FAQ for Powell Street simulation

How do students draw their buildings?

Students could learn to draw 3D buildings as part of an art lesson through teacher guidance or by following step-by-step videos on the Internet. Otherwise, students could be provided with the template.

How much time do you need to give students to create their personal properties?

Ideally, students should be given as much time as needed to design and colour their buildings neatly and with detail. This helps ensure students have placed effort into their projects and are (hopefully) proud of their personal property. Students who invest effort seem to have a greater affective response to the unexpected “seizure” of their properties and possessions later in the unit.

As a rough guide, this artistic component can be done in approximately 60 minutes using a template, which could include allotting a few minutes here and there between other subjects, as time permits. Students do seem to enjoy this art component and are happy to work on their buildings once finished other tasks and assignments over the course of a few days.

What about the people (avatars)?

Avatars can be made a little later although the people, possessions, and buildings must be completed prior to Lesson C. Again, depending on your time, students can create their own design for the people or use a template. Likewise, students can create just 1 or 2 avatars (if pressed for time) or a family of 4. It is important that avatars have dark hair and eyes as government policies around internment and dispossession were fuelled by the racist beliefs of the time.

What about names for avatars?

Most property cards include the actual family name. Ideally, students’ avatars should include this surname. Students may choose to use their own first names.

What about the possessions (furnishings)?

For most students, keep furnishings to a few basics, such as a couch and table. Students who are motivated may choose to add extra possessions such as a cash register for their business or a wall painting for their home (upstairs). To simplify and expedite the creation of furnishings, direct students to the Internet to follow simple “How to Draw …” step-by-step videos. Furnishings need to be removed preceding the Dispossession Lesson 6.

How can I help sustain student interest in the Powell Street display?

Simply moving a few avatars from time to time (into another business, etc.) definitely helps spark interest; students love to check to see if their avatars have been moved and then search to locate them. This movement of avatars also underscores the workings of a true community, which is socially and economically dynamic and interconnected.