T h e
H o u s e
T h a t
B e e b o
B u i l t
3) Draw a family tree showing their relationships to other members in their house and perhaps other residents of Beeboville. 4) Describe a day in their lives in Beeboville. 5) Suggest one simulation that the village can react to, i.e. a community street party or a working bee at the nursing home etc. Act this out. 6) Refer to appendix 4 for character development outline.
OPTIONAL LEARNING 1) Village life can be explored from a variety of angles to include: • politics • economics • recreation • environmental • social • historical 2) Since the purpose of our story is to encourage human rights issues relating to shelter, it is suggested teachers incorporate this focus in any extension investigations in this section. Possible additional challenges include: • Have students project 10 years into the future. What will village life be like? What influences shaped this evolution? • Have students go back 10 years in time. What could have been done differently a decade ago and how would that have altered the shape of present-day Beeboville? 3) Teachers will need to guide many 'conversations' with the students brainstorming, reflecting, discussing, predicting, projecting, synthesizing etc. Possible ways to assemble the ideas include: • short plays • TV/radio interviews 44