Michaelis’s family is from Kalymnos, Greece. He’s caught between two worlds: the traditions of his Greek heritage and his desire to be seen as “truly Australian.” More than anything, he wants a television so he can watch The Adventures of Robin Hood. Through his longing, mischief, and moments of cultural tension, Michaelis’s story explores identity, belonging, and the quiet power of representation.

Watch Clip 1: The Adventures of Robin Hood

Michaelis is desperate to watch television like his neighbours, but his family doesn’t own one. He peers through binoculars to catch glimpses of the show, revealing his longing to be part of the “Australian” world.

Class discussion prompts:

• Why does Michaelis want a television so badly?
• What does Robin Hood represent to him?
• How does Michaelis feel about being Greek, and being seen as different?

Students might create a “Belonging Wall” with images and words that represent what helps them feel included or excluded.

Watch Clip 1: The Adventures of Robin Hood.

Michaelis is desperate to watch television like his neighbours, but his family doesn’t own one. He peers through binoculars to catch glimpses of the show, revealing his longing to be part of the “Australian” world.

Michaelis is forced to attend Greek school, which he resents. He wants to be “Australian,” not Greek, and struggles with the expectations placed on him by his family. Students can:

• Write a journal entry from Michaelis’s perspective: “Why I don’t want to go to Greek school”
• Investigate post-war migration and assimilation policies in 1950s Australia
• Explore how language, tradition, and media shaped cultural identity

This clip introduces the emotional weight of conscription and the tension between civic duty and personal safety. Students can:

• Write a journal entry from Sofia’s perspective: “Why I don’t want Michaelis to go”
• Investigate the 1960s conscription ballot and its impact on families
• Explore how war affects relationships and cultural expectations

Rewatch both clips to identify moments of tension, resistance, and emotional growth. Use a Choices and Consequences chart to map Michaelis’s decisions and their outcomes. Students might:

• Compare Michaelis’s relationship with his family vs. his desire to fit in
• Reflect on how television and language become symbols of identity
• Sort ideas into themes such as Representation, Tradition, and Belonging

Watch Clip 3: The Goodbye

Explore intergenerational relationships and cultural pride. Michaelis’s parents and community value Greek traditions, while he yearns for something different. Discuss how families navigate cultural change. Students can:

• Interview a family member about a time they felt caught between cultures
• Role-play a conversation between Michaelis and his father about identity
• Create a storyboard titled “What Being Australian Means to Me”

Reflect on Michaelis’s emotional journey as he navigates cultural pride, family expectations, and the desire to fit in. Invite students to connect these insights to their own experiences of identity, tradition, and belonging. Prompts might include:

• Have I ever felt caught between family traditions and social expectations?
• What helps me feel proud of my cultural background?
• How does television or media influence how I see myself and others?

Student Task Options:

• Podcast Segment: Record a short episode exploring personal stories of cultural pride, media influence, or generational tension.
• Interview a Family Member: Capture intergenerational perspectives on migration, tradition, and belonging.
• Blog Post or Reflective Article: Write about a moment when identity or tradition shaped your choices or emotions.
• Digital Scrapbook: Curate images, quotes, and reflections that link Michaelis’s story to your own.

Apply learning by designing a creative project that celebrates cultural identity, respectful representation, and the role of media in shaping belonging.

Student Task Options:

• School Newsletter Feature: Write an article on cultural identity and media representation, linking it to Michaelis’s story.
• Community Newspaper Submission: Share reflections or interviews that highlight migrant experiences and civic contribution.
• Storytelling Circle (Digital or Live): Host a session where students share personal or family stories of migration and belonging.
• Mini Documentary or Video Essay: Explore how television shaped cultural identity in the 1950s and today.

Episode Stills

Additional Clip