1878: Henry
Despite one failed invention after another, young Henry knows in his heart that he's a brilliant inventor. Against the advice of his friend Franklin, Henry conducts his biggest experiment ever, but succeeds only in blowing up the local schoolhouse.
1870s Decade Overview
The 1870s were a decade of expansion, labour, and tightening colonial control. Australia’s population grew rapidly as pastoral industries expanded, and children were often expected to contribute to family labour from a young age.
1872: Victoria introduced free, compulsory, and secular education.
1873: The Overland Telegraph Line, a 3,200 km electrical telegraph system connecting Darwin to Adelaide, connected Australia to the world by way of an undersea cable to Java.
1876: The first telephone call was made in Australia.
1878: Shearers’ strikes and labour disputes began to shape early union movements.
First Nations Focus: Students can explore how pastoral expansion disrupted Country, kinship systems, and cultural practices. This decade also saw increased policing of Aboriginal people and the early formation of Protection Boards, which restricted movement, labour, and autonomy.
Provocation Question
What does it mean to take responsibility, and who decides what is fair?
Clip 1: Henry's Life
Henry and his friend Franklin experiment with a hot air balloon. After blowing up his schoolhouse with an experimental self-lighting candle, Henry is expelled from school. He goes to work in his uncle's saddlery.
Tuning In
Henry desperately wants to be seen as responsible; his days are full of chores and responsibilities. As you watch, notice how he talks about work, family expectations, and what it means to “pull your weight.”
As a class, discuss:
- What responsibilities do children have today compared to Henry’s time?
- Why might Henry feel pressure to prove himself?
- How age and power shape who gets listened to
Finding Out & Sorting Out
Work together to explore ideas about responsibility, fairness, and childhood in the 1870s.
In small groups, brainstorm:
- What does responsibility look like in your life?
- How do families decide who does what?
- What makes something feel “fair” or “unfair”?
Create a Responsibility Map using images, words, and symbols to show:
- Henry’s responsibilities
- Your own responsibilities
- What these reveal about childhood then and now
Share your map with the class and explain your choices.
Making Connections
Henry wants to be trusted and taken seriously. Think about a time when you wanted to prove yourself.
Write a short journal entry responding to:
- What does it mean to be responsible?
- How do you show others they can trust you?
- What would you say to Henry if you could give him advice?
Clip 2: The Dough Machine
Franklin and Henry invent 'the spoon cranking dough churner', which explodes when they fail to take into account the fact that dough expands when heated. Their invention causes a mess, but it also shows their creativity and determination.
Tuning In
Henry and Franklin are full of ideas and curiosity. As you watch, pay attention to:
- What they’re trying to achieve
- How they react when things go wrong
- What this tells us about creativity and problem‑solving
Finding Out & Sorting Out
Explore inventions and creativity in the 1870s.
In small groups:
- List inventions from the 1800s
- Sort them into categories (transport, communication, home life, farming)
- Discuss how each invention changed people’s lives
Create a Colonial Invention Poster showing:
- An invention from the 1870s
- What problem it solved
- Who used it
- How it compares to a modern version
Making Connections
Everyone has moments when things don’t go to plan. Write a short story or comic strip titled:
“The time I tried something new…”
Show how you felt, what you learned, and how you kept going.
Clip 3: Penny-Farthing
Henry and his uncle make a sprung leather saddle for a penny-farthing. When Henry brings news of his success to Franklin, he is shocked to discover that his friend is still angry for the trouble he has landed them both in. The scene highlights his adventurous spirit and the challenges of mastering new technology.
Tuning In
Henry is determined to master the penny‑farthing, even though it’s tricky and a bit dangerous.
As a class, discuss:
- Why people take risks
- What helps someone keep trying
- How new technology can feel exciting and scary at the same time
Finding Out & Sorting Out
Investigate transport in the 1870s.
In groups, compare:
- Penny‑farthings
- Horses
- Carriages
- Early bicycles
Sort them by:
- Speed
- Safety
- Who could afford them
- What they were used for
Create a Then & Now Transport Venn Diagram comparing Henry’s world with today.
Making Connections
Think about a time you tried something difficult.
Create a four‑panel comic showing:
1. The challenge
2. Your first attempt
3. What you learned
4. How you kept going
Clip 4: The Chinese Dragon
The local population brings in the Chinese New Year with traditional celebrations. Henry and Franklin contribute to the proceedings by launching their lanterns.
Tuning In
This clip shows a vibrant community celebration. As you watch, notice:
- The colours, sounds, and symbols
- How people come together
- What Henry and Franklin contribute
Think-Pair-Share, firstly with a partner, then with the class.
- What makes a celebration feel welcoming
- Why cultural celebrations matter
- How communities show respect for different traditions
Finding Out & Sorting Out
Explore Chinese New Year traditions.
In small groups:
- Research symbols of luck (lanterns, dragons, red envelopes)
- Sort them into categories (good fortune, protection, happiness)
- Compare these traditions with celebrations in your own family or culture
Create a Lantern of Hopes:
- Write or draw a wish for the year ahead
- Add symbols that represent luck or positivity
Making Connections
Celebrations help people feel connected and included. Write a short reflection:
“A celebration that makes me feel like I belong…”
Explain what it is, who you share it with, and why it matters to you.
Australian Curriculum Links
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Year 3 |
Year 4 |
Year 5 |
Year 6 |
Knowledge and Understanding - History |
causes and effects of changes to the local community, and how people who may be from diverse backgrounds have contributed to these changes significant events, symbols and emblems that are important to Australia’s identity and diversity, and how they are celebrated, commemorated or recognised in Australia, including Australia Day, Anzac Day, NAIDOC Week, National Sorry Day, Easter, Christmas, and other religious and cultural festivals |
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the role of a significant individual or group, including First Nations Australians and those who migrated to Australia, in the development of events in an Australian colony |
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Understanding – Civics and Citizenship |
why people participate within communities and how students can actively participate and contribute to communities |
diversity of cultural, religious and/or social groups to which they and others in the community belong, and their importance to identity |
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Skills – Questioning and Researching |
develop questions to guide investigations about people, events, places and issues locate, collect and record information and data from a range of sources, including annotated timelines and maps |
develop questions to guide investigations about people, events, places and issues locate, collect and record information and data from a range of sources, including annotated timelines and maps |
develop questions to investigate people, events, developments, places and systems locate, collect and organise information and data from primary and secondary sources in a range of formats |
develop questions to investigate people, events, developments, places and systems locate, collect and organise information and data from primary and secondary sources in a range of formats |
Skills - Interpreting, analysing and evaluating |
interpret information and data displayed in different formats analyse information and data, and identify perspectives |
interpret information and data displayed in different formats
analyse information and data, and identify perspectives |
evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships evaluate primary and secondary sources to determine origin, purpose and perspectives |
evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships evaluate primary and secondary sources to determine origin, purpose and perspectives |
Skills - Concluding and decision-making |
draw conclusions based on analysis of information propose actions or responses to an issue or challenge that consider possible effects of actions |
draw conclusions based on analysis of information propose actions or responses to an issue or challenge that consider possible effects of actions |
develop evidence-based conclusions propose actions or responses to issues or challenges and use criteria to assess the possible effects |
develop evidence-based conclusions propose actions or responses to issues or challenges and use criteria to assess the possible effects |
Skills - Communicating |
present descriptions and explanations, using ideas from sources and relevant subject-specific terms |
present descriptions and explanations, using ideas from sources and relevant subject-specific terms |
present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions |
present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions |
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Year 3 |
Year 4 |
Year 5 |
Year 6 |
Language |
understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality |
explore language used to develop relationships in formal and informal situations |
understand that language is selected for social contexts and that it helps to signal social roles and relationships understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources |
understand that language varies as levels of formality and social distance increase |
Literacy |
recognise how texts can be created for similar purposes but different audiences use interaction skills to contribute to conversations and discussions to share information and ideas plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume |
compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
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describe the ways in which a text reflects the time and place in which it was created use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features |
examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features |
Asia and Australia's Engagement with Asia
Knowing Asia and its Diversity
Students explore aspects of Chinese culture through investigating Chinese New Year traditions and the meanings of symbols such as lanterns, dragons and red decorative elements. The lesson encourages understanding and appreciation of cultural diversity within Asian communities.
Growing Asia–Australia Engagement
Students examine the presence of Chinese communities in colonial Australia and how cultural traditions were maintained within Australian society. The Chinese New Year celebrations demonstrate historical cultural connections between Asian communities and local Australian communities.
Critical and Creative Thinking
Students analyse ideas about responsibility, fairness, risk-taking and innovation while comparing childhood, inventions and transport in the 1870s with experiences today.
Ethical Understanding
Students consider ethical questions about responsibility, consequences and fairness as they reflect on Henry's actions, mistakes and relationships with others.
Intercultural Understanding
Students build intercultural understanding by exploring Chinese New Year traditions and recognising the cultural contributions of Chinese communities in colonial Australia.
Personal and Social Capability
Students develop personal and social capability through collaborative investigations, reflection on perseverance and responsibility, and discussions about belonging, trust and community participation.