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Description
Drive through any large North American city and inequity is evident. Lower income neighbourhoods tend to be cement deserts surrounded by polluting industries, whereas wealthy areas typically feature abundant green spaces interspersed with thriving business districts. This activity teaches students about environmental racism by having them design and draw an "equitable" city which must also incorporate increasing amounts of infrastructure and resources for a growing population. As pupils explore the challenges of citywide expansion, they also consider how municipal planning policies could be adapted to support sustainability and ensure all citizens are treated with fairness and respect.
General Assessment
Recommendation of how and where to use it
This resource supports Grade 7-9 Science curriculum examining the connections between humans and their environment, sustainabilty and the social impacts of pollution. Students apply STEM skills to plan, design and evaluate the effectiveness of their community models. Geography and Social Studies concepts related to urban environments and the connection between wealth distribution and discrimination are also explored.
UNICEF has a "Child Friendly Cities" initiative that promotes and supports youth involvement in municipal planning. A social action project could have a class undertake a letter writing campaign that encourages local governance to participate in this program. Letters might also include ideas for multi-generational involvement such as students working with seniors to establish a community garden. Information about this program can be found here What is the Child Friendly Cities Initiative? | Child-Friendly Cities Initiative (unicef.org)
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- Environmental Chemistry
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Themes Addressed
Human Health & Environment (1)
- Quality of Life
Human Rights (1)
- Environmental Racism/Justice
Land Use & Natural Resources (1)
- Sustainable Urbanization
