Quietly, or with your group, read section 8.4, including graphics, pictures and vocabulary. Discuss these questions to clarify any confusion about them. If you so choose, work together to answer them in complete sentences.
• The delegates were committed to the ideals of the declaration of independence. What were these ideals?
• When the convention began, the issue of who would be represented in government (vote or hold office) remained unanswered. What were the choices in who should have a say in the new “representative” government?
• Quote: “Many delegates wanted to keep the government close to the people by preserving the rights of the states.” Why?
• Why did other delegates, like James Madison, want a stronger national government?
Assessment: If the learning target is to understand the ideals and concerns of the constitutional fathers during the convention, how does my answer meet this target?
Quietly, or with a partner, read section 5.2, including graphs and maps. Discuss the questions to clarify any confusion about what they ask. Work together, if you so choose, and answer them in complete sentences. (What strategies can I use to help me to meet the learning target for this assignment?)
• What is a “walking city”? Why is it called that?
• How did electric streetcars and commuter rail lines cause the urban core to “bulge outward”?
• What transportation device in the 1920s influenced the growth of the suburbs in the urban fringe?
• How does urban sprawl affect the rural fringe?
Reflection: If the learning target is to understand how cities begin and grow over time, how does my answer meet the target? Highlight or underline key words, phrases or ideas that help you meet the target.