Key to the success of any trip is a good itinerary. In this project the itinerary becomes a sort of syllabus for the unit. Teachers need to make up an itinerary before introducing the unit to the students, or at least have a draft of an itinerary if you want the students to have some say on where they will be stopping. But due to the gathering of film and literature that goes along with this unit, you will really need to steer them in a direction that will be manageable for you. On my itinerary (see appendix) I have put the city to be visited, the film to be viewed and the literature to be sampled. I also put a journal theme associated with each stop. These are fairly general, and will aid the students in the writing/reflection process at each stop. The itinerary gives both the student and the teacher a better idea of where we are headed in this unit. Take a day discussing the itinerary before beginning the journey. Ask students how long they think a trip like this might take, what will they need to take with them? At least one class period should be spent on imagining what the trip will be like before embarking on it.