Task 1

     As I read chapter4, I found some very interesting strategies to use in our unit.  As discussed in the chapter the topics, themes, concepts, and big ideas are very important when teaching units.  Teachers have to prepare their students to learn the standards. 
     Our focus is going to be on one of the historical homes in Murfreesboro.  So the topic will be looking at the landscaping and built of the house along with the culture that lies within the house.  The students will be comparing and contrasting the past and present by using a timeline to focus on slavery and the style of the home.  Our topic will focus on the people of that time along with what the places and surroundings looked like, and what type of lifestyle was being lived. 
     Our theme will focus of course on the past and comparing and contrasting the past and present.  Culture will be researched with technology.  Students will learn of the different cultures who lived in the home and why the home was set up the way it was.  Students can compare and contrast this historical home and the way homes look today and why.  Another theme to be addressed would be the time, continuity, and change.  Students will definately be able to see the time period the home was lived in and built and how styles and cultures have changed.  A key concept is culture in this unit, and focusing on past and present with lifestyle and the way people dressed.  The big idea is for students to see the differences of the past and present and to use a timeline to see when and how things changed. 
     I will use several graphic organizeres to compare and constrast the past and the present themes:  clothing, style of home, landscape of home, and lifestyle.  It is important to help children make connections by reading them books and asking them questions about the historical site. 
     I will use the think pair share activity with my students.  The students will read books about different lifestyles and cultures of the past.  Students will share with other students on the book they have read.  This could also work with literature circles.