MAJOR ACTIVITIES to introduce prior to Viewing:

Direct students to keep a journal while viewing the video, noting what they think are its most interesting images, its most interesting characters, and its narrative's most memorable remarks. Following viewing, brainstorm their findings and discuss what they learned about the Interstates--their importance and their impact. Suggest how students might research a public or private figure the film mentions.

Advise students of the various ways the film presents information, e.g., archival footage, interviews, narration, moving images, and music/sound. Is any of that information biased toward or against the Interstate Highway system? Which filmic element best conveys the bias? Have students share findings with the class.

To help students prepare for a concluding debate on the merits of highway construction, have them list at least five points for and five against the issue. Following viewing, divide the class into three groups: advocates for, advocates against, and decision makers to debate, "Our town should seek federal funding for highway expansion." OR conduct a town meeting where community members try to influence local officials on a construction or expansion issue, e.g., a mall, a bypass. Students role play community members concerned about how eminent domain supercedes their property rights. Provide students with information on eminent domain and related cases. Have students contact local officials asking for information about current transportation debate issues.