10 Fuelish Choices? Understanding Car Dependency and Its Consequences
Fuelish Choices? Understanding Car Dependency and Its Consequences
Jackson Seeberg
Introduction
In recent years, the call for reducing car dependency has grown throughout the United States, due in part to rising costs for the consumer, environmental concerns, and public safety concerns (Reynolds, 2023). As Hans Jeekel describes, car dependency is marked not only by increased car usage, but also by the perceived inability to use another mode of transportation (Jeekel, 2016). Many argue that cars, and the infrastructure needed to facilitate their use, has led to greater safety concerns, especially as cars and trucks have increased greatly in size over the past decade (Price, 2015; Plaxen, 2023). Others point to the urban sprawl that is inherent within car-dependent America, and how reducing car usage and promoting other viable means of transportation can reinvigorate failing downtowns and create greater community cohesion (Herriges, 2019). The term “15-minute cities”, which is the idea of developing cities in a way that one has all their daily needs within a 15-minute bike or walk, has arisen out of this discourse and a desire for safe, walkable cities has grown rapidly.
Those who argue for keeping the status quo or increasing car usage in the United States state that cars allow them a sense of freedom that alternative forms of transportation cannot offer (Demaras Racing, 2023). Proponents of maintaining or increasing current car usage also point to the fact that many public transportation options may be unreliable, unsafe (Allen & Vanderschuren, 2016), or do not service many areas, making them an unviable form of transportation. Others claim that switching to all-electric vehicles would reduce the environmental impact of cars enough to where most of America can continue driving at the current rate without downsides.
Scholars and citizens across the country have very strong opinions on how best to mitigate car dependency. In this simulation, you will evaluate some of these opinions about car usage in the United States and develop an informed argument around the issue. In the following section, you will learn more about the history of the car in America and about the recent anti-car dependency movement.
Overview
This simulation engages you in critical discussions about car use in urban settings and developing more walkable cities. The chapter begins with an opportunity for you to discuss how the themes of the simulation relate to your own lived experience. You will also engage with reading, listening, and research activities to help build your knowledge of debates around car dependency. You will then take a position on the issue of car dependency by adopting a persona in the simulation phase. After reflecting on the simulation, you will complete a final project which demonstrates your content knowledge. You will either write an argumentative essay, a speech that will be performed individually in class, or create a solutions-oriented poster on the topic of car dependency.
As shown below, the simulation has five distinct phases.
How the simulation works
| Phase | Phase Description | Activities |
| 1 | Activation | Discussion 1
Listening 1 Research Activity 1 |
| 2 | Comprehension | Listening 2
Reading 1 and 2 Role Assignment / Role Preparation |
| 3 | Simulation | Role Play |
| 4 | Reflection | Debriefing Activity
Critical Reflections |
| 5 | Application | Essay, City Council Speech, or Solutions Poster |
You will gain a number of important skills as you participate in the simulation. These skills are sequenced from simple tasks such as defining and describing to more complex tasks such as synthesizing and evaluating.
After completing this simulation, you will be able to:
- make connections between car dependency and your city.
- define key terms relating to car dependency.
- describe the central arguments surrounding the car dependency debate.
- make predictions about the future of cities and their development.
- summarize issues related to car culture and car dependency in America.
- synthesize knowledge about decision making in urban planning.
- evaluate the positions taken in the simulation.
Phase 1: Activation
In this phase of the simulation, you will draw on your background knowledge of public transit and car dependency. This will help prepare you for the listening, reading and research activities in Phase 2 of the simulation. It will also allow you to share your experiences and ideas with your classmates.
Discussion Activity 1
Work in a small group. Discuss the following questions and be ready to share your responses with the class.
- Did you grow up in a large city with access to public transportation?
- If yes, did you utilize the available public transit or did you choose to drive?
- Do you prefer driving or using public transit?
- Do you consider yourself car-dependent?
- Should city governments ban certain types of vehicles from city centers?
- What are some alternative options cities can adopt to reduce car dependency?
- What problems do you foresee in prioritizing public transit (buses, trains, trams, etc.) over cars?
Listening Activity 1
Watch the video: How highways wrecked American cities (Vox, 2016). Answer the following questions related to the video.
Timestamp – 0:00-0:37
- What are three ways that highways have affected many American cities?
- How many Americans drive to work each day?
Timestamp – 0:37-2:12
- What federal act funded the national highways system?
- What part of the city did many highways cut through?
Timestamp – 2:12-3:52
- What neighborhoods were selected to be demolished for highway construction?
- Who lived in these neighborhoods and what term was used to classify these areas?
- What neighborhoods were preserved and who lived there?
Research Activity 1
Interview at least five individuals on their feelings towards car usage in America. Try to interview people from a variety of backgrounds (urban, rural, international, domestic). Bring your interview results to the next class session and be prepared to share them. Please use the questions below to guide your interview.
- Is your lifestyle dependent on having a car?
- Do you think about how you travel on a day to day basis?
- Would you reduce your car use if there were viable alternatives to driving?
- Are you interested in reducing your car use?
Questions adapted from Subjective Measure of Car Dependence.
Phase 2: Comprehension
In this phase, you will continue developing your knowledge around car dependency and be introduced to pro-vehicle thoughts and arguments. You will watch one video and read two texts. The video will discuss issues around car dependency and the traffic issues that follow. For Reading 2, you will read an article discussing how switching to electric vehicles (EVs) will save lives. You will then write a short summary of the article and its arguments.
Reading 1
Read the following text, then respond the comprehension questions: It’s a global climate solution — if it can get past conspiracy theories and NIMBYs (Simon, 2023)
- How much do transportation and cars contribute to global carbon emissions, respectively?
- In your own words, what is a 15-minute city?
- What issues do promoters of 15-minute cities claim their approach will fix?
- What issues do 15-minute city promoters in the USA face?
- According to the article, what are NIMBYs?
- What is Minneapolis doing to address issues of car-dependent neighborhoods?
Listening Activity 2
Watch and listen to the video We Keep Losing The Battle Against Traffic. Is This Inevitable? and respond to the following questions:
- Timestamp – 0:00-2:12
- Which methods of traffic alleviation have already been employed?
- Have recent highway expansions in Texas and California improved traffic flow?
- Timestamp – 2:12-5:35
- What is Marchetti’s Constant?
- What occurs when roads are widened?
- What is induced demand?
- Timestamp – 5:35-7:42
- What is an example of predictable variability?
- What is an example of unpredictable variability?
- Why are the most convenient roads often the most congested during peak travel times?
- Timestamp – 7:42-10:14
- What can sitting in traffic cause?
- What are some ways the street design can make commutes or driving better?
- Timestamp – 10:14-12:25
- What are some examples the video provides that could help fight traffic?
- Should issues like these be addressed in a top-down or bottom-up approach?
- An example of a top down approach would be passing legislation to promote transit, while a bottom up approach would be promoting local corner stores.
Reading Activity 2
Read the following text, then respond to the summary prompt below: US transition to electric vehicles would save over 100,000 lives by 2050 – study (Lakhani, 2022)
Summary Prompt: In your own words, summarize what the author highlights as the main benefits of switching from fossil fuel vehicles to electric vehicles. Provide examples from the article in your summary (400-500 words).
Phase 3: Simulation
In this phase, you will be given a role to play in a simulated discussion event (e.g., 45 -minute panel discussion). It is important that you understand the context and your role to prepare for the role playing.
The Context
In the past 10 years, anti car-dependency movements have sprung up across the country, causing towns and cities to begin having conversations on how impactful cars should be in their towns. You are presenting at a city council meeting where they will decide whether the city should become less car-dependent in future years.
Agenda: Should your city adopt an anti car-dependency model for future infrastructure planning and spending?
Roles
You will be assigned a role to play in this phase of the simulation. There are five participant roles on each side of the debate and one moderator role.
Moderator: City Transportation Board Chair
Your task is to introduce the issue at the beginning of the panel discussion, welcome the participants, and moderate the discussions. Allow every participant (role) about 3-5 minutes to talk and make sure that everyone gets a turn to express their opinion. Develop one question for each group’s presentation and ask the question after their presentations. The moderator role can be played by students or the instructor of the course.
For Reducing Car Dependency in Stillwater
Role 1. Parent (public safety concerns)
Description
- You support reducing car-dependent infrastructure in your city, as you are concerned for your child’s safety when they are outside. You have noticed how dangerous it is for them to bike to their friend’s house and want children to have more mobility. You are also scared by the statistics that report that, despite increased vehicle safety standards, car crashes are still a leading cause of death in children.
Potential Sources
Role 2. Local Store Owner (better local economy)
Description
- You support reducing car-dependent infrastructure in your city. You want to increase business to your store, which you do not believe a car-dependent infrastructure will do. You have heard that increased pedestrian and cyclist infrastructure leads to greater local economic growth and you want to eliminate parking minimums to do this.
Potential Sources
Role 3. Local Doctor (health reasons)
Description
- You support reducing car-dependent infrastructure, as you have read data that shows an increase in childhood asthma in places with heavy car traffic. You have also read that increased noise pollution caused by heavy traffic can lead to adverse health conditions like anxiety and heart attacks.
Potential Sources
Role 4. Community Leader (better city equity)
Description
- You support reducing car-dependent infrastructure, as you believe that more walkable cities can lead to greater equity among its citizens. You feel that the mandatory obligation to own a $20,000 or more vehicle, along with maintenance, gas, and insurance unfairly disadvantages the poorer of the community and only benefits those who can afford them.
Potential Sources
Role 5. University Commuter Student (multiple transit options advocate)
Description
- You support reducing car-dependent infrastructure, as you feel there should be more transit options to reach destinations without the need of a car. While there are buses available, they only run five times a day and you often must wait multiple hours for the bus. You advocate for options like trains and more bus lines to cater to other commuters as well.
Potential Sources
Against Reducing Car Use in Stillwater
Role 6. Local Car Dealership Owner (anti-business)
Description
- You are against reducing car dependency as you feel it will negatively affect your business. You have been selling more electric vehicles recently and are willing to adapt to change. You do not want to have to move or change your business.
Potential Sources
Role 7. Electric Vehicle Advocate
Description
- You feel that fossil fuel-powered cars are a public health concern, but feel that cars are still the best option for transportation. You argue that electric vehicles are the future of transportation and that they would solve both the climate issue and public health issue.
Potential Sources
Role 8. Community Member (freedom argument)
Description
- You view the car as a symbol of freedom and believe it is the best form of transportation. The ability to go anywhere at any time is something that is not possible with public transportation. You also view the car as an important symbol of American culture and do not want to diminish its importance.
Potential Sources
Role 9. University Student (poor transit)
Description
- You feel that the transit available is both lacking and prone to failure. Removing people’s ability to drive would only stress out an already failing system. You feel the car is a much more reasonable vehicle for commuting to campus.
Potential Sources
Role 10. Rural Healthcare Provider
Description
- You are a doctor that primarily caters to rural residents who lack mobility outside of a car. Many of your patients live at least one mile outside of town and do not have access to public transit. You feel that incentivizing reduced car usage puts these individuals at greater risk.
Potential Sources
Phase 4: Reflection
Debriefing Activity: In small groups, discuss the following questions. Be prepared to share your thoughts with the whole class.
- What did you think about the topic for this simulation? Were you already familiar with it?
- Was it easy or difficult to create an argument for your side of the issue? Why?
- What did you think of your role in the simulation? Did you personally agree or disagree with your role’s required stance on the issue?
Critical Reflection Activity
- Did any of the participants/ groups make particularly persuasive arguments? If so, which one/s? What made the arguments more persuasive?
- Did any of the participants/groups make arguments that you thought were weak? If so, what were the arguments? What made them weak?
- Which individual participant did you find the most knowledgeable / most persuasive in the role play? Why?
- Which group did you find most persuasive? Why?
Phase 5: Application
OPTION 1: Essay
Prompt: Argumentative Essay
Write an argumentative essay that expresses your opinion about car dependency. You are writing to convince the reader to adopt your approach to this issue, and should consider the audience (e.g. local business owners, city mayor, etc.) when writing this paper. You should include arguments and counter arguments with evidence for both. You should also include a rebuttal section. You should feel free to use the information provided in the simulation to guide your thoughts.
OPTION 2: Speech
Prompt: Speech to City Council
Drawing on your experiences in public speaking from the simulation, please develop a 5-6 minute speech that could be delivered in front of the local city council. Unlike the simulation, you should write about your own opinions on the topic. You should make sure to highlight both your argument, its strengths, and the opposing side’s weaknesses. This will be delivered in front of the class or, if need be, in front of the instructor during their office hours.
Option 3: Solutions-Oriented Poster
Prompt:
You will create a poster that highlights a specific solution to car-dependency in the United States (e.g. adding protected bike lanes, increasing transit funding, creating pedestrian only streets, etc.). The poster should include graphics, images, and texts that demonstrate the problem and explain the solution. Alongside the poster, you will create a short writeup explaining your posters’ different elements.
Notes to Teachers
When running Research Activity 1, make sure to have students present their interview results at the beginning of the following class period. This is a two class period activity.
When assigning the simulation application (Phase 5), instructors should consider their course objectives and their students’ language-learning needs when selecting which option to assign.
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