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Activities: English
Relevance to the Australian Curriculum
These activities are written to address the following Draft Australian Curriculum's English
strands at the year 10 level: Literature; and Literacy.
Through these activities, students are encouraged and supported to work reflectively and
creatively with multimodal texts (the Making of Modern Australia clips in particular). They
are asked to respond, often creatively, after exploring attitudes and values embedded in
texts through technique, choice of language, emphasis, inclusion and exclusion. There are
many research tasks here, and students are asked to support their views with logical
arguments and evidence.
Uploading activity outcomes
The results of work that you do on many of the following activities may be appropriate for
uploading to the Making of Modern Australia website.
Want to contribute your stories to the website?
If you do, make sure you check the 'Tell Your Story' section and its 'Terms of Service' first.
For tips and advice, watch the video tutorials on the website. To see the link to them, first
log in, then select 'Want your story to appear on ABC TV?' followed by 'Create story'.
A note on audio and video interviews
If you are going to do an audio or video recording of an interview, don't forget to make this
clear when you ask someone if you can interview them.
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Episode 4 – Religion
Clip 1 – Billy Graham's crusade in Australia
Focus 1 – Conservatism and change
Before you do this activity, you might like to see more archival footage and a documentary
on Billy Graham's Southern Cross Crusade, from ABC1's Compass program:
http://www.abc.net.au/compass/s2484481.htm.
Activity 1
1
A decade after the Second World War there was a rapid decline in the number of Australians
attending church. In 1959 the Protestant churches brought Christian evangelist Billy Graham
to Australia to help rectify this. His four-month Southern Cross Crusade in Australia, which
drew about three million people to his rallies, was an unprecedented event in Australia's
history.
Jot down things you know about Australian society in the mid-1950s. If you need some help,
watch some of the other episode clips (from Childhood and Housing) and do a web
search on 'Australia 1950s social history'. Some of the things to note are the 'moral panic'
over a growing 'delinquent' youth culture influenced by rock 'n' roll through radio and
dance halls; growing affluence for most Australians under a long-serving Menzies
government; and the tensions and fears created by the Cold War and nuclear arms.
Reflect with others about some reasons why fewer people were attending church in Australia
before the 1959 Southern Cross Crusade.
2
Sending out a strong message about the reinvigoration of conservative values, Billy Graham
promised a return to 'the old truths'.
What do you think is meant by 'the old truths'? In making this comment, what is Billy Graham
expressing as his views on the current society and values of the time?
3
In the clip we see Billy Graham saying: 'we are living today in a period of confusion … an age
of despair'. This is potent language. What do you think his audience would have understood
by the words 'confusion' and 'despair'? Use your research or ideas from question 1 to help
you answer this.
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Imagine it is 1959 and you are 16 years of age. You are very attracted to the new music on
the radio. Your parents want you to go with them to the Billy Graham rally, as they believe it
will have a good influence on you. However, you would rather go to a dance hall with your
friends to hear some of this exciting new music. To persuade your parents to let you go to the
dance, write them a note constructing a logical argument that convinces them of your 'good'
attitudes and values.
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Focus 2 – Public persuasion
Activity 1
1
The clip shows that both the curious and the committed were drawn to hear Billy Graham's
preaching. The narrator describes him as 'charismatic'. Carefully watch the archival footage of
his preaching and of the crowds flocking to see him. What impressions do you get? Share
some of them.
2
Persuasive language and the way it is delivered can consciously and unconsciously influence
our thoughts and actions. In the clip two men, Bruce Ballantine-Jones and Graeme Dunstan,
share their individual experiences of Billy Graham's preaching during the 1959 Crusade.
a
State why you think Bruce was compelled to 'come forward' at the rally? In doing this,
consider what he says he was feeling while listening to Billy Graham. Why do you think he
went forward, and what do you think Bruce means when he says he felt a huge 'sense of
release' after doing that?
Graeme, then about 17, also had a profound experience at a Billy Graham rally. What words
does he use to describe the rally and its aims? Explain the revelation he had about his
own faith.
Activity 2
1n 1959, evangelist Billy Graham's crusade was focused on reinvigorating Christianity and
drawing Australian youth back to church. It was initiated by Protestant Christian
denominations. Almost 50 years later, in 2008, the week-long World Youth Day celebration
in Sydney encouraged a return to church in Australian society. This was initiated by the
Catholic Church. The 2008 World Youth Day rally in Sydney attracted 223,000 people.
Research these two huge events, and analyse at least one of the following for each:

their communication style/s and methods, including the kind of events held and the
way/s they were structured

the values and attitudes they communicated.
Using what you have found, write a comparative piece pointing out similarities and
differences between the Southern Cross Crusade and the 2008 World Youth Day week of
celebrations.
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Activity 3 – media activity
Film is a medium in which persuasive language can be both subtle and effective. Create a
persuasive three-minute film to rally others into taking positive action. This could be, for
example, to rally people for community charity support or to take part in a fund-raising
event.
Clip 2 – Graeme Dunstan and Buddhism
Focus 1 – A home in Buddhism and the practice of meditation
Following a counterculture experience, Graeme Dunstan sought a spiritual path that was not
based upon belief in a deity. In the 1980s a variety of new beliefs and lifestyles were
emerging in the West. Graeme was drawn to the Eastern belief system of Buddhism.
Activity 1
Watch the way the clip is constructed – its early shots of the rainforest meditation hall in
which Graeme says he experienced his first vipassanā (a meditation practice to promote
clarity and insight), the use of specific type of music, camera shots and camera angles.
Consider the kinds of things that have been included in the clip, and what might have been
left out of it to create a certain view.
State your impression of what the clip is trying to express about Graeme and his practice.
What are Graeme's memories of his first vipassanā? Watch the interview part of the clip
carefully and comment on how Graeme's emotional response to this early Buddhist
experience is captured.
Activity 2
Explain what you think Graeme might mean when he says that he found in Buddhism a
'moral conduct' that he hadn't found in Christianity. Does the clip reinforce his words? Give
specific evidence for your view.
Billy Graham's 1959 Southern Cross Crusade took place because of Australian Protestant
churches' concerns about a falling-off in moral conduct and church attendance (see the clip
'Billy Graham's crusade in Australia'). What are some of the similarities and differences
between the teachings of Christian evangelists such as Billy Graham and the practice of
Buddhism as shared by Graeme Dunstan, who took it up in the 1980s? List and discuss them
with others.
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Activity 3
Graeme says that he was drawn to Buddhism's focus on 'how you be'. Perhaps you already
know what he means by 'how you be'. If not, you might like to investigate the teachings and
practices of Buddhism, including the central one of meditation. You may be able to discuss it
with someone you know who practises Buddhism and meditation/mindfulness (mindfulness
and/or mindfulness meditation is a term commonly used for meditation, and it is
increasingly used in the West). Some information about Buddhism and its different
traditions is also available on these websites:
The BBC's 'Religions' page on Buddhism
http://www.bbc.co.uk/religion/religions/buddhism/
The Buddhist Council's website
http://www.buddhistcouncil.org/bodhitree/index.htm
Imagine it's 1980. Write a newspaper article about the emergence and popularity of
Buddhism. Give it the title 'How you be'. Referring to Graeme and the comments he makes
in this clip, write the article to show how the belief structure and practice of Buddhism
perfectly suited those people who were engaged in a spiritual quest after the
counterculture era of the 1960s and 70s, in which large numbers of young people rejected
the social norms and expectations of the 1950s.
Activity 4 – media activity
Using a mobile or similar sound and vision capturing device, create a short film to depict the
benefits of meditation (or 'mindfulness meditation'), which is central to Buddhist practice.
Try to find at least one person who meditates regularly. (As meditation/the mindfulness
meditation technique is now practised for a variety of reasons – including stress relief and
mental and physical wellbeing, and often by people of no spiritual persuasion – this might
be easier than you think.)
If it is acceptable to the person you find, you could film them in the act of a
meditation/mindfulness session, wherever that takes place. Finally, ask them in an interview
to express their views on meditating/mindfulness. Edit this sound and visual data into a
short film that could be used to promote the benefits of their practice.
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Clip 3 – Aunty Beryl Carmichael talks about the Dreaming
Focus 1 – Storytelling
Many traditional Indigenous custodians of land in Australia have a deeply embedded
relationship with their ancestral lands. One way in which this relationship is expressed is
through Dreaming – a living belief system – in the form of stories.
Across the nation, these stories are often the means by which different beliefs and customs
are passed on from one person to another and from one generation to the next.
Aunty Beryl Carmichael is a traditional custodian from Ngiyaampaa country in western New
South Wales. As a young girl, Aunty Beryl sat around the campfire and listened as her father
told stories about connectedness to country and their spiritual beliefs. As she grew older,
Aunty Beryl feared that the spiritual understandings she had learned would be lost. Today
she is dedicated to keeping these stories alive.
Activity 1
Why is Aunty Beryl concerned about the stories being lost? Give evidence from the clip as
you discuss her reasons for taking action to keep the stories alive.
In the clip we see Aunty Beryl passing on to a group of children stories and beliefs related to
her own country. Write a three-minute speech that Aunty Beryl might present at a
secondary school in order to persuade the students to listen and take heed of the messages
imparted through Dreaming stories.
Activity 2
Research and reflect on Dreaming stories. Select one story that depicts and teaches an
aspect of Indigenous cultural beliefs. Imparting the same message, re-write this story in a
modern context.
These websites provide examples of Dreaming stories:
Australian Museum
http://australianmuseum.net.au/Stories-of-the-Dreaming
Ten Canoes
http://www.tencanoes.com.au/
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Focus 2 – Spirituality and country
Activity 1
Aunty Beryl tells us that her country has very strong spiritual significance for her. She is keen
to share this spirituality with younger generations, and says 'you can't separate anything –
everything is connected'. She calls it a 'one-ness'. What does Aunty Beryl consider to be the
different elements of her country?
In relation to the term 'country', write an interpretive description essay of what Aunty Beryl
means when she says that country and spirituality are a 'one-ness'.
Activity 2 – media activity
Storytelling is a way in which we learn about others – where they are and what they are
doing. Many Aboriginal people come from an oral tradition that places huge importance on
passing on knowledge through oral storytelling. When Aunty Beryl listened to her father tell
stories around the campfire, it was unlikely that modern technology played as significant a
part in their lives as it does in ours today.
Storytelling is available to us in many different ways and in many different forms. Write a
report listing several ways in which we can be informed by stories of others in our daily
lives.
Select one medium from your list, and expand on the way this technology works in sharing
information about people – where they are and what they are doing.
Clip 4 – Makiz Ansari and Islam
Focus 1 – Renewed belief
Activity 1
As a young woman growing up in Australia, Makiz Ansari felt drawn to rediscover the
traditions of the Islamic faith after the 11 September 2001 terrorist attacks on the World
Trade Center in New York City. She says that she wanted to find out for herself how this
attack could possibly have happened 'in the name of Islam'. Makiz learnt through reading
the Koran (Qur'an) that these terrorist acts were not representative of Islamic wisdoms.
Carefully read the whole of the following page from the BBC's information on Islam. Make
sure you read everything here about the meanings and rules of jihad:
http://www.bbc.co.uk/religion/religions/islam/beliefs/jihad_1.shtml
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How does what you find here accord with what Makiz might have discovered when she
studied the Koran after the 2001 terrorist attacks, an intense study that led her to reaffirm
her connection with Islam?
Activity 2
Makiz describes her experience of reading the Koran as 'deeply profound' and that it
reconciled her with the Islamic wisdoms. What other words or phrases can be used to
describe a deeply profound experience? Discuss how this term is often linked to spiritual
awakenings. When doing this, you may like to compare Makiz's description of her
experience with that of born-again Chris Gresham-Britt in the clip called 'Chris GreshamBritt talks about being a Christian'.
Research the Islamic wisdoms that Makiz might be referring to. What is the belief structure
of the Islamic faith? The following sites may help:
The BBC's Religions: Islam pages
http://www.bbc.co.uk/religion/religions/islam
Islam's Women
http://www.islamswomen.com/
Focus 2 – The veil and its history, both religious and secular
Activity 1
After her study of the Koran, Makiz felt she wanted to celebrate her newly strengthened
faith. So, despite growing tensions between Muslims and Christians in Australia at the time,
Makiz began to wear the hijab for the first time. She explains in the clip that wearing it is for
her really an outward expression of the inner wisdom that she has found in Islamic practice.
From what you understand to be Makiz's point of view, and after some research into the
topic of wearing this head covering, write about the hijab, why it is worn, and how it reflects
and aligns with the wisdoms and values of the Islamic faith.
You may find some of these websites/pages helpful:
Islam's Women (discussion of various views of the wearing of the hijab):
http://www.islamswomen.com/hijab/hijab_suppression_or_liberation.php
Women in Islam
http://www.islamfortoday.com/women.htm
Islam-Australia Inc.
http://www.islam-australia.com/index.html
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ABC
http://www.abc.net.au/religion/stories/s790151.htm
BBC – Religions: Islam
http://www.bbc.co.uk/religion/religions/islam/
Activity 2 – media activity
The expression 'taking the veil' is historically related to Catholic women who choose to take
holy orders – to become nuns and be 'brides of Christ'. Many Catholic women around the
world also wear a head covering when at Mass. Christian denominations of many kinds
share a history related to the etiquette of wearing hats (a head covering) in church.
Research the use of veils and other head-coverings in Christianity. Create a presentation
that places the hijab within this tradition.
Alternatively, you might like to do one of the following:

Research the secular and religious history of the veil in Western nursing uniforms, and
create a presentation on this topic.

Record an interview with someone who, as a nurse, wore a starched veil as part of her
uniform at some time in her career. Ask her specifically about the place of the veil in
nursing, its practical and symbolic aspects.
Clip 5 – Chris Gresham-Britt talks about being a Christian
Focus 1 – Expressing a belief
Activity
Unlike his parents, Chris Gresham-Britt is a born-again Christian. He is a dedicated follower
of his faith and practises musical worship at his church. Consider the term 'born-again
Christian'. At face value, what do these words suggest? How does your dictionary define
'born-again'?
From the clip we can determine that Chris was raised in a secular home. What are his
mother's and father's views on religion and spirituality? Do they share the same views, and
to what extent?
The relationship we witness between Chris and his parents suggests without doubt that they
have shared conversations and have openly discussed their individual beliefs. In the clip we
see Chris and his family sitting down to lunch in the garden. Write a play to depict the
religious views of Chris, his mother and father. Set the play at mealtime around a table.
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Focus 2 – Perceptions and belief
Activity
After he read the Bible, Chris declares that he 'changed his perception'. What perception do
you think he is referring to? Compare his personal perception before and after his reading of
the Bible. After that compare his experience of reading the Bible with Makiz Ansari's
experience of reading the Koran in the clip 'Makiz Ansari and Islam'.
When choosing to become a Christian, Chris felt that he was in a minority group. What
exactly does he say about how this feels?
It is not clear from this short clip what Chris's new social attitudes and values might be
within the fairly small, informal and non-denominational Vineyard Church. However, Chris
reflects that 'a lot of people out there are searching for meaning', and we understand that
he has found meaning through his belief in God. What do you think Chris means by 'a lot of
people out there are searching for meaning', and do you agree with him? If so, give some
examples for your answer.
Chris says 'a lot of young people in our culture are starting to find that [meaning] with God'.
Why does Chris specify 'our culture' in this statement? What culture do you think he is
referring to? Look closely at the clip to find out.
Focus 3 – Communications and religion
What are the fastest growing Christian organisations, and how do they communicate to
young people in our society?
Activity
Investigate some of the fastest growing Christian organisations in Australia and how they
communicate their message to young people in particular. To do this, visit their websites to
see what methods they use (in terms of graphics, fonts, topics of interest, language used,
events, use of social media if any, for instance). Try a search using 'australia: pentecostal
charismatic churches' and/or 'australia: assemblies of god'. Here are a few sites to get you
started:
Hillsong Church
http://hillsong.com/
Australian Christian Churches (Assemblies of God) group of Pentecostal churches
http://www.aog.org.au/
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Australian Youth Missions
http://www.aym.org.au/
United Pentecostal Church of Australia
http://www.upca.org.au/
Contruct a profile of at least two of these churches, listing what their main message is and
how they communicate it to young people. Then see what similarities and differences you
can find between them and the Vineyard Church (Australia), which Chris Gresham-Britt
would be familiar with: http://www.vineyard.org.au/
Activity 2 – media activity
Write lyrics for a song that either portrays the beliefs and values of the born-again Christian
faith or reflects someone's search for meaning.
Using Audacity or other similar recording software, record and save your song.
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