Colum wants to stop his best mate Thommo’s family from being evicted and summon the courage to ride his billycart down Brickpits Hill. Through radio plays, punting schemes, and community resilience, Colum’s story explores economic hardship, friendship, and civic ingenuity during the Great Depression.

Watch Clip 1: The Dole Inspector

In this clip we meet the dole inspector, a feared authority in the neighbourhood where Colum and his family live. When the alarm is given that he is on his way, the families hide any evidence of making a living. The dole inspector could enter the homes of people receiving the dole and tell them to leave their house or sell their belongings. 

As a class reflect on the clip and hold a class discussion around the following question:

• What does the dole inspector represent?
• How did families survive without formal unemployment support?
• What does this tell us about resilience and community?

As a class, create a poster or mind map of Depression-era survival strategies.

Historical Inquiry Integration:

• Develop inquiry questions: “How did people survive the Great Depression?”
• Contextualise: Explore 1930s Australia, unemployment, and informal economies
• Locate sources: Use oral histories, newspaper archives, and government records

Watch Clip 2: The Shadow Part 1

In this clip we are introduce to The Shadow, a famous a comic character, popular at this time with children. The character and his adventures were made into a radio play, which was broadcast as a serial each week. We also see Colum and Thommo calculate how much they need to win on the Melbourne Cup to save Thommo’s family.

Choose one of the following tasks to complete:

Option 1: Research the Melbourne Cup and its cultural significance
Option 2: Interview an expert about radio and entertainment in the 1930s

Historical Inquiry Integration:

• Analyse sources: Compare radio clips, betting records, and oral accounts
• Identify evidence: What do these sources reveal about hope and risk?

Watch Clip 3: Punting

In this clip, Colum and Thommo are collecting bets from their neighbours on horses in the 1938 Melbourne Cup. They present these bets to Mr O'Sullivan, the local shopkeeper. Colum and Thommo hope to win big in order to save Thommo's family from eviction.

Complete one of the following tasks: 

Option 1: Hold a class debate answering the question: “should children earn pocket money for helping with chores around the house?”

Option 2: Create a newspaper front page: “Tips for surviving the Great Depression”

Historical Inquiry Integration:

• Develop a hypothesis: “Community action was more effective than government 

Complete one of the following tasks:

Option 1: Hold a class debate answering the question: “should children earn pocket money for helping with chores around the house?”

Option 2: Create a newspaper front page: “Tips for surviving the Great Depression”

Historical Inquiry Integration:

• Develop a hypothesis: “Community action was more effective than government support”
• Organise evidence: Use posters, timelines, and Venn diagrams

Watch Clip 4: The Shadow Part 2

In this clip we are introduce to The Shadow, a famous a comic character, popular at this time with children. The character and his adventures were made into a radio play, which was broadcast as a serial each week. We also see Colum and Thommo calculate how much they need to win on the Melbourne Cup to save Thommo’s family.

In small groups, write a short radio play that explores themes from the Great Depression. As you write, think about how radio programs during the 1930s gave people hope and sparked imagination in difficult times. After writing your segment, record it and share with the class. Reflect on the ways media helped people cope during this period and why it was so important for communities.

Historical Inquiry Integration:

• Construct an interpretation: “Radio was a lifeline during the Depression”
• Communicate: Record and share student radio plays

Reflect on Colum’s courage and the civic action of his community. As a class, dicuss the following:

• Have I ever helped someone during a tough time?
• What helps me stay hopeful when things feel uncertain?
• How do stories of hardship shape our values?

As a class, work together to create a “Community Strength Charter” that celebrates resilience and support within your community. Each student should interview a community member - this could be a family member, neighbour, or someone from a local organisation - and collect a short story or reflection about a time when people worked together or showed strength during difficult circumstances. Add these stories to the charter along with the person’s name (with their consent) and a description of their experience and what it teaches us about community. Once all contributions are gathered, design the charter as a visual display that highlights key themes such as cooperation, kindness, and resourcefulness.

Apply learning by designing a creative project that honours civic resilience and community care. Choose one of the following:

Option 1: Create a Depression-era museum display with artefacts, posters, and radio snippets using information and creative tasks you’ve completed in this inquiry sprint

Option 2: Submit your “Community Strength Charter” to a local archive or community newsletter to be published and shared. 

Episode Stills