Cars: Environmental and Social Impacts

Program Area

This activity is designed for the Grade 9 Self and Society program where it integrates historical, geographic, environmental and social studies. This lesson could also be used in the Family Studies program and the Science program. This activity is designed to fit into units of study which deal with the impact of technology and change on society and the environment. As such, it is applicable to the History, Geography, Science and Family Studies programs at the Grade 10 level. The activity focuses on automobile technology as a change agent in society which has influenced society and the environment. The activity encourages students to identify and assess the impact of change on society and the environment; then develop strategies to cope with these and future changes.

Learning Outcomes

Teaching, learning and evaluation will focus on the student's ability to:

• Read for comprehension and draw inferences;
• Articulate an understanding of the impact automobile technology has on changes in society, lifestyle, the individual and the environment;
• Assess the future impact of automobile technology on society and the role of personal and societal responsibilities in the management of such change.

Classroom Development

1. As an introduction, briefly discuss how the students think the automobile has changed society.
2. Have your students read the article, "The Automobile and The Environment" (an Energy Educators of Ontario Fact Sheet), and answer the questions on the Question Sheet.
3. Discuss the student responses and develop an overall conclusion identifying the environmental impacts of the automobile and their causes.
4. Students should develop an action strategy for personal and societal management of the social and environmental impacts of the automobile. You may have students research this area to determine appropriate strategies from personal, governmental, corporate and societal perspectives. Students could then share their findings and discuss or debate the options.

Background Information

This topic is covered well in "Rethinking the Role of the Automobile," which points out the various impacts of the automobile on countries worldwide, environmental issues, and concludes with options for managing future automobile use and alternatives to the automobile. "Wheels: The Car As A Cultural Driving Force," provides a Canadian perspective and focuses more on the cultural and societal impacts of the automobile.

Timing

One period (50 min) for reading and answering questions. One period for research, if assigned. One period for presentations and discussion of the strategies to manage change.

Resources

Worldwatch Institute. "Rethinking the Role of the Automobile." Worldwatch Paper 84. Washington, D.C.: Worldwatch Institute, June 1988.

Worldwatch Institute. "Alternatives to the Automobile: Transport For Livable Cities." Worldwatch Paper 98. Washington, DC: Worldwatch Institute, October 1990.

Berton, Pierre. "Wheels: The Car As A Cultural Driving Force." Canadian Geographic, 109(6) Dec.1989/ Jan. 1990., pp.44-52.

Energy Educators of Ontario. Canadian Energy Issues. Toronto: Energy Educators of Ontario, 1992.

Cross-disciplinary Links

This activity could be linked with lifestyle and consumer studies within the Family Studies program. If the research component is assigned, the students would draw on research and writing skills from the Languages program. The interactions among science, technology and society could be studied within the Science program.

Student Material Student Question Sheet entitled: "The Automobile & The Environment."

The Automobile & The Environment

1. Historically, how has the automobile affected society since the turn of the century?
   
   
2. Identify and explain the environmental impacts of the automobile under the following categories:
   a) Automobile Emissions
   b) Automobile Manufacturing
   c) Land Use Patterns
   
   
3. Identify and explain options for reducing the environmental impacts of the automobile.
   
   
4. What changes will need to be made at the personal and societal levels to reduce the environmental and social impacts of the car?
   a) Personal Changes:
   b) Societal Changes:
   
   
5. How do you think these changes would best be implemented? (Remember to consider personal behaviour, governmental, corporate and societal considerations in you strategies.)