Car-Free Streets Are Amazing (And We Need More of Them)

Videos

Grades6, 7, 8, 9, 10, 11, 12Civics

Scientist Reviewed

Provided by Not Just Bikes

Open Resource

What it is

This video is mostly about the principle of "Autoluw," a Dutch urban planning concept that closely translates to nearly car-free, how more cities can incorporate this concept, and why some attempts, such as one in Fresno, have failed.
Students will learn about the benefits of bike paths and pedestrian walkways in city and suburban planning.

Teaching tips

Positives

It addresses counterarguments you might hear against car-free areas and then debunks each talking point.
It includes images of international cities that can serve as inspiration for what green and accessible city planning can look like.

Prerequisites

There is an ad before the video.

Differentiation & Implementation

Students in ELA classes can use this as a mentor text for opinion writing using counterarguments.
Students in art classes can create a visual representation of their ideal "Autoluw" area.
Students in civics classes can think about accessibility in their own communities and how they can advocate for cleaner air and increased access.
Other resources related to this topic include Why City Design Is Important (And Why I Hate Houston) and Build Your Own Equitable City.

From the scientist review

This resource is a 6-minute video discussing the concept of "Autoluw" or "Nearly Car-Free" cities and towns. Examples of European towns that have removed cars from downtown centers are shown, and the advantages (increased foot traffic, increased accessibility, cleaner air, etc.) are presented. This resource presents a convincing case that cars are not needed in many downtown centers. This resource is recommended for teaching.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Civics
Format: YouTube Video
Language: English
Location: Europe, North America, North America > United States
Provider: Not Just Bikes
Authors: Not Just Bikes
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D2.Geo.4.6-8 + 30 more

Core

Core Standards legacy

D2.Geo.4.6-8D2.Geo.4.6-8 Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
CCSS.ELA-LITERACY.SL.6.2CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
HS-ETS1-3.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
D2.Civ.13.9-12D2.Civ.13.9-12 Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
D2.Eco.1.9-12D2.Eco.1.9-12 Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
D2.Geo.10.9-12D2.Geo.10.9-12 Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

HS-ETS1-3.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
SL.II.6.2SL.II.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

6.SL.26.SL.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
HS.ETS1.3HS.ETS1.3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
HS.E.IC.8:HS.E.IC.8: Explain how consumers and producers confront the condition of scarcity by making choices that involve opportunity costs and tradeoffs.
HS.G.HE.9:HS.G.HE.9: Explain how technological developments, societal decisions, and personal practices influence global resource consumption patterns, conservation, and environmental sustainability

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

HS-ETS1-3.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
SL.6.2SL.6.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

HS-ETS1-3HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
SL.6-8.2SL.6-8.2 Integrate and evaluate information presented in diverse media and formats, including point of view, reasoning, and use of evidence and rhetoric.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

12.12.G512.12.G5 PUBLIC POLICY: All levels of government—local, state, and federal—are involved in shaping public policy and responding to public policy issues, all of which influence our lives beyond what appears in the Constitution. Engaged citizens understand how to find, monitor, evaluate, and respond to information on public policy issues.
HS-ETS1-3.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
6SL2:6SL2: Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.SL.6.2CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.Geo.4.a.6.Geo.4.a. Explain how cultural patterns influence the environment and daily life within and among regions (e.g., pollution of the Ganges River, Croatian access to Adriatic Seacoast, Main-Danube waterway, Chinese New Year, Hajj).
MW.Geo.10.a.EvaluateMW.Geo.10.a.Evaluate how the cultural and environmental changes caused by industrialization influenced spatial patterns of trade and land use (e.g., Enclosure Movement, Bombay Spinning and Weaving Company, Treaty of Amity and Commerce, Suez Canal).
HS-ETS1-3.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

HS-ETS1-3.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

HS-ETS1-3HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
EE – 1.1.1 Scarcity, Choice, Opportunity Costs, Incentives – using examples, explain how scarcity, choice, opportunity costs, and incentives affect decisions made by households, businesses, and governments.
SL.6.2.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Illinois Climate Education

Illinois Climate Education Standards legacy

SL.6.2.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SS.9-12.CV.9.SS.9-12.CV.9. Evaluate public policies in terms of intended and unintended outcomes and related consequences on different communities, including the marginalization of multiple groups.
SS.6-8.G.2.MC.SS.6-8.G.2.MC. Evaluate how cultural and economic decisions influence environments and the daily lives of people in both nearby and distant places.
HS-ETS1-3.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

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