ATOM 2015

A STUDY GUIDE BY FIONA HALL

http://www.metromagazine.com.au

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

 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. 10 Writin
g Activit ies
Australia will soon become the worlds 11 Refere
nces
biggest exporter of liquefied natural gas, as
around 30,000 wells are sunk into the state of
Queensland where Dayne lives. Many of these wells require
a controversial drilling practice known as fracking. Dayne
and his neighbours have unwittingly become the centre of a
massive industrial landscape, and they have little power to
fight the wishes of the $200 billion industry.
Dayne embarks on a journey that transforms him from
conservative pig-shooter to sophisticated global activist as the
SCREEN EDUCATION ATOM 2015

Frackman. He meets the people drawn into a battle that is

crossing traditional divides, bringing together young and old,
city and country, farmers and environmentalists, progressives
and conservatives. Along the way, Dayne finds love, tragedy
and triumph.
2
Curriculum Links
Frackman is rated M and contains occasional course lan-
guage. As such, it is recommend for students in Years 10 12.
Frackman can be linked to the following subject areas of the
Australian National Curriculum:
1 The Discipline-based learning Domain of Science
2 The Discipline-based learning Domain of History
3 The Discipline-based learning Domain of Geography
4 The Discipline-based learning Domain of English
5 The Physical, Personal and Social Learning Domain of
Civics and Citizenship
6 The Cross-curriculum Priority of Sustainability
Specific links to the Australian National Curriculum:
1. The Discipline-based learning
Domain of Science:
In Level 10 Science, students explore:
- Relationships between aspects of the living, physical and
chemical world are applied to systems on a local and global
scale and this enables students to predict how changes will af-
fect equilibrium within these systems.
Specific Level 10 Science Content Descriptors relevant to a
study of Frackman include:
- Chemical Sciences:
The atomic structure and properties of elements are used to
organise them in the Periodic Table (ACSSU186)
Different types of chemical reactions are used to produce a
range of products and can occur at different rates (ACSSU187)
- Nature and Development of Science:
Scientific understanding, including models and theories, are
contestable and are refined over time through a process of
review by the scientific community (ACSHE191)
Advances in scientific understanding often rely on develop-
ments in technology and technological advances are often
linked to scientific discoveries (ACSHE192)
- Use and Influence of Science:
People can use scientific knowledge to evaluate whether they
should accept claims, explanations or predictions (ACSHE194)
Advances in science and emerging sciences and technologies
SCREEN EDUCATION ATOM 2015
can significantly affect peoples lives, including generating new
career opportunities (ACSHE195)
The values and needs of contemporary society can influence
the focus of scientific research (ACSHE230)
3
2. The Discipline-based Learning
Domain of History:
Frackman can also be used at Year 10 when studying The - Evaluate the social, moral and ethical positions represented
Modern World and Australia. It specifically relates to Depth
Study 2 Rights and Freedoms, as students investigate strug-
gles for human rights in depth. This includes how rights
and freedoms have been ignored, demanded or achieved in
Australia and in the broader world context.
Frackman provides a modern-day example of the continuing
efforts to secure individual rights and freedoms in Australia, and
can be used to compare and contrast to a study of previous civil
rights campaigns in Australia.
Level 10 History Content Descriptions particularly applicable to
Frackman:
- The significance of the following for the civil rights of
Aboriginal and Torres Strait Islander peoples: 1962 right to
vote federally; 1967 Referendum; Reconciliation; Mabo deci-
sion; Bringing Them Home Report (the Stolen Generations),
the Apology (ACDSEH106)
- Methods used by civil rights activists to achieve change for
Aboriginal and Torres Strait Islander peoples, and the role of
ONE individual or group in the struggle (ACDSEH134)
- The continuing nature of efforts to secure civil rights and
freedoms in Australia and throughout the world, such as
the Declaration on the Rights of Indigenous Peoples (2007)
(ACDSEH143)
3. The Discipline-based Learning
Domain of Geography:
At Level 10 Geography, the Learning Focus states that;
- Students investigate the interaction of human activities with
the natural environment through a study of issues such as
global warming and climate change, land degradation and
desertification, and air and water pollution. Students develop
skills to evaluate the factors contributing to the development
of these issues, identify strategies to address them and
explore ways of managing them.
A case study of Frackman provides students with an excellent
Australian example relating to this Learning Focus.
4. The Discipline-based Learning
Domain of English:
Frackman can be used as a supplementary text in English from
Years 10 12, specifically when studying themes of:
- Identity and belonging
- Imaginary Landscape
- Encountering Conflict
Level 10 English Content Descriptions particularly applicable to
Frackman:
Literature and Context:
- Compare and evaluate a range of representations of indi-
viduals and groups in different historical, social and cultural
contexts (ACELT1639)
in texts (ACELT1812)
5. The Physical, Personal and Social
Learning Domain of Civics and Citizenship:
The Civics and Citizenship domain provides students with
knowledge, skills and opportunities to understand and practise
what it means to be a citizen in a democracy.
The Level 10 Domain of Civics and Citizenship states that:
Students are more focused on developing a critical under-
standing of contemporary Australian democracy through a
study of democratic heritage, political and legal institutions.
They use current political, legal, national and international issues
as springboards for understanding and critical thinking about
a range of concepts such as the rights and responsibilities of
citizens, values that are important in a democracy, and the role
of the Australian government as a global citizen. Students are
increasingly attuned to the world beyond school, and local,
national and international issues provide a means through which
they understand and evaluate Australias democracy.
A close study of Frackman provides students with an engaging
and current case study with which to explore the above con-
cepts in relation to Civis and Citizenship.
6. The Cross-curriculum of Sustainability:
The National Curriculum has identified the Cross-curriculum pri-
orty of Sustainability as requiring particular focus for Australian
students. It states that:
Sustainability addresses the ongoing capacity of Earth to maintain
all life. Sustainable patterns of living meet the needs of the present
without compromising the ability of future generations to meet
their needs. Actions to improve sustainability are both individual
and collective endeavours shared across local and global commu-
nities. They necessitate a renewed and balanced approach to the
way humans interact with each other and the environment.
Education for sustainability develops the knowledge, skills,
values and world views necessary for people to act in ways that
contribute to more sustainable patterns of living. It enables indi-
viduals and communities to reflect on ways of interpreting and
engaging with the world. Sustainability education is futures-ori-
ented, focusing on protecting environments and creating a more
SCREEN EDUCATION ATOM 2015
ecologically and socially just world through informed action.
Actions that support more sustainable patterns of living require
consideration of environmental, social, cultural and economic
systems and their interdependence.
A close study of Frackman provides students with an engaging
and current case study with which to explore the above con-
cepts in relation to Sustainability.
4

Pre-viewing Activities
WHAT IS UNCONVENTIONAL GAS
AND FRACKING?
Prior to watching Frackman it is advisable that stu-
dents have a working understanding of the process
and issues surrounding unconventional gas, including
a basic understanding of the drilling method known as
fracking. Post-viewing activities will allow students
to examine the process and issues in greater depth.
At this stage it is suggested that the focus of activities,
research and discussion centre on the facts, with the
debate and ethical questions around unconventional
gas to be addressed after viewing Frackman.
1. Brainstorm Activity.
Write the terms unconventional gas and hydro-
fracking in the centre of the whiteboard or on A3
poster paper provided to student groups. Students
are to work in small groups and brainstorm everything
they know, think they know, or may have heard about
both key terms.
They may supply one-word reactions, facts, personal
experience, or anything else that is relevant. Next,
invite groups to report what they discussed, and write
their contributions on the board.
2. Preliminary Research Activity
into Unconventional Gas.
Working in the same groups as their Brainstorming
Activity, have students research and discuss the fol-
lowing basic facts about unconventional gas:
a How unconventional gas is formed.
b Where unconventional gas is found.
c How unconventional gas is different to conventional
gas.
d Extraction and delivery of unconventional gas.
e How unconventional gas is used.
f What types of unconventional gas are present in
Australia? What type is there in your state?
Suggested sites for research:
http://www.csiro.au/en/Research/Energy/
Hydraulic-fracturing/What-is-unconventional-gas
3. Preliminary Research
Activity into Fracking
Again, working in the same groups as the previous
activities, have students research and discuss the
following basic facts about the process of fracking:
a What is the process of hydraulic fracturing? Try
explaining it to the person sitting next to you.
b What are some of the main criticisms of
fracking.
c What benefits are cited by proponents of the
process?
d How is global demand for unconventional gas
changing and what impact is this having on
fracking? Suggested sites for research:
http://www.cleanwateraction.org/feature/frack-
ing-explained
http://www.businessinsider.com.au/mara-
thon-oil-animation-on-hydraulic-fracking-
2014-7?op=1#fracking-is-used-to-extract-oil-
and-gas-from-shale-reservoirs-more-than-a-
mile-below-the-surface-the-first-step-involves-
drilling-down-into-the-hydrocarbon-reservoir-1
e As a class, view the following clip, entitled
Fracking Explained Opportunity or Danger?.
https://vimeo.com/74267909
Whist viewing the clip, encourage students to
take notes and discuss any thoughts/questions
as a class after viewing the clip.
f If students need additional clarification about
what the process of hydraulic fracturing entails,
an interactive graphic can be found here:
http://news.nationalgeographic.com/
news/2010/10/101022-breaking-fuel-from-the-
rock/
This is an excellent, succinct visual summary
of the fracking process, and it is recommended
that teachers show this to the class via data-
projector before viewing the documentary.
SCREEN EDUCATION ATOM 2015
5

Viewing Activities
Students are directed to take notes whilst
viewing Frackman to assist them in answering
the following general questions. Some ques-
tions require research, which can be conducted
post-viewing:
1 What factors led Dayne to take up the
anti-coal seam gas cause? Was he a born - Come together a class and share the findings
environmentalist?
2 The action in Frackman takes place in
and around Tara and Chinchilla. Tara and
Chinchilla are towns in the Darling Downs
region of Queensland, located 300 kilo-
metres west of Brisbane. Students are to
locate these towns on a map of Queensland
and conduct a brief research activity into
the population and major traditional indus-
tries of these towns.
3 We meet Daynes neighbour Narelle
Nothdurft who has gas wells on her land.
What has been the impact of these wells on
her childrens health?
4 Dayne and the other protestors decide to
cause maximum disruption to the coal
seam gas companies. What protest tactics
do they employ and how effective are they?
5 At the end of the documentary, Dayne
decides to sell up and move. Why does he
do this? How does this decision make him
feel?
6 With a partner, discuss your reaction
to Frackman. What did you find most
interesting/surprising/concerning?
Post-viewing Activities
THE DEBATE OVER FRACKING
AND UNCONVENTIONAL GAS
The issue has been a controversial one in the me-
dia; proponents argue that unconventional gas has
huge economic benefits and that the risks can be
safely managed. Opponents argue that the risks
cant be managed safely and that more regulation
is needed to prevent against environmental and
health impacts of unconventional gas, especially
where fracking is used.
BENEFITS VERSUS DANGERS
OF FRACKING
- Break students into small groups. Each group
is to then split in half, with one side research-
ing the benefits of fracking and the other the
dangers.
- Students are to reconvene in their small groups
and, using their research, they are to discuss
the following questions:
1 Is the issue of fracking a clear-cut one?
2 How can we determine if the benefits out-
weigh the risks of fracking?
3 What is your opinion on fracking in
Australia? Are there alternatives?
of various groups. Ensure that opinions are
supported by fact and shared with respect.
- Using the research from the above activity,
students are to write an argumentative es-
say on whether or not the benefits of fracking
outweigh the risks. Students may argue for
either side and should ensure each argument is
supported by evidence gained from a variety of
reputable sources.
SCREEN EDUCATION ATOM 2015
6
 FRACKING AROUND THE WORLD

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

countries and regions that have banned or put

fracking on hold. Share the findings as a class.
Read the following article about the recent ban
on fracking in Tasmania; http://www.abc.net.
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),
7
 3. Your overall opinion, based on your re-
search, regarding the overall risks/safety
with the chemicals involved in fracking.
- Students can begin their research here:
https://fracfocus.org/chemical-use/
what-chemicals-are-used
- NB. Students are encouraged to share their
research. Discuss any anomalies/difficulties
they encounter when trying to find a definitive
list of the chemicals involved in fracking. 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.
FOCUS ON: THE GREAT BARRIER REEF
Dayne visits Gladstone, where the gas is piped
to from the Darling Downs region via 540km of
pipeline. The gas is processed at plants on Curtis
Island and is then shipped to export destina-
tions from the Port of Gladstone. The associated
dredging and chemical waste from this process
have had an adverse effect on the marine life in the
port, which in turn has had an impact on the once
thriving local fishing industry. There is also a larger
concern about the potential impact on the Great
Barrier Reef, as this area border the southern foot of
the Reef.
Dayne also speaks to the mayor of Gladstone, who
supports the fracking and gas exporting boom
due to the positive economic impact it has had on
the area.
- Discuss: In small groups discuss the posi-
tive effects of fracking and gas exporting for
Gladstone. Think about these in terms of short
and long term gains. Weigh these up against
the detrimental effects to the environment.
Further information to assist in this discussion
can be found at:
http://www.economist.com/node/21556296
http://www.theaustralian.com.au/archive/
business/gladstone-bags-a-fracking-fuss/
story-e6frg9lx-1226064420003
- Research: In small groups, students are to
conduct research into the current environmen-
tal concerns over the future of the Great Barrier
Reef. Prepare a one-page report, including
images, that outlines the major concerns for
this World Heritage Site. Suggested sources to
begin research:
http://www.gbrmpa.gov.au/__data/assets/
pdf_file/0019/28810/Ports-challenges-for-the-
Great-Barrier-Reef.pdf
http://www.abc.net.au/7.30/content/2014/
s4056716.htm
- Research: The Great Barrier Reef has come
under threat in the past. In the late 1960s,
the Queensland government issued Pacific-
American Oil, Ampol and other multinational
oil companies, exploration and drilling rights to
over 80,000 square miles of the Great Barrier
Reef. This threat to The Great Barrier Reef from
oil exploration and mining galvanised a range of
local and national activists to fight the proposal.
- Students are to conduct research into the plans
to drill oil on the Great Barrier Reef in 1969. Why
do you think it was such a contentious idea?
- In 1974 there was a Queensland Royal
Commission into the proposal. H.C. Nugget
Coombs (Australian economist, public serv-
ant and environmentalist), gave evidence at
the Commission, and he stated (amongst
other things) that in measuring benefits the
Commissioners should rethink the term com-
munity to include the grandchildren of the pre-
sent generation, and indeed their grandchildren
too. Given this was 1974, such an emphasis
on inter-generational responsibility was quite
a progressive view of environmental develop-
ment. Research five other mining and explora-
tion proposals that have occurred in Australia
in the 40 year period from 1974 - 2014 where
you feel Coombs statement should be (or has
been) applied.
- Australian poet and environmental activist,
Judith Wright was involved in opposing the pro-
SCREEN EDUCATION ATOM 2015
posal. Her poem The Slope (1973) despairs of
the natural world damaged by men. Locate two
other poems from her catalogue which explore
similar themes.
- You see, the world is such a bloody wonderful
place, even if no one seems to realise it
- Judith Wright.
As a class, discuss Wrights lament and how
8
 found themselves taking up an environmental
cause in similar ways.

it resonates with the issues raised in
Frackman. Consider this quote, Wrights
poems, Coombs plea for inter-generational re-
sponsibility and the work of Dayne Pratzky and
other environmental activists. Write a one page
reflection on the importance of these people
(and those like them) in helping raise awareness
and protect our environment.
PROPERTY RIGHTS AND
UNCONVENTIONAL GAS
We discover in Frackman that coal seam gas re-
sources are owned by the Crown, not the property
owner. Dayne and the other blockies talk about
the negative impact of the fracking wells on their
land values, as well as a sense of being lied to by
QGC and their representatives.
1. Visit the Lock the Gate Alliance website at
http://www.lockthegate.org.au/ and conduct
further research into the issue of resource owner-
ship, land access and compensation in relation
to unconventional gas and fracking. Share the
results as a class and discuss which facts are
most surprising/alarming and why.
2. 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. Discuss your feelings about
this as a class:
http://www.theguardian.com/environment/2014/
dec/04/queensland-indigenous-group-appeals-
united-nations-mining-land
http://www.abc.net.au/news/2014-12-14/
- Working in pairs, allocate students one of the fol-
lowing environmental activists to research. (NB.
The list is by no means exhaustive and students/
teachers are welcome to research others).
- Erin Brockovich, Karen Silkwood, David
Attenborough, Wangari Maathai, Al Gore,
Amory Lovins, Chico Mendez, David Bellamy,
Bob Brown, Peter Garrett, Steve Irwin,
Aila Keto, Ian Kiernan, Judith Wright, John
Wamsley, Peter Cullen.
Students are to prepare a PowerPoint or Key Note
presentation on their activist, covering the follow-
ing areas:
1. Biographical information and the reasons why
they began fighting for their particular cause(s).
2. What they fought for and what was the out-
come of their campaign(s)?
3. Note any similarities/difference between this
person and Dayne.
- Dayne joins forces with Drew Hutton from the
Lock the Gate Alliance. Visit their website at:
http://www.lockthegate.org.au/. Discuss the
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. There are many examples where people have
9

aims and work of this group.
- Dayne becomes aware of the notion of
Gandhian tactics in relation to civil disobedi-
ence and affecting change. In pairs, research
who Gandhi was, with specific focus on the
methods he used and the outcome of his cam-
paign. Discuss your view of this approach.
- Research the different protest groups that cur-
rently exist in Australia. Research their aims,
campaigns and ways that individuals can get
involved. Discuss the issues and action groups
that are most pertinent to you and explain why.
Groups to consider (students are encouraged
to add others to their research):
RENEWABLE ENERGY SOURCES
Humans will continue to require energy for all
aspects of their lives, yet there is a real concern
about the types of energy we are consuming and
the methods used to secure the sources.
1 Allocate one of the following renewable energy
sources to pairs/small groups of students.
Each group is to research how the energy
source works in Australia, ensuring they cover
advantages and limitations.
- Hydro Energy
- Wind Engery
- Ocean Energy
- Bioenergy
- Solar Energy
- Geothermal Energy
Suggested site for students to begin their re-
search: http://www.ga.gov.au/scientific-topics/
energy/resources/other-renewable-energy-re-
sources. Students are encouraged to research
other alternative, renewable energy sources
they discover in their research.
2 Research Australias current Renewable Energy
targets and compare these to other nations
from around the world. 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. Students can write
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.
- Landscapes challenge our sense of
belonging.
- Our memories of a landscape have the
power to transform.
- The meaning of a landscape changes over
time.
- The way we view the landscape we live in
reflects our hopes and fears.
- Our vision of the landscape reflects our vi-
sion of ourselves.
- Our lives can be explained in terms of literal
and metaphorical landscapes.
- We spend our lives digging for meaning,
ORGANISATION
& WEBSITE grappling physically, mentally and emotion-
ally with our daily environments.
Sea Shepherd - Students are to select and respond to one of
Conservation Society: the following prompts in relation to the concept
http://www. of Identity and Belonging. Students can write
seashepherd.org/ in an expository or creative style and must
refer directly to the people, events or issues in
Greenpeace Australia:
http://www. Frackman in their response:
greenpeace.org/ - It is only when we understand our own iden-
australia/en/ tity that we can have a sense of belonging.
- Through understanding differences we
Australian Wildlife understand ourselves.
Conservancy:
http://www. - We will only find belonging in the place
australianwildlife.org/ between sameness and difference.
- As our sense of self shifts so does our place
Australian Wildlife of belonging.
Society: - A change of environment affects our identity.
http://www.
- Our environment shape our identity.
australianwildlife.
net.au/ - Students are to select and respond to one of
the following prompts in relation to the concept
Blue Wedges: of Encountering Conflict. Students can write
SCREEN EDUCATION ATOM 2015
http://www. in an expository or creative style and must
bluewedges.org.au/ refer directly to the people, events or issues in
Frackman in their response:
GetUp!:
www.getup.org.au - Imbalances in power lead to conflict
- Conflict often arises from miscommunication
Fight For the Reef: - In conflicts often some gain at the expense
https://fightforthereef. of others
org.au/ - The human spirit grows strong by conflict.
10
 - There are few winners in conflict
- One single voice can represent many in
times of conflict
- The strength of someone is shown in
times of conflict
- Conflict occurs when the powerful con-
quer the powerless.
- The following are general writing tasks for
students to complete after viewing the docu-
mentary. Ensure students draw on the peo-
ple, events and issues in Frackman in their
response:
- Write a series of diary entries from the per-
spective of either Dayne, Wendy, or one of
the Blockies (e.g. Narelle, Debbie, Wayne).
Begin the entries from the time when it first
becomes apparent that there is an issue with
the gas wells and follow it through to the end
of the documentary.
- Write a series of emails from Dayne to Wendy
(before she comes to join him in Australia).
Refer to their respective fears about what coal
seam gas is doing to their environment and
the hopes they have for the future.
- Write a letter from Dayne to QGC
(Queensland Gas Company) following his de-
cision to sell his property. Refer to the events
from Frackman and Daynes feelings about
having to leave his home.
References
http://ausvels.vcaa.vic.edu.au/
http://learning.blogs.nytimes.com/2012/09/12/fuel-for-debate-examin-
ing-the-natural-gas-fracking-controversy/?_r=0
http://www.csiro.au/en/Research/Energy/Hydraulic-fracturing/
What-is-unconventional-gas
http://www.cleanwateraction.org/feature/fracking-explained
http://www.businessinsider.com.au/marathon-oil-animation-on-hydrau-
lic-fracking-2014-7?op=1#fracking-is-used-to-extract-oil-and-gas-
from-shale-reservoirs-more-than-a-mile-below-the-surface-the-
first-step-involves-drilling-down-into-the-hydrocarbon-reservoir-1
https://vimeo.com/74267909
http://news.nationalgeographic.com/
news/2010/10/101022-breaking-fuel-from-the-rock/
http://www.theguardian.com/environment/2014/dec/04/
queensland-indigenous-group-appeals-united-nations-mining-land
http://blogs.ei.columbia.edu/2014/09/02/
photo-essay-studying-frackings-effects-up-close-and-personal/
http://www.bbc.com/news/uk-scotland-scotland-politics-31016537
http://www.abc.net.au/news/2015-02-26/
fracking-banned-for-five-years-by-tasmanian-government/6265378
http://www.theage.com.au/world/how-earthquakes-linked-to-fracking-
are-fracturing-an-oklahoma-community-20150227-13p7ss.html
https://fracfocus.org/chemical-use/what-chemicals-are-used
http://www.economist.com/node/21556296
http://www.theaustralian.com.au/archive/business/
gladstone-bags-a-fracking-fuss/story-e6frg9lx-1226064420003
http://www.lockthegate.org.au/
http://www.gbrmpa.gov.au/__data/assets/pdf_file/0019/28810/Ports-
challenges-for-the-Great-Barrier-Reef.pdf
http://www.abc.net.au/7.30/content/2014/s4056716.htm

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