The strengths of my unit plan are that I have tried many different types of lessons for my students. These included: prior understanding discussion, simulation games, interactive PowerPoint slide show, mapping work, reading and analyzing primary documents, interpreting visual images, film analysis, compare and contrast, continuum, debate, station activities , group work and individual research. I have tried to integrate them into lessons several times to appeal to a wide range of learners: visual, written and verbal learners. I also worked on asking students questions that were not only basic factual questions but also higher-order thinking questions about themes and trends in history and societies. This is why I chose the theme of Empires and the rise of empires. I wanted there to be a general connection with these different groups of people all over the world. A major connection was the idea that they were all empires in their own right, some more successful and better known than others. The second sub-theme of this unit that I try to impress upon students is the importance of mixing and interacting cultures. We have addressed this throughout the unit and in particular as a basic context for the entire unit. The weakness of my unit plan was sometimes that I felt like I had to do too much interactive PowerPoint, to cover some basic information for each topic or group of people that was presented. This took up valuable time from the total time I had for my unit. Many times I felt like I was rushing through parts of my unit because of SGOs, testing, assemblies, fire drills, or lockdowns. This is common for every teacher that I just need to work on to better adapt to the situation and change my...... middle of paper ...... I should have done a better job by monitoring students and testing them on their research to see if they found the correct answers and answered all the required questions. I would improve the unit in the following ways: I would have tried to eliminate some of the repetitive and weak summative assessments in a higher order of thinking. These would be the notes and vocabulary definitions for a given section of a chapter in their book. Sometimes I would have students do this and only remove a mini-section to look at in more depth. I should have done more hands-on station activities where students examine artifacts and answer questions about their purpose and nature. I will ensure that if I give a summative test on some of the content students have studied, it will be before giving them time to work on the unit project..