Getting Started
Learning for life
- People change the environment to meet their needs, and these changes impact on and change the environment.
- Our natural resources, like water and clean air, are precious.
- We have a responsibility to care for and protect our environment for the future.
- The planet's natural resources are finite.
- Many spaces and species are threatened because of human impact on the environment.
- Natural events affect and change the environment.
- There are international agencies that promote environmental protection.
- I may only be one child but I can make a difference.
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Overview
Hope Bay is a story of two journeys – Olga's journey from her childhood in Rotterdam to her reclusive life on Mallee Island, and Possum's journey of understanding about the place she lives in, the people in it and the part she has.
Intertwined with this are the 'mini-journeys' of others, all of which reflect the journey each of us makes as we move from childhood to adulthood; from acceptance to understanding.
Embedded in a compelling tale of an old lady and a young girl and their relationship with the wild dolphins, is an excellent opportunity to help our young teens explore and examine a variety of opinions about the environment and its protection, and help them establish their own perspective and guide them on their own journey of understanding.
Hope Bay won the 2006 Wilderness Society's Environment Award for Children's Literature for secondary readers, and was also shortlisted for the NSW Premier's Literary Awards in 2006.
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Author profile
Nicole Plüss was born in Sydney in 1962 and grew up there with her parents and three brothers. Her surname comes from her grandfather who was Swiss. She has lived in a number of parts of Australia but now lives in Adelaide.
As a child, she excelled in reading and writing at school, and her experiences at university made her determined to be a writer. She believes one of the keys to being a good writer is to read and read and read.
The setting for Hope Bay was inspired largely by the coastal mallee landscape of South Australia and the Great Southern Ocean, because it was so different from the landscape of the author's childhood.
'I grew up in Sydney and this landscape is different to my eyes and it took me a while to see it as it was – and to see the beauty in the wilderness. I was also very interested in the history of the islands of Southern Australia – Kangaroo Island, King Island, Flinders Island - So, that was the Southern Australian part of the story.
'As for the Dutch part of the story, my husband trained with the Dutch Navy for a while and through him I heard oral histories of Holland during the war and, in particular, the way the resistance was organised. Olga came into the story full formed and Dutch and these stories I heard influenced the way she arrived.
'There was one story in particular that influenced her development and that was: in Friesland during the war the resistance would use the most guttural sounds of the Dutch language as their passwords because they knew that only a native born Dutch would be able to speak the words convincingly. This idea started me off thinking about a secret language that Olga might use with the dolphins.'
You can read more about the author at http://www.nicolepluss.com.
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Useful websites 
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Focus questions
Before reading the book
- Why do you think the story might be called Hope Bay?
- What can you learn about Possum and Olga by reading the blurb on the back?
- What do you think the 'magic' that Olga uses to attract the dolphins might be?
- What do you think Olga's secret might be?
- What do you expect to learn from reading this story?
During reading the book
- Given that the main setting for this story is Mallee Island in the present, why does the author start it in Rotterdam in 1940?
- How does this set up the story for you as a reader?
- How do the events of the opening chapter influence Olga's physical, emotional, and spiritual life forever?
- What is Olga's relationship with Possum?
- Why did she choose to have a friendship with Possum when she shunned other human contact?
- Why did she feel such an affinity with the dolphins and the wild waters of the seaward side of the island that Stella scattered her ashes there?
- How does Olga feel about the tourists feeding the dolphins?
- Why does she get so angry when they try to make the dolphins beg?
- Why does she show Kylie how to do it properly?
- How does the author use Gary and Jules and their family to highlight the dolphins' situation?
- Do you feel more affinity with Olga and Possum or Gary and Jules, at this stage?
- Does this feeling change during the story? Why?
- Why is Possum's mother unable to get up to make breakfast for her guests?
- How does her pregnancy relate to the rest of the story, particularly its latter stages?
- When Jules suggests that Johnno and Lizzy should advertise the presence of the dolphins so 'it'd be like Monkey Mia', what does she mean?
- Why is Possum so concerned about Jules' and Gary's plans to feed the dolphins?
- Why does her father appear not to share her concern?
- Why does she find it so difficult to tell Olga about the tourists wanting to feed the dolphins again?
- Why have Olga and Stella not changed the cottage, and why did Olga avoid any contact with tourists who came to look at it?
- Why is Stella opposed to Olga and Possum feeding the dolphins?
- How does Possum justify feeding the dolphins?
- How does the conversation with Stella about Warrior's injuries affect Possum's thinking?
- Why was Possum so distressed about the old woman keeping the undersized fish?
- How does Possum's attitude towards feeding the dolphins compare to her outburst when the young man picks the fireweed flower?
- Why is Possum so upset about the young man picking the flower?
- Does Possum have the right to tell adults what to do?
- Why do they listen to her?
- Is she aware of the conflict between her beliefs and her actions?
- If the young couple were 'consciously making memories' as Ben believed, what do you think their main memory of the island will be? Why? What can we learn from this?
- Why is Possum's observations of Olga emerging from the bush (p 112) such a turning point for her?
- What does Olga mean when she says 'The good and the bad go hand in hand'?
- As Possum feels squashed between the needs of the tourists and the needs of the dolphins, why does she feel like 'a pawn in the fog of war. A de facto tour guide at the edge of the wilderness'?
- Why does she feel that everything is changing and that nothing will be quite the same again?
- If, as Possum believed, Olga did not want to share the dolphins, why did she use her 'magic' to call them while Gary, Jules and Kylie were there?
- Why did Olga smile when she saw Possum cradling Splash?
- What do you think of the father's response to his son's intention to ride a dolphin (p 134)?
- What have you learned from reading Chapter 10?
- What sort of memories, knowledge, understandings and attitudes will Gary, Jules and Kylie, the family of redheads and the older couple take away from Mallee Bay after their encounter with the dolphins? How might this affect the future of the dolphins?
- Why do people have such a fascination for and affinity with dolphins?
- What is a 'stroke'? Why does Possum believe that Olga's was caused by the events on the beach?
- What is the significance of Olga giving her bracelet of sinkers to Possum?
- What message was Olga trying to pass onto Possum through her eyes that she was unable to voice?
- Why were Possum and Ben so upset about Julian's father giving the wallaby a biscuit?
- Why did Julian refuse to feed the wallabies as his father wanted?
- Why did Julian's father ignore Ben and get so angry when he couldn't take his photo?
- What does he mean when he says, 'This isn't about the wallabies, it's about him'?
- Whose needs should take priority - Julian's or the wallabies'?
- If someone had asked Julian for his opinion, what might he have said?
- How does the incident with Justin and his father and the wallabies shape Possum's attitude and understanding?
- Why does Ben think that the people waiting to see the dolphins are funny?
- Why does he see them as doing nothing wrong?
- Is there a difference between Possum and Olga feeding the dolphins and the tourists doing the same thing? What is it?
- Is Possum a hypocrite? Why?
- Why is she so offended when Jules offers her money to try to bring the dolphins in?
- Why does Jay's giving Possum the leftover fish have such an impact on Possum?
- How do the visitors have their faith renewed by seeing the dolphins and other wildlife on the island? How might this change their understandings and attitudes in the future?
- Why is a sighting in the wild more significant than one in the zoo or a wildlife park?
- When Possum leans over Olga and whispers thank you, what is she thanking her for?
- How do Stella's memories help Possum understand Olga?
- How do Stella's memories help the reader to understand Olga?
- How does Olga's burial and bonfire bring clarity and peace for both Possum and Stella?
- How do the arrival of Blossom and her calf help Possum?
- What choice do you think she will make about the bracelet?
After reading the book
- Were your thoughts about the reason for the title confirmed or changed?
- How did reading the blurb prepare you for the opening of the story?
- What is the purpose of Plüss incorporating Olga's story as an interspersed parallel?
- How did Olga's past influence her future?
- What are the parallels between Olga's life and Possum's?
- Is this story more about Olga or Possum?
- How does Possum's relationship with Olga change throughout the story?
- How does Possum's emerging awareness reflect the journey that many people of her age travel?
- Which character is most likely to express the conservation views of the author?
- How have your understanding and attitudes changed by reading this story?
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Activities
Responding to text
What is a dolphin?
Individuals 
Small groups 
Class
Author Nicole Plüss did not know a lot about dolphins and their behaviour and she had to do a lot of research about dolphins to ensure the accuracy of the story. Make a list of at least 15 questions that you think she might have needed answers for, and then combine your list with those of three others. Compare your compilation with the questions Plüss asked at http://www.nicolepluss.com.
Put yourself in the role of the author's research assistant and select five questions from the combined list to answer so that 20 questions will be answered altogether. Present your questions and their answers in a way that could be easily used by the author as she writes.
Use all the questions and answers from the class to develop a database about dolphins.
Examine the Wikipedia entry about dolphins at http://en.wikipedia.org/wiki/Dolphin. Is there anything that you could add or change from your research?
Exploring the issues
Individuals Small groups Class
Many questions have been asked in the introductory section of these activities. Allow students the opportunity to discuss these and explore their own thoughts by establishing a class blog using one of the following sites:
BlogNow or
Edublogs.
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Themes for Education for Sustainability
Character counts
Individuals
How has the author introduced characters into the story to explore the various viewpoints that people have about conservation?
Create a table that has the headings 'positive', 'negative', 'indifferent', and classify these characters according to their attitude toward the environment.
- Possum
- Ben Olga
- Stella
- Gary
- Jules
- Julian
- Julian's father
- Lizzy
- Johnno
- The red-haired children
- Their parents
Do any of them have a significant change of attitude throughout the story that might put them in a different column?
Choose one character, identify the attitude that the author is using him/her to portray, demonstrate how she does this by quoting actions and dialogue, and analyse why the attitude is central to the environmental themes of the story.
- Does the attitude of your character balance that of another character?
- Which character holds an attitude most similar to your own?
- Is that the character you chose to investigate?
Select a second character, whose attitude is different to yours, and explore their perception. Has your understanding or opinion changed?
A story map
Individuals
This story is about journeys, especially Olga's journey from her childhood in Rotterdam to her reclusive life on Mallee Island, and Possum's journey of understanding about the place she lives in, the people in it and the part she has.
Choose either Olga's or Possum's journey, and map its significant points, its sidetracks and backtracks as these characters move through their lives. Indicate where the paths of others merge, influence or change their journeys.
Use this as a model to map your own life's journey so far.
Dear diary
Individuals
Read the conversation between Possum and Ben on pages 87-88 which begins, 'Where does it come from, Possum?'
Imagine you are Possum trying to explain 'the churning [you] feel inside' in a diary entry.
- What are the conflicting issues you are dealing with?
- How can you reconcile the ideality with the reality?
As you read the book, continue the diary entries as you begin to clarify Possum's dilemma (and perhaps your own) until you reach a sense of peace.
Wish you were here
Individuals
Put yourself in the mind of one of the tourists that has the experience of seeing the dolphins and write a letter to your family reflecting on it.
Voice of reason
Individuals
Possum is experiencing many challenges to her beliefs about 'keeping the wild things wild' often speaking to others with passion rather than politeness.
- How do Ben's beliefs and actions provide a voice of reason, particularly when he tries to mollify the young couple and Justin's father?
- What does he mean when he says, 'You catch more flies with honey than vinegar'?
'You catch more flies with honey than vinegar' is a proverb. A proverb is a well-known simple saying that expresses a belief or 'truth' based on common sense.
Select one of these proverbs, and explain its meaning and how it might be applied to this story:
- A little knowledge is a dangerous thing.
- A problem shared is a problem halved.
- A thing of beauty is a joy forever.
- Actions speak louder than words.
- An ounce of prevention is worth a pound of cure.
- Discretion is the better part of valour.
- Every stick has two ends.
- History repeats itself.
- It's better to light a candle than curse the darkness.
- Still waters run deep.
- The darkest hour is just before the dawn.
- The longest journey starts with a single step.
- There are none so blind as those who will not see
- There are none so deaf as those who will not hear.
- Where there's a will there's a way.
- You can't make an omelette without breaking eggs.
Parallels and patterns
Individuals
Creating parallels in the plot and patterns in relationships are devices that authors use to reinforce their underlying message. Investigate the connection between:
- the bombing of Rotterdam
- the crow diving into the tree canopy (p 117)
- Ben and Possum charging through the bush
- the attitude of many people toward the environment
Use this 3cs chart to help clarify your thoughts, make comparisons and reach a conclusion that explains the author's intention.
Alternatively, investigate the connection between Possum feeling like 'a pawn in the fog of war. A de facto tour guide at the edge of the wilderness' and how Olga might have felt when fleeing Rotterdam with Stella. Are there any other incidents like this that the author has used?
Sights, sounds and smells
Individuals
Possum's experiences in the bush while she waits for Olga to appear (p 112) have a profound effect on her relationships and understandings. What did she learn about the bush and about Olga? Have you ever had a similar experience that you are willing to share?
Find a spot in the playground by yourself and spend at least 10 minutes listening to the sounds, watching the sights and smelling the odours and fragrances.
- What did you notice that you had not previously been aware of?
- Were the majority of the sounds and sights and smells produced by nature or humans?
- Is there an environment where this balance might be reversed?
- What does it mean to 'take time out to smell the roses'?
View from the top
Individuals
Create a picture of the view from the top of the track, using the author's description on pp 78–81.
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Research themes
National parks
Individuals Small groups Class
Mallee Island is part of the Australian National Parks system.
- What is a national park?
- Why are they established?
- Where is your nearest national park?
- Why was it established?
Mark in all the national parks located in your state or territory on a large map. Classify them according to the sort of environment that they encompass – alpine, desert, forest, grassland, marine and so forth – and identify any specific features or wildlife that have been protected by its creation.
Have partners or small groups select one of the national parks in the state or territory and develop a tourist brochure or webpage for it. Examine samples of these media to identify their key elements.
Identify and include:
- the key things that a tourist would want and need to know
- photos and maps
- information about how to get there
- information about when to go
Rules and regulations
Individuals Small groups Class
Ben warned Julian's father about the possibility of being fined for feeding the wallabies.
- Why do the national park authorities have these rules and regulations?
- What responsibilities do we, as visitors to a national park, have?
- What does it mean to, 'Leave only footprints, take only photographs, keep only memories'?
Design a poster that displays that message and another that shows the possible consequences if it is ignored.
Draw up a set of rules for other students to follow that will protect the school environment. Phrase these in positive language so they tell the students what to do, rather than a list of statements starting with 'don’t'.
Develop a campaign that will promote these rules, and seek suggestions for how the environment might be improved.
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Assessment
Assessment tasks are dependent on the teacher's identified outcomes of the unit, the tasks selected and the evidence that teachers determine to be acceptable for the age group.
Changes in values and attitudes evolve over time as our expertise and experience grows and so cannot be measured. However, by exposing students to activities such as these we start them on their journey of awareness of the wider world, particularly if we give them the opportunity and time to reflect on their learning.
Positions and perspectives
As Possum watches Olga feed the dolphins while Gary and Jules and the other tourists watch in anticipation, she feels like 'a pawn in the fog of war. A de facto tour guide at the edge of the wilderness' (p 123). The balance between tourism and environmental protection can be a delicate one, particularly when there appears to be evidence that until the environment has an economic value attached, it is not valued. Can there be a compromise solution that works for everyone?
Imagine a large hotel group has decided that Mallee Island would be the ideal spot for a new tourist resort. They believe that it would be a good thing for the island and its residents because it would:
- create a lot of jobs
- bring lots of tourists to the island and the town on the mainland to spend their money
- make them even richer
But first they have to get permission from the local council. Many of the people on the island and in the town agree and want the resort to go ahead. However, some are worried about how it will affect the flora and fauna of a region that sits on the edge of a national park.
Each group will be given an opportunity to put their arguments to the council so an informed decision can be made. Assume you belong to one of the following groups and develop the arguments you will use to persuade the council to find in your favour.
- the CEO of the hotel group
- Possum's parents who run a small bed-and-breakfast hotel
- the local business people whose businesses stand to get a huge boost from the extra money the tourists will spend
- the local council who will benefit from the infrastructure that the developers will construct and the new businesses that the tourism will attract
- the tourist who feels that they have a right and a responsibility to view the wildlife in its natural habitat rather than in zoos or animal parks.
- Olga, who feels that the tranquillity and stability of her reclusive life will be lost forever
- the conservationist who believes that people will only learn to value the environment if they can see it 'for real' and it has an economic value
- Possum who just wants to keep the wild things wild
Arrange to put your arguments before an independent judge, such as the school principal. Each group will have just five minutes to present their case and include whatever evidence and examples are needed to support their position. Is there a solution that will satisfy everyone's needs and perspectives?
Reflections
- How has this story impacted on you?
- What will you remember about it when you are older?
- Have the words or the pictures had the most impact? Why?
Use this reflections sheet to think and write about what you have learned and how it might have changed your thinking and understanding.
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