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© ATOM 2015

A STUDY GUIDE BY FIONA HALL

http://www.metromagazine.com.au

ISBN: 978-1-74295-597-1 http://www.theeducationshop.com.au

as around 30. farmers and environmentalists. CONTENTS 3 Curriculum Links Synopsis 5 Pre-viewin g Activities 6 Viewing Ac Frackman tells the story of accidental activist ti vities 6 Dayne Pratzky and his struggle against Post-viewin g Activities international gas companies. Along the way. Dayne and his neighbours have unwittingly become the centre of a massive industrial landscape. bringing together young and old.000 wells are sunk into the state of Queensland where Dayne lives. Dayne finds love. progressives and conservatives. 10 Writin g Activit ies Australia will soon become the world’s 11 Refere nces biggest exporter of liquefied natural gas. Dayne embarks on a journey that transforms him from conservative pig-shooter to sophisticated global activist as the SCREEN EDUCATION © ATOM 2015 ‘Frackman’. city and country. 2 . He meets the people drawn into a battle that is crossing traditional divides. Many of these wells require a controversial drilling practice known as ‘fracking’. and they have little power to fight the wishes of the $200 billion industry. tragedy and triumph.

are 4 The Discipline-based learning Domain of English contestable and are refined over time through a process of 5 The Physical. As such. Personal and Social Learning Domain of review by the scientific community (ACSHE191) 
 
 Civics and Citizenship 6 The Cross-curriculum Priority of Sustainability Advances in scientific understanding often rely on develop- ments in technology and technological advances are often Specific links to the Australian National Curriculum: linked to scientific discoveries (ACSHE192) 
 . physical and can significantly affect people’s lives.Relationships between aspects of the living. The atomic structure and properties of elements are used to guage. including models and theories.Nature and Development of Science: 2 The Discipline-based learning Domain of History 3 The Discipline-based learning Domain of Geography Scientific understanding.Use and Influence of Science: 1. The values and needs of contemporary society can influence the focus of scientific research (ACSHE230) 
 Specific Level 10 Science Content Descriptors relevant to a study of ‘Frackman’ include: 3 . explanations or predictions (ACSHE194) 
 
 In Level 10 Science. including generating new chemical world are applied to systems on a local and global career opportunities (ACSHE195) 
 
 scale and this enables students to predict how changes will af- fect equilibrium within these systems. organise them in the Periodic Table (ACSSU186) 
 ‘Frackman’ can be linked to the following subject areas of the Different types of chemical reactions are used to produce a Australian National Curriculum: range of products and can occur at different rates (ACSSU187) 1 The Discipline-based learning Domain of Science . students explore: Advances in science and emerging sciences and technologies SCREEN EDUCATION © ATOM 2015 .Chemical Sciences: ‘Frackman’ is rated M and contains occasional course lan. it is recommend for students in Years 10 – 12.Curriculum Links . The Discipline-based learning Domain of Science: People can use scientific knowledge to evaluate whether they should accept claims.

the ‘Learning Focus’ states that. identify strategies to address them and without compromising the ability of future generations to meet explore ways of managing them. specifically when studying themes of: ented.” Level 10 English Content Descriptions particularly applicable to ‘Frackman’: A close study of ‘Frackman’ provides students with an engaging and current case study with which to explore the above con- Literature and Context: cepts in relation to Sustainability. legal. Sustainable patterns of living meet the needs of the present of these issues. The Discipline-based Learning Domain of Geography: 6. ONE individual or group in the struggle (ACDSEH134) national and international issues provide a means through which - The continuing nature of efforts to secure civil rights and they understand and evaluate Australia’s democracy. and knowledge. as springboards for understanding and critical thinking about sion. Students develop “Sustainability addresses the ongoing capacity of Earth to maintain skills to evaluate the factors contributing to the development all life. The Cross-curriculum of Sustainability: At Level 10 Geography. The National Curriculum has identified the Cross-curriculum pri- - Students investigate the interaction of human activities with orty of ‘Sustainability’ as requiring particular focus for Australian the natural environment through a study of issues such as students. Aboriginal and Torres Strait Islander peoples: 1962 right to They use current political. Sustainability education is futures-ori- Years 10 – 12. This includes how rights and freedoms have been ignored. It enables indi- viduals and communities to reflect on ways of interpreting and ‘Frackman’ can be used as a supplementary text in English from engaging with the world. social. political and legal institutions.” freedoms in Australia and throughout the world. land degradation and desertification. their needs. values that are important in a democracy. Students are Aboriginal and Torres Strait Islander peoples. cultural and economic systems and their interdependence. Actions to improve sustainability are both individual and collective endeavours shared across local and global commu- A case study of ‘Frackman’ provides students with an excellent nities. moral and ethical positions represented Modern World and Australia’. skills. 1967 Referendum. as students investigate strug- gles for human rights in depth. Learning Domain of Civics and Citizenship: ‘Frackman’ provides a modern-day example of the continuing The Civics and Citizenship domain provides students with efforts to secure individual rights and freedoms in Australia.2. They necessitate a renewed and balanced approach to the Australian example relating to this Learning Focus. The Level 10 Domain of Civics and Citizenship states that: Level 10 History Content Descriptions particularly applicable to ‘Frackman’: “Students are more focused on developing a critical under- standing of contemporary Australian democracy through a - The significance of the following for the civil rights of study of democratic heritage. Education for sustainability develops the knowledge. social and cultural contexts (ACELT1639) ‘Frackman’ can also be used at Year 10 when studying ‘The - Evaluate the social. way humans interact with each other and the environment. Personal and Social Australia and in the broader world context. 3. Reconciliation. demanded or achieved in 5. - Imaginary Landscape Actions that support more sustainable patterns of living require - Encountering Conflict consideration of environmental. 4 . focusing on protecting environments and creating a more SCREEN EDUCATION © ATOM 2015 - Identity and belonging ecologically and socially just world through informed action. national and international issues vote federally. a range of concepts such as the rights and responsibilities of the Apology (ACDSEH106) citizens. 4. rights campaigns in Australia. It states that: global warming and climate change. and the role of increasingly attuned to the world beyond school. The Physical. Bringing Them Home Report (the Stolen Generations). such as the Declaration on the Rights of Indigenous Peoples (2007) A close study of ‘Frackman’ provides students with an engaging (ACDSEH143) and current case study with which to explore the above con- cepts in relation to Civis and Citizenship. and air and water pollution. and the role - Methods used by civil rights activists to achieve change for of the Australian government as a global citizen. skills and opportunities to understand and practise can be used to compare and contrast to a study of previous civil what it means to be a citizen in a democracy. It specifically relates to Depth in texts (ACELT1812) Study 2 ‘Rights and Freedoms’. The Discipline-based Learning values and world views necessary for people to act in ways that Domain of English: contribute to more sustainable patterns of living. and local. The Discipline-based Learning - Compare and evaluate a range of representations of indi- Domain of History: viduals and groups in different historical. Mabo deci.

d Extraction and delivery of unconventional gas. http://www. e How unconventional gas is used. SCREEN EDUCATION © ATOM 2015 c How unconventional gas is different to conventional gas. encourage students to fracking” in the centre of the whiteboard or on A3 take notes and discuss any thoughts/questions poster paper provided to student groups. have students research and discuss the fol- lowing basic facts about unconventional gas: a How unconventional gas is formed. Students as a class after viewing the clip. b What are some of the main criticisms of WHAT IS ‘UNCONVENTIONAL GAS’ ‘fracking’. rock/ invite groups to report what they discussed. have students research and discuss the following basic facts about the process of ‘fracking’: Pre-viewing Activities a What is the process of hydraulic fracturing? Try explaining it to the person sitting next to you. an interactive graphic can be found here: http://news. and write This is an excellent. or anything else that is relevant.businessinsider. 2. AND ‘FRACKING’? c What benefits are cited by proponents of the process? Prior to watching ‘Frackman’ it is advisable that stu. Post-viewing activities will allow students ing-explained to examine the process and issues in greater depth.com. Brainstorm Activity. http://www. are to work in small groups and brainstorm everything f If students need additional clarification about they know. think they know. personal news/2010/10/101022-breaking-fuel-from-the- experience. succinct visual summary their contributions on the board. Working in the same groups as their Brainstorming Activity. Preliminary Research Activity into ‘Fracking’ Again. view the following clip. Next. https://vimeo.csiro. facts. working in the same groups as the previous activities. mile-below-the-surface-the-first-step-involves- drilling-down-into-the-hydrocarbon-reservoir-1 e As a class. b Where unconventional gas is found. Preliminary Research Activity into Unconventional Gas.au/en/Research/Energy/ Hydraulic-fracturing/What-is-unconventional-gas 3. of the fracking process. ‘Fracking Explained – Opportunity or Danger?’.nationalgeographic. and it is recommended that teachers show this to the class via data- projector before viewing the documentary. f What types of unconventional gas are present in Australia? What type is there in your state? Suggested sites for research: 5 . or may have heard about what the process of hydraulic fracturing entails. including ‘fracking’? Suggested sites for research: a basic understanding of the drilling method known as http://www.au/mara- At this stage it is suggested that the focus of activities. Whist viewing the clip. with the 2014-7?op=1#fracking-is-used-to-extract-oil- debate and ethical questions around unconventional and-gas-from-shale-reservoirs-more-than-a- gas to be addressed after viewing ‘Frackman’. d How is global demand for unconventional gas dents have a working understanding of the process changing and what impact is this having on and issues surrounding unconventional gas.com/ They may supply one-word reactions.org/feature/frack- “fracking”. thon-oil-animation-on-hydraulic-fracking- research and discussion centre on the facts. entitled 1.cleanwateraction.com/74267909 Write the terms “unconventional gas” and “hydro. both key terms.

Students are to outweigh the risks. with one side research- ing the benefits of fracking and the other the Viewing Activities dangers. Dayne decides to sell up and move. What did you find most interesting/surprising/concerning? 6 . Tara and - Using the research from the above activity. especially where fracking is used. . say on whether or not the benefits of fracking metres west of Brisbane. Students may argue for locate these towns on a map of Queensland either side and should ensure each argument is and conduct a brief research activity into supported by evidence gained from a variety of the population and major traditional indus. discuss your reaction to ‘Frackman’. Students are to reconvene in their small groups Students are directed to take notes whilst and. located 300 kilo. Why does he SCREEN EDUCATION © ATOM 2015 do this? How does this decision make him feel? 6 With a partner. Ensure that opinions are 2 The action in ‘Frackman’ takes place in supported by fact and shared with respect. What protest tactics do they employ and how effective are they? 5 At the end of the documentary. proponents argue that unconventional gas has huge economic benefits and that the risks can be safely managed. Post-viewing Activities THE DEBATE OVER FRACKING AND UNCONVENTIONAL GAS The issue has been a controversial one in the me- dia. and around Tara and Chinchilla. Opponents argue that the risks can’t be managed safely and that more regulation is needed to prevent against environmental and health impacts of unconventional gas. What has been the impact of these wells on her children’s health? 4 Dayne and the other protestors decide to cause ‘maximum disruption’ to the coal seam gas companies. reputable sources. using their research. which can be conducted 2 How can we determine if the benefits out- post-viewing: weigh the risks of fracking? 3 What is your opinion on fracking in 1 What factors led Dayne to take up the Australia? Are there alternatives? ‘anti-coal seam gas’ cause? Was he a ‘born - Come together a class and share the findings environmentalist’? of various groups. 1 Is the issue of fracking a clear-cut one? tions require research. Some ques. tries of these towns. they are to discuss viewing ‘Frackman’ to assist them in answering the following questions: the following general questions. BENEFITS VERSUS DANGERS OF FRACKING . Chinchilla are towns in the Darling Downs students are to write an argumentative es- region of Queensland. 3 We meet Dayne’s neighbour Narelle Nothdurft who has gas wells on her land. Break students into small groups. Each group is to then split in half.

an-oklahoma-community-20150227-13p7ss. Your task is to http://blogs. Students are to read the following article on this topic: http://www. html Students are to discuss their feelings about this article and conduct research into other re- ported links between fracking and earthquakes from around the world. ment.net. ensuring you note the variety you would ‘find under your kitchen any similarities and differences with the US sink’. read the following article and THE SCIENCE OF FRACKING examine the ‘photo essay’ that researchers from Columbia University undertook in 2014. conduct research into other SCREEN EDUCATION © ATOM 2015 countries and regions that have banned or put fracking on hold. read the following article that dis. recent.edu/2014/09/02/photo.ei.com.columbia.au/world/how. 1. http://www. Is there a pattern? - In January 2015. discuss your thoughts and feelings involved in the process as being safe and of about the photos/research. and the increased occurence of earthquakes as 2. A list of the major chemicals used in fracking cusses the link between fracking in Oklahoma and the stated purpose of each chemical. As a class. opponents of experience with the people from ‘Frackman’: the process refute this claim. Over 45. - Proponents of fracking refer to the chemicals As a class. used in fracking and report back to the class on and-personal/ your findings.abc.bbc. cals.com/news/ uk-scotland-scotland-politics-31016537 - In small groups.theage.000 fracked wells Federal Minister for the Environment. humans and fauna from these chemi- earthquakes-linked-to-fracking-are-fracturing. Read the following article about the recent ban on fracking in Tasmania. As we see in ‘Frackman’. FRACKING AROUND THE WORLD - Since 2007. US shale-gas production has students are to write a letter to the Australian increased 700%. Given that the whether they think fracking should be banned boom in this form of energy production is only in Australia and why. The possible side effects on the environ- a result. scientists are far from understanding the full health implications for those living near wells. au/news/2015-02-26/fracking-banned-for-five- years-by-tasmanian-government/6265378 Using the research and discussion notes on these bans around the world (and Tasmania). saying now produce 40% of US gas. http://www. 7 . the Scottish government announced a block on planned fracking operations pending further enquiries into the environmental and health implications of the process. Ensure you answer the following: - As a class. Share the findings as a class. conduct research into the chemicals that are essay-studying-frackings-effects-up-close.

under threat in the past. H. the world is such a bloody wonderful s4056716. discuss Wright’s lament and how 8 .htm place. - In 1974 there was a Queensland Royal Commission into the proposal.gov. Why might this be the case? Encourage students to think critically about the sources they are using for their research and potential bias that may occur as a result.C. images. in the 40 year period from 1974 . There is also a larger oil companies.com. other poems from her catalogue which explore Great-Barrier-Reef. even if no one seems to realise it” - Research: The Great Barrier Reef has come . Research five other mining and explora- - Research: In small groups. gave evidence at Gladstone.abc. Discuss any anomalies/difficulties they encounter when trying to find a definitive list of the chemicals involved in fracking. including been) applied. As a class. Given this was 1974. oil exploration and mining galvanised a range of local and national activists to fight the proposal. this World Heritage Site. 3. who - Students are to conduct research into the plans supports the fracking and gas exporting ‘boom’ to drill oil on the Great Barrier Reef in 1969. that outlines the major concerns for - Australian poet and environmental activist.com/node/21556296 too. Coombs (Australian economist. exploration and drilling rights to concern about the potential impact on the Great over 80. This threat to The Great Barrier Reef from the Reef. - Students can begin their research here: https://fracfocus. Think about these in terms of short the Commission.2014 where tal concerns over the future of the Great Barrier you feel Coombs’ statement should be (or has Reef. Prepare a one-page report. such an emphasis http://www. Students are encouraged to share their research.au/__data/assets/ the natural world damaged by men. The associated dredging and chemical waste from this process have had an adverse effect on the marine life in the the Queensland government issued Pacific- port.au/archive/ on ‘inter-generational responsibility’ was quite business/gladstone-bags-a-fracking-fuss/ a progressive view of environmental develop- story-e6frg9lx-1226064420003 ment. In the late 1960s. http://www. Why due to the positive economic impact it has had on do you think it was such a contentious idea? the area. Dayne also speaks to the mayor of Gladstone. where the gas is piped to from the Darling Downs region via 540km of pipeline.au/7.pdf similar themes. ‘Nugget’ - Discuss: In small groups discuss the posi. students are to tion proposals that have occurred in Australia conduct research into the current environmen. which in turn has had an impact on the once American Oil.net. Commissioners should rethink the term ‘com- Further information to assist in this discussion munity’ to include the grandchildren of the pre- can be found at: sent generation. as this area border the southern foot of Reef.gbrmpa.economist. Her poem ‘The Slope’ (1973) despairs of http://www. based on your re- search. Locate two pdf_file/0019/28810/Ports-challenges-for-the.org/chemical-use/ what-chemicals-are-used - NB. Ampol and other multinational thriving local fishing industry. Your overall opinion. Weigh these up against other things) that in measuring ‘benefits’ the the detrimental effects to the environment. public serv- tive effects of fracking and gas exporting for ant and environmentalist). and indeed their grandchildren http://www. and he stated (amongst and long term gains.30/content/2014/ - “You see. The gas is processed at plants on Curtis Island and is then shipped to export destina- tions from the Port of Gladstone.Judith Wright. regarding the overall risks/safety with the chemicals involved in fracking. FOCUS ON: THE GREAT BARRIER REEF Dayne visits Gladstone.000 square miles of the Great Barrier Barrier Reef. Suggested sources to Judith Wright was involved in opposing the pro- SCREEN EDUCATION © ATOM 2015 begin research: posal.theaustralian.

net.au/ and conduct - Dayne joins forces with Drew Hutton from the further research into the issue of resource owner. Write a one page - Erin Brockovich. ing areas: sources are owned by the Crown.lockthegate. Note any similarities/difference between this 1. John Wamsley. Share the results as a class and discuss which facts are most surprising/alarming and why. and protect our environment. Chico Mendez.org. Coombs’ plea for inter-generational re. Karen Silkwood. (and those like them) in helping raise awareness Amory Lovins. allocate students one of the fol- ‘Frackman’. poems. Consider this quote. Biographical information and the reasons why the negative impact of the fracking wells on their they began fighting for their particular cause(s).theguardian. 2. (NB. Discuss the to unconventional gas and fracking.abc. covering the follow- We discover in ‘Frackman’ that coal seam gas re. David Bellamy.org. Judith Wright. it resonates with the issues raised in - Working in pairs. Visit their website at: ship. Read the following articles relating to Indigenous groups in Queensland and the Northern Territory and their appeals to the United Nations in relation to fracking wells on contested land. Ian Kiernan. come of their campaign(s)? 3. Peter Cullen. ‘Lock the Gate Alliance’. http://www. land access and compensation in relation http://www. Wangari Maathai.lockthegate. Al Gore. found themselves taking up an environmental cause in similar ways. Aila Keto. PROPERTY RIGHTS AND UNCONVENTIONAL GAS Students are to prepare a PowerPoint or Key Note presentation on their activist. not the property owner. Wright’s lowing environmental activists to research. The list is by no means exhaustive and students/ sponsibility and the work of Dayne Pratzky and teachers are welcome to research others).au/.au/news/2014-12-14/ SCREEN EDUCATION © ATOM 2015 remote-communities-and-industry-gear-up-for- fracking-pr-battle/5966322 PROTEST MOVEMENTS Dayne describes himself as an ‘accidental activ- ist’. Discuss your feelings about this as a class: http://www. What they fought for and what was the out- QGC and their representatives.com/environment/2014/ dec/04/queensland-indigenous-group-appeals- united-nations-mining-land http://www. There are many examples where people have 9 . Visit the ‘Lock the Gate Alliance’ website at person and Dayne. Peter Garrett. other environmental activists. land values. as well as a sense of being lied to by 2. Steve Irwin. Dayne and the other ‘blockies’ talk about 1. David reflection on the importance of these people Attenborough. Bob Brown.

Conservancy: the methods used to secure the sources. - We will only find belonging in the place australianwildlife. of others sources. - Landscapes challenge our sense of belonging. rently exist in Australia.Geothermal Energy www.Solar Energy ‘Frackman’ in their response: GetUp!: . Students can write SCREEN EDUCATION © ATOM 2015 . - Conflict often arises from miscommunication search: http://www. mentally and emotion- involved.au/scientific-topics/ Fight For the Reef: - In conflicts often some gain at the expense energy/resources/other-renewable-energy-re.org. yet there is a real concern - Through understanding differences we about the types of energy we are consuming and Australian Wildlife understand ourselves.org/ between sameness and difference.Ocean Energy http://www. paign.Wind Engery Blue Wedges: of ‘Encountering Conflict’. Students can write in an expository or creative style and must refer directly to the people.au/ - The human spirit grows strong by conflict. events or issues in Greenpeace Australia: RENEWABLE ENERGY SOURCES http://www. - We spend our lives digging for meaning.au - Imbalances in power lead to conflict Suggested site for students to begin their re. with specific focus on the - Our vision of the landscape reflects our vi- methods he used and the outcome of his cam. In pairs. renewable energy sources they discover in their research.org/ - It is only when we understand our own iden- Humans will continue to require energy for all australia/en/ tity that we can have a sense of belonging. 1 Allocate one of the following ‘renewable energy - As our sense of self shifts so does our place sources’ to pairs/small groups of students. 10 . ensuring they cover - Our environment shape our identity. http://www. Students can write seashepherd. - The meaning of a landscape changes over - Dayne becomes aware of the notion of time.au/ - Students are to select and respond to one of . Australian Wildlife of belonging. advantages and limitations. Students are encouraged to research org. events or issues in . in an expository or creative style and must . ‘Gandhian tactics’ in relation to civil disobedi. What factors do you think might be preventing Australia from achieving their target? Writing Activities - Students are to select and respond to one of the following prompts in relation to the concept of ‘Imaginary Landscape’. who Gandhi was. https://fightforthereef.getup. Discuss the issues and action groups ally with our daily environments. ORGANISATION campaigns and ways that individuals can get & WEBSITE grappling physically. and metaphorical landscapes.org/ in an expository or creative style and must refer directly to the people. events or issues in ‘Frackman’ in their response: - The place in which we live has an impact on our understanding of the world. aims and work of this group. source works in Australia. sion of ourselves.org. Sea Shepherd - Students are to select and respond to one of Groups to consider (students are encouraged Conservation Society: the following prompts in relation to the concept to add others to their research): http://www. - The way we view the landscape we live in ence and affecting change. Research their aims. 2 Research Australia’s current Renewable Energy targets and compare these to other nations from around the world.ga.au/ refer directly to the people. Discuss your view of this approach. of ‘Identity and Belonging’. research reflects our hopes and fears.gov. that are most pertinent to you and explain why. australianwildlife. net. Each group is to research how the energy Society: - A change of environment affects our identity. ‘Frackman’ in their response: greenpeace. - Our lives can be explained in terms of literal - Research the different protest groups that cur. http://www.Bioenergy bluewedges. other alternative. - Our memories of a landscape have the power to transform. aspects of their lives.Hydro Energy the following prompts in relation to the concept .

theaustralian.vic.businessinsider.screeneducation. or one of https://vimeo.html (Queensland Gas Company) following his de.lockthegate. first-step-involves-drilling-down-into-the-hydrocarbon-reservoir-1 spective of either Dayne.30/content/2014/s4056716.org/feature/fracking-explained mentary. https://fracfocus.blogs.au/archive/business/ having to leave his home. gladstone-bags-a-fracking-fuss/story-e6frg9lx-1226064420003 http://www.theage.htm This study guide was produced by ATOM.net. Debbie. SCREEN EDUCATION © ATOM 2015 Join ATOM’s email broadcast list for invitations to free screenings.economist. Ensure students draw on the peo.abc.g. http://www.bbc. http://www.edu.org.com/ Begin the entries from the time when it first news/2010/10/101022-breaking-fuel-from-the-rock/ becomes apparent that there is an issue with http://www.abc. (© ATOM 2015) ISBN: 978-1-74295-597-1 editor@atom.com.columbia.org. events and issues in ‘Frackman’ in their lic-fracking-2014-7?op=1#fracking-is-used-to-extract-oil-and-gas- response: from-shale-reservoirs-more-than-a-mile-below-the-surface-the- - Write a series of diary entries from the per. Wendy.metromagazine.au/marathon-oil-animation-on-hydrau- ple. 11 .ei.au/world/how-earthquakes-linked-to-fracking- - Write a letter from Dayne to QGC are-fracturing-an-oklahoma-community-20150227-13p7ss.nationalgeographic.com.com/74267909 the ‘Blockies’ (e. http://news. http://www.au For information on SCREEN EDUCATION magazine.com.theguardian. visit <http://www. conferences.au>.au/ times of conflict http://learning.pdf http://www. visit <http://www.theeducationshop.au>.au/en/Research/Energy/Hydraulic-fracturing/ - The following are general writing tasks for What-is-unconventional-gas students to complete after viewing the docu.au/__data/assets/pdf_file/0019/28810/Ports- challenges-for-the-Great-Barrier-Reef.com/environment/2014/dec/04/ the gas wells and follow it through to the end queensland-indigenous-group-appeals-united-nations-mining-land of the documentary.com/2012/09/12/fuel-for-debate-examin- - Conflict occurs when the powerful con.au/email_list/>.au/7.au/ http://www. http://www.com. Refer to the events http://www. Sign up now at <http://www.gbrmpa.com/news/uk-scotland-scotland-politics-31016537 Refer to their respective fears about what coal http://www.edu/2014/09/02/ - Write a series of emails from Dayne to Wendy photo-essay-studying-frackings-effects-up-close-and-personal/ (before she comes to join him in Australia). Narelle.vcaa. - There are few winners in conflict - One single voice can represent many in References times of conflict - The strength of someone is shown in http://ausvels.net. seminars.csiro. http://www.nytimes. Wayne). Screen Literacy. http://blogs.cleanwateraction.au/news/2015-02-26/ seam gas is doing to their environment and fracking-banned-for-five-years-by-tasmanian-government/6265378 the hopes they have for the future.gov.com.com/node/21556296 from ‘Frackman’ and Dayne’s feelings about http://www. ing-the-natural-gas-fracking-controversy/?_r=0 quer the powerless.com.org/chemical-use/what-chemicals-are-used cision to sell his property. or to download other study guides for assessment. For hundreds of articles on Film as Text. Multiliteracy and Media Studies. etc.