1968: Sofia
Sofia is a spirited Australian girl of Greek heritage, who sees herself as a spy for the yayas (grandmothers). She’s determined to sabotage her brother Michaelis’s relationship with his non-Greek girlfriend before he leaves for Vietnam. Through mistranslation, mischief, and moments of reconciliation, Sofia’s story explores cultural identity, loyalty, and the emotional impact of conscription.
1960s Decade Overview
The 1960s were a time of questioning old norms and pushing for social change. Post-war migration and televised images of the Vietnam War reshaped civic identity, activism, and public opinion.
1962: First Nations peoples gained the right to vote in national elections.
1965: Charles Perkins led the Freedom Rides to expose segregation in regional Australia.
1966: Migration policy shifted to assess applicants by skills rather than race. President Lyndon B. Johnson’s visit sparked both support and protest amid rising Vietnam War tensions.
1967: Australians voted to include First Nations peoples in the census and transfer Indigenous policy to federal government.
First Nations Focus: Students can explore how voting rights, protest, and cultural leadership shaped identity and recognition during the 1960s.
Provocation Question
How do misunderstandings shape relationships, and what does it take to truly understand someone?
Clip 1: Speaking the Language
Sofia and her friend Mareka are watching Professor Julius Sumner Miller's television science show, Why is it so? Janice arrives and meets Sofia's mother and grandmother. She needs Sofia to translate the conversation and Sofia deliberately tells each party the wrong translation.
Tuning In
Sofia mischievously mistranslates between her grandmother and her brother’s girlfriend, Janice. As a class, discuss the following questions:
- Why does Sofia mistranslate the conversation?
- What does this tell us about her feelings toward Janice?
- How does language shape power and belonging in families?
Reflect on how Sofia’s mistranslations create confusion. How do these misunderstandings affect the relationships of everyone in the room? Create a “Translation Tangle” visual map showing how words, tone and intention can be misunderstood by those in the room.
Finding Out & Sorting Out
Explore why misunderstandings happen and what they reveal about identity and loyalty. In pairs, complete one of the following activities:
Option 1: Research why language is more than words. How do tone, gestures and cultural context change meaning?
Option 2: Make a list of reasons people might mistranslate or misinterpret messages. Which reasons apply to Sofia?
Option 3: Create a short comic strip showing how a misunderstanding can change a friendship.
Making Connections
Think about times when you have felt misunderstood or had to explain something clearly. What does it take to truly understand someone? Individually, write a journal entry or draw a picture in response to one of the prompts:
- A time I felt misunderstood and what helped fix it…
- A time I helped someone understand me better…
Clip 2: Conscription
Michaelis tells Sofia why he is going to the Vietnam War even though he doesn't want to go. They discuss what it may be like, and his fears are evident.
Tuning In
Think about how misunderstandings can change relationships. What does Sofia’s reaction tell us about loyalty and trust? As a class, discuss the following questions:
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Why doesn’t Sofia want Michaelis to go?
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How does this show her feelings about family and safety?
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How might Michaelis feel about his choice?
Finding Out & Sorting Out
Dig deeper into why this moment matters. How do civic duty and personal safety create tension in families?
In pairs, complete one of the following activites:
Option 1: Investigate the 1960s conscription ballot. How did it work? What impact did it have on families and communities?
Option 2: Explore how war affects relationships and cultural expectations. Why might some people feel proud to serve while others feel afraid? How do these feelings shape family conversations?
Making Connections
Think about times when you have had to choose between what others expect and what feels safe or right for you. What does it take to truly understand someone’s choice? Write or draw a response to one of these prompts:
- A time I felt torn between two choices…
- A time I understood someone better after hearing their story…
Clip 3: The Goodbye
The family gathers to say goodbye to Michaelis as he leaves for national training. It is a time of reconciliation for Sofia and Janice.
Tuning In
In this clip, Sofia and Janice reconcile, showing emotional growth and acceptance. As a class, discuss the following questions:
- What helped Sofia and Janice move past their misunderstanding?
- How does this moment show emotional growth and acceptance?
- What does it take to truly understand someone after conflict?
Finding Out & Sorting Out
Now dig deeper into how relationships recover after misunderstandings. In pairs, role-play a conversation between Sofia and Janice after the goodbye. Include apologies and what they learned about each other.
Next, create a short storyboard titled it “What I Learned About Understanding” and outline the steps from conflict to reconciliation.
Making Connections
Think about your own experiences of misunderstanding and conflict resolution. What does it take to feel understood?
Choose one activity below and respond with writing or art:
- Have I ever misjudged someone based on culture or language?
- What helps me feel understood in my family or community?
- How do stories help us repair relationships?
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 |
changes in Australia's political system and to Australian citizenship after Federation and throughout the 20th century that impacted First Nations Australians, migrants, women and children the motivation of people migrating to Australia since Federation and throughout the 20th century, their stories and effects on Australian society, including migrants from the Asia region |
Understanding – Civics and Citizenship |
why people participate within communities and how students can actively participate and contribute to communities |
the roles of local government and how members of the community use and contribute to local services diversity of cultural, religious and/or social groups to which they and others in the community belong, and their importance to identity |
how citizens (members of communities) with shared beliefs and values work together to achieve a civic goal |
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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 understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
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explore language used to develop relationships in formal and informal situations identify the subjective language of opinion and feeling, and the objective language of factual reporting |
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 understand the uses of objective and subjective language, and identify bias |
Literacy |
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 |
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 |
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 |
Critical and Creative Thinking
Students analyse the causes and consequences of misunderstandings, consider different perspectives and create visual, written and dramatic responses that explore conflict and reconciliation.
Ethical Understanding
Students examine ethical questions about honesty, loyalty, responsibility and fairness through Sofia's mistranslations and Michaelis's experiences with conscription.
Intercultural Understanding
Students explore how language, cultural traditions and differing perspectives influence relationships, identity and a sense of belonging within families and communities.
Personal and Social Capability
Students reflect on experiences of misunderstanding, empathy, trust and conflict resolution while developing skills for building positive relationships and understanding others' viewpoints.