ACTF

1858: Ben

Benjamin’s one wish is for his wandering American family to celebrate a proper Thanksgiving dinner in their new place, complete with a real roast turkey. But his efforts lead him into an escalating rivalry with a local Chinese boy, Leck, forcing both boys to confront misunderstandings, pride, and the challenge of building friendships across cultures.

The 1850s were a decade of gold, migration, and rapid social change. People from Europe, America, and China arrived in large numbers, reshaping towns and communities.

  • 1851: Gold rushes began in New South Wales and Victoria.

  • 1854: The Eureka Stockade highlighted tensions around rights and representation.

  • 1856: The secret ballot was introduced in Victoria and South Australia, a reform that changed democracy in Australia and around the world.

  • 1858: Chinese communities continued to grow despite restrictive migration laws.

First Nations Focus: Students can explore how the gold rush era intensified pressures on Country, disrupted cultural practices, and increased conflict. Despite this, First Nations Peoples maintained strong cultural identities, knowledge systems, and connections to place.

Provocation Question

How do misunderstandings shape relationships, and what helps people find common ground?

Clip 1: Eggs for Tuppence

After foraging in the forest for plover’s eggs, Ben competes with Leck to sell them to the local townspeople. Their rivalry intensifies when Ben repeats an ugly stereotype about Chinese people that he learned from Mr Wilson, leading to trouble with his father and tension between the boys.

Tuning In

Competition can bring out strong feelings. As you watch, notice:

  • Why Ben and Leck start competing
  • How each boy reacts to the situation
  • What happens when Ben repeats a stereotype he doesn’t fully understand

As a class, discuss:

  • Why people sometimes repeat things without thinking
  • How stereotypes can harm relationships
  • What Ben could have done differently

Finding Out & Sorting Out

Work together to explore how misunderstandings and stereotypes shape behaviour.

In small groups, brainstorm:

  • What each boy wants in this situation
  • How competition affects their choices
  • What stereotypes are and why they are harmful
  • How stereotypes spread

Create a Competition & Consequences Map using images, words, and arrows to show:

  • The egg‑selling rivalry
  • The stereotype Ben repeats
  • How this affects his relationship with Leck
  • What the consequences are

Share your map with the class and discuss what might have prevented the conflict.

Making Connections

Ben repeats something he heard without understanding its impact. Think about a time when you realised something you said or believed wasn’t true.

Write a short journal entry responding to:

  • What you learned
  • How you felt
  • What helped you change your thinking
  • What advice you would give Ben about questioning stereotypes

Clip 2: Working Together

Ben and Leck work together to repair Mr Owen’s broken clock. As they collaborate, Leck gently corrects the stereotype Ben repeated earlier, helping Ben understand the truth and rebuild their relationship.

Tuning In

Working together can change how people see each other. As you watch, notice:

  • How Ben and Leck communicate
  • What helps them begin to trust each other
  • How Leck responds to the stereotype Ben repeated

As a class, discuss:

  • What helps people repair a relationship
  • Why listening matters
  • How learning the truth can change someone’s perspective

Finding Out & Sorting Out

Work together to explore how cooperation builds understanding.

In pairs or small groups, brainstorm:

  • What each boy contributes to fixing the clock
  • How working together changes their attitudes
  • What Ben learns from Leck
  • Why correcting stereotypes is important

Create a Working Together Flowchart showing:

  • The problem (the broken clock)
  • The steps Ben and Leck take
  • How their relationship shifts
  • What they learn about each other

Share your flowchart with the class.

Making Connections

Ben learns that understanding someone’s story can change everything. Think about a time when working with someone helped you understand them better.

Write a short reflection responding to:

  • What you learned about the other person
  • How cooperation changed your relationship
  • Why understanding someone’s perspective matters

Australian Curriculum Links

Year Level

Content Description

Inquiry Sprint + Clip link

CCP Integration

Year 3

Causes, effects and contributions of people to change; significance of events and symbols; similarities/differences in community life

Clip 1 Eggs for Tuppence:

Tuning In: competition & stereotypes;

Finding Out: Competition & Consequences Map;

Making Connections: journal on questioning stereotypes;

Clip 2 Working Together:

Tuning In: cooperation & trust; Finding Out: Working Together Flowchart;

Making Connections: reflection on understanding others

First Nations Peoples’ deep connections to Country/Place; diversity of cultures; continuity of cultural practices;

 

Asia: Chinese migration stories and community relationships

Year 4

Diversity of experiences before/after 1788; effects of colonisation; cultural and social identity

Clip 1 Eggs for Tuppence: Tuning In: colonial childhood & competition; Finding Out: exploring stereotypes and impact; Making Connections: fairness and respect; Clip 2 – Working Together: Tuning In: cultural difference; Finding Out: cooperation & problem‑solving; Making Connections: building respectful relationships

Effects of colonisation on First Nations Peoples; resilience and continuity of cultures; shared histories;

 

Asia: Chinese community presence and contributions

Year 5

Causes of colonial expansion; roles of significant individuals; influence of people on places

Clip 1 Eggs for Tuppence:

Tuning In: migration, prejudice & competition;

Finding Out: mapping stereotypes and consequences;

Making Connections: personal reflection; Clip 2 – Working Together:

Tuning In: collaboration & cultural exchange;

Finding Out: steps in repairing relationships;

Making Connections: understanding diverse perspectives

First Nations Peoples’ knowledge systems, innovation and sustainable practices; contributions to Australian society;

Asia: Chinese labour, migration and community influence in the 1850s

Year 6

Significant people/events leading to democracy, migration, and interconnections with other countries

Clip 1 Eggs for Tuppence:

Tuning In: migration and cultural tensions; Finding Out: historical stereotypes and impacts;

Making Connections: multicultural identity;

Clip 2 – Working Together:

Tuning In: repairing harm & building understanding;

Finding Out: cooperation and shared futures;

Making Connections: intercultural relationships

First Nations Peoples’ ongoing contributions to contemporary Australia; recognition of shared futures;

 

Asia: migration stories, cultural exchange and influence

 

Year Level

Strand

Content Description

Inquiry Sprint + Clip link

CCP Integration

Years 3–4

Literature

Describe how characters, settings and events develop; how texts reflect contexts

Clip 1 Eggs for Tuppence:

Tuning In: character reactions & rivalry;

Finding Out: Competition & Consequences Map;

Making Connections: journal on misunderstandings;

Clip 2 Working Together:

Tuning In: changing perspectives; Finding Out: Working Together Flowchart;

Making Connections: diary on cooperation

Understanding diverse cultural identities; recognising First Nations stories as part of Australia’s narrative;

 

Asia: exploring Chinese cultural perspectives through character interactions

Years 3–4

Literacy

Interact, discuss and present ideas; interpret multimodal texts

Clip 1 Eggs for Tuppence:

Tuning In: interpreting dialogue & conflict;

Finding Out: identifying stereotypes in language;

Making Connections: personal reflection;

Clip 2 Working Together:

Tuning In: interpreting cooperation; Finding Out: Repairing Harm Checklist;

Making Connections: respectful communication reflection

Recognising diverse ways of communicating and sharing knowledge;

 

Asia: understanding cultural communication styles and traditions

Years 5–6

Literature

Explain how ideas are developed through characters, settings and events; how texts reflect context

Clip 1 Eggs for Tuppence:

Tuning In: prejudice, rivalry & social context;

Finding Out: analysing stereotypes;

Making Connections: reflective writing;

Clip 2 Working Together:

Tuning In: responsibility & reconciliation;

Finding Out: analysing character growth;

Making Connections: extended response

Exploring First Nations perspectives alongside colonial narratives;

 

Asia: representation of Chinese communities in historical texts

Years 5–6

Literacy / Language

Use vocabulary, sentence structures and multimodal features to create and interpret texts

Clip 1 Eggs for Tuppence: Tuning In: vocabulary of conflict & misunderstanding;

Finding Out: identifying harmful language;

Making Connections: rewriting dialogue respectfully;

Clip 2 Working Together: Tuning In: cultural vocabulary; Finding Out: exploring respectful language; Making Connections: perspective writing

Using respectful language when referring to First Nations cultures and histories;

 

Asia: building vocabulary related to Chinese culture, migration and intercultural understanding

 

Organising Idea

Curriculum Link

Episode 16 Connection

Country/Place

First Nations Peoples have deep spiritual, cultural, social and economic connections to Country/Place

Contrast Ben’s and Leck’s sense of place with First Nations perspectives on belonging, responsibility and connection

Culture

First Nations cultures are diverse, dynamic and continuous

Explore cultural diversity in the 1850s, including First Nations and Chinese communities and how traditions persisted

People

First Nations identities are shaped by Country/Place, culture and community

Discuss how identity is shaped differently for First Nations children and migrant children like Ben and Leck

Shared Histories

Colonisation has had significant effects on First Nations Peoples; resilience and continuity

Situate Ben’s story within broader colonial contexts and acknowledge parallel First Nations experiences of disruption and resilience

Knowledge Systems

First Nations Peoples’ knowledge systems continue to influence Australian society

Connect the era to First Nations innovation, sustainable practices and knowledge of place

Shared Futures

Australia has shared histories and shared futures

Reflect on how multicultural stories and First Nations histories contribute to contemporary Australian identity and shared futures

 

Organising Idea

Curriculum Link

Episode 16 Connection

Asia’s diversity

Students explore the diversity of Asian cultures

Leck’s cultural background: Chinese family traditions, lanterns and community practices

Asia–Australia connections

Historical and contemporary connections between Asia and Australia

Chinese migration in the 1850s; local community relationships and cross-cultural encounters in colonial towns

Asia’s contributions

Asian peoples’ contributions to Australian society

Leck’s skills, knowledge and cultural perspective; contributions of Chinese communities to local economies and social life