1978: Mike
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 the 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 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 and equal pay reforms and 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, and 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.
Provocation Question
What makes someone a true friend, and how do we know who really sees us?
Clip 1: Performance Cars & Clip 2: The Tippy
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.
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.
Tuning In
These scenes introduce Mike’s passion for muscle cars and his connection to the Tippy, a Vietnam veteran who treats Mike with quiet respect.
Reflect on how Mike’s interests set him apart and how the Tippy’s presence offers something deeper than peer approval. As a class, discuss the following questions:
- 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?
Finding Out & Sorting Out
Work in pairs or small groups to explore these ideas:
- Why might Mike feel more comfortable with the Tippy than with kids his own age?
- How do shared interests help people connect?
- What does this tell us about belonging and respect?
Making Connections
Think about your own experiences. Write or draw a response to one of these prompts:
- A time I felt understood by someone…
- A time a friend valued something about me…
- What makes a friendship strong in my life?
Clip 3: The Card Collection
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.
Tuning In
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. As a class, discuss the following:
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What does this tell us about friendship and trust?
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Is Mike helping a true friend, or is he being used?
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Why might Mike feel torn between loyalty and his own happiness?
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How do we know when someone really sees and values us?
As a class, brainstorm words that represent good qualities in a friendship on the board, for example, loyalty, honesty, respect and trust.
Finding Out & Sorting Out
Now dig deeper into Mike’s world and the bigger picture. These activities will help you explore loyalty, belonging and how passions shape identity. Choose one of the following tasks to complete, in pairs:
Option 1: Investigate muscle cars in 1970s Australia
Why were they popular? What did they represent for young people at the time? Look for images, advertisements or stories from that era to support your research.
Option 2: Explore hobbies and passions
How can interests like cars or card collections be misunderstood or dismissed by others? Why do these passions matter to the people who love them?
Option 3: Reflect on intergenerational friendships
Mike’s father says the Tippy has changed since the war, yet Mike sees him as his best friend. How can trauma, silence and respect shape friendships across generations?
Create a choices and consequences chart for Mike. What are the choices he needs to make and what are the potential consequences of the different options?
Making Connections
Reflect on Mike’s emotional journey and the quiet strength of the Tippy. Connect these insights to your own experiences.
In pairs, discuss the following:
- 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?
Create a connection map linking moments from the episode to your own stories of belonging and friendship.
Australian Curriculum Links
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Year 3 |
Year 4 |
Year 5 |
Year 6 |
Understanding – Civics and Citizenship |
why people participate within communities and how students can actively participate and contribute to communities |
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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 |
analyse information and data, and identify perspectives |
analyse information and data, and identify perspectives |
evaluate primary and secondary sources to determine origin, purpose and perspectives |
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 |
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Year 3 |
Year 4 |
Year 5 |
Year 6 |
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 |
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 |
Critical and Creative Thinking
Students analyse characters' motivations, evaluate Mike's choices and consider the consequences of different actions and relationships.
Ethical Understanding
Students explore ethical questions about loyalty, trust, respect and whether Mike is being supported by a genuine friend or being taken advantage of.
Intercultural Understanding
Students examine how different life experiences, generations and backgrounds influence people's perspectives and relationships.
Personal and Social Capability
Students reflect on friendship, belonging, empathy, self-awareness and the qualities that contribute to healthy and respectful relationships.
Additional Resources
Additional Clip: Nadia Wheatly reads Mike (1978) - My Place
Episode Stills