Episodes 1 & 2
http://www.metromagazine.com.au https://theeducationshop.com.au A STUDY GUIDE BY © ATOM 2019 ISBN: 978-1-76061-295-5 ROBERT LEWIS »»OVERVIEW Only in Oz is an entertaining, informative and often irreverent adventure series, following four young Australians as they crisscross the world’s only island continent to discover the precious, proud and truly out of the ordinary. Tyson, Stephanie, Luke and Nush take us on a fun, enlightening journey that will enchant and amuse viewers with its upbeat style that is highly visual with an emotional core. The series contains eight episodes, each of which includes five short stories focusing on a particular place or experience in Australia. Delving into the past, present and future, each of the eight episodes explores a part of the Australian experience that defines and unites its people. From Ned CONTENT HYPERLINKS Kelly to Ningaloo, shipwrecks to sinkholes, opals to aliens, Only 4 USING THE STUDY GUIDE in Oz tells the (often unexpected) stories connected to landscape, 5 EPISODE ONE. STORIES 1–5 history, science and society that all contribute to make Australia unique. 5 1 Clash of the Titanosaurs The series transports the viewer from coast to coast with stunning 7 2 Cross-country Convoy drone shots showcasing incredible landscapes, archival footage giving 9 3 Marsupial Survival School rare insight into Australian history and the clever use of animation to explain and enlighten. 11 4 Brumby Troubles Only in Oz takes viewers along with 14 5 Temperamental Trekkers its presenters as they meet world- renowned experts in the fields of 16 EPISODE TWO. STORIES 1–5 science and technology, history, natural history, geology, exploration, astronomy, anthropology and 16 1 Cannibal Run sociology, all seen through the distinctive prism of the Australian 18 2 Solo Slog experience. Many of the stories could be used by teachers as a 20 3 Tuna Cowboys stimulating and engaging way of introducing parts of the curriculum to students ranging from Year 5 to 22 4 Iron Outlaw Year 12. 25 5 Bush Bootcamp This study guide presents ways in which the stories in episodes 1 and 27 CREATING A DOCUMENTARY SERIES 2 of the series can be used in Years © ATOM 2019 5–12 classrooms in a variety of ABOUT THE PRESENTERS curriculum areas. 29 2 THE EPISODES AND THE RELEVANT POSSIBLE CURRICULUM CONNECTIONS ARE: THEIR STORIES ARE:
Episode 1: Outback EPISODE 1: OUTBACK ODYSSEY Odyssey Story Curriculum applicability Nothing says Australia quite like the outback 1.1 ‘Clash of the Titanosaurs’ • Geography – landforms – but what exactly is Steph helps uncover what could • Science – scientific method be the biggest bones ever found in • Climate change – climate in the deep past it, where does it even the land. start, and why does it continue to capture our 1.2 ‘Cross-country Convoy’ • Geography – biomes, sustainability imagination? As our Tyson rides into the dry country to • Climate change – drought see mateship at work. • Civics and Citizenship – philanthropy, presenters find out, the community, government outback is more than • Economics – costs and benefits of marginal just a place; it’s an idea agriculture • Health and Human Relations – facing adversity where endless horizons and history converge to 1.3 ‘Marsupial Survival School’ • Geography – biomes, sustainability create something that Luke looks at how old residents • Science – evolution, sustainability, biological defies definition. In the are being taught to evade feral controls newcomers. • Civics and Citizenship – responsible pet South Australian desert, ownership Luke comes to grips with • Ethics – responsible management of the two very different outback environment survivors. Tyson rides into the high country and the 1.4 ‘Brumby Troubles’ Tyson • Geography – biomes, sustainability tames a brumby and faces the • History – development of a national identity in dry country. Steph helps damage the bush horses create. colonial Australia to federation uncover what could be • English – the bush ballad style • Civics and Citizenship – government and the the biggest bones ever federal system found in the land. 1.5 ‘Temperamental Trekkers’ • Geography – biomes, introduced species Episode 2: Trailblazers Luke comes to grips with an • History – exploration, transcontinental railway, outback survivor that helped transcontinental telegraph line, Afghan migration The pioneering spirit has pioneer the outback. been associated with Australia since its first inhabitants cut a trail to EPISODE 2: TRAILBLAZERS this continent 65,000 years ago. Driven to Story Curriculum applicability go where no-one has 2.1 ‘Cannibal Run’ Luke delves • History – the convict system gone before, Australia’s into the mind of a cannibal convict. • Ethics – the ethics of survival trailblazers continue to inspire. Courageous, 2.2 ‘Solo Slog’ Steph tests the • English – biography, reportage resourceful and self- mettle of solo sailor explorer. reliant, they show the rest of us what’s truly 2.3 ‘Tuna Cowboys’ Tyson • Geography – biomes and management possible. Steph tests the wrestles with a revolutionary way • Economics – globalisation of fishing. mettle of an iron-willed explorer and an ironclad 2.4 ‘Iron Outlaw’ Steph tests the • History – bushrangers outlaw. Tyson wrestles equipment that protected and also • Science – scientific method with a revolutionary way of brought down the ironclad outlaw. fishing and a wilderness © ATOM 2019 crash course. And Luke 2.5 ‘Bush Bootcamp’ Tyson • Geography – wilderness wrestles with a wilderness survival • Civics and Citizenship – active citizenship delves into the mind of a crash course. cannibal convict. 3 »»USING THE STUDY GUIDE
The stories in Only in Oz are fun and ‘hands-on’ with the comprehension questions to ensure that the main information presenters being part of the action. They are generally not and ideas in each story are identified and explored. There are directly relevant to specific areas taught in primary and also classroom activities that reinforce some aspect of the secondary classrooms, but each story could be successfully story, as well as providing some practice in using appropriate used as an exciting starting point for a range of curriculum areas. skills. Finally, finding out more references provide resources for students to learn more. By using a story to stimulate fun, interest and curiosity about a major idea, teachers can exploit the engagement that the stories There is also a film analysis activity. This can be used with any create to further explore set areas of the curriculum. story, but would be repetitive if done fully with more than one story. Where several stories are watched teachers could have This can be done by emphasising the key question identified students do the activity for one chosen story, and then revise for each story. Students can then watch and discuss the any ideas as they watch subsequent stories.
Map of Australia
Use this map to © ATOM 2019 mark where each story is located
https://library.unimelb.edu.au/collections/map_collection/map_collection_outline_maps/ 4 »» EPISODE ONE. STORIES 1–5
1 CLASH OF THE TITANOSAURS
KEY QUESTION Why are there giant dinosaur bones in outback Australia? Steph helps uncover what could be the biggest bones ever found in the land.
• Geography – landforms • Science – scientific method • Climate change – climate in the deep past
WATCH AND DISCUSS
1 Where is the story located? Mark the area on the map on page 4.
2 Describe the area.
3 Dinosaurs needed lush vegetation and water. How could they have lived here?
4 What evidence is there that the climate changed?
5 How are dinosaur bones recovered now?
6 The scientists often find very few bones, or even just some fragments. How are they able to determine the type of dinosaur, and even its size, from a few fragments? © ATOM 2019
5 2 The five layers represent five different geological periods:
Geological period Geological time
CRETACEOUS PERIOD
JURASSIC PERIOD
QUATERNARY PERIOD
TERTIARY PERIOD
TRIASSIC PERIOD
They are not arranged in order of period in this table. Research to find out the approximate time of each of the eras, and match them to the five layers. CLASSROOM ACTIVITY: UNDERSTANDING GEOLOGICAL PERIODS 3 Could Tarbosaurus have hunted Seismosaurus?
You learn from the series that the dinosaurs were 4 What organisms survived the mass extinction at buried when the sea invaded the area. Over the end of the Cretaceous period? time this created layers of sedimentation. Look at the above diagram showing five layers of sedimentation during the era of the dinosaurs. FIND OUT MORE Activity adapted from American Museum of Natural History:
1 Decide what sequence the layers would go in, For research: Why did the dinosaurs die with B as the oldest layer. Use the evidence in the out? Look at various theories and prepare © ATOM 2019 layers to decide this. Note that organisms do not a presentation that summarises these disappear from a layer and then reappear later. theories. 6 2 CROSS-COUNTRY CONVOY
KEY QUESTION How do farmers face drought? Should there even be farms in drought-vulnerable areas? Tyson rides into the dry country to see mateship at work.
• Geography – biomes, sustainability • Climate change – drought • Civics and Citizenship – philanthropy, community, government • Economics – costs and benefits of marginal agriculture • Health and Human Relations – facing adversity
WATCH AND DISCUSS
1 Where is the story located? Mark the area on the map on page 4.
2 Describe the appearance of the area.
3 What was the area like before drought?
4 For how long has the area been in drought?
5 How does the drought affect farmers economically?
6 How does it affect them socially?
7 How might it cause harm to them mentally?
8 How does it affect the area environmentally?
9 How would it have an impact on small communities, as well as individual farmers?
10 What qualities are needed for farmers and communities to survive in drought?
11 How does the delivery of the hay affect the farmers, and the community?
12 Why do the Western Australian farmers donate the hay?
13 If the area is subject to periodical and recurrent drought, should farmers continue to try and live there? Summarise arguments for and against.
14 If the area is subject to periodical and © ATOM 2019 recurrent drought, should government provide help to keep farmers going? Summarise arguments for and against. 7 CLASSROOM ACTIVITY
Look at the report on this page from a 2005 government publication. It provides information on the economic consequences of three recent droughts on agriculture.
Assuming the accuracy of this report, anticipate the economic impacts of the current drought on:
• Agricultural export income – short-term • Agricultural export income – long-term • GDP growth • Non-farm GDP
Research the latest statistics for these areas to test your conclusions. See Australian Bureau of Statistics:
‘Trends in Australian Agriculture’, Productivity Commission Research Paper, 2005,
FIND OUT MORE
For information on the drought assistance debate, see:
• http://www.agriculture.gov. au/ag-farm-food/drought/ assistance/sup-farmers-rural- communities-drought/ • https://theconversation.com/ helping-farmers-in-distress- doesnt-help-them-be-the- best-the-drought-relief- dilemma-105281/ • https://www.smh.com.au/ environment/sustainability/as-a- © ATOM 2019 drought-takes-hold-what-is-the- best-plan-for-australia-s-farms- 20180802-p4zv9s.html/ 8 3 MARSUPIAL SURVIVAL SCHOOL
KEY QUESTION How do we protect native wildlife from an introduced feral pest? Luke looks at how old residents are being taught to evade feral newcomers.
• Geography – biomes, sustainability • Science – evolution, sustainability, biological controls • Civics and Citizenship – responsible pet ownership • Ethics – responsible management of the environment
WATCH AND DISCUSS
1 Where is the story located? Mark the area on the map on page 4.
2 What is the problem with cats, and with the marsupials?
3 Where did the problem with cats come from?
4 What alternative approaches to controlling or eradicating feral pests are possible? List the advantages and disadvantages of each.
5 How did the rangers choose to control the feral pests and why have they chosen this particular method? What are its advantages and disadvantages over other possible methods?
6 How will the researchers know if it is successful or not?
7 What evolutionary changes have they noticed in the bettongs? © ATOM 2019
9 CLASSROOM ACTIVITIES
1 Look at the map on this page of feral cats in Australia. Describe the distribution of feral cats.
2 What does this tell you about the adaptability of cats? Explain your answer.
3 What does it tell you about cats’ skills as a predator? Explain your answer.
4 What does the map suggest about the ways that control and/or eradication programs should be managed?
5 How does it suggest that control and/or eradication may be very difficult?
6 Some ethicists argue for the responsibility of humans to consider the rights of cats to humane treatment
It is human beings who bear direct moral responsibility for the ongoing loss of biodiversity in our world. A war on cats ignores their intrinsic value, wrongly blames them for mistakes of our Above: https://www. own making, and fails to adequately use nonlethal environment.gov. an absence of ethical reasoning. – William Lynn, measures to manage cats and wildlife. au/system/files/ research scientist pages/907fcf93- As an ethicist, I care about both native wildlife baf3-4a8f-bfdb- Would you agree with this view? Discuss it as a 70bdf55aa90e/files/ and cats. It is time to stop blaming the victim, feral-cat-map.pdf class. face up to our own culpability and seek to rewild our world with an eye to the ethics of our actions. 7 There can be no doubt that ownership of cats There is no justification for a war on outdoor cats brings with it a citizenship responsibility. Create a – feral or otherwise – based on shaky science and guide to responsible cat (or pet) ownership. You will be able to get some ideas from these sites:
Department of the Environment and Energy Protecting our Wildlife, ‘Responsible Pet Ownership’,
Find out from local council, such as this one:
Your local council will probably also have a guide that you can investigate.
FIND OUT MORE
Department of the Environment, ‘Threat abatement plan for predation by feral cats’,
KEY QUESTION How can we sustainably manage an environment that includes feral animals? Tyson tames a brumby and faces the damage the bush horses create.
• Geography – biomes, sustainability • History – development of a national identity in colonial Australia to federation • English – the bush ballad style • Civics and Citizenship – government and the federal system
WATCH AND DISCUSS
1 Where is the story located? Mark the area on the map on page 4.
2 What is a ‘brumby’?
3 How did they get that name?
4 What is special about brumbies?
5 What management possibility is shown for them?
6 How effective and widespread is this likely to be?
7 Most brumbies are not held in captivity for resettlement. What damage do they cause?
8 What other ways of managing them are possible? List the arguments for and against each method.
9 The governments of New South Wales and Victoria have contradictory laws about the management of brumbies in the Kosciuszko National Park and associated alpine areas. What problem does this cause? © ATOM 2019
10 Is this likely to be an issue on which there can be compromise, or will the outcome always be unsatisfactory to one side or the other? 11 Elements AB Elements AB
It tells a story. It has a simple but definite rhythm.
It includes interesting characters. It has a simple rhyming pattern.
The story may be exciting, or humorous. It uses Australian or colloquial language.
It emphasises the bush. It includes a message or moral.
It has strong emotions or feelings.
CLASSROOM ACTIVITY
The brumby is an iconic element of the bush ballad The Man From Snowy River by Andrew ‘Banjo’ Paterson. He was one of a group of writers who popularised images of the Australian bush in the late nineteenth century, and which helped create a developing sense of national Australian identity that helped the creation of the nation at federation in 1901.
The table above shows some of the key elements of a bush ballad. Use this to test if the following extracts satisfy all or most of these features. Then see if you can create your own bush ballad, perhaps substituting your school or community for the bush.
Example A He was something like a racehorse undersized, Extract from The Man From Snowy River by AB ‘Banjo’ Paterson With a touch of Timor pony--three parts thoroughbred at least-- There was movement at the station, for the word had And such as are by mountain horsemen prized. passed around He was hard and tough and wiry--just the sort that won’t That the colt from Old Regret had got away, say die-- And had joined the wild bush horses--he was worth a There was courage in his quick impatient tread; thousand pound, And he bore the badge of gameness in his bright and fiery So all the cracks had gathered to the fray eye All the tried and noted riders from the stations near and far And the proud and lofty carriage of his head. Had mustered at the homestead overnight, For the bushmen love hard riding where the wild bush horses are, And the stock-horse snuffs the battle with delight, There was Harrison, who made his pile when Pardon won the cup, The old man with his hair as white as snow; But few could ride beside him when his blood was fairly up-- He would go wherever horse and man could go. And Clancy of the Overflow came down to lend a hand, No better horseman ever held the reins; For never horse could throw him while the saddle-girths © ATOM 2019 would stand-- He learnt to ride while droving on the plains. And one was there, a stripling on a small and weedy beast; 12 Example B
Extract from A Bush Christening by AB ‘Banjo’ Paterson
On the outer Barcoo where the churches are few, And men of religion are scanty, On a road never cross’d ‘cept by folk that are lost One Michael Magee had a shanty. Now this Mike was the dad of a ten-year-old lad, Plump, healthy, and stoutly conditioned; He was strong as the best, but poor Mike had no rest For the youngster had never been christened. And his wife used to cry, “If the darlin’ should die Saint Peter would not recognise him.” But by luck he survived till his reverence arrived, Who agreed straightaway to baptise him. Now the artful young rogue, while they held their collogue, With his ear to the keyhole was listenin’; And he muttered in fright, while his features turned white, “What the devil and all is this christening’?” He was none of your dolts—he had seen them brand colts, And it seemed to his small understanding, If the man in the frock made him one of the flock, It must mean something very like branding.
FIND OUT MORE
Information on brumby management plans can be seen at: https://www.environment.nsw.gov.au/-/ media/OEH/Corporate-Site/Documents/ Animals-and-plants/Pests-and-weeds/ Kosciuszko-wild-horses/kosciuszko- national-park-horse-management- plan-080254.pdf
The arguments for and against sustainable management and eradication can be seen in these two websites: http://australianbrumbyalliance.org.au/tag/ kosciuszko-national-park/ https://invasives.org.au/blog/ feral-horse-myths-misconceptions/
Note that each side is partisan, so you need to take this into account when considering the accuracy of the information and the © ATOM 2019 arguments.
13 5 TEMPERAMENTAL TREKKERS
KEY QUESTION How have camels influenced the development of Australia? Luke comes to grips with an outback survivor that helped pioneer the outback.
• Geography – biomes, introduced species • History – exploration, transcontinental railway, transcontinental telegraph line, Afghan migration
WATCH AND DISCUSS
1 Where is the story located? Mark the area on the map on page 4.
2 Where in Australia are feral camels found? Use the map on the left to describe their distribution.
3 Why were camels introduced to Australia?
4 How were they involved in the development of the great national achievements of the transcontinental telegraph, and the transcontinental railway?
5 How did the importation of camels lead to the importation of a new group of migrants?
6 How did the camels become obsolete as a form of transportation?
7 Camels cause a variety of environmental problems in Australia. Look at the list above and classify each as damage to the economy/ agriculture (E/A), to the natural environment (NE), or to social/cultural life (S/C):
8 What arguments could a camel supporter put to justify the retention of camels in the outback? © ATOM 2019 See
Ability to cause local extinction of plant species such as Damage to sites of cultural significance for Aboriginal quandong, bean tree, and Curly-bark Wattle. people: water places (water holes, rock holes, soaks, springs, etc.) and special places for desert Aboriginal Camels damage fences, yards, water troughs, tanks, bores, people. Many of these sites are sacred, and damage to buildings, air-conditioning units, windmills, and cause them constitutes damage to the social and cultural life of vehicular accidents resulting in deaths and serious injury. Aboriginal people.
Camels impact on livestock production through competition Destruction of sources of bush tucker. for food and water resources at an estimated cost of around $3.42 million per year. Direct control and management costs are estimated at over $2.35 million per year. Competition with native wildlife for food, water and shelter. General nuisance and causing hazards for drivers, tourists Contribution to greenhouse gas emissions. and business owners.
Damage to fragile arid wetlands through fouling, trampling Reduction in enjoyment of natural areas and subsequent sedimentation, and damage to key biodiversity values. Damage to vegetation through feeding behaviour (browse on trees) and trampling resulting in erosion. Damage to infrastructure, property and people has been estimated at $5.51 million a year. ABOVE: https://www.feralscan.org.au/camelscan/pagecontent.aspx?page=camel_ cameldamage-anoverview
CLASSROOM ACTIVITY
Create a file of images that show how camels have been used in Australia in the past and the present. Create a caption for each image that includes a description of what is happening, an acknowledgement of the source of the image, the year the image was taken, and your own comments or observations. One site to start your search for some historical images is
You could also research the history of the ‘Afghan’ camel drivers who came to Australia. See: https://www.australiangeographic.com.au/topics/history-culture/2011/07/ australias-afghan-cameleers/ https://maas.museum/inside-the-collection/2015/05/06/ afghans-and-camels-for-australian-inland-transport/
TOP: Arrerkira watering the expedition camels, central Australia 1920. BOTTOM: Frank Feast driving the expedition caravan through flooded country, central Australia 1920. Photographs by Herbert Basedow. National Museum of Australia https://www.nma.gov.au/exhibitions/expedition_ photographs_h_basedow_1903_1928/1920b_expedition/
FIND OUT MORE
http://www.environment.gov.au/system/ © ATOM 2019 files/resources/2060c7a8-088f-415d-94c8- 5d0d657614e8/files/feral-camel-action-plan.pdf 15 »» EPISODE TWO. STORIES 1–5
1 CANNIBAL RUN
KEY QUESTION What was the experience of convicts in colonial Australia?
• History – the convict system • Ethics – the ethics of survival
WATCH AND DISCUSS
1 Where is the story located? Mark the area on the map on page 4.
2 Why was Alexander Pearce sent to Macquarie Harbour?
3 How were convicts treated there?
4 Why was the prison so hard to escape from?
5 What happened when Pearce and his companions escaped?
6 Do you think they were justified in becoming cannibals?
7 Imagine that a plane has crashed, and there is no hope of surviving without eating a dead passenger. Would this be justified? Explain your view.
8 Would it make any difference if the passenger was not already dead, but was dying? Explain your view.
9 Would it make any difference if the passenger was not dying? Explain your view. © ATOM 2019
16 EMOTION OR CONVICT TOKEN MESSAGE CLASSROOM ACTIVITY: ATTITUDE CONVICT LOVE TOKENS One side features a design of a house and garden with the text We can easily forget that convicts were real ‘THIS WAS ONCE MY COTAGE OF PEACE E.A’. people, and very similar to us. ‘THIS IS / FOR MY DEAR FARTHER FROM IS UNFORTALNATE DATUER WHO IS GOING OUT OF HER COUTTG FOR LIFE. EA’.
One way of understanding this is to look at WHEN IN CAPTIVITY TIME GOETH VERY SLOW BUT FREE AS AIR TO convict love tokens. These were coins on ROAM HOW QUICK THE TIME DOTH GO which convicts engraved messages about themselves for others. WHEN THIS YOU SE THINK OF ME TILL I GAIN MY LIBERTY E B.
DEAR CHARLOTTE WHEN THIS YOU SEE PRAY THINK OF ME AND These messages help us know what BEAR ME IN YOUR MIND LET ALL THE WORLD SAY WHAT IT WILL. emotions and attitudes the convicts DONT PROVE TO ME UNKIND FORGET ME NOT YOUR DEVOTED had. This also helps us humanise their LOVER GEORGE NORMAN LOVE. experiences. SACRED TO FRIENDSHIP LOVE & UNION JAMES KEEN ANN SADLER. THIS REMINDS ME OF AN ABSENT FRIEND. The list on the right shows some of the convict token messages. Identify the WHEN THIS YOU SEE RE MEMBER ME UN TILL I GET MY LIBERTY feelings or attitudes towards themselves TOKEN OF LOVE FROM THOMAS KING TO HIS AFFECTIONATE and others that they express through their MOTHER messages. For example, you might find love, loss, regret, repentance, hatred, HOW HARD IS MY FATE & HOW GALLING IS MY CHAIN despair, or other emotions and attitudes. ELIJAH SWAINSON CAST FOR DEATH 5th JULY 1817 REMEMBER ME MARY KELLY Note that the spelling is that used by the JAMES KELLY 17 LAGD 7 YRS 1818 creator of the token. HE SUFFERED IN THIS WORLD, IN THE HOPE OF FORGIVENESS IN THE NEXT AND THE PLEASING BLESSED …… HOPE OF …… IMMORTALITY. WM HY STANFORD NEWGATE FOUND GUILTY OF FORGERY APRIL, 28TH, 1820
FROM ROCKS AND SAND AND DANGERS FREE GOD PROTECT MY LOVE AND MEE JAMS BROOKER JANY 20 1820 WEEP NOT FOR ME MY ELISABETH DEAR WITH HEAVEY HEART . I AM CONFINED HERE WITH GRIEF AND SORROW . I AM OPPRESD . THINKING OF YOU . I CANNOT TAKE NO REST
CHARLS TARRIER TRNSPORTED INNOCENT 1832 LEFT: (Engraved is a sailor standing in front of a sailing ship, with a pipe in his mouth) ‘SAMUEL SMITH , AGED HONESTY IS THE BEST POLICY. 34, 7, Ys, 1839 REMEMBER ME WHEN FAR AWAY’ RIGHT: ‘When / On this Peice you Cast an Eye THiNK H[E]NRY GWILLIM 1838 AGED 20 ON THE MAN THAT is NOT NIGH’. WEN THIS YOU SEA REMEM BER HENRY 7 YEARS I SHALL BE FREE IN 1845 H WILLIMS 1838
HAPPY IS THE HOUR THE PRISONER . IS . SET FREE AND SMELL AIR OF LIBERTY HENERY . PARRY AGE 16 NOV 28 FIND OUT MORE ONCE I WAS A TEND ER CHILD AND ON MY MOTHERS KNEE BUT KNOW I AM IN PRISON BOWN DOWN IN SLAVERY The experience of convict cannibalism is not typical of the convict experience. THE . . LORD . DELIVER . YOU . SAFE . WITH . CHILD . FOR . MY .
KEY QUESTION What does it take to face personal challenges? Steph tests the mettle of an iron-willed explorer.
• English – biography, reportage
WATCH AND DISCUSS
1 Where is the story located? Mark the area on the map on page 4.
2 What is Lisa’s aim?
3 What other achievements does she have?
4 How does she explain her motivation?
5 What difficulties did she experience?
6 What special qualities are needed for this challenge?
7 How is the trip connected to the issue of climate change?
8 Here is some more info on the distinctive appearance of the hull of the boat:
Since Lisa found her love for sailing in 2005, she has noticed the impact that man-made climate change has on our environment. The storms are more aggressive and less predictable, the absence of wild life when years earlier those seas were brimming with life and the increased risk of collision with ice as the glaciers keep melting. These are all symptoms of man-made climate change. What we know is that action needs to be taken and a greater awareness needs to be reached.
Lisa’s project CLIMATE ACTION NOW is designed not to focus on the problem but instead on actions we are taking or can be taking as individual towards a solution by utilising the power of ‘note’ sharing. Lisa invites the community to get involved and create a post it note. For your message add an action that you are already taking towards a better future. This could be ‘I ride to work for climate action’, or ‘I recycle for climate action’. Together we can deliver a very strong message which will receive a high level of media attention and create some meaningful conversations around this topic. Lisa is has also re-named her yacht ‘Climate Action Now’. https://lisablairsailstheworld.com/climate-action-message/
What post-it note could you add? © ATOM 2019
9 Do you think Lisa’s activities are admirable? Or are they self-indulgent? Discuss your ideas. 18 CLASSROOM ACTIVITY: REPORTING AND RECORDING
This story segment presents a version of Lisa’s trip. We can compare that with her journal kept during the trip. Compare the two versions and discuss the similarities and differences.
Lisa’s journal: however 2 hours later when I went mainsail for the last time and motored into back on deck to check something and Dalbora Marina and when I finally docked Afternoon all, suddenly I could not see a thing as there and jumped ashore I was welcomed with was this amazing dense fog. I was slowly cheers and hugs from all the awesome Well as you can likely imagine it has been closing in on Australia and I was still people that came to see me in. In a whirl a complete whirlwind over the last 24 3nm away and could not see it yet as of media interviews, and hugs I was hours and mother nature and the wind my visibility had dropped to 200meters whisked up to a little welcome home gods were not making it an easy finish for and the wind had dropped with it to a event that Dalbora Marinas put together me. On the last night of the journey, I was whopping speed of 3 knots. I was sailing for me and was given all the things that I still sailing close hauled in an epic storm the final 3nm to the finish at the grand old had been craving at sea. Before I arrived facing 5-metre waves and lots and lots of speed of 1.5 knots without being able to I was asked what I wanted and I replied wind. In the end, the conditions got so bad see anything around me. There was still with beer, hot chips and ice cream so that I decided it was safer to heave too a large swell around left over from the within minutes I was holding a beer. The through the peak of the storm. The winds storm so I was rocking and rolling in the local cafe came over with a massive build to 40 knots and I was very violently waves when finally the fog cleared for a overflowing bowl of hot chips and shortly crashing off the backs of the steep waves. few minutes and I could see the headland after I was given a birthday cake made I was sitting on-board panicking about my to Sydney Harbour. It was my 1st sighting from ice cream. It couldn’t have been mast and over worrying that it might come of Australia since I rounded Tasmania and better. crashing down again if I kept this up and I was so so close to the finish line. the last thing that I would want would be The rest of the evening is a blur as I to de-mast 100nm from the finish line. So I A friend of mine Karly then sailed out of continued the party with my friends over braved the rain and went on deck to tack. the fog on his boat and welcomed me at the Cruising Yacht Club of Australia and I need to get the jib to the starboard side in. And then finally I caught some wind somehow at closing I found myself sitting before tacking back so that I would drift in just after 2.30pm and was able to sail with the Polish Sailing Team (don’t ask the right direction. I am still not sure how the last 3 miles to the finish line. It was a me how) drinking Polish vodka and this but somehow I managed to do this and unique experience as I sailed in through morning I woke with the tender head as not get wet at all which was quite the feat Sydney heads which is 1nm wide and still a result and managed to get a complete with all the waves breaking over the decks. couldn’t see land. Using my instruments unbroken sleep of 8 hours. Whoop only I navigated across the finish line and Whoop. It was 9 pm and I had yet to have dinner officially became the First woman to sail so after I was hove too again and riding solo, non-stop and unassisted around The rest of today is all about recovery out the worse of the storm I went below Australia and established a new mono- and while I might have set a world record and made my final dinner at sea. It was a hull solo non-stop unassisted speed yesterday I spent quite a lot of today lovely freeze dried meal called curry in a record having completed the trip in 58 googling ideas for the next adventure. I hurry and the whole time I was dreaming days with some hours and minutes. I am going to take a year to catch up to about hot chips and ice cream. I was just don’t have the official time yet and this the rest of my life but you can be sure getting ready for bed at midnight when will take a week or so to be formally that there will be another adventure in the winds started to ease again and I was ratified by the World Sailing Speed my future. Thanks again to everyone able to start sailing. I was expecting the Record Council. As I crossed that line it for following along and I will keep you winds to ease around 5 am so this was was a huge relief and I was so glad that I updated moving forward. great as I could start making those last was now able to turn that engine on and miles towards the finish line. The rest make my way to the Dalbora Marinas at https://lisablairsailstheworld.com/blog/2 of the night I think I managed to get a Rushcutters Bay however the risks of the 018/10/30/82li06k0vt014ru4ian5jjethwfx combined total of 2 hours sleep as every voyage were not over yet as I now needed uk-wffxp-5wxaz/ time I laid down the winds would ease a to navigate Sydney Harbour with less than little more and I would need to go back on 200 meters of visibility. There were a few deck and increase the sail area from the close calls especially when one of the Storm Jib and 3 reefs in the mainsail to massive Manly Ferries came barrelling out the final sail change at 5 am that left me of the fog directly at and another time just with a full mainsail and the large light wind behind me but finally, I was able to get jib out at the front of the boat. The winds down the harbour without mishap. had now dropped to 10 knots. The fog ended at Rushcutters Bay and The sun came up and the skies were a I was able to take my first prolonged brilliant blue that I hadn’t seen for days view of Sydney and I dropped my © ATOM 2019
FIND OUT MORE: See Lisa’s site at
KEY QUESTION How can we live in ways that are economically valuable and promote sustainability? Tyson wrestles with a revolutionary way of fishing.
• Geography – management of biomes for sustainability • Economics – Globalisation
WATCH AND DISCUSS
1 Where is the story located? Mark the area on the map on page 4.
2 What is the fish being farmed?
3 Why is it such a popular fish?
4 Why was the fish endangered?
5 What are the strengths or advantages of the fish-farming of the tuna?
6 The main market for the tuna is Japan. How does this influence the way the company runs its business? © ATOM 2019
20 CLASSROOM ACTIVITY: SUSTAINABILITY
The Southern Bluefin Tuna fishing industry is part of an ecological system. For the fishing to continue, it must be carried out in an ecologically sustainable way.
There are many practices and regulations that govern the fishing industry. Look at these aspects and explain how they have been designed to achieve sustainability in balance with economic viability and profitability for the industry.
FIND OUT MORE The Australian Government Australian Fisheries Management Authority is at
Management aspects How these promote sustainability
Special risk assessments The government regulatory body regularly monitors the effects fishing activities have on marine species, habitats and communities through ecological risk assessments.
Bycatch and discarding There is very little bycatch and discarding in the Southern Bluefin Tuna Fishery. The purse seine fishing gear used by the majority of southern bluefin tuna fishers is very selective as the net can be set around a single school of fish near the water surface.
Harvest strategy The Southern Bluefin Tuna Fishery is managed internationally. The Commission for the Conservation of Southern Bluefin Tuna has developed a management procedure to set the total allowable catch limits for each member country, including Australia. The management procedure is very similar to a harvest strategy and uses catch and effort data and independent scientific information to determine what the total allowable catch should be.
Export approvals To export from an Australian commercial fishery, the fishery must be approved as a wildlife trade operation by the Department of the Environment under the Environment Protection and Biodiversity Conservation Act 1999 (EPBC Act).
Marine reserves
Commonwealth marine reserves are areas established under Australian environmental © ATOM 2019 law to help conserve the spectacular marine life in our oceans. They allow ecologically sustainable use of our marine resources and provide special places for people to enjoy and appreciate the fantastic diversity of our marine habitats. 21 INSET ABOVE: https://www.msc.org/what-we-are-doing/our-approach/fishing-methods-and-gear-types/purse-seine/ 4 IRON OUTLAW
KEY QUESTION Why do we remember Ned Kelly? Steph tests the mettle of ironclad outlaw.
• History – bushrangers • Science – scientific method
BEFORE WATCHING
1 The Kelly Gang is famous and remembered for their armour. Imagine that you are going to test the armour. What would you need to do to discover if it was likely to be effective at the time, and if a lighter version could have been more effective? Set out the steps that you would need to take.
WATCH AND DISCUSS
1 Where is the story located? Mark the area on the map on page 4.
2 How was the armour made?
3 What were its advantages for the Kellys?
4 What were its weaknesses?
5 What variables did the people conducting the test take into account?
6 Do you think they used a good scientific method to test it?
7 The claim is made that Kelly is only remembered today because of the armour. Do you agree? © ATOM 2019
22 CLASSROOM ACTIVITY: USING PHOTOGRAPHS IN HISTORY
1 Below is a set of photographs of Ned Kelly.
Organise them into chronological order, from youngest Ned to oldest Ned:
1 = 2 = 3 =
4 = 5 = 6 =
You can check your answer at the end of this section.
2 In a group, have each member select a different photograph. Describe the qualities or characteristics that you see there. Compare your descriptions. What do you think are the strengths and weaknesses of this type of character description from photographs?
3 At least one of the photographs has been 4 It is common now for images to be digitally altered. Identify which one, and suggest why it altered. What problems does this create for people might have been altered. studying the past?
A B C © ATOM 2019
D E F 23 https://www.nma.gov.au/__data/assets/pdf_file/0006/551607/Kelly_search_all_colour.pdf 5 Ned Kelly is a controversial character. Some believe he is a hero, and others believe he was a villain. Look at this newspaper report:
The author of a book on Ned Kelly which was shortlisted for the Prime Minister’s Literary award last year has accused the Australian government of pushing a biased and sympathetic view of the bushranger.
In a letter sent to the offices of the prime minister, Malcolm Turnbull, and the education minister, Simon Birmingham, Doug Morrissey described the Australia.gov.au website entry on Ned Kelly as misleading. • If the book were one adopting a neutral point of The government website ‘pays homage to the Ned view, which one would you choose? Kelly myth and distorts historical truth’, Morrissey, a historian and author of Ned Kelly: A Lawless Life, To explore whether Kelly was a hero or villain, look wrote. Morrissey has asked for ‘the errors of fact to at the following: be corrected and a more even handed approach taken.’ Ned Kelly as a hero: https://www.ironoutlaw.com Ned Kelly as a villain: https://quadrant.org.au/ https://www.theguardian.com/australia-news/2017/ magazine/2017/05/time-bury-ned-kelly-myth/ jan/09/ned-kelly-expert-accuses-government-of- pushing-biased-view-of-bushranger/ Remember that websites may be partisan, so be careful about what you accept as reliable evidence [Note: The article is no longer available on the and fair and accurate arguments. website] 6 One of these photographs has recently been • If you were selecting one of these photographs to discovered to be a false photo of Ned Kelly. See if illustrate a book suggesting that Ned was a villain, you can decide which. Give your reasons. which one would you choose? • If the book were one praising Ned, which one 7 If you ONLY had these photographs as evidence would you choose? of the life and character of Ned Kelly, what would you say about him?
Answers • The correct chronological order of the photographs of Ned Kelly is: C, A/F, B, D, E. • Image F is an altered version of photograph A. • The false Ned Kelly photo is D. This was only recently decided when the photograph was auctioned for $19,000. The key aspects to consider are the ears and the eyebrows.
FIND OUT MORE
For more on Ned’s armour see:
https://www.ironoutlaw.com/writings/ forging-the-kelly-gang-armour/ © ATOM 2019
https://www.ironoutlaw.com/writings/ kelly-gang-armour-myths-facts/ 24 5 BUSH BOOTCAMP
KEY QUESTION Should we protect wilderness? Tyson wrestles with a wilderness crash course.
• Geography – wilderness • Civics and Citizenship – political action
WATCH AND DISCUSS
1 Where is the story located? Mark the area on the map on page 4.
2 Describe the environment.
3 Why does John Muir do what he does?
4 What skills are needed to survive in a wilderness?
5 What personal qualities are needed and developed?
6 What is the value of wilderness for an individual? For the environment? © ATOM 2019
25 Practical Likelihood and of being POSSIBLE ACTION TO PROTECT THE realistic? effective? LANDSCAPE Y=yes, H=high, N=no M=medium, L=low
Go on a protest march.
Meet with the developers and ask them to change their mind.
Develop an alternative or compromise plan that keeps both the hospital and the reserve.
Go to the local decision-maker (such as the CLASSROOM ACTIVITY: CAN local council or state government). THERE BE BOTH DEVELOPMENT AND WILDERNESS? Blockade the site to stop any building.
Attack anybody who comes on to the site to Read the following conversation of two citizens develop it. regarding their local park, and answer the questions that follow: Do a leaflet drop in the area explaining why it is a bad idea to destroy the park. ‘Hey, did you hear the news about Dingo Flat?’ ‘Dingo Flat, what’s that?’ Organise a strike of workers who will be building the hospital. ‘You know, the big wild park at the end of the street.’ ‘No, what about it?’ Contact your local elected politician to put ‘They’re going to bulldoze a big slab of it, and build a your case forward. hospital and car park there.’ ‘What? But we love that place. Little kids play there Do something extreme to get publicity on the safe playground equipment, people walk through the local TV station and newspaper. their dogs there, school classes go in there to Sign petitions. study the natural environment, old people sit there to enjoy the peace and quiet, the ovals are Hire a group who knows who to approach to used every day by sporting groups. And part of it try and influence decision-makers. is real wilderness, that you can’t find anywhere Call for a popular vote on the issue. else around here.’ ‘Yeah, but a hospital is good, too.’ Accept the decision and do nothing to stop it. ‘Of course, but they can build a hospital somewhere else. We can’t make wilderness just anywhere, Organise a social media campaign to can we?’ persuade people to support you. ‘Good point. What can we do about it?’ Organise a social media campaign to boycott any business that supports the change.
1 What would you suggest that the local Announce that at the next election you will citizens might do to try and save their park? vote against the elected representatives who Discuss possible actions that they could take. made the decision.
Influence a political party or group to support 2 You will have identified a lot of possible you. actions that the locals might take to protect their park. Look at these on the table on the Start a new political party to campaign right and decide if you think they are practical against the decision. and realistic (that is, if it is something that an ordinary citizen such as yourself or adults could Take the developers to court to stop them. do), and if they are likely to be effective. Some of these suggestions may seem pretty extreme, but they have all been used at some stage for FIND OUT MORE different proposals in Australia. ‘Why protect wilderness?’ (American) To explore a real example. See
Only in Oz is a form of documentary filmmaking. 3 A documentary Documentaries can be different types: film uses a variety of elements and • FLY-ON-THE-WALL strategies to have • POINT-OF-VIEW an impact. • ARGUMENTATIVE/PERSUASIVE/ACTIVIST • NARRATIVE, STORYTELLING, INFORMATIONAL Consider the way • DRAMATIC ENTERTAINMENT the following elements are used 1 Which type of documentary is Only in Oz? Justify your in the individual stories. Summarise answer. your ideas. If you look at several stories, fill out this table fully for the first one, and then just add the new aspects that you might 2 Does it have elements of the others in it? see in following ones.
COMMENT ON THESE ASPECTS
Structure of the story
Presenter
Tone or style
Music, sound
The choice of locations
The choice of stories
Maps and graphics
Editing
Use of camera location and angles © ATOM 2019 Any other features that you notice
27 4 Read the following comments from the series producer, Eliot Buchan, and add any new ideas to the table:
••• The title of the series Only in Oz can be interpreted in two ways:
1. As a straight assertion of uniqueness, and
2. As an ironic eye roll moment.
This double entendre became our guiding principle in a way, as it captured in just a few words, the tone and content of this series. Only in Oz is packed full of unique and fresh stories delivered in the irreverent, self-effacing way in which Australian’s regard themselves.
Putting together a series like this highlighted not only the unique character of the people living in Australia, but just how intertwined the forces of the land are in shaping that character. It’s this close connection between the Australian experience (encompassing its climate, geography and history) and the Australian character that we’ve tried to plumb in this series.
A big part of the way we did that was by taking four very different Australian presenters into places and situations completely new to them. Their sense of discovery and wonder as they learn about their own country is palpable and it’s hard not to be just as engrossed from the other side of the screen as well.
At the start of this series I thought I had a fair handle on Australia and its people. It turned out there was much more going on. I’ve now watched these stories many times over but I’m still amazed, amused and moved by what I’m seeing. I hope audiences have that same reaction.
••• 5 Discuss the claim that the series title can be read in two ways. Give an example of each of the ways.
6 Do you agree that the series can help you look at and understand Australia differently?
7 The series uses four young presenters as the link between you and the story. What is your impression of each of the presenters? Record your ideas, and then read the information oveprovided by the filmmakers, on the following page, to test your impressions.
8 Do you think the series Only in Oz is an © ATOM 2019 appropriate and effective one? Justify your evaluation. 28 »»ABOUT THE PRESENTERS
STEPHANIE BENDIXSEN Stephanie Bendixsen, aged thirty-three, is an Australian television presenter and author. She began her career in games media hosting and reviewing games for ABCTV’s Good Game, and has since gone on to present and produce screenPLAY. Stephanie is a regular speaker at events surrounding tech, video games and women in the online space. She has also written a series of books for children, Pixel Raiders, published by Scholastic Australia. Stephanie is a self-confessed geek; she has been heavily immersed in the video gaming culture from a young age. She enjoys playing video games, science fiction, fantasy, tech, food, collecting swords and figurines. Growing up in Sydney, she is leaving the gaming consoles and the comfort of the city behind to travel the continent and find out what it means to be Australian.
TYSON MAYR From travel blogging, modelling, charity work and even venturing into South Africa for I’m A Celebrity Get Me Out of Here, Tyson Mayr, thirty-two, has quickly become an Aussie household name in the last few years. His racked up over 88,000 followers on his ‘Naked Traveller’ Instagram page. It all started in 2009, when aged twenty-three, Tyson quit his real estate job, sold all of his possessions and took his very first one-way plane ride overseas. In his first twelve months, he travelled to twenty-eight countries, across six continents. Having grown up on a farm in rural Queensland, life on the road couldn’t have been more different. But, having explored the globe visiting over ninety countries to date, there is still one place Tyson hasn’t truly travelled: Australia. Now he is on a quest to explore the country he was raised in.
LUKE JOSEPH RYAN Luke Joseph Ryan, aged thirty-two, is an experienced presenter and all-round funny man. His younger years were spent hosting Nickelodeon shows like Camp Orange and Slimefest with sidekick Wyatt Nixon-Lloyd. He also hosted a national Nova Nights show, and toured extensively supporting comics including Tom Gleeson, Brendon Burns and Tim Minchin. Most recently, he has been touring comedy rooms and festivals across Australia, but now his venturing out his comfort zone to find out what truly makes our continent unique. With Luke joining the quest there are guaranteed to be plenty of laughs along the way!
ANOUSKA ‘NUSH’ FREEDMAN Anouska ‘Nush’ Freedman, aged twenty-four, currently works as a nature guide at Cape Range National Park in Ningaloo, Western Australia. She is a fearless adventurer, underwater diver and passionate eco-warrior. She is very confident in a variety of outdoor scenarios including diving with sharks/manta rays and surfing. © ATOM 2019
29 This study guide was produced by ATOM. (© ATOM 2019) ISBN: 978-1-76061-295-5 [email protected] To download other study guides, plus thousands of articles on Film as Text, Screen Literacy, Multiliteracy and Media Studies, visit
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