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Scenes from Slumdog Millionaire provided some glimpses into life in a slum in the city of Mumbai, India. In this lesson students can learn about slum conditions around the world and about the United Nations attempts to improve those conditions.
Warm-up:
Write the following questions on the board:
- What images come to mind when you hear the word “slum”?
- What do you know about slums here in this country?
- What do you know about slums in other parts of the world?
- If you were to make up a list of factors that characterize a slum, what would you include?
Have students discuss their answers in small groups and then share out to the class. Write the answers on the board.
Activity 1
Have students interact with the Places We Live. In groups let them explore the site for 15 minutes. Ask them to choose a household they find interesting and fill out Appendix A.
As a class revise the answers from the warm up activity on the board with the new information.
Activity 2
Split the class into four groups and distribute BBC's East Africa correspondent Andrew Harding's articles about life in Africa's largest slum, Kibera. Take time to let each student read and underline their assigned article.
1) Nairobi Slum Life: Into Kibera
2) An Evening in Kibera
3) Nairobi’s Slum Life: Kibera’s children
4) Nairobi Slum Life: Escaping Kibera
After reading allow 15 minutes for students to respond to the following questions in groups.
- Identify five characteristics of slum life that are indicated in your article
- Is there a place identified with this reading? If so where is it and what point is being made?
- What survival techniques do you see slum residents using in this reading?
- Are there any positive developments that your article discusses? If so please briefly describe them.
- How does the article compare to the narratives of activity 1? Is there any new information you have learned? Add it to the Characteristics of Slum Life worksheet.
UN Habitat has defined five features of a slum: 1. Lack of durable housing; 2. Insufficient living area, 3. Lack of access to clean water, 4. Inadequate sanitation, and 5. Insecure tenure. Have students individually reflect on:
How does your article compare to this list? Which features were mentioned? Were there others you identified? What are they?
Call on students to share their answers.
Activity 3
Pass out the transcript to In Famous Mumbai Slum, Redevelopment Plans Stir Controversy to each student. Have students read and follow along in class with the video.
Have students individually answer the worksheet Appendix B.
Optional Extension Activity:
Success of Slumdog Millionaire: From your readings and research answer the following questions as a class:
- What characteristics of slum life were portrayed in the movie?
- What features of the story have led to its success?
- How are the proceeds from the film being used?
- What were Director Daniel Boyle’s motives in making this movie?
Activity 4
Improving Slums as part of the Millennium Development Goals:
MDG GOAL 7d urges the countries of the world to make improvements in slum conditions
Ask the class, If you were to set up goals for the world to improve conditions for the world’s people, what goals would you choose?
Allow several minutes for discussion and disagreement, choose the top ten for the class and write them on the board.
In groups or as a class go to The Millennium Development Goals agreed upon by all member countries in 2000. How do your goals compare with this list? Whose are harder goals? Why would this be?
Read Appendix C about how India is doing on the Millennium Development Goals. Ask students to do a free write for 20 minutes about the urbanization of poverty and the similarities and differences to their communities
Research living conditions in the U.S.; do not forget to look in urban enclaves, migrant camps for labor, and rural areas. Ask students to write a well composed essay. Does America have any slums? Do international standards need to be applied?
Finally hold an in class debate.
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