The card collection

• 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.

• 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.

Student Activity Sheet H4.4: Mike's family profiles

• 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.

• 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.

Student Activity Sheet H4.5: Fashion of the 1970s

• 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?

• 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.

Student Activity Sheet H4.6: Card collecting

• Mike has a card collection that is important to him. As a class, discuss the reasons why Mike might be interested in collecting cards. Ask the students to consider:

1. What does this tell the audience about the character of Mike?
2. What could be the reasons the filmmaker included this information in the story?

• Conduct a class survey of the things students collect and present these findings as a pictorial representation such as a bar graph, or with text and images. Evaluate and assess the most popular collections and describe the reasons given by students for collecting these items.
• As an extension activity, students can survey members of their family (parents, grandparents and siblings) to find out what they collected when they were young. Encourage students to collate this information on a graph, electronic spreadsheet, or record it manually on paper.
• The survey results can be presented to the class, showing the differences and similarities in collections over the years. As a class, discuss the variety of objects collected over different generations and highlight the differences in objects collected today compared to in the past.
• Encourage students to bring examples of collections to the classroom to share and compare.

Student Activity Sheet E4.3: Card collecting

• Music is used by the filmmaker to introduce Mike's young aunt Sofia as she plays records in her bedroom with her friend. As a class, discuss why the filmmaker chose to use music to introduce this scene and focus on Sofia when she held a record in her hand as music was played. Was this to indicate her interest in music?

• Ask students to create a character profile of Sofia that answers the following questions:

1. How is Sofia dressed?
2. What type of fashion are her clothes representative of for the era?
3. What could have influenced her style?
4. What style of music is she listening to?
5. What are her likes and dislikes?
6. What are her hobbies and interests?

• The character profile can be created using the template from Student Activity Sheet E4.4.

Student Activity Sheet: E4.4: Character profile on Sofia

• Ask students to think about Sofia playing a favourite record in her room with her friend and relate it to the activity called ‘Record Collection’ in the clip ‘Conscription’ ten years earlier in 1968. There Sofia was ten years old and asked to look after Michaelis's precious record collection of LPs (Long Playing records).

• Ask students to find out more information about records and the format of singles and EPs in the 1960s and 1970s. Ask students to draw up a list of the ways music is played in the twenty-first century. Students can then compile a list of popular artists and songs of the era and create a 1970s playlist to share with the class.
• From the list, ask students to select a group that is unknown to them and research information on the group. Ask students to design a record cover for an album by the group. It could be an album that was produced, or an imaginary one. The album cover should list eight and ten songs the group were known for.

Student Activity Sheet E4.5: Create a musical playlist from the 1970s.