Greek school

Ask students to discuss their family's immigration history, if they were immigrants to Australia. Ask them to interview their parents, grandparents and perhaps great grandparents to find out how their family came to Australia. They could investigate the website Ancestry.com.au, http://www.ancestry.com.au for ideas and information on key elements, such as how to create a family tree or locate immigration history information.

• Students create a family tree using the free ancestral chart on Ancestry.com.au at http://www.ancestry.com
• This family tree can become part of a series of immigration history projects called 'My family story'. The project could be created online as a stand-alone activity or as part of the 'My family story' project.

Student Activity Sheet H6.1: My family story

• Being teased for being different was part of life for immigrants in Australia. Language barriers, cultural differences and family values sometimes clashed. In this clip, we see the cultural divide in Australia in the 1950s. Ask the class to discuss how Michaelis might feel during the milk bar scene. Ask the students to identify their different cultural backgrounds and make a list of each of these cultures.

• Ask students to form groups of four to six, and research the cultural identity of one of the cultures from the class list. They can create a webpage with a cultural profile and include information about the food, music, religious festivals, celebrations and language of that culture. As an extension, the students could connect online with school students from their selected country and talk with them about what it is like to live in that country today.
• Alternatively, ask students to create a short audio or film advertisement advising Australian residents about what new migrants need to make resettlement in Australia easier. It should identify the differences in cultural perspectives, advise on making new migrants feel welcome and explain what is meant by a 'fair go' in Australia.

Student Activity Worksheet H6.2: Cultural profile

• As a class, find out information about Saint Michael; who he was, when he lived, what famous deeds he is noted for, his importance today and who admires him. Additionally, research Robin Hood in the same way and compare the two men. Have a class vote to see which hero students believe displayed more heroic characteristics.

• Ask students to define what they mean by the term 'hero' or 'heroine'. Ask them to name some heroes or heroines they identify with. List these as well as the eras they lived in.
• Research the following questions:

1. When did they live?
2. Where did they live?
3. What are they famous for?
4. What is their importance and to whom?

• Ask students to research the story of one hero or heroine to share with the class.

Student Activity Sheet H6.3: What makes a hero?

• Michaelis has to go to Greek school. View the clip and discuss this scene, focusing on how Michaelis feels about being made to go. Ask students to explain how they know that Michaelis doesn't want to be there, for example, body language, dialogue and interaction between characters. Discuss the reasons why Michaelis is made to go to Greek school. Find out if any students in the class attend a language school outside regular school hours. If so, ask them to describe their school, what they learn and what they enjoy about it.
• Michaelis has his mind on other things while he is at Greek school. He misses important dates in Greek history and information about the Patriarch. His teacher berates him for his inattention. Discuss the purpose of this scene with the class. What does it tell the audience about Greek school? Relate this discussion back to the reasons put forward in the previous discussion about why Michaelis is forced to go to Greek school.
• Michaelis's Greek teacher Kyrios Josephides tells him, 'Michaelis, if you are good, your life will be good to you in return.' Discuss this advice with the class and have students write a description of what they think it means. As a class, create a list of useful advice on how to live your life.

• Explain that many groups of people who have migrated to another country deem the preservation of their language, culture and traditions to be important. To help maintain cultural traditions, they may plan for children to attend special classes during weekends. Have students write an argument for or against this practice, or hold a class discussion on the issue.

• Michaelis loves watching the TV show The Adventures of Robin Hood. Discuss the TV show with the class and list the key characteristics that can be identified from the snippets seen on screen.
• Discuss the origin of the legend of Robin Hood. There have been many adaptations of the story. Students can research these on the internet, compiling a list of all the versions they find. If possible, view a sample of the many clips from film, animation and TV shows available online and compare them. Have students rate the different versions, from the ones they like best to those they like least, and explain their choices.
• Survey the class and create a list of all the TV shows that students like to watch. Create a graph showing the most to the least popular. Introduce the term 'action drama' to describe shows like The Adventures of Robin Hood. Students could identify other programs that fit into this category.
• Brainstorm what students like about their favourite action drama TV shows. Discuss this information as a class and then have students work in small groups to classify and group the information into key categories. When students report back to the class, combine similar ideas to create a formula for the elements that are 'must haves' in children's television action dramas.

• Ask students to write a descriptive, detailed review of their favourite action drama TV show, drawing on information gathered in the previous activities.

Student Activity Sheet E6.2: Robin Hood and TV drama

• Michaelis catches snippets of the popular TV series The Adventures of Robin Hood using binoculars. Discuss why watching television is important for Michaelis. Ask students: What does this tell us about Michaelis as a character? What does it tell us about his family?
• Have students discuss Michaelis's ingenuity in finding ways to watch the TV program. Ask them what they would have done in his place. Ask students to write a short story describing what their life would be like without a television. They should include how this would be a benefit or a problem for them.

• Ask the class what they feel the role of television is in our society today. How important do they think it is? What other forms of entertainment do people use? Ask students to write a report describing what they think is the future of television. What will television be like in ten years' time?

Student Activity Sheet E6.1: Life without television