ACTF

1978 Mike

A young boy wearing a blue sweater sits inside a tire swing, hanging from a rope. He appears contemplative, with one hand gripping the tire and his legs dangling, wearing shorts and black shoes. The background is plain and minimalistic.

Mike knows a lot about Australian muscle cars from 1968 to 1978. The other kids think he's odd and Mike believes he only has one friend, Ben, but is Ben a real friend? Mike’s world is grounded in the realities of 1970s, as he navigates changing family dynamics, shifting gender roles, and the cultural tensions of the time. His story explores curiosity, courage, and the power of imagination.

1970s Decade Overview

The 1970s were marked by protest, reform, and growing calls for justice, from Vietnam War opposition to land rights activism.

  • 1972: The Aboriginal Tent Embassy was established in Canberra, becoming a powerful symbol of First Nations protest and sovereignty. The Women’s Movement gained momentum with the introduction of childcare funding
  • 1974: The Whitlam government introduced free university education, equal pay reforms, lowered the voting age to 18 and refuges for women escaping violence were established.
  • 1975: Vincent Lingiari received legal transfer of Gurindji land from Prime Minister Whitlam, following the Wave Hill Walk-Off. The economic boom ended mid-decade, global oil shocks triggered inflation, unemployment, and political instability
  • 1975: Prime Minister Whitlam was controversially dismissed by the Governor-General, sparking national debate about democracy and power
  • 1976: The Aboriginal Land Rights (Northern Territory) Act was passed; the first legislation to formally recognise First Nations land rights, and Truganini’s remains were returned to the Tasmanian Aboriginal community, marking one of the first acts of cultural repatriation.
  • 1978: The Galbally Report reshaped migrant services, affirming multiculturalism as national policy. SBS (Special Broadcasting Service) was established to reflect Australia’s cultural diversity, and Vietnamese refugees began arriving in greater numbers, challenging old ideas of national identity and belonging.

First Nations Focus: Students can explore how land rights, protest, and cultural leadership shaped identity and reconciliation during the 1970s.

Inquiry Sprint

Provocation Question

What makes someone a true friend, and how do we know who really sees us?

Tuning In

Watch Clip 1: Performance Cars

Clip description: Mike discusses the validity of a Datsun as a 'muscle car' with his friend Ben. He visits the 'Tippy' to acquire some spare parts that Ben has requested and is introduced to the 1971 Ford GT-HO that the Tippy is remodelling.

Watch Clip 2: The Tippy

Clip description: Mike learns from his father, Michaelis, that the 'Tippy' is different since returning from the Vietnam War. Regardless of difference, Mike regards the Tippy as his genuine best friend.

These scenes introduce Mike’s passion for muscle cars and his connection to the Tippy, a Vietnam veteran who treats Mike with quiet respect. 

As a class, explore how Mike’s interests set him apart and how Tippy’s presence offers something deeper than peer approval. Prompt discussion with questions like:

  • What does Mike value, and who values him back?
  • Why do the other kids think he’s odd?
  • What does the Tippy understand about Mike that others don’t?

As a visual prompt to begin this class inquiry, create a “Friendship Fuel” collage or Learning Wall using images and words that represent what makes someone a true friend.

Finding Out

Watch Clip 3: The Card Collection

Clip description: Mike needs to borrow $50 in order to buy the carburettor that Ben's brother needs for his performance car. But no one in the family will lend him the money even though he is prepared to sell his beloved card collection.

Explore Mike’s emotional dilemma. He’s willing to sell his prized card collection to help Ben’s brother, but his family won’t lend him the money. 

Reflect on the emotional cost of loyalty and the difference between being used and being seen.
Students can:

  • Write a journal entry from Mike’s perspective: “Why I offered to sell my cards”
  • Investigate the cultural significance of muscle cars in 1970s Australia
  • Explore how hobbies and passions can be misunderstood or dismissed by others

Sorting Out

Rewatch all three clips to identify moments of emotional tension and relational insight. Use a Choices and Consequences chart, perhaps add to the class Learning Wall, to map Mike’s decisions and their outcomes. 

Sort ideas into themes such as Loyalty, Recognition, and Belonging. Students might choose to:

  • Compare Mike’s relationship with Ben vs. the Tippy
  • Reflect on how technology and collectables, such as cars, cards and memorabilia becomes a language of connection

Going Further

Explore intergenerational relationships and emotional safety. Mike’s father reveals that the Tippy has changed since the war, yet Mike sees him as his best friend. Discuss how trauma, silence, and respect shape relationships across generations. Students can:

  • Role-play a conversation between Mike and the Tippy about friendship
  • Interview an older family member about a friendship that shaped their life

Making Connections

Reflect on Mike’s emotional journey and the quiet strength of the Tippy. Invite students to connect these insights to their own experiences of being misunderstood, loyal, or quietly seen.
Prompts might include:

  • What makes a friendship feel safe and real?
  • Have I ever felt invisible or truly recognised?
  • What do I value in someone who stands by me?

Students can create a Connection Map linking moments from the episode to their own stories of belonging and friendship.

Taking Action

Apply learning by co-designing a class initiative that celebrates quiet strengths, emotional intelligence, and respectful relationships. Students might create a “True Friend Charter” or host a storytelling circle where they honour people who’ve seen them clearly. Event ideas:

  • Begin with an Acknowledgement of Country
  • Share student projects through posters, journals, or digital stories
  • Invite community members to speak about friendship, loyalty, and resilience in the context of community life. Examine ‘Then and Now’ concepts from 1970s Australia to now.

Australian Curriculum Links

Year

Content Description

CCP Integration

Year 3
  • AC9HS3K01 Causes and effects of changes to the local community
  • Investigate how cultural values and family dynamics shaped community life in the 1970s

Year 4
  • AC9HS4K02 Impact of individuals and groups on community change
  • Explore how intergenerational relationships and post-war experiences influenced belonging

Year 5
  • AC9HS5K02 Causes and effects of change in Australian society
  • Examine how multiculturalism, migration, and emotional resilience reshaped national identity

Year 6
  • AC9HS6K01 Democratic values and processes in Australia
  • Link Mike’s story to civic voice, inclusion, and the quiet strength of community members like the Tippy

 

Year

Content Description

CCP Integration

Year 3

AC9E3LE01 Personal responses to texts and characters

Reflect on Mike’s emotional journey and how loyalty and misunderstanding shape relationships

Year 4

AC9E4LY06 Create imaginative and persuasive texts

Write from Mike’s or the Tippy’s perspective to explore friendship, recognition, and quiet resilience

Year 5

AC9E5LE01 Analyse character motivations and emotional depth

Explore how Mike’s relationships reveal themes of belonging, trust, and emotional growth

 

Country/Place
Mike’s visits to the Tippy’s shed and his backyard projects invite reflection on how place becomes a site of connection, memory, and healing. Compare this with First Nations relationships to Country and the significance of protest sites like the Tent Embassy.


Culture
Explore how cultural knowledge, emotional wisdom, and lived experience are passed down through quiet relationships. Investigate First Nations models of storytelling, silence, and resilience.


People
Highlight the role of Elders, veterans, and community mentors in shaping values. Compare Mike’s bond with the Tippy to First Nations models of intergenerational learning and cultural leadership.

Asia and its Diversity
Use the Galbally Report and SBS’s founding to explore how multiculturalism began reshaping Australian identity. Reflect on how diverse communities navigated belonging in the 1970s.


Achievements and Contributions of Asian Peoples
Celebrate the contributions of Asian Australians in civic life, education, and community building. Link Mike’s story to broader narratives of quiet contribution and cultural strength.


Asia–Australia Connections
Examine how migration, policy, and friendship built bridges between communities. Encourage students to reflect on how shared interests (like cars, collections, or stories) foster belonging across cultures.

Additional Resources

Two boys wearing blue sweaters stand together in an outdoor setting. Their serious expressions contrast with the vibrant greenery and a vintage car in the background, which has its hood raised. Various tools and parts are scattered on the ground nearby.

Mike and Ben

A man carrying a cardboard box walks through a gateway, accompanied by a boy in a blue sweater. In the background, another boy sits on the ground near a vintage car, while a third boy stands beside a building with a weathered facade. The scene is set outdoors, surrounded by greenery and scattered leaves.

The Tippy carries a box of car parts.

A young boy in a blue sweater and shorts sits on a chair, focused on a mechanical part held by a man dressed in a green jumpsuit and black beanie. The background is cluttered with various tools and parts, indicating a workshop environment. Both appear engaged in a learning moment, with the man sharing knowledge with the boy.

The Tippy showing the car part to Mike

A young woman and a boy sit on a bed covered with a patterned blanket, examining and discussing a spread of photographs laid out before them. The room features a yellow wall, a framed picture of a car, and shelves filled with toy cars and books.

Mike and Nina looking at the card collection

A man in a dark, dirty outfit leans over a car engine, speaking intently to a young boy wearing a blue sweater and white shirt. The background features overgrown plants and cluttered cars, creating an atmosphere of a makeshift workshop.

Mike asking the Tippy for help

A woman cuts vegetables at a table, while another woman in an orange sweater stands nearby holding a plate. A boy in a blue sweater looks frustrated, resting his head on his hand, and an older woman in black is seated, knitting. Various ingredients are laid out on the table, including vegetables and a bottle of olive oil, with a retro kitchen background.

Janice, Sofia, Yaya and Mike in the kitchen

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