SDG11 in the classroom: Sustainable Cities and Communities

“Make cities inclusive, safe, resilient and sustainable”.

By the end of this lesson, students will be able to:

  1. Understand the benefits and drawbacks of rapid urbanization Identify the key factors of sustainable cities and communities in terms of safety, accessibility to public transports, reduction of pollution, etc.)
  2. Analyze digital stories on SDG11 and explaining their overall messages
  3. Write an essay based on a documentary about the largest slum in Mumbai (India) Distinguish the the difference between the 3Rs (reduce, reuse, recycle)
  4. Imagine the “perfect” inclusive, safe, resilient, and sustainable city
SDG
11. Sustainable cities and communities
SDG act
11: SUSTAINABLE CITIES AND COMMUNITIES
Pedagogical twist

For SDG11 (sustainable cities and communities) sheet, our favourite pedagogical twist is:

Media literacy: Interview with recording or video (about 2-3 minutes long). At the end of the lesson cycle, tell students that they will become “interviewers” and “interviewees”. For this closing activity, students will have to interview each other about something they pick about the lesson. The interviewers have to come up with some questions (about 5) to investigate the focus of their interview. You can provide students the following links for journalism tips on how to conduct good interviews: 

Students could either record the interview or film it with a camera (cellphone or professional camera).
 
If you have another pedagogical twist in mind, feel free to apply or check the pedagogical twist list.

Activiteit
Activity 1: Brainstorming

Brainstorming session through the following questions:

  • The world has become more and more urbanized at a faster rate. Do you think urbanization will increase or decrease in the next few years? Why?
  • Is rapid urbanization a positive thing? What are its benefits (i.e.cities are hubs of economic growth) and drawbacks (i.e.lack of safe infrastructures)?
  • Does everyone live in a safe place/home? Do you know what slums are? 
  • Cities are also big polluters. They, for instance, pollute the air. What does air pollution cause to people’s health?
  • Are there green areas (parks, trees in the streets, etc.) in the village where you live? Why are green areas vital in any city?
  • Do you use public transport or your bike?
  • Are public transports accessible and safe in the village/city where you live? How would you feel if you needed to walk 30 or more minutes every day to catch a bus to go to school? And what about older people or people with disabilities having to walk that long to catch a bus?
  • Do you feel safe when walking alone in the streets? In your opinion, do women and men have the same safety perception when walking alone in the streets?
  • Are there parks and other public spaces (square, beaches, etc.) in the village/city where you live? Why are public places important? 

Possible adaptations: (Online) This activity can be done with the use of online tools such as Jamboard, Mentimeter or Miro.

Introducing the topic of Sustainable Cities and Communities

Sustainable Development Goal 11, titled "sustainable cities and communities", is one of 17 Sustainable Development Goals established by the United Nations General Assembly in 2015. It aims to make cities and human settlements inclusive, safe, resilient, and sustainable. It focuses on fostering urban environments that accommodate the growing global population while ensuring access to basic services, green spaces, and cultural amenities. SDG 11 addresses the importance of intelligent urban planning for the well-being and prosperity of present and future generations.

Why it Matters (2020) provides the main information about SDG11 in terms of goals to reach, the most pressing challenges cities face today, possible solutions and good practices for the achievement of this goal.

Material to link to Activity 1

Activity 2: Digital Stories

Watch the following digital stories. Afterwards, for each story explain the overall message the author wants to convey. This activity can be done individually or in groups of 3-4 students.

Activity 3: The 3 Rs through music

Play to the song “The 3 Rs” by Jack Jahson in the classroom and ask students to write down while they listen to it:

  • What the song is about?
  • What does “Reduce” stand for?
  • What does “Reuse” stand for?
  • What does “Recycle” stand for?
  • An example of reducing
  • An example of reusing
  • An example of recycling
Activity 4: Documentary

Watch this documentary about the largest slum in Mumbai (India). Afterwards, students could write a 1-page essay explaining:

1. How your perceptions about slums have changed after watching this documentary,
2. What is the most surprising fact you have learnt,
3. Your conclusions linked to SDG11 target 11.1 “By 2030, ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums”.

Activity 5: Collaborative drawing

Encourage your students' creative expression by providing them with ample space, large-sized paper, and a variety of drawing supplies such as pencils, markers, and watercolors. First, ask students to brainstorm ideas for their ideal city, considering elements like infrastructure, public spaces, transportation, and green spaces. Then, invite them to engage in a collaborative drawing exercise where they collectively envision the perfect city, one that embodies principles of inclusivity, safety, resilience, and sustainability.

Possible adaptation: If time allows, the documentary (15 minutes) can be watched in class with a projector while the essays can be assigned as homework.

Activity 6: Quiz

This quiz is about UN Goal 11: Sustainable Cities and Communities. You can either use it at the end of your lesson to revise the topics you have already talked about, or in the beggining of the lesson to challenge students prior knowledge and gain their attention.

Additional material