The card collection

[Episode 4 | 1978 : Mike]

Mike needs to borrow $50 in order to buy the carburettor that Ben's brother needs for his performance car. But no one in the family will lend him the money even though he is prepared to sell his beloved card collection.


History

The Australian curriculum: History

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The Australian Curriculum: History aims to ensure that students develop: 

  • interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens 
  • knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society 
  • understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability 
  • capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.

History activities [3]

Activity 1: Migrant rights
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Subtheme(s): Gender roles and stereotypes; Multiculturalism

The 1970s saw a groundswell of political activism in Australia on many fronts: the peace movement, environmental protection, feminism and workers' rights. The Galbally Review of Post-Arrival Programs and Services for Migrants opened the door to the idea of migrants' rights, a concept that paved the way for multiculturalism.

To learn about the struggle of migrant women during this era, go to eMelbourne: the city past and present, 'Migrant women and feminism', http://www.emelbourne.net.au/biogs/EM02141b.htm

Discover
  • In this clip, the role of the women in Mike's family is clearly defined. Ask students to analyse the women in Mike's family, their roles and the differences in their roles.

Reflect
  • Ask students to complete the 'historyface' template for the women in Mike's family: his grandmother (Yaya), mother (Janice) and aunt (Sofia). The students can share their findings with the rest of the class.

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Activity 2: Changes
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Subtheme(s): Gender roles and stereotypes; Multiculturalism

Fashions of the 1970s extended the look established in the 1960s with the mini-skirt. Fashions for women became more daring and colourful, as 'mod', 'surfie', 'hippy' and 'disco' styles became fashionable. Fashions for men became more casual, pairing jeans with sandals, and flares with platform shoes.

Discover
  • Discuss the topic, 'How does fashion highlight the changing tastes in culture, attitudes and behaviour of each era?' and make a list of how fashion creates a 'point of view' in history.
  • Use the following websites as stimulus:
  1. Macgregor State School, http://www.macgregoss.eq.edu.au/aussie.htm
  2. Vintage Now, http://www.vintage-now-clothing.com
  3. Rusty Zipper, http://www.rustyzipper.com
  4. Google Images, http://images.google.com.au
  • Ask students to talk with their parents about fashion in the 1970s. They could bring some photos or original outfits belonging to their parents and share these with the class.

Reflect
  • Ask students to use the body template in Student Activity Sheet H4.5 to create three different 1970s outfits using paper and fabric. A photo of the student's face can be added to the template to personalise it. Upload the images to the school website as an album of 1970s fashion.

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Activity 3: Wheaty Flakes cards
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Subtheme(s): Customs and traditions; Entertainment and games

Card collecting and trading has been a favourite pastime of many Australian children for decades. Collecting cards that are rare is the key to a good collection.

Discover
  • Ask students to discuss the following questions and create a mind map of ideas:
  1. What types of cards are collected and traded?
  2. Are card collections valuable? If so, which are the most valuable collections?
  3. Where did card collecting originate and when?
  4. What changes have impacted on card collecting and trading in the past 50 years?

Reflect
  • Ask students to discuss their card collections. Have them write a report on why they collect these types of cards, how they purchase or trade them, what type of cards they need to complete the collection, and which cards are most valuable to them and why.
  • Ask students to design their own card that would fit into the collection. The card must have an image and text. It must have a registration number that fits with the number order of the collection.
  • Alternatively, ask students to create a series of five cards depicting something of interest to them. The cards should include a picture of the item on the front and information on the back. Students could give a short presentation on why their cards are the most exclusive and sought after by other collectors.

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