response on what you know of Britney from your viewing of the program.

8 • Comment on the role Bubby Evans plays, at times quite playfully, in keeping alive the tradi- tions and culture of his Bounty heritage. Describe the language he speaks, and its deri- vation. Comment on the importance of the scene in which he appears with his young granddaughter, standing at a cabinet contain- ing many artefacts. (Note in the book references section a journal article by Peter Muhl- hausler about Pitkern-Norf’k language.)

• When Bubby recalls his schooling on the island, during a previous era of Australian administration, he says, ‘You’re not allowed to speak Norf’k at school. If you do, you get the bloody cane’. Why do you think the local language was discouraged to the point of physical punishment at the school in those years (approximately the 1930s or 1940s)? Draw possible parallels and similarities to the school education of Aboriginal Australians during the same era.

• Discuss in class the possibilities then plan and write a short ﬁction story based on what Bubby tells us about his school experience. You may write the story in any way you see ﬁt – as a comedy, a drama, a social and political critique of the times in which he grew up, perhaps even attempting to make it relevant to contemporary readers.

• Explain how Aaron Graham represents or symbolises the difficulties and plight of young men and women growing up on Norfolk Island in the early decades of the 21st century. You should attempt to connect these issues to the island’s decline in population figures, and the reason for this. Do you think, for example, that an eligible bachelor such as Aaron might attract a potential wife to want to move from somewhere else, perhaps Australia or New Zealand, to live permanently on Norfolk Island?

• Plan and write a short fiction story about a young woman who has to make a decision about whether to move from her home elsewhere, marry and live with her partner on Norfolk Island. What might be her considerations, worries, doubts? Would it be reasonable to expect she could pursue a career on the island? Are there any balancing positives and advantages? Which approach to this story might work best – to be narrated in the words and consciousness of the central character herself, or to be told in the third person, or even narrated from someone else as an observer?

• Write a personal diary entry of 100-150 words, as though you were the island’s Anglican (or Church of England) minister, David Fell, on the eve of his new position as ‘Mr Stewart’, the colonial administrator who first welcomed the Pitcairn Islanders ashore in 1856. What might be your main concerns about carrying out the role, especially knowing the situation regarding the present-day administrator?

• Carry out some historical research on the history of the Church of England on Norfolk Island. When did the Church, as an institution, come to the island and why? What function does it fulfil on the island today? Find out, from internet research, why David Fell – who had never previously been to Norfolk Island – became the incumbent minister there. (Combine relevant search terms such as ‘Norfolk Island’ and ‘Church of England’.) ! ! !

11 Heritage, Change, Bounty Day

The dominant themes of A Modern Mutiny revolve around the clash between the independence and heritage of the Bounty descendants, and the changes wrought upon them through their loss of local self-government, and the imposition of Australian governmental administration and control. All of these swirling forces seem to coalesce with the annual Bounty Day celebration, and whatever those celebrations represent and symbolise.

• First, from the documentary and from other research, explain the meaning and the purpose of Bounty Day on Norfolk Island. Describe the traditional agenda of events observed throughout Bounty Day. Why does Bounty Day take place on a diferent day of the calendar on Pitcairn Island?

• Comment on whether the meaning of Bounty Day, to Norfolk Islanders, has changed over the years, particularly in recent years.

• Discuss any signiﬁcance, symbolic gesture or symbolic meaning of April’s unveiling of Britney’s headstone on Bounty Day. In what way does it represent, simultaneously, the ending to a personal tragedy yet the expression of a new freedom, a release for both mother and daughter?

• As an ofshoot from your reﬂections on the meaning, purpose and relevance of Bounty Day, write a short ﬁction story or a short play script about the adventures of the ship’s doctor, as played by someone like Bubby Evans. You may wish to set your story on Bounty Day.

• Discuss the Australian Government’s agenda for Norfolk Island, and whether it is in direct conﬂict with the rights, independence, heritage and way of life of the island populace. Do you think the Nor- folk heritage is under threat of disintegrating and disappearing forever under Australian administration? Can it survive, anyway, regardless of Australian control, in a changing world?

12 • There is a scene during the program where Gary Hardgrave reads through the island’s telephone book. Comment on the contents of the phone book, and discuss how those contents might stand as a unique representation, or a symbol, of life and community as experienced on Norfolk Island.

• One of the issues raised in respect of the maintenance and preservation of tradition is tourism to Norfolk Island. First, explain the relationship between Norfolk tradition, culture and heritage, and tourism. Comment on whether tourism is an important aspect of the island’s economy and existence. What might be, for example, the central reasons for why people from elsewhere – Austra- lia and New Zealand, for instance – would want to visit the island as tourists? What do tourists want when they come to the island? Would modernisation destroy tradition and therefore, as a result, destroy tourism?

• Following on from the previous discussion activities, examine the sequences involving Norfolk Island’s very old Cascade pier, and the way in which goods and people must come ashore. These sections of the documentary may be viewed as a speciﬁc example of the general issues raised about tradition, tourism and modernisation.

Discuss and explain the problems arising from whether the pier and its facilities should be mod- ernised or not. Will tourism be adversely afected if nothing changes and modernises? On the other hand might tourism be adversely afected by modernisation? What are the arguments in favour of modernisation? What are the arguments in favour of maintaining the old pier as it is, and the traditional means of managing the pier? Is sentimentality obscuring reality and the need for change? Can a balance, a compromise, be sought between the two conﬂicting forces?

• On the surface it may seem to be a very trivial issue, but, at one moment during the program, there is a camera shot of a sign post pointing towards ‘Mother England’, Tahiti, and Sydney etc. The distances from Norfolk Island to these locations are measured in miles. In the interests of development and even ‘Australianisation’, discuss whether you would change these measurements on the sign post to kilometres. Would you remove the word, ‘Mother’ from ‘England’? What, in fact, does the term, ‘Mother England’ suggest about the Norfolk Island community? (Note, however, that kilometres, not miles, are normally the standard measurement of distance on Norfolk Island.)

• Towards the end of the program April says, ‘They can take Norfolk from under us, but they definitely can’t take it out of us’. Explain what she means. Do you think you can compose a poem to capture these sentiments, feelings and emotions in words? Compose your poem, then format and present it on poster paper, including illustrations as required. You do not specifically have to refer to Norfolk Island and its inhabitants; your objective is to create the sense of a state of mind and heart about your relationship with the past, your culture, your land and heritage.

• Following on from the previous activity in a different and more direct context, comment on whether it is incumbent upon the Australian Government to ensure that Norfolk Island customs, culture and language are preserved, not merely as historical artefacts in museum mode, but as a contemporary, living reality. Is it possible to do so, and if so, how and why? You may wish to draw parallels to the arguments concerning the preservation of Aboriginal languages in Australia.

• During the program the narrator tells us, ‘Some of the islanders fear that losing self-rule could impact on their fragile culture and a dialect that is already on UNESCO’s endangered language list’. Ensure you know what ‘UNESCO’ means, and what the UNESCO organisation does. Find out what UNESCO actually says about the Norfolk Island language. How is an endangered language defined? Carry out some research on the most endangered languages worldwide, on UNESCO’s list, and the reasons behind this endangerment. Is Australia on this list, in terms of Aboriginal languages? How is UNESCO attempting to combat or deal with these issues of endangerment? Is UNESCO receiving cooperation from the countries concerned? (See ‘UNESCO’ in website references.)

• With shops closing on Norfolk Island, the population falling, and tourism declining, the program’s narrator tells us, ‘…the island is struggling to survive’. And Gary Hardgrave adds, ‘I see a place that needs some real investment in it’. Discuss in class what you think might prove to be a viable, long-term plan to improve the island’s economic prospects, and to arrest the general sense of decline. What challenges might there be in providing or building some form of ‘development’ on a very small, remote island that has a small population, finite resources and space? Where might, in Gary’s words, ‘real investment’ come from, and for what specific purposes would any investment be aimed at? Would, for example, the building of convention rooms for corporate getaways, large tourist resorts, golf links and heated swimming pools be acceptable on an island with a ‘fragile’ cultural heritage? On a small island would tourist numbers need to be strictly controlled?

• In pairs or small groups, plan, prepare and write a report on how to rejuvenate Norfolk Island – perhaps as a Five or Ten-Year Plan – imagining that it could be presented to the Administrator for further discussion, and later, scrutiny by the Australian Government. Take into consideration the likely impact of sudden change, and the effects of a developmental plan, on the existing populace of the island.

• We are told that upon the announcement the Australian Government was to take over the administration of Norfolk Island, and the local council was to be abolished, the Administrator, Gary Hardgrave became ‘the most hated man on the island’. Discuss whether you believe he deserved this status, or whether, in fact, he may have become the most misunderstood man on the island. Ought he to have been invited, as with other past Administrators, to play the role of ‘Mr Stewart’ at the Bounty Day re-enactment celebrations? (For a ‘special report’ by The Guardian newspaper, see ‘Norfolk Island loss of independence’ in website references.)

• Comment on what you think it might have meant to Gary Hardgrave when some of the local populace arrived at the compound grounds for the Administrator’s annual garden party. What might it have meant to those who chose not to attend?

• Plan and write a short fiction story about being the most hated person on the island. Consider whether your story will be drama, comedy or satire. It does not necessarily have to be about any of the personalities who appear in A Modern Mutiny, or even about Norfolk Island. You may also feel free to choose whether to present the story in genre form – science fiction, fantasy, romantic drama, historical adventure?

• Archival film footage during the program shows a journalist saying in 2015 that, ‘Norfolk Island's bold experiment in self-government is over. A one hundred and thirty-six million dollar takeover plan will be unveiled in Canberra today to end the remote territory's financial crisis and gradually haul the island back in to line with the mainland.’

In order to update this information, carry out some research to find out precisely what this $136 million is being spent on, has been spent on, and will be spent on by the Australian Government. As a result of this funding, are there any noticeable changes already to Norfolk Island, and any noticeable impact, positive or negative, on the islanders?

• Eight months after Bounty Day, Administrator Gary Hardgrave stares at a large stretch of hand-painted graffiti, proclaiming ‘MUTINY’. Carefully listen to what Gary says about the graffiti, and the destruction of world heritage sites. Do you agree with his viewpoint? Is it an act of vandalism upon a heritage-listed construction, or a justifiable form of political protest? Explain the full connotations of meaning contained within the wording of the graffiti, especially in the context of Norfolk Island’s history.

• Further, explain what Norfolk Island’s world-listed heritage site actually is, and why it was listed. Comment on the importance of the listing to the Norfolk Island community.

• In a screen caption at the end of the documentary, we are informed that, ‘Lisle Snell and the newly formed Norfolk Island People for Democracy group are taking their cause to the United Nations’. Find out more about the NIPD, its aims and objectives, its membership. Who on the island does it represent? Is it succeeding in its quest? What is its present situation? Are you able to gauge the mood, the emotional state, the optimism or pessimism of its members and supporters from what you can observe? (See ‘Norfolk Island People for Democracy’ in website references.)

• We are informed near the program’s conclusion that Gary ‘has offered to stay on as Administrator to continue the reform process’. Comment on what this decision tells us about him.

• A broader question to look into is why Norfolk Islanders believe they have a claim to ownership and self- government of the island. You may wish to carry out further research into the claim that Queen Victoria gifted the island to the original settlers arriving from Pitcairn Island in the 19th century. How valid are these claims, and should the Australian Government consider them? (See ‘Norfolk Island loss of independence’ in website references.)

• Finally, one of Norfolk Island’s most famous residents was the late author, Colleen McCullough, who died in January 2015. When and why did she settle on Norfolk Island? Find out what her views were about Australia’s relationship with the island, its populace, and self-government. (See ‘Colleen McCullough’ in website references.) ! ! ! !

18 Media Studies

Carry out the following activities. • Discuss why you think the documentary is titled A Modern Mutiny. Explain, for example, how the title manages to incorporate historical events and the stuf of legend, with contemporary reality. Give the ﬁlm a suitable alternative title, and explain your choice.

• Write an analysis of A Modern Mutiny as a constructed story which incorporates, and is dependent upon, the narrative element of conﬂict.

• Comment on the representative choice of participants in the ﬁlm, and whether you think the presence of the camera afects their behaviour and responses, and therefore the outcome of what we ultimately see and hear on the screen.

• One of the little-noticed elements operat- ing in the background of many observational documentary ﬁlm, such as A Modern Mutiny, is the accompanying soundtrack music. Discuss the role the music plays throughout. How does it complement what we are seeing on the screen? Does it afect our emotional responses? Does it ofer a form of unspoken commentary on what is happening? Look, for example, at scenes in which Bubby Evans appears in his home, and compare the choice of accompanying music to scenes in which April Quintal appears when at the cemetery, and to the scene featuring Gary Hardgrave at the old pier. In addition, the scene in which Lisle Snell stands in a ﬁeld, talking about Norfolk Island being ‘our home’, and that it was ‘gifted to us’.

• A Modern Mutiny was commissioned by SBS as ‘light factual’. Explain what you think this means, and how it might afect the content, style and presentation of the program.

19 • As a follow-up to the previous discussion, discuss how the mood and tone of the documentary shifts between scenes of humour and nostalgia/charm to scenes of serious intent. • Discuss the role, purpose and efectiveness of the voice-over narration (delivered by well-known Australian actor, Robyn Nevin). For example, is it intrusive and too directive, or informative and thought-provoking? Note that sometimes in a film – both documentary and occasionally in fiction – the unseen narrator’s voice and commentary is often referred to by film critics as the ‘voice of God’. What do you think this suggests about the voice-over narration, does it have a prob- lematical or negative basis, and do you think it applies to A Modern Mutiny?

• The ﬁnal camera shot of the documentary is of Gary standing at the wall where the lettering of ‘MUTINY’ has been painted. Carefully examine this shot in detail, noting the vantage point and angle of the camera upon the subject. Discuss the meaning – or range of meanings, implications and suggestions – of this camera shot and of what it is showing us. What, for example, is it telling us about the grafti, its positioning, its size, in physical relation to Gary, and to Gary’s actions and stance? Why do you think the ﬁlmmakers chose to conclude with this scene? What might this shot mean in the overall context of understanding Norfolk Island, its people, its relationship to Australia?

• Working in pairs plan and construct a scripted story- board for a 30-second promotional video about A Modern Mutiny, designed for television screening. In groups you may then wish to produce, record and edit your promo. Consider your use of text captions, sound and ﬁlm ‘grabs’ of visual content, music, sound efects and dialogue to tie it all together into a cohesive, efective advertising message.

• In 300-350 words write a review of A Modern Mutiny for a weekly TV liftout section of a newspaper. Your task is to inform and entertain the audience about the program in accessible language.

20 Impressions and Conclusions

Carry out the following activities.

• Write a commentary on what you think you have learnt and newly appreciated from a viewing of A Modern Mutiny. Is this ﬁlm of interest and relevance to Australians? Note, for example, that A Modern Mutiny is one of three programs in a series screened by SBS under the general topic of ‘Untold Australia’. What might this topic suggest, or imply, to Australian viewers about the documentary’s content and objectives? (For an overview of all three programs, see ‘Untold Australia’ in website references.)

• Having viewed and considered the contents of A Modern Mutiny, discuss the general impression the documentary imparts of a small community struggling to reconcile its past with the present and the future. What do you think lays ahead for the people of Norfolk Island? Will administration under Austra- lian rule destroy the culture, the language, the history, the legacy? Or will the island and its people survive, grow and prosper? Will Australia ever hand self-government back to the islanders?

• Following from the previous discussion points, imagine ten years from now you are the editor of Norfolk Island’s newspaper. In 200-300 words write an independent editorial for the newspaper expressing a view, an argument, as to where the island and its people now stand. Have the reforms been a success or not? Have the islanders main- tained their culture, customs and language? Are they content, or angry, or sad? Is there still more work to do?

21 References and Further Resources ! Books and periodicals (a brief selection) Greg Dening, Mr Bligh’s Bad Language: Passion, Power and Theatre on the Bounty, Cambridge University Press, Cambridge, 1992.

Margaret Hazzard, Punishment Short of Death: A History of the Penal Settlement at Norfolk Island, Hyland House, Melbourne, 1984.

Gilbert Hitch, The Pacific War 1941-1945 and Norfolk Island, published by the author, Norfolk Island, 1992.

Merval Hoare, Norfolk Island: A Revised and Enlarged History 1774-1998, Central Queensland University Press, Rockhampton, Qld, 1999.

Joint Standing Committee on the National Capital and External Territories, Same Country: Different World: The Future of Norfolk Island, Commonwealth of Australia, Canberra, October 2014.

Pauline Marrington, In the Sweet Bye and Bye: Reminiscences of a Norfolk Islander, Reed, Sydney, 1981.

Peter Muhlhausler, “The Pitkern-Norf’k Language and Education”, in English World-Wide – a Journal of Varieties of English, Vol. 28:3 (2007), pp. 215-247.

Raymond Nobbs, Norfolk Island and its First Settlement, 1788-1814, Library of Australian History, North Sydney, 1988. (Also note that Nobbs has written on the second and third settlements.)

Maev O’Collins, An Uneasy Relationship: Norfolk Island and the Commonwealth of Australia, first edition, Pandanus books, Canberra, 2002; second edition, ANU Press, Canberra, 2010.

Jodie Williams and Lorraine Bataille, Norfolk Island 1856-2006 Sesquicentenary Celebration, Studio Monarch, Norfolk Island, 2006.

Film/TV Coast Australia (Elissa McKeand, series producer), Series 2, Episode 6, ‘Norfolk Island’, BBC, 2015. (Presenters: Neil Oliver, Tim Flannery et al.)

This link takes you to a 1950s documentary film on YouTube about Norfolk Island – interesting for its ‘old- fashioned’ (outdated?) style and presentation: https://www.youtube.com/watch?v=4pUTHCzChV8

The following four short films are scripted and presented by Iain McCalman, and produced by Look Films, 2011- 2012: Norfolk Island: The Polynesians; Norfolk Island: The First Convict Settlement; Norfolk Island: The Second Convict Settlement; Norfolk Island: The Pitcairners

Link to In the Wake of the Bounty (as referred to during A Modern Mutiny): https://www.youtube.com/watch?v=2nEr85BV3Ro

Websites ABC Radio National: Elsewhere http://www.abc.net.au/radionational/programs/elsewhere/norfolk-island-from-the-archives/3043784 http://www.abc.net.au/radionational/programs/elsewhere/norfolk-island-from-the-archives-part-2/3043812

Bounty Day http://www.sbs.com.au/programs/untold-australia/article/2016/04/19/bounty-day-bringing-ancestors-life

External Territories http://regional.gov.au/territories/publications/

Colleen McCullough https://en.wikipedia.org/wiki/Colleen_McCullough

Mutiny on the Bounty https://en.wikipedia.org/wiki/Mutiny_on_the_Bounty http://law2.umkc.edu/faculty/projects/ftrials/Bounty/bountyaccount.html http://www.smh.com.au/articles/2003/10/16/1065917540162.html?from=storyrhs

Norfolk Island https://en.wikipedia.org/wiki/Norfolk_Island http://www.pitcairners.org/ http://regional.gov.au/territories/norfolk_island/ http://regional.gov.au/territories/norfolk_island/reforms/ http://regional.gov.au/territories/norfolk_island/administrator/index.aspx http://www.norfolkonlinenews.com/ (Note that the ‘on-line shop’ in this website features books, DVDs and CDs relating to Norfolk Island.)

Norfolk Island loss of independence http://www.theguardian.com/australia-news/2015/may/21/were-not-australian-norfolk-islanders-adjust-to- shock-of-takeover-by-mainland https://theconversation.com/canberra-will-run-norfolk-island-but-not-all-the-locals-are-happy-41766

Norfolk Island People for Democracy https://www.facebook.com/norfolkschoice/ https://www.facebook.com/norfolkschoice/posts/1716880928540410:0 http://www.norfolkschoice.com/

24 UNESCO endangered languages: https://en.wikipedia.org/wiki/Lists_of_endangered_languages http://www.unesco.org/languages-atlas/

Untold Australia: http://www.sbs.com.au/programs/untold-australia

Roger Stitson is a freelance writer and a former secondary teacher with an M.Ed. in media and literature studies. His website is http://www.rmsed.com.au