STEP Standard 2 - Writing Standards-Based Measurable

Objectives and Learning Goals

Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Social Studies

Unit Title: Ancient Egypt: c. 3000 – 700 BC

National or State Academic Content Standards:

Tennessee Standard Social Studies Practices (Grades 6-8)

SSP.01: Collect data and information from a variety of primary and secondary sources,

including:

o Printed materials (e.g., literary texts, newspapers, political cartoons,

autobiographies, speeches, letters, personal journals)

o Graphic representations (e.g., maps, timelines, charts, photographs, artwork)

o Artifacts

o Media and technology sources

SSP.02: Critically examine a primary or secondary source in order to:

o Extract and paraphrase significant ideas and relevant information

o Distinguish the difference between fact and opinion

o Draw inferences and conclusions

o Recognize author’s purpose, point of view, and bias

o Assess the strengths and limitations of arguments

© 2022. Grand Canyon University. All Rights Reserved. Page 4 of 44

SSP.03: Synthesize the data from multiple sources in order to:

o Recognize differences among multiple accounts

o Establish validity by comparing-and-contrasting multiple sources

o Frame appropriate questions for further investigation

SSP.04: Construct and communicate arguments citing supporting evidence to:

o Demonstrate and defend an understanding of ideas

o Compare and contrast viewpoints

o Illustrate cause and effect

o Predict likely outcomes

o Devise new outcomes or solutions.

SSP.05: Develop historical awareness by:

o Recognizing how and why historical accounts change over time

o Perceiving and presenting past events and issues as they might have been

experienced by the people of the time, with historical empathy rather than

with present-mindedness

o Evaluating how unique circumstances of time and place create context and

contribute to action and reaction

o Identifying patterns of continuity and change over time, making connections

to the present.

SSP.06: Develop a geographic awareness by:

o Using the geographic perspective to determine relationships, patterns, and

diffusion across space at multiple scales (e.g., local, national, global)

© 2022. Grand Canyon University. All Rights Reserved. Page 5 of 44

 o Determining the use of diverse types of maps based on their origin, structure,

context, and validity

o Analyzing locations, conditions, and conditions of places and using maps to

investigate spatial relationships

o Analyzing interaction between humans and the physical environment

o Examining how geographic regions and perceptions of regions are fluid across

time and space

Content Standards:

6.13: Identify and locate geographical features of ancient Egypt, including:

 Mediterranean Sea

 Nile Delta

 Nile River

 Red Sea

 The regions of Upper and Lower Egypt

 The Sahara

6.14: Explain how agricultural practices impacted life and economic growth in ancient Egypt,

including the use of irrigation and the development of a calendar.

6.15: Explain the structure of ancient Egyptian society, including:

 Relationships between groups of people

 How social classes were organized by occupation

 Positions of pharaohs as gods/kings

 Role of slaves

© 2022. Grand Canyon University. All Rights Reserved. Page 6 of 44

6.16: Explain the polytheistic religion of ancient Egypt, with respect to beliefs about the afterlife,

the reasons for mummification, and the use of pyramids.

6.17: Analyze the impact of key figures from ancient Egypt, including:

 Growth under the leadership of Queen Hatshepsut and her economic policies

 Ramses the Great’s military conquests leading to growth of the kingdom

 Significance of the discovery of Tutankhamun’s tomb on the understanding of ancient

Egypt

6.18: Analyze the achievements of ancient Egyptian civilization, including: hieroglyphics,

papyrus, and the pyramids and Sphinx at Giza.

6.19: Examine the cultural diffusion of ancient Egypt with surrounding civilizations through

trade and conflict, including its relationship with Nubia.

Learning Goal:

Students Will Be Able To:

- Utilize a map to identify and locate geographical features of ancient Egypt, including the

Mediterranean Sea, Nile Delta, Nile River, Red Sea, the regions of Upper and Lower

Egypt, and the Sahara (SSP.01, 6.13).

- Utilize media technology to research the use of irrigation and the development of a

calendar to explain how agricultural practices impacted Egyptian life and economic

growth (SSP.01, 6.14).

- Summarize different aspects of ancient Egyptian culture and society including social

classes, positions of pharaohs, and the role of slaves (SSP.05, 6.15).

- Examine the polytheistic religion of ancient Egypt including beliefs about the afterlife,

mummification, and the use of pyramids (SSP.04, 6.16).

© 2022. Grand Canyon University. All Rights Reserved. Page 7 of 44

 - Analyze the impact of key figures from ancient Egypt (6.17).

- Defend how hieroglyphics, papyrus, and the pyramids and Sphinx at Giza were

achievements of ancient Egyptian civilization (6.18).

- Identify the connection between trade and conflict and the cultural diffusion of ancient

Egypt with surrounding civilizations (SSP.05, SSP.06, 6.19).

Measurable Objectives:

- A blank map will be filled in by the student, labeling the geographic features of ancient

Egypt (SSP.01, 6.13).

- Students will write a 1-page essay on either the use of irrigation or the development of a

calendar explaining the impact on Egyptian life and economic growth (SSP.02, 6.14).

- Students will complete fill-in-the-blank note pages on Egyptian culture and society as the

PowerPoint lesson is presented (SSP.01, 6.15, 6.16).

- Students will be able to complete a matching quiz over key points from the PowerPoint

lesson on Egyptian culture and society with 80% accuracy (SSP.01, 6.15, 6.16).

- Students will spend one hour researching either Queen Hatshepsut, Ramses the Great, or

the discovery of Tutankhamun’s tomb and then discuss findings with the class (SSP.03,

6.17).

- Students will select one pyramid to research and then present findings in a visual display

to present to the class (SSP.01, 6.18).

- Students will complete fill-in-the-blank note pages on Egyptian trade, conflict, and

cultural diffusion as the PowerPoint lesson is presented (SSP.01, SSP.05, 6.19).

- Students will be able to complete a matching quiz over key points from the PowerPoint

lesson on Egyptian culture and society with 80% accuracy (SSP.01, SSP.05, 6.19).

© 2022. Grand Canyon University. All Rights Reserved. Page 8 of 44

 Reference

TN Department of Education. (2017). Tennessee social studies standards. Retrieved from

https://www.tn.gov/content/dam/tn/education/standards/ss/Social_Studies_Standards.pdf.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

© 2022. Grand Canyon University. All Rights Reserved. Page 9 of 44