How to Bee

As a class, consider the title of this novel, How to Bee. What words stand out to you? What do you think this book will be about? What elements of the cover images make an impression on you and why?

The back cover synopsis begins with the words: “In a world where real bees are extinct …” What does this tell you about the setting of this book? What would a world without bees be like? What kinds of themes do you expect to surface in a story that takes place in a world without bees?

Before reading How to Bee, you were asked to predict what kinds of themes and setting would emerge from a book that takes place in a world without real bees. Refer back to your answers. Which elements of this book aligned with your expectations? What was the most surprising part about this book?

As a group or a class, list the main characters in How to Bee. For each character, list their hopes, fears and motivations, as well as any identifying features. This list could include unique words they use or unusual things they do. Put all the characters’ names in a hat and stage a mock episode of The Dating Game.
How to play:
One student plays a bachelor/bachelorette who is looking for a date among three panelists on the show. Before the show starts, these three panelists will each choose a name from a hat. They must act as that character when asked questions by the bachelor/ette during the show. The bachelor/ette is not allowed to ask about panellists’ names, occupations or where they live. After each panelist has been given the chance to respond to three to four questions, the bachelor/ette or the class must try to guess which character each panelist is impersonating. This could be played in one round as a fun activity, or as multiple rounds until all students have a chance to participate.

On page fourteen, Peony describes nature as a circle: “[t]he farm’s full of circles. Bees, flowers, fruit. Pests, chooks, eggs. People, bees, flowers, fruit, pests, chooks, eggs, people. . . All overlapping circles.” What does she mean by this? Can you think of other circles or cycles in nature? Pick one and draw a picture of its different stages.

There are four basic categories of conflicts in stories: man against man (stories in which characters are against one another); man against nature (stories in which the protagonist struggles against a force of nature, like environmental change); man against self (stories in which the main struggle of the story is internal within the protagonist); and man against society (stories in which the protagonist struggles against an institution or social dynamic). There are elements of all four conflicts in How to Bee — make a list for each conflict and try to see how many different conflicts from the book you can name. In your opinion, which of these four is the central or prevailing conflict in the book?

After you’ve finished reading How to Bee, celebrate by baking a passionfruit cake (just like the one that Peony bakes in the book) and have a picnic outside. If completing this activity as a class, bake the cake together if a kitchen is available, or combine the picnic with a book discussion.
Passionfruit can be found in most large grocery stores and there are many cake recipes online.

In this exercise, each student will adopt the persona of one of the characters from the book, and will then prepare a TED Talk–style speech on an topic or issue in How to Bee. Topics can include: the importance of bees; friendship; environmental stewardship; anxiety; agoraphobia (fear of being outside in open spaces); or child labour and working conditions. To prepare this speech, it may be useful as a class to view resources available online about what makes a good TED talk, and discuss creative ways to act out a persona.

Become a bee ambassador! Let’s do our part to make sure bees never become extinct like they did in How to Bee. One way to do this is by visiting or volunteering with an apiary, charity, learning centre or beekeeper’s association near you to learn more about how to help bees. Another way to be a bee ambassador is to create a poster or other project to explain specific things individuals can do to help save bees. Ask your teacher to display your poster in the classroom.

Can trees really be pollinated without real bees? Do all trees need bees to grow fruit? If bees did become extinct, would it be possible to continue pollinating fruit-bearing trees? As an individual or as a class, research these questions and come up with your own answers.