TITLE 6
PRIMARY AND SECONDARY
EDUCATION
CHAPTER
29 STANDARDS FOR EXCELLENCE
PART 11 SOCIAL STUDIES
6.29.11.1 ISSUING AGENCY:
Public Education Department, hereinafter the department.
[6.29.11.1
NMAC – Rp, 6.29.11.1 NMAC, 2/22/2022]
6.29.11.2 SCOPE:
All public schools, state educational institutions, and educational
programs conducted in state institutions other than New Mexico military
institute.
[6.29.11.2
NMAC - Rp, 6.29.11.2, 2/22/2022]
6.29.11.3 STATUTORY AUTHORITY:
Sections 9-24-8, 22-2-1, 22-2-2, and 22-2C-3 NMSA 1978.
[6.29.11.3
NMAC - Rp, 6.29.11.3 NMAC, 2/22/2022]
6.29.11.4 DURATION:
Permanent.
[6.29.11.4
NMAC - Rp, 6.29.11.4 NMAC, 2/22/2022]
6.29.11.5 EFFECTIVE DATE: February
22, 2022, unless a later date is cited at the end of a section.
[6.29.11.5
NMAC – Rp, 6.29.11.5 NMAC, 2/22/2022]
6.29.11.6 OBJECTIVE: This rule establishes the academic content
and performance standards for social studies for grades kindergarten through
12. The social studies
standards include six strands: (1) civics, (2) economics and personal financial
literacy, (3) geography, (4) history, (5) ethnic, cultural, and identity
studies, and (6) inquiry. The strands are organized by anchor standard, which
are the core ideas that establish what students should understand and be able
to do, with increasing complexity. Anchor standards consist of performance
indicators, which are concise, written descriptions of what students are
expected to know and be able to do in a specific grade or course.
[6.29.11.6
NMAC - Rp, 6.29.11.6 NMAC, 2/22/2022]
6.29.11.7 DEFINITIONS: [RESERVED]
6.29.11.8 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR KINDERGARTEN:
A. Civics.
(1) The
student shall demonstrate an understanding of processes, rules, and laws by:
(a) communicating
the purpose of rules; and
(b) explaining
how the rules help us work together.
(2) The
student shall demonstrate an understanding of civic dispositions and democratic
principles by identifying the local, state, and national symbols (e.g. flag, bird,
song).
(3) The
student shall demonstrate an understanding of roles and responsibilities of a
civic life by:
(a) identifying
the consequences of following and not following rules; and
(b) identifying
authority figures and describing their roles.
B. Economics and personal financial literacy.
(1) The
student shall demonstrate an understanding of incentives and choices by
distinguishing between a basic need (e.g. food, clothing, shelter) and a want.
(2) The
student shall demonstrate an understanding of money and markets by:
(a) identifying
examples of goods and services; and
(b) explaining
what scarcity is and how scarcity affects the accessibility of goods and
services.
(3) The student shall demonstrate an
understanding of personal financial literacy by recognizing personal finance
choices people make.
C. Geography.
(1) The
student shall demonstrate an understanding of geographic representations and
reasoning by, with prompting and support, creating maps of familiar areas (e.g.
classroom, school, community), that include labels.
(2) The
student shall demonstrate an understanding of location, place, and region by:
(a) recognizing
and identifying signs and symbols around their town and community, including
the location of places, people, and objects; and
(b) identifying
the differences and similarities between a globe and a map, and explaining the
purpose of the two.
(3) The
student shall demonstrate an understanding of movement, population, and systems
by explaining why and how people move from place to place within a community.
D. History.
(1) The
student shall demonstrate an understanding of historical change, continuity,
context, and reconciliation by comparing traditions found in communities over
time.
(2) The
student shall demonstrate an understanding of power dynamics, leadership, and
agency by demonstrating an awareness of community leaders (e.g. teacher,
principal, mayor, tribal leaders).
E. Ethnic, cultural, and identity studies. The student shall demonstrate an
understanding of diversity and identity by:
(1) sequencing
important events in the student’s life;
(2) identifying
how individuals are similar and different;
(3) communicating
a positive view of themselves and identifying some of their group identities;
(4) describing
ways they are similar and different from people who share their identities, and
people who do not;
(5) exploring
their personal history, culture, and past; and
(6) with
support, learning about current contributions of people in their main identity
groups.
F. Inquiry.
(1) The student shall demonstrate an
understanding of constructing compelling and supporting questions by, with
prompting and support:
(a) recognizing
a compelling question; and
(b) identifying
the relationship between compelling and supporting questions.
(2) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by, with prompting and support, constructing responses to compelling
questions using examples.
(3) The
student shall demonstrate an understanding of taking informed action by:
(a) taking
group or individual action to help address local, regional, or global problems
or issues; and
(b) participating
in deliberative and democratic procedures to make decisions about, and act on,
civic problems or issues in their classrooms.
[6.29.11.8
NMAC - Rp, 6.29.11.8 NMAC, 2/22/2022]
6.29.11.9 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR FIRST GRADE:
A. Civics.
The student shall demonstrate an understanding of the roles and
responsibilities of a civic life by explaining
and providing examples of how people play important roles in society.
B. Economics and personal financial literacy.
(1) The
student shall demonstrate an understanding of incentives and choices by
examining choices that families make in purchasing general goods and
identifying costs associated with those choices.
(2) The
student shall demonstrate an understanding of money and markets by examining decisions
people make about spending and saving money.
(3) The student shall demonstrate an
understanding of personal financial literacy by:
(a) identifying examples of producers and
consumers; and
(b) examining how earning money through work
is related to the purchase of goods and services.
C. Geography.
(1) The
student shall demonstrate an understanding of geographic representations and
reasoning by:
(a) creating
geographic representations to identify the location of familiar places and
demonstrate how these representations can help us navigate from one place to
the next, provide directions, or trace important routes;
(b) identifying
the common symbols used on maps for human-made structures and physical
features; and
(c) using
a variety of maps to locate specific places, and identify major landforms,
bodies of water, and other places of significance around the United States.
(2) The
student shall demonstrate an understanding of location, place, and region by
explaining how human-made structures are all examples of how people modify the
physical environment to meet needs and wants.
(3) The
student shall demonstrate an understanding of human-environmental interactions
and sustainability by explaining how people interact with their physical
environment in ways that may have a positive or a negative effect on natural
resources.
D. History.
(1) The
student shall demonstrate an understanding of historical change, continuity,
context, and reconciliation by comparing life in New Mexico in the past to life
in New Mexico today.
(2) The
student shall demonstrate an understanding of historical thinking by:
(a) comparing fact and
opinion in stories and narratives from the past; and
(b) demonstrating
chronological thinking by distinguishing among past, present, and future using
family, school, or community events.
(3) The
student shall demonstrate an understanding of critical consciousness and
perspectives by examining and identifying cultural differences within their
community.
E. Ethnic, cultural, and identity studies.
(1) The
student shall demonstrate an understanding of diversity and identity by:
(a) explaining
how groups of people believe different things and live in unique ways; and
(b) explaining
how student and individual identities are part of what makes each person unique
and special.
(2) The
student shall demonstrate an understanding of identity in history by
investigating significant events, people, and observances in history, and
discussing their effects on local and national communities.
(3) The
student shall demonstrate an understanding of community equity building by
investigating how people work together to accomplish a common task, and how
working together benefits and challenges people.
F. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) recognizing a compelling question; and
(b) generating supporting
questions related to compelling questions within a variety of social studies
topics.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by interacting with a variety of primary and secondary sources.
(3) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by constructing responses to compelling questions using examples.
(4) The
student shall demonstrate an understanding of taking informed action by:
(a) taking
group or individual action to help address local, regional, or global problems
or issues; and
(b) using deliberative
and democratic procedures to make decisions about, and act on, civic problems
or issues in their classrooms.
[6.29.11.9
NMAC – Rp, 6.29.11.9 NMAC, 2/22/2022]
6.29.11.10 ANCHOR STANDARDS AND PERFORMANCE STANDARDS
FOR SECOND GRADE:
A. Civics.
(1) The
student shall demonstrate an understanding of processes, rules, and laws by:
(a) evaluating
how American society has changed through rules and laws; and
(b) understanding
the purposes and structures of government (e.g. tribal, local, state,
national).
(2) The
student shall demonstrate an understanding of civic dispositions and democratic
principles by:
(a) assessing
how the contributions of diverse individuals have helped develop our national
identity; and
(b) examining
and comparing the American democratic principles to neighboring countries.
(3) The
student shall demonstrate an understanding of the roles and responsibilities of
a civic life by examining
and understanding the various qualities of leadership.
B. Economics and personal financial literacy.
(1) The
student shall demonstrate an understanding of economic decision-making by:
(a) examining
how consumers react to changes in the prices of goods and how this influences
economic decision-making and the use of money; and
(b) exploring
how communities share resources and services with other communities.
(2) The
student shall demonstrate an understanding of economic systems and models by investigating what resources are
available in their community, how available resources differ in communities,
and what resources are obtained from neighboring communities.
(3) The student shall demonstrate an
understanding of personal financial literacy by:
(a) identifying
different types of jobs performed in the community;
(b) assessing priorities when making
financial decisions; and
(c) classifying financial goals as
short-term or long-term.
C. Geography.
(1) The
student shall demonstrate an understanding of geographic representations and
reasoning by:
(a) using
maps, identifying and locating the United States, Canada, and Mexico as the
countries that make up North America; and
(b) identifying
and locating the bordering states to New Mexico and understanding that New
Mexico is in the southwest.
(2) The
student shall demonstrate an understanding of location, place, and region by:
(a)
comparing the human and physical characteristics of two regions in the United
States; and
(b) generating
a description for their region of the United States by identifying unique
features.
(3) The
student shall demonstrate an understanding of movement, population, and systems
by listing at least three different waves of migration to the western hemisphere
in chronological order.
(4) The
student shall demonstrate an understanding of human-environmental interactions
and sustainability by describing ways in which individuals and groups use or
conserve natural resources.
D. History.
(1) The
student shall demonstrate an understanding of historical change, continuity,
context, and reconciliation by:
(a) describing
events in North America that illustrate how people from diverse cultural groups
aimed to work through conflicts to solve a problem;
(b) comparing
diverse world communities to local communities in terms of members, customs,
and traditions; and
(c) demonstrating
chronological thinking by distinguishing among years and decades using a
timeline of local and national events.
(2) The
student shall demonstrate an understanding of critical consciousness and
perspectives by:
(a) identifying
and comparing the diverse North American cultural groups of the past and today;
and
(b) evaluating
the effects of people, goods, and ideas that diffused from one community to
other communities and their impact.
E. Ethnic, cultural, and identity studies.
(1) The
student shall demonstrate an understanding of diversity and identity by:
(a) expressing
a positive view of themselves while demonstrating respect and empathy for
others; and
(b) describing
ways people are similar and different from people who share identities, and
people who do not.
(2) The
student shall demonstrate an understanding of community equity building by
demonstrating respect for the feelings of people who are similar and different
from the student.
F. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) explaining
why a compelling question is important; and
(b) generating supporting
questions related to compelling within a variety of social studies topics.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by, with support, determining if a source is primary or secondary.
(3) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by, with support, constructing responses to compelling questions
using reasoning, examples, and relevant details.
(4) The
student shall demonstrate an understanding of taking informed action by:
(a) taking
group or individual action to help address local, regional, or global problems
or issues; and
(d) using deliberative
and democratic procedures to make decisions about, and act on, civic problems
or issues in their classrooms.
[6.29.11.10
NMAC - Rp, 6.29.11.10 NMAC, 2/22/2022]
6.29.11.11 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR THIRD GRADE:
A. Civics.
(1) The
student shall demonstrate an understanding of civic dispositions and democratic
principles by explaining how the democratic principles motivate people
to migrate then and now.
(2) The
student shall demonstrate an understanding of the roles and responsibilities of
a civic life by explaining
how to be a responsible and active citizen in a democracy.
B. Economics and personal financial literacy.
(1) The
student shall demonstrate an understanding of economic systems and models by
investigating who receives the goods that are produced in various world
communities.
(2) The
student shall demonstrate an understanding of global economy by:
(a) exploring
the concepts of surplus and scarcity in relation to resources for various world
communities;
(b) exploring
the basic economic concepts of supply and demand;
(c) explaining
how supply and demand influence prices and trade;
(d) describing
how technological developments in transportation and communication influence
trade over time;
(e) identifying
currency, credit, debit, and checks as the basic means of exchange in western
society; and
(f) comparing
currency, credit, debit, and checks in the United States to other world money
systems.
(3) The student shall demonstrate an
understanding of personal financial literacy by:
(a) examining the various ways people
earn a living to meet their basic needs (e.g. food, clothing, shelter) and how
this has changed over time in various world communities; and
(b) creating a plan with specific steps
to reach a short-term financial goal.
C. Geography.
(1) The
student shall demonstrate an understanding of geographic representations and
reasoning by:
(a) creating
a model to demonstrate how geographic factors influence where people settle and
how some people make adaptations to the environment to make a location more
suitable for settlement; and
(b) identifying
and using a variety of digital and
analog mapping tools to locate places.
(2) The
student shall demonstrate an understanding of location, place, and region by:
(a) explaining
how physical and cultural characteristics of world regions affect people, and
examining geographic features of various global communities that might create a
need for migration or immigration using a variety of maps, photos, and other
geographic representations; and
(b) identifying
the components of the Earth’s biosystems and their makeup.
(3) The
student shall demonstrate an understanding of movement, population, and systems
by:
(a) evaluating
the reasons for migration and immigration and the effects on people, culture,
and ideas in world communities;
(b) analyzing
how human settlement and movement impact diverse groups of people; and
(c) analyzing the movement of indigenous groups, including the removal
and return of Indigenous people throughout New Mexico and the United States.
D. History.
(1) The
student shall demonstrate an understanding of historical change, continuity,
context, and reconciliation by explaining how world events impact New Mexico
and the United States in the past and present.
(2) The
student shall demonstrate an understanding of historical thinking by using a
timeline to analyze connections among historical events, including how human
settlement and movement impacted diverse groups of people.
E. Ethnic, cultural, and identity studies.
(1) The
student shall demonstrate an understanding of diversity and identity by:
(a) expressing
a positive view of themselves while demonstrating respect and empathy for
others; and
(b) comparing
and contrasting their cultural identity with other people and groups.
(2) The
student shall demonstrate an understanding of community equity building by
identifying the actions of people and groups who have worked throughout history
to improve their community, which leads to a more equitable society.
F. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a)
explaining how a compelling question represents key ideas; and
(b) using
supporting questions to help answer the compelling question in an inquiry.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by, with support, determining the credibility of sources.
(3) The
student shall demonstrate an understanding of developing claims by citing
evidence that supports a response to supporting or compelling questions.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by constructing responses to compelling questions using reasoning,
examples, and relevant details.
(5) The
student shall demonstrate an understanding of taking informed action by:
(a) identifying
challenges and opportunities when taking action to address problems or issues,
including predicting possible outcomes; and
(b) using deliberative
and democratic procedures to make decisions about, and act on, civic problems
or issues in their classrooms.
[6.29.11.11
NMAC - Rp, 6.29.11.11 NMAC, 2/22/2022]
6.29.11.12 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR FOURTH GRADE:
A. Civics.
(1) The
student shall demonstrate an understanding of processes, rules, and laws by
examining and evaluating the rules, laws, and authorities that keep people safe
in New Mexico.
(2) The
student shall demonstrate an understanding of civic dispositions and democratic
principles by:
(a) explaining
how democratic principles guide local, state, and sovereign governments; and
(b) demonstrating
an understanding that state symbols, holidays, traditions, and songs represent
various cultural heritages, natural treasures, and the democratic values of New
Mexico.
B. Economics and personal
financial literacy.
(1) The
student shall demonstrate an understanding of economic decision-making by explaining
the impact of using natural resources on the local, county, and state economy.
(2) The
student shall demonstrate an understanding of economic systems and models by:
(a) explaining
how trade and industry in New Mexico is impacted by surrounding economies (e.g.
Mexico, Arizona, Colorado, Texas); and
(b) researching
and creating a list of products, goods, and services that New Mexico imports
and exports.
(3) The
student shall demonstrate an understanding of money and markets by exploring
the significance of various industries in New Mexico.
(4) The student shall demonstrate an
understanding of personal financial literacy by:
(a) establishing the purpose of banks and
how they work; and
(b) explaining what a checking and
savings account are used for.
C. Geography.
(1) The
student shall demonstrate an understanding of geographic representations and
reasoning by:
(a) examining
and synthesizing data from at least two types of maps (e.g. physical,
topographical, thematic) to support a claim about the regional divisions of New
Mexico, and comparing and contrasting its diverse geography;
(b) using
a variety of maps, investigating and comparing how New Mexico’s boundaries have
changed over time;
(c) applying
geographic tools of title, grid system, legends, symbols, scale, and compass
rose to construct and interpret digital and analog maps; and
(d) describing
and identifying the regions and four provinces that make up New Mexico’s land
surface.
(2) The
student shall demonstrate an understanding of movement, population, and systems
by describing the different groups of people that have settled in New Mexico
throughout history and describing their contributions to New Mexico cultures.
(3) The
student shall demonstrate an understanding of human-environmental interactions
and sustainability by exploring how geographic factors influence locations of
settlements and use of natural resources to meet the basic needs of humans.
D. History.
(1) The
student shall demonstrate an understanding of causes and consequences by
describing the interactions between indigenous people and European settlers
including agriculture, cultural exchanges, alliances, and conflicts.
(2) The
student shall demonstrate an understanding of historical thinking by creating a
timeline that depicts events and the changes in New Mexico during a selected
time period.
(3) The
student shall demonstrate an understanding of critical consciousness and
perspectives by explaining why various individuals and groups during the same
historical period differed in their perspectives toward significant historical
events.
(4) The
student shall demonstrate an understanding of power dynamics, leadership, and
agency by:
(a) investigating
how different groups have influenced the ways that state issues are viewed and
resolved; and
(b) examining
the changes in governance of New Mexico.
E. Ethnic, cultural, and identity studies.
(1) The
student shall demonstrate an understanding of diversity and identity by
participating in inquiry of other people’s lives and experiences while
demonstrating respect and empathy for others.
(2) The
student shall demonstrate an understanding of identity in history by explaining
connections among historical contexts and people’s perspectives at the time.
F. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) generating
compelling questions in an inquiry; and
(b) using
supporting questions to help answer the compelling question in an inquiry.
(2) The
student shall demonstrate an understanding of developing claims by citing
evidence that supports a response to supporting or compelling questions.
(3) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by constructing responses to compelling questions using reasoning,
examples, and relevant details.
(4) The
student shall demonstrate an understanding of taking informed action by:
(a) identifying
challenges and opportunities when taking action to address problems or issues,
including predicting possible outcomes; and
(b) using
deliberative and democratic procedures to make decisions about, and act on,
civic problems or issues in their classrooms.
[6.29.11.12
NMAC - Rp, 6.29.11.12 NMAC, 2/22/2022]
6.29.11.13 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR FIFTH GRADE:
A. Civics.
(1) The
student shall demonstrate an understanding of civic and political institutions
by identifying and explaining the structure and function of the three branches
government and how they form the basis for our constitutional and federal
republic.
(2) The
student shall demonstrate an understanding of processes, rules, and laws by
analyzing how different individuals and groups influenced the creation and
interpretation of the founding documents.
(3) The
student shall demonstrate an understanding of civic dispositions and democratic
principles by explaining how the principles of the founding documents and the
principle of liberty became unifying ideas of American democracy.
(4) The
student shall demonstrate an understanding of roles and responsibilities of a
civic life by evaluating how the bill of rights shaped the rights of United
States citizens.
B. Economics and personal financial literacy.
(1) The
student shall demonstrate an understanding of economic decision-making by:
(a) using
examples from the western hemisphere, exploring and illustrating the role of
scarcity historically and today;
(b) analyzing
how economic success is defined differently by various communities in the
United States throughout the past and present; and
(c) identifying
and comparing the major natural resources and industries of two or more
countries in the western hemisphere.
(2) The
student shall demonstrate an understanding of economic systems and models by
examining products that are imported and exported into markets within the
United States based on demand for these products, noting how this affects the
United States economy.
(3) The student shall demonstrate an
understanding of personal financial literacy by:
(a) creating a way to keep track of money
spent and saved; and
(b) determining the relationship between
long-term goals and opportunity cost.
C. Geography.
(1) The
student shall demonstrate an understanding of geographic representations and
reasoning by:
(a) demonstrating
how physical maps reflect the varied climate zones, landforms, bodies of water,
and natural resources of the western hemisphere;
(b) using
maps and globes, identifying the regions within the western hemisphere and
locating major physical features within each region;
(c) demonstrating
how the states are organized, including time zones and the regions of the
United States; and
(d) using
geographic and place-based vocabulary to communicate locations and navigate
from one place to another.
(2) The
student shall demonstrate an understanding of location, place, and region by
using a map, identifying and locating the 50 states in the United States, and
knowing the capitals of each state along with the surrounding United States
territories.
(3) The
student shall demonstrate an understanding of human-environmental interactions
and sustainability by examining and explaining how the physical environment
influences human population distribution and land use.
D. History.
(1) The
student shall demonstrate an understanding of historical change, continuity,
context, and reconciliation by examining history from the perspective of the
participants using a variety of narratives.
(2) The
student shall demonstrate an understanding of causes and consequences by:
(a) creating
and using a chronological sequence of events and timelines to organize and
analyze cause and effect relationships; and
(b) using primary
and secondary sources to acquire historical information.
(3) The
student shall demonstrate an understanding of historical thinking by:
(a) analyzing
the causes of the American revolution and the effects individuals and groups
had on the conflict; and
(b) analyzing
the causes of the civil war and the effects individuals and groups had on the
conflict.
(4) The
student shall demonstrate an understanding of critical consciousness and
perspectives by:
(a) explaining
the connections among historical contexts and people’s perspectives
during major historical events in
the United States; and
(b) identifying
how the beliefs, experiences, perspectives, and values contribute to forming
points of view about civic issues.
(5) The student shall demonstrate an
understanding of power dynamics, leadership, and agency by exploring inequity
throughout the history of the United States and its connection to conflict that
arises today.
E. Ethnic, cultural, and identity studies. The student shall demonstrate an
understanding of diversity and identity by:
(1) demonstrating
knowledge of family history, culture, and past contributions of people in their
main identity groups; and
(2) explaining
how the treatment of groups of people in the past and present impacts who they
are.
F. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) generating
compelling and related supporting questions in an inquiry; and
(b) using
supporting questions to help answer the compelling question in an inquiry.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by, with support, identifying primary and secondary sources and determining
their credibility.
(3) The
student shall demonstrate an understanding of developing claims by identifying
evidence that draws information from multiple perspectives and sources in
response to a compelling question.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by constructing responses to compelling questions supported by
reasoning and evidence.
(5) The student shall demonstrate an understanding of taking informed
action by:
(a) identifying
challenges and opportunities when taking action to address problems or issues,
including predicting possible outcomes; and
(b) using
a range of consensus-building and democratic procedures to make decisions
about, and act on, civic problems or issues in the classroom.
[6.29.11.13
NMAC - Rp, 6.29.11.13 NMAC, 2/22/2022]
6.29.11.14 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR SIXTH GRADE:
A. Civics.
(1) The
student shall demonstrate an understanding of civic and political institutions
by:
(a) identifying
the social structures of early humans;
(b) describing
cultural and political structures in classical eastern societies;
(c) describing
cultural and political structures in classical western societies; and
(d) comparing
and contrasting classical forms of government and political structure to the
current United States government and political structure.
(2) The
student shall demonstrate an understanding of roles and responsibilities of a
civic life by identifying rights and responsibilities of citizens and
non-citizens in civic participation within the governmental systems, such as
monarchy, democracy, republic, and oligarchy.
B. Economics and personal
financial literacy.
(1) The
student shall demonstrate an understanding of economic decision-making by:
(a) describing
the distribution of resources among classes in the feudal hierarchy of European
and Asian societies;
(b) describing
how trade networks and the transfer of goods and ideas linked post-classical
societies; and
(c) explaining
the role of trade in the development and growth of societies.
(2) The
student shall demonstrate an understanding of money and markets by explaining
how the interaction between producers and consumers in the trade networks
satisfied economic wants and needs.
(3) The
student shall demonstrate an understanding of global economy by analyzing the
economic impact that surpluses of food and goods have on the growth of
civilizations.
(4) The student shall demonstrate an understanding
of personal financial literacy by:
(a) analyzing how external factors might
influence spending decisions for different individuals and households; and
(b) giving examples of financial risks
that individuals and households face.
C. Geography.
(1) The
student shall demonstrate an understanding of geographic representations and
reasoning by:
(a) creating
and using maps, globes, and graphs to gather, analyze, and report geographic
information;
(b) comparing
environmental and geographic characteristics of locations of the earliest human
settlements; and
(c) using
maps to explain how encounters and exchanges linked the world.
(2) The
student shall demonstrate an understanding of location, place, and region by:
(a) identifying
how natural forces shape Earth’s environments and regions;
(b) comparing
ancient cultural and early technological innovations of one early Mesoamerican
and one South American civilization; and
(c) comparing
cultural, political, and religious characteristics of early river valley
civilizations.
(3) The
student shall demonstrate an understanding of movement, population, and systems
by identifying and comparing the movement of key religions and philosophies
over time.
(4) The
student shall demonstrate an understanding of human-environmental interactions
and sustainability by:
(a) describing
how the local environment impacts culture and technology;
(b) describing
how people impact the local environment; and
(c) comparing
how regional environments impacted the advances of technology for travel and
trade.
D. History.
(1) The
student shall demonstrate an understanding of historical change, continuity,
context, and reconciliation by:
(a) evaluating
the lasting impact of philosophy, art, science, and technology of classical
Greece, Rome, India, and China;
(b) evaluating
the factors that allowed classical civilizations to thrive;
(c) analyzing
the significance of innovations (e.g. scientific, mathematical, technological) in European, African, and Asian societies;
(d) explaining
how religion and philosophy shaped European, Asian, and African societies
during the post-classical period; and
(e) examining
instances of conflict and oppression in medieval times, and responses to these
violations.
(2) The
student shall demonstrate an understanding of causes and consequences by:
(a) analyzing
the impact that the agricultural revolution had on hunter-gatherers and nomadic
peoples;
(b) identifying
the political and social issues that led to the development of new philosophies
during the classical period;
(c) comparing
strategies used by classical civilizations to maintain their empires;
(d) comparing
causes of decline in Roman, Han, and Gupta empires;
(e) explaining
what led to the emergence of European feudalism; and
(f) analyzing
the diffusion and the social, political, and economic effects of the black
death.
(3) The
student shall demonstrate an understanding of critical consciousness and
perspectives by examining and explaining how the perspectives and encounters
between Christians, Muslims, and Jews impacted individuals and society.
E. Ethnic, cultural, and identity studies.
(1) The
student shall demonstrate an understanding of diversity and identity by:
(a) identifying
how differences and similarities between diverse groups impact perspectives;
and
(b) describing
the interactions of religious and philosophical perspectives and explaining
their impact on European, Asian, and African societies during the classical period.
(2) The student shall demonstrate an
understanding of identity in history by demonstrating relationships between
personal events and historical events.
(3) The
student shall demonstrate an understanding of community equity building by explaining
how the treatment of people in ancient civilizations shaped group identities
and cultures.
F. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) distinguishing
primary and secondary sources by correctly identifying the author, type of
document, and date of publication of the text in relation to the historical
event described in the text;
(b) categorizing
and sequencing significant people, places, events, and ideas using both
chronological and conceptual graphic organizers;
(c) categorizing
questions as compelling (e.g. main topic) or supporting questions; and
(d) generating
relevant questions to be answered by historical inquiry that allow for multiple
approaches of exploration.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by:
(a) identifying
where and how to locate sources to best answer a research question;
(b) distinguishing
among fact, opinion, and reasoned judgment in a source, and identifying the
author perspectives and possible biases;
(c) comparing
a variety of map projections to evaluate how information is presented, and
analyzing how cartographic conventions portray intended and unintended bias;
and
(d) evaluating
the credibility of a source by determining its relevance and intended use.
(3) The
student shall demonstrate an understanding of developing claims by:
(a) formulating
a claim based on evidence from primary and secondary sources in response to a
question;
(b) supporting
a claim using a variety of sources and perspectives;
(c) citing
specific textual evidence to support analysis of primary and secondary sources;
and
(d) using
primary and secondary sources to analyze conflicting and diverse points of view
on a certain topic.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by:
(a) using
applicable presentation technology to communicate research findings or other
significant information; and
(b) creating
maps, charts, infographics, or digital media that communicate research findings
or other significant information.
(5) The
student shall demonstrate an understanding of taking informed action by:
(a) describing
the many facets of student identity, including family history and culture, and
how they are connected to the history and culture of other people; and
(b) explaining
the challenges and opportunities people from the past faced when taking action
to address problems.
[6.29.11.14
NMAC - Rp, 6.29.11.14 NMAC, 2/22/2022]
6.29.11.15 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR SEVENTH GRADE:
A. Civics.
(1) The
student shall demonstrate an understanding of civic and political institutions
by:
(a) explaining
the role of the political decision-making process at the tribal, state, and
local levels of government;
(b) describing
the relationships of tribal, state, and local governments with the national
government under the federal system;
(c) comparing
and contrasting global and historical government systems to the United States
federal system; and
(d) examining
how conflict over social class (e.g. castas), land, and culture led to Mexican
independence from Spain.
(2) The
student shall demonstrate an understanding of processes, rules, and laws by:
(a) describing
the relationship between a nation-state and its colonies;
(b) drawing
conclusions about how the policies of the Spanish monarchy in New Spain
impacted the people of New Spain; and
(c) evaluating
New Mexico’s transition into a United States territorial government from the
perspectives of the various groups residing in the territory at the time.
(3) The
student shall demonstrate an understanding of civic dispositions and democratic
principles by:
(a) describing
the role of citizens in ensuring the long-term survival of their community,
including cooperation, obligations, rights, and responsibilities; and
(b) analyzing
United States policies on expansion into the southwest, including how they
reflected United States civic ideals of the time and conflicted with those that
resided in New Mexico already and had historically made their home here.
B. Economics and personal financial literacy.
(1) The
student shall demonstrate an understanding of economic decision-making by:
(a) explaining
how tribal, state, and local government agencies work to sustain resources in
New Mexico;
(b) discussing
New Mexico’s economic limitations and successes;
(c) demonstrating
how early humans compete and cooperate to gather and use resources;
(d) explaining
the economic motivation of Spaniards as they enter the lands of, and interact
with, the indigenous people of the Americas;
(e) describing
Spanish economics policies that led to colonial isolation and their impact on
the people of New Mexico; and
(f) summarizing
the relationship between specialization and interdependence between 1821 CE and
1850 CE.
(2) The
student shall demonstrate an understanding economic systems and models by
showing the correlation between the territorial and indigenous economies,
including how both were impacted by United States federal policies.
(3) The
student shall demonstrate an understanding of money and markets by:
(a) defining
the relationship between specialization and interdependence between c. 1200 BCE
and c. 1500 CE;
(b) explaining early trade networks and
their impact on cultural groups;
(c) investigating
the use of trade routes and systems to analyze the economic impact they had on
New Mexico and those who traded with New Mexicans; and
(d) describing the economy of territorial
New Mexico from various perspectives.
(4) The
student shall demonstrate an understanding of the global economy by
demonstrating connections between the economies of Spain and the indigenous
people of the Americas.
(5) The student shall demonstrate an
understanding of personal financial literacy by:
(a) summarizing how the distribution of
resources impacts consumerism and individual financial decisions; and
(b) differentiating between saving and
investing.
C. Geography.
(1) The
student shall demonstrate an understanding of geographic representations and
reasoning by:
(a) explaining
the physical and human characteristics of New Mexico using the five themes of
geography;
(b) discussing
the role of El Camino Real as a significant corridor for movement of people,
goods, and ideas; and
(c) describing
how the movement of people influenced the division and control of resources.
(2) The
student shall demonstrate an understanding of movement, population, and systems
by:
(a) discussing
patterns of migration of early people as they settled across New Mexico and the
southwest region;
(b) analyzing
the movement of people, goods, and ideas across the world during the age of
exploration;
(c) distinguishing
land use patterns of Anglo-Americans during the American westward expansion
period; and
(d) identifying
cultural diffusion into and out of the New Mexico territory.
(3) The
student shall demonstrate an understanding of human-environmental interactions
and sustainability by:
(a) describing
how environmental factors affect human activities and resources;
(b) comparing and contrasting nomadic and
semi-nomadic lifestyles;
(c) analyzing
land use patterns of ancestral Pueblo, Mogollon, and Athabaskan peoples;
(d) discussing the importance of resource
shortages on the lifestyles of the Mogollon and ancestral Puebloans;
(e) explaining
how differing places, people, and resources affected events and conditions in
New Mexico during the Spanish colonial period; and
(f) evaluating
and comparing practices of land usage and ownership between indigenous people
and Spaniards.
D. History.
(1) The
student shall demonstrate an understanding of historical change, continuity,
context, and reconciliation by:
(a) explaining
the importance of artifacts and oral histories in understanding how prehistoric
people lived;
(b) connecting cultural adaptations of
the Pueblo, Apache, and Diné people to today;
(c) comparing
and contrasting Athabascan culture, agricultural practices, and settlement
patterns with those of the Pueblos;
(d) exploring
the interactions between the Spaniards and indigenous people;
(e) comparing
and contrasting the revolts and resistance movements under Spanish rule;
(f) explaining
the impact Mexican independence had on New Mexico;
(g) demonstrating
how troubles between Texas and the government of Mexico impacted New Mexico;
and
(h) evaluating
the significance of short- and long-range trails throughout the lands gained in
the Mexican cession.
(2) The
student shall demonstrate an understanding of causes and consequences by
identifying the causes and consequences of United States government policies
that impacted the territory of New Mexico.
(3) The
student shall demonstrate an understanding of historical thinking by:
(a) describing the technical limitations
of historians and archeologists studying the distant past;
(b) explaining
the political and religious motivations of Spaniards as they encounter the
indigenous people of the Americas;
(c) analyzing
the patterns of colonization, exploration, destruction, and creation that came
with the occupation of the Americas by Spaniards;
(d) interpreting
the factors that led people in New Mexico to resist and rebel against political
leadership between 1821 CE and 1850 CE;
(e) categorizing
causes and consequences of the United States military invasion of Mexico and
New Mexico; and
(f) exploring
the impact of land ownership throughout New Mexico history.
(4) The
student shall demonstrate an understanding of critical consciousness and
perspective by assessing evidence of Spanish influence in New Mexico today.
E. Ethnic, cultural, and identity studies.
The student shall demonstrate an understanding of diversity and identity by:
(1) analyzing
how groups maintain their cultural heritage and how we see this heritage
through the symbols, traditions, and culture of New Mexico;
(2) defining
and explaining the present demographics of New Mexico;
(3) evaluating
how society’s responses to different social identities lead to access and
barriers for various demographic groups in relation to various societal
institutions, including education, healthcare, government, and industry;
(4) analyzing
who have been key figures that have contributed to an individual culture, and
what they did;
(5) describing
the relationship between cultural heritage(s) and personal identity or
identities;
(6) identifying
what tribal leaders want the world to see when their culture is on display, and
how to address negative perceptions;
(7) demonstrating
how diversity includes the impact of unequal power relations on the development
of group identities and cultures;
(8) brainstorming
ways in which New Mexicans might heal from past and current injustices;
(9) describing
key figures that have made significant contributions to an individual culture;
(10) exploring
personal, familial, and societal cultures in the modern day;
(11) discussing
the importance of respecting individual cultures and exploring how to address
stereotypes;
(12) using
primary and secondary sources to evaluate the lasting impacts of unequal power
relations and disenfranchisement of persons and groups;
(13) identifying
how stereotyping influences social perspectives about members of a group; and
(14) identifying
and describing the traditions, rites, and norms of the groups to which the
student identifies as belonging; and exploring how these traditions, rights,
and norms may have changed over time.
F. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) developing
compelling (e.g. big idea) questions about a relevant topic of interest; and
(b) creating
supporting questions from credible sources to expand upon the compelling
question.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by:
(a) identifying,
locating, and gathering reliable and relevant primary and secondary sources
from a variety of media, such as print, digital, multimedia, artifacts, and
oral traditions;
(b) evaluating
primary and secondary sources for fact, opinion, author’s bias, perspective of
the creator, and relevance to the topic;
(c) analyzing
various forms of media to identify polarizing language, logical fallacy, and reasonable
judgment; and
(d) using
a coherent system or structure to evaluate the credibility of a source by
determining its relevance and intended use.
(3) The
student shall demonstrate an understanding of developing claims by:
(a) using
primary and secondary sources to develop an argument and cite specific textual
evidence to support the claim; and
(b) making
connections between current events, historical materials, and personal
experience.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by:
(a) presenting
student-developed texts communicating thinking and understanding, including
written text, oral presentation, visual representation, and multimedia; and
(b) engaging
in academic discussions analyzing multiple viewpoints on public issues.
(5) The
student shall demonstrate an understanding taking informed action by:
(a) examining
the relationship between stereotypes, bias, and group identity;
(b) exploring
opportunities to be an ally and
describing ways in which stereotyping can be a barrier to acting as an
ally; and
(c) engaging
in positive civic behaviors to make decisions and take action in classrooms,
schools, and communities.
[6.29.11.15
NMAC - Rp, 6.29.11.15 NMAC, 2/22/2022]
6.29.11.16 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR EIGHTH GRADE:
A. Civics.
(1) The
student shall demonstrate an understanding of civic and political institutions
by:
(a) comparing indigenous government
structures to those of the United States today;
(b) describing
the ways indigenous people organize themselves and their societies;
(c) discussing the relationship between a
ruler of a nation-state and the citizens of its colonies;
(d) examining
how challenges the government faced because of the articles of confederation
resolved at the constitutional convention;
(e) evaluating
how individuals and groups addressed specific problems at various levels to
form a new republic;
(f) identifying and applying the
function of the bill of rights; and
(g) discussing
the nature of civil wars in general, and the role of border states and
territories in the United States civil war specifically, and exploring the role
the territory of New Mexico played.
(2) The
student shall demonstrate an understanding of processes, rules, and laws by:
(a) identifying
policies of this era that define the relationship between federal, state, and
tribal governments through treaties, court decisions, and land acquisition
statutes;
(b) evaluating the efficacy of formal
United States policies of expansion, their effects on sovereign tribal nations’
ability to self-govern, and indigenous resistance efforts to preserve tribal
sovereignty;
(c) comparing the federal government’s
response to the southern states’ call for independence with that of the
original 13 colonies;
(d) discussing
the impact of significant legislation and judicial precedents in formally
perpetuating systemic oppression; and
(e) analyzing
the impact of individuals and reform movements that advocated for greater civil
rights and liberties throughout early United States history.
(3) The
student shall demonstrate an understanding of civic dispositions and democratic
principles by:
(a) describing the role of community
members in ensuring the long-term survival of their community, including
cooperation, obligations, rights, and responsibilities;
(b) assessing the responses of various
groups to British policies in the 13 colonies;
(c)
identifying parallels in language or intent (i.e. construct or content) between
enlightenment philosophies and the ideas expressed in the founding documents of
the United States;
(d) citing
specific examples of precedents established in the early republic that impact
American lives today; and
(e) critiquing citizens’ responses to
changing political and social policies during the early 19th
century.
(4) The
student shall demonstrate an understanding of roles and responsibilities of a
civic life by investigating the causes and effects of diverse ideologies on
politics, society, and culture that are associated with immigration and
migration.
B. Economics and personal financial literacy.
(1) The
student shall demonstrate an understanding of economic decision-making by:
(a) identifying
and analyzing the economic specializations of the 13 colonies; and
(b) identifying
and explaining the economic differences between the north and the south.
(2) The
student shall demonstrate an understanding of incentives and choices by
analyzing the benefits and challenges associated with rapidly growing urban
areas because of industrialization.
(3) The
student shall demonstrate an understanding of economic systems and models by
illustrating significant European economic theories and their connection to the
colonization of the western hemisphere.
(4) The
student shall demonstrate an understanding of money and markets by:
(a) summarizing
a significant economic warfare initiative of the civil war through creative
expression; and
(b) explaining
how union army strategies and other socio-economic changes at the end of the
civil war led to an economic depression in the southeast United States.
(5) The student shall demonstrate an
understanding of personal financial literacy by:
(a) determining the relationship between
long-term goals and opportunity cost;
(b) identifying ways insurance may
minimize personal financial risk; and
(c) illustrating the power of compounding
to highlight the importance of investing at a young age.
C. Geography.
(1) The
student shall demonstrate an understanding of geographic representations and
reasoning by:
(a) using
the five themes of geography (i.e. location, place, movement,
human-environmental interaction, and region) to describe a specific sovereign
tribal nation or indigenous people group of North America;
(b) analyzing how historic events are
shaped by geography; and
(c) synthesizing geographic
information about the significance of the 13 colonies to the British empire.
(2) The
student shall demonstrate an understanding of location, place, and region by
defining a region by its human and physical characteristics.
(3) The
student shall demonstrate an understanding of movement, population, and systems
by:
(a) describing
the causes and effects of exploration and expansion into the Americas, by the
Europeans during the 15th and 16th centuries;
(b) comparing
and contrasting reasons why people moved to and left the 13 colonies; and
(c) identifying
immigration and emigration factors that motivated groups to move to and within
the United States during time periods of mass immigration.
(4) The
student shall demonstrate an understanding of human-environmental interactions
and sustainability by:
(a) describing
how indigenous people of North America adapted to their environment;
(b) critiquing
the ideas and belief systems related to land and resource-use among indigenous
people and Europeans; and
(c) describing
a human-created environmental concern related to western expansion, including
different contemporary perspectives and other historical context between 1815 CE and 1850 CE.
D. History.
(1) The
student shall demonstrate an understanding of historical change, continuity, context,
and reconciliation by:
(a) identifying
key people, places, and ideas from major European nations of the 15th and 16th
centuries;
(b) identifying
and describing the structure and function of the three branches of government,
as laid out in the United States constitution;
(c) comparing
and contrasting indigenous and Hispanic peoples’ assimilation experiences with
later immigrants’ experiences as part of expansion across the territorial
United States;
(d) analyzing
the development of the women’s suffrage movement over time and its legacy; and
(e) making
personal connections to immigration stories and experiences in the past and
present.
(2) The
student shall demonstrate an understanding of causes and consequences by:
(a) evaluating
the impacts of European colonization on indigenous populations;
(b) describing the impact of slavery on
African populations in Africa and the Americas;
(c) identifying
indigenous alliances during and after the American revolutionary war;
(d) comparing and contrasting the efforts
of the American and British governments to gain the services of African
Americans with recruitment of indigenous people;
(e) describing
the causes and effects of the Mexican American war and its consequences on
residents living in the “new” United States territories;
(f) examining the ways the United States
acquired new territories, including purchases, forced relocation, treaties,
annexation, and war;
(g) demonstrating how conflicts over
slavery led the north and the south to war; and
(h) evaluating the impact of science and
technology during the civil war period.
(3) The
student shall demonstrate an understanding of historical thinking by:
(a) comparing
and contrasting the causes, demographics, and results of the American
revolution;
(b) discussing the role of religion in
the 13 colonies and its impact on developing American identity;
(c) comparing
and contrasting the causes, demographics, and results of the American
revolution with the French and Latin American revolutions; and
(d) comparing and contrasting the causes,
demographics, and results of the Haitian revolution and enslaved peoples’
rebellions between 1830 CE and 1860 CE.
(4) The
student shall demonstrate an understanding of critical consciousness and
perspective by:
(a) demonstrating
why different people may have different perspectives of the same historical
event and why multiple interpretations should be considered to avoid historical
linearity and inevitability; and
(b) examining
both sides in debate or academic discussion of politics in response to
immigration.
(5) The
student shall demonstrate an understanding of power dynamics, leadership, and
agency by:
(a) describing
how white supremacist organizations in the United States arose with the
intention of maintaining the oppression of specific groups through informal
institutions;
(b) describing
demographic shifts because of the civil war and reconstruction; and
(c) analyzing why and how indigenous
people resisted United States territorial expansion.
E. Ethnic, cultural, and identity studies.
(1) The
student shall demonstrate an understanding of diversity and identity by:
(a) describing how knowledge and perspectives
of indigenous people can help inform solutions to environmental and human
rights issues;
(b) drawing a diagram or making a model
to illustrate how indigenous people have preserved their histories;
(c) examining how enslaved people adapted
within and resisted their captivity;
(d) describing the formation of African
American cultures and identities in free and enslaved communities; and
(e) identifying and exploring how current
traditions, rites, and norms or identity groups have changed or are changing
over time.
(2) The
student shall demonstrate an understanding of identity in history by:
(a) comparing and contrasting the various
origins – indigenous, forced, voluntary – of identity groups in the United
States;
(b) examining the impact of historical,
cultural, economic, political, religious, and social factors, which resulted in
unequal power relations among identity groups;
(c) examining historical and contemporary
cultural, economic, intellectual, political, and social contributions to
society by individuals or groups within an identity group between c. 1400 CE
and 1500 CE;
(d) examining historical and contemporary
cultural, economic, intellectual, political, and social contributions to
society by individuals or groups within an identity group between 1490 CE and
1750 CE;
(e) examining the demographics of the 13
colonies in the years leading to, and during, the American revolution;
(f) describing the influence of diverse
ideologies on politics, society, and culture in early United States history;
(g) analyzing the motivations of various
groups and their impacts of western expansion and the settlement of the United
States;
(h) examining the role assimilation plays
in the loss of cultural, ethnic, racial, and religious identities and language;
(i) deconstructing the emancipation
proclamation to determine its contemporary purpose and current significance;
(j) discussing the impact of the western
campaign on indigenous people;
(k) exploring
and demonstrating the contemporary and current significance of Juneteenth; and
(l) assessing how social policies and
economic forces offer privilege or systemic inequity in accessing social,
political, and economic opportunity for identity groups in education,
government, healthcare, industry, and law enforcement.
(3) The
student shall demonstrate an understanding of community equity building by:
(a) discussing how the exchanges of
resources and culture across civilizations led to the emergence of a global
society;
(b) identifying and analyzing cultural,
differently abled, ethnic, gender, national, political, racial, and religious
identities and related perceptions and behaviors by society of these
identities;
(c) discussing the similarities,
differences, and interactions between civil rights and civil liberties;
(d) evaluating the role of racial social
constructs in the structures and functions of a 21st century American society;
(e) applying knowledge of an event of the
sectionalism and reform era to analyze current issues and events; and
(f) investigating how identity groups
and society address systemic inequity through individual actions, individual
champions, social movements, and local, community, national, and global
advocacy.
F. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) developing
compelling questions about a relevant topic of interest; and
(b) creating
supporting questions from credible sources to expand upon the compelling
question.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by:
(a)
identifying, locating, and gathering reliable and relevant primary and
secondary sources from a variety of media, such as print, digital, multimedia,
artifacts, and oral traditions;
(b) evaluating
primary and secondary sources for the author’s bias, perspective of the
creator, and relevance to the topic;
(c) describing
how geographic representations can express both geo-spatial locations and human
bias; and
(d) using
a coherent system or structure to evaluate the credibility of a source by
determining its relevance and intended use.
(3) The
student shall demonstrate an understanding of developing claims by:
(a) categorizing
and sequencing significant people, places, events, and ideas in history using
both chronological and conceptual graphic organizers;
(b) formulating
a claim based on evidence from primary and secondary sources in response to a
question;
(c) citing
specific textual evidence to support analysis of primary and secondary sources;
(d) using
primary and secondary sources to analyze conflicting and diverse points of
views on a certain topic;
(e) making
connections between current events, historical materials, and personal
experience; and
(f) examining
how and why diverse groups have been denied equality and opportunity, both
institutionally and informally.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by:
(a) engaging
in discussion, debate, or academic conversation analyzing multiple viewpoints
on public issues;
(b) creating
maps, charts, infographics, or other visual media that communicate research
findings or other significant information digitally or on paper;
(c) developing
informational texts, including analyses of historical and current events;
(d) portraying
historical people, places, events, and ideologies of the time to examine
history from the perspective of the participants through creative expression;
(e) using
applicable presentation technology to communicate research findings or other
significant information; and
(f) conducting
a research project to answer a self-generated question of historical
significance, and applying problem-solving skills for historical research.
(5) The
student shall demonstrate an understanding of taking informed action by:
(a) recognizing
and valuing the student’s group identities without perceiving or treating
others as inferior;
(b) identifying
facets of personal identity, determining how the student wants to present
themselves to the world as a person belonging to an identity group, and
brainstorming how to address negative perceptions.
(c) describing
ways in which stereotyping can be a barrier to acting as an ally and engaging
in positive civic behaviors in classrooms, schools, and the broader community;
(d) explaining
the challenges and opportunities people face when taking action to address
problems, including predicting possible results; and
(e) synthesizing
historical and local knowledge to take age-appropriate action toward mending,
healing, and transforming the future.
[6.29.11.16
NMAC - Rp, 6.29.11.16 NMAC, 2/22/2022]
6.29.11.17 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR HIGH SCHOOL CIVICS:
A. High school civics.
(1) The
student shall demonstrate an understanding of civic and political institutions
by:
(a) distinguishing
the powers and responsibilities of local, state, indigenous, national, and
international civic and political institutions;
(b) developing
claims about the purpose, processes, strengths, and weaknesses of the United
States government;
(c) evaluating
efforts to adapt and redesign the United States constitution and political
institutions over time;
(d) analyzing
the role of groups without formal decision-making power in influencing change
in the United States government;
(e) evaluating
multiple sources and citing evidence investigating the relationships between
equality, equity, justice, freedom, and order in American constitutional
democracy;
(f) investigating
relationships among governments, civil societies, and economic markets;
(g) distinguishing
historical and current types and systems of government in the United States and
in diverse regions in the world;
(h) using
data and evidence from multiple perspectives related to federal policy toward
indigenous groups to develop an understanding of indigenous and United States
relations over time;
(i) evaluating
the way America’s founding principles and constitutional structures have
influenced initiatives and revisions to foreign policy over time; and
(j)
researching multiple sources to think critically about how the United States
conducts itself in international relations and how international standards
affect United States domestic policy.
(2) The
student shall demonstrate an understanding of processes, rules, and laws by:
(a) analyzing the United States
Constitution and its founding principles;
(b) evaluating
procedures for making governmental decisions at the local, state, national, and
international levels in terms of the civic purposes achieved;
(c) evaluating
sources to determine how people use and challenge local, state, national, and
international laws, to address a variety of public issues;
(d) evaluating
public policies in terms of intended and unintended outcomes and related
consequences;
(e) analyzing
historical, contemporary, and emerging means of changing societies, promoting the
common good and protecting civil and human rights;
(f) evaluating
the United States justice system over time and its impacts on policy, society,
economics, and individual rights;
(g) explaining
the unique features and processes of New Mexico’s constitution;
(h) evaluating
the contributions of New Mexico’s diverse populations to its governmental
structure and outcomes; and
(i) investigating
challenges and opportunities within and between different government entities
in New Mexico.
(3) The
student shall demonstrate an understanding of civic dispositions and democratic
principles by:
(a) analyzing
the impact and the appropriate roles of personal interests and perspectives on
the application of civic virtues, democratic principles, constitutional rights,
and human rights;
(b)
analyzing civic virtues and principles, governance, and the role of the people
in creating a government “of the people, by the people, and for the people” at
all levels of government;
(c) applying
civic dispositions and democratic principles when working with others;
(d) analyzing
founding documents and their impact on national unity over time;
(e) evaluating
the tensions between personal interests, different cultural groups, and civic
responsibilities or the common good over time.
(4) The
student shall demonstrate an understanding of roles and responsibilities of a
civic life by:
(a) participating
in civil discourse to promote greater understanding around historical,
contemporary, and future opportunities and obstacles;
(b) using
historical data and evidence related to various actors’ interests and
motivations to determine their influence on contemporary issues;
(c) evaluating
how fundamental American principles have been interpreted over time and how
they currently shape policy debates;
(d) developing
strategies for evaluating multiple perspectives about current events and policy
issues;
(e) analyzing
historic inequalities and evaluating proposed solutions to correct them;
(f) applying
an effective questioning strategy to evaluate sources intended to inform the
public, and consider the effects of choices made by media organizations,
including internet social platforms, on elections and social movements;
(g) evaluating
sources and determining potential bias in the media and how that impacts
government decision-making;
(h) evaluating
the effects of diverse ideologies and the process of political socialization on
oneself and society;
(i) analyzing
rights and obligations of citizens of
the United States;
(j) critiquing
leadership strategies through past and present examples of change-makers;
(k) planning
and demonstrating some ways in which an active citizen can effect change in the
community, state, nation, or world;
(l) evaluating
citizens’ and institutions’ effectiveness in addressing social and political
problems at the local, state, tribal, national, and international government;
and
(m) taking
informed action to improve the student’s community.
B. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) creating
compelling questions representing key ideas within the disciplines; and
(b) developing
supporting questions that contribute to an inquiry and demonstrating how,
through engaging source work, new compelling and supporting questions emerge.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by:
(a) gathering
relevant information from multiple sources representing a wide range of views
while using the origin, authority, structure, context, and corroborative value
of the sources to guide the selection; and
(b) evaluating
the credibility of a source by examining how experts value the source.
(3) The
student shall demonstrate an understanding of developing claims by:
(a) identifying evidence that draws information
directly and substantively from multiple sources to detect inconsistencies in
evidence to revise or strengthen claims; and
(b) refining
claims and counterclaims attending to precision, significance, and knowledge
conveyed through the claim while pointing out the strengths and limitations of
both.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by:
(a) constructing
arguments using precise and knowledgeable claims, with evidence from multiple
sources, while acknowledging counterclaims and evidentiary weaknesses;
(b) constructing
explanations using reasoning, correct sequence, examples, and details with
significant and pertinent information and data, while acknowledging the
strengths and weaknesses of the explanations given its purpose;
(c) presenting
adaptations of arguments and explanations that feature expressive ideas and
perspectives on issues and topics to reach a range of audiences and venues
outside the classroom using print, oral, and digital technologies; and
(d) critiquing
the use of claims and evidence in arguments for credibility.
(5) The
student shall demonstrate an understanding of taking informed action by:
(a) using
disciplinary and interdisciplinary lenses to understand the characteristics and
causes of local, regional, and global problems; instances of such problems in multiple
contexts; and challenges and opportunities faced by those trying to address
these problems over time and place; and
(b) applying
a range of deliberative and democratic strategies and procedures to make
decisions and take action in their classrooms, schools, and out-of-school
contexts.
[6.29.11.17
NMAC - Rp, 6.29.11.17 NMAC, 2/22/2022]
6.29.11.18 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR HIGH SCHOOL ECONOMICS:
A. High school economics.
(1) The student shall demonstrate an
understanding of economic decision-making by:
(a) applying understanding of economic
concepts and systems to analyze decision-making and the interactions between
consumers, businesses, governments, and societies;
(b) gathering
and evaluating sources to explain the relationship between economic decisions
and environmental consequences;
(c) using
cost-benefit analysis and marginal analysis to evaluate an economic issue;
(d) evaluating
how economic principles influence choices and can produce varied outcomes for different
individuals or groups; and
(e) evaluating
the market value of income earned through wages and other activities associated
with saving and investing.
(2) The student shall demonstrate an
understanding of economic systems and models by:
(a) analyzing the production,
distribution, and consumption of goods and services;
(b) evaluating economic theories for
their compatibility with democracy;
(c) comparing the advantages and
disadvantages of major economic systems found around the world;
(d) critiquing inequalities that exist in
economic systems;
(e) using economic data to evaluate the
positive and negative aspects of American capitalism in relation to other
economic systems;
(f) analyzing how national and global
economic trends, practices, and policies impact the state and local economies
in New Mexico;
(g) critiquing the impact of
globalization on New Mexico and its citizens;
(h) evaluating the impact of
environmental externalities in New Mexican communities; and
(i) evaluating opportunities for
economic diversification that can significantly impact state and local
conditions.
(3) The student shall demonstrate an
understanding of money and markets by:
(a) explaining how buyers and sellers
interact to create markets and market structures;
(b) evaluating how a variety of factors
and conditions in a market determine price and the allocation of scarce goods
and resources;
(c) evaluating the role played by
competition in the market;
(d) evaluating the role of financial
institutions in a market economy;
(e) analyzing the role of money in the
economy;
(f) critiquing specific government
policies and regulations initiated to improve market outcomes and the intended
and unintended consequences experienced by individuals, businesses,
communities, and states;
(g) generating possible explanations for
a government role in markets when market inefficiencies exist;
(h) evaluating the causes and
implications of market failures;
(i) explaining how governments establish
the rules and institutions in which markets operate at the local, state,
tribal, national, and international levels;
(j) using economic indicators and data
to analyze the health of the national economy in relation to other countries;
(k) evaluating how fiscal and monetary
policy choices have economic consequences for different stakeholders in a
variety of economic conditions;
(l) evaluating foreign and domestic
issues related to United States economic growth overtime; and
(m) explaining the effect of advancements
in technology and training on economic growth and standards of living across
diverse groups and circumstances.
(4) The student shall demonstrate an
understanding of global economy by:
(a) explaining how current globalization
trends and policies affect economic growth, labor, markets, rights of citizens,
the environment, and resource and income distribution in different nations;
(b) explaining how economic conditions
and policies in one nation increasingly affect economic conditions and policies
in other nations;
(c) evaluating how geography,
demographics, industry structure, and the rules of economic institutions
influence a nation's economic development;
(d) analyzing why a country might
participate in global trade;
(e) connecting how trade agreements
between nations have short- and long-term effects; and
(f) constructing an argument about how
global interdependence impacts individuals, institutions, or societies based on
documented evidence.
(5) The student shall demonstrate an
understanding of personal financial literacy by:
(a) explaining how and why people make
choices to improve their economic well-being;
(b) comparing the costs and benefits of
saving, using credit, or making certain types of financial investments;
(c) evaluating how and why individuals
choose to accept risk, reduce risk, or transfer risk to others;
(d) investigating ways personal
information is fraudulently obtained;
(e) identifying voluntary (i.e.
retirement contributions) and involuntary deductions (i.e. payroll taxes) and
how they impact net income;
(f) preparing a budget or spending plan
that depicts varying sources of income, a planned saving strategy, taxes, and other
sources of fixed and variable spending;
(g) evaluating options for payment on
credit cards and the consequences of each option;
(h) describing how a credit score impacts
the ability to borrow money and at what rate;
(i) identifying various strategies
students can use to finance higher education and how to access student aid
through completion of the free application for federal student aid;
(j) calculating the total cost of
repaying a loan under various rates of interest and over different time
periods;
(k) explaining what a mortgage is, why
most Americans require a mortgage to finance a home, and the challenges of
financing mortgages on tribal land;
(l) explaining how investing may build
wealth and help meet financial goals (e.g. stocks, bonds, mutual funds,
retirement savings options, real estate); and
(m) explaining various types of insurance
and the purpose of using insurance to protect financial interests.
B. Inquiry.
(1) The student shall demonstrate an
understanding of constructing compelling and supporting questions by:
(a) creating compelling questions
representing key ideas within the disciplines; and
(b) developing supporting questions that
contribute to an inquiry and demonstrate how, through engaging source work, new
compelling and supporting questions emerge.
(2) The student shall demonstrate an
understanding of gathering and evaluating sources by:
(a) gathering relevant information from
multiple sources representing a wide range of views while using the origin,
authority, structure, context, and corroborative value of the sources to guide
the selection; and
(b) evaluating the credibility of a
source by examining how experts value the source.
(3) The student shall demonstrate an
understanding of developing claims by:
(a) identifying evidence that draws
information directly and substantively from multiple sources to detect
inconsistencies in evidence to revise or strengthen claims; and
(b) refining claims and counterclaims
attending to precision, significance, and knowledge conveyed through the claim
while pointing out the strengths and limitations of both.
(4) The student shall demonstrate an
understanding of communicating and critiquing conclusions by:
(a) constructing arguments using precise and
knowledgeable claims, with evidence from multiple sources, while acknowledging
counterclaims and evidentiary weaknesses;
(b) constructing explanations using
reasoning, correct sequence, examples, and details with significant and
pertinent information and data, while acknowledging the strengths and
weaknesses of the explanations given its purpose;
(c) presenting adaptations of arguments
and explanations that feature evocative ideas and perspectives on issues and
topics to reach a range of audiences and venues outside the classroom using
print, oral, and digital technologies; and
(d) critiquing the use of claims and
evidence in arguments for credibility.
(5) The student shall demonstrate an
understanding of taking informed action by:
(a) using disciplinary and
interdisciplinary lenses to understand the characteristics and causes of local,
regional, and global problems; instances of such problems in multiple contexts;
and challenges and opportunities faced by those trying to address these problems
over time and place; and
(b) applying a range of deliberative and
democratic strategies and procedures to make decisions and take action in their
classrooms, schools, and out-of-school contexts.
[6.29.11.18
NMAC - Rp, 6.29.11.18 NMAC, 2/22/2022]
6.29.11.19 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR HIGH SCHOOL GEOGRAPHY:
A. High school geography.
(1) The
student shall demonstrate an understanding of geographic representations and
reasoning by:
(a) analyzing
and evaluating the characteristics, purposes, and uses of geographic tools,
knowledge, and skills;
(b) creating
maps to display and explain the spatial patterns of culture and environment;
(c) interpreting
geographic characteristics of cultures, economies, and political systems;
(d) analyzing
geographic representations to explain changes over time; and
(e) applying
geographic knowledge and geospatial skills to interpret the past and present to
make informed decisions.
(2) The
student shall demonstrate an understanding of location, place, and religion by:
(a) interpreting
the reciprocal relationship between physical,
geographical locations, and the patterns and processes humans create
within them;
(b) evaluating
the process of place-making and the development of place-based identity; and
(c) explaining
the distinguishing features of formal, functional, and perceptual regions.
(3) The
student shall demonstrate an understanding of movement, population, and systems
by:
(a) explaining
the causes, characteristics, and impact of human movement (migration,
immigration, emigration) and settlement patterns at the local, national, and
global scale;
(b) evaluating
the causes, characteristics, and impact of diffusion: the spread of ideas, religion,
beliefs, cultural practices and traits, language, artifacts, methods,
technologies, and diseases over time;
(c) describing
how human systems, perceptions, and identities shape places and regions over
time;
(d) analyzing
and predicting how location, place, and region impact the evolution of human
perspectives and identities;
(e) describing
how particular historical events and developments shape human processes and
systems in a given place or region over time; and
(f) predicting
future social, political, economic, cultural, spiritual, and environmental
opportunities, and obstacles associated with movement, population,
decision-making, and perspectives in a given place or region.
(4) The
student shall demonstrate an understanding of human-environmental interactions
and sustainability by:
(a) developing
reasoned ethical judgements about people, places, events, phenomena, ideas, or
developments, and determining appropriate ways to respond;
(b) analyzing
shifting United States government environmental policies and regulations in
response to changing human-environment interactions;
(c) evaluating
the consequences of human-made and natural catastrophes on global trade,
politics, and human migration;
(d) assessing
the reciprocal relationships between physical environment and culture within
local, national, and global scales;
(e) evaluating
how economic globalization and the scarcity of resources contribute to conflict
and cooperation within and among countries;
(f) analyzing
how the forces of cooperation and conflict within and among people, nations,
and empires influence the division and control Earth’s surface and resources;
and
(g) assessing
how social, economic, political, and environmental developments at global,
national, regional, and local levels affect the sustainability of modern and
traditional cultures.
B. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) creating
compelling questions representing key ideas within the disciplines; and
(b) developing
supporting questions that contribute to an inquiry and demonstrate how, through
engaging source work, new compelling and supporting questions emerge.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by:
(a) gathering
relevant information from multiple sources representing a wide range of views
while using the origin, authority, structure, context, and corroborative value
of the sources to guide the selection; and
(b) evaluating
the credibility of a source by examining how experts value the source.
(3) The
student shall demonstrate an understanding of developing claims by:
(a) identifying
evidence that draws information directly and substantively from multiple
sources to detect inconsistencies in evidence to revise or strengthen claims;
and
(b) refining
claims and counterclaims attending to precision, significance, and knowledge
conveyed through the claim while pointing out the strengths and limitations of
both.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by:
(a) constructing
arguments using precise and knowledgeable claims, with evidence from multiple
sources, while acknowledging counterclaims and evidentiary weaknesses;
(b) constructing
explanations using reasoning, correct sequence, examples, and details with
significant and pertinent information and data, while acknowledging the
strengths and weaknesses of the explanations given its purpose;
(c) presenting
adaptations of arguments and explanations that feature evocative ideas and
perspectives on issues and topics to reach a range of audiences and venues
outside the classroom using print, oral, and digital technologies; and
(d) critiquing
the use of claims and evidence in arguments for credibility.
(5) The
student shall demonstrate an understanding of taking informed action by:
(a) using
disciplinary and interdisciplinary lenses to understand the characteristics and
causes of local, regional, and global problems; instances of such problems in
multiple contexts; and challenges and opportunities faced by those trying to
address these problems over time and place; and
(b) applying
a range of deliberative and democratic strategies and procedures to make
decisions and take action in their classrooms, schools, and out-of-school
contexts.
[6.29.11.19
NMAC - Rp, 6.29.11.19 NMAC, 2/22/2022]
6.29.11.20 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR HIGH SCHOOL NEW MEXICO HISTORY:
A. Civics.
(1) The
student shall demonstrate an understanding of civic and political institutions
by comparing and contrasting the similarities and differences between the three
branches of the federal and state governments.
(2) The
student shall demonstrate an understanding of processes, rules, and laws by analyzing the requirements for
statehood.
(3) The
student shall demonstrate an understanding of civic dispositions and democratic
principles by defining sovereignty, exploring how tribal sovereignty has been
interpreted over time by indigenous people, and distinguishing ways in which
the different tribes in New Mexico conduct governmental affairs.
B. Economics and personal financial literacy.
(1) The
student shall demonstrate an understanding of economic decision-making by:
(a) discussing
the sequence of events that led to the great depression and the implementation
of new deal programs in New Mexico, including the efficacy of the programs for
different communities;
(b)
analyzing the private and public industries that have impacted New Mexico’s
economy; and
(c) evaluating
the main sources of income for indigenous populations and how they might be
different.
(2) The
student shall demonstrate an understanding of global economy by summarizing how
the United States and Soviet Union emerged from World War II as superpowers,
and articulating the difference between communism and capitalism.
C. Geography.
(1) The
student shall demonstrate an understanding of location, place, and region by:
(a) explaining
the impact of the military bases and weapons testing sites in New Mexico as
influenced by World War II and the cold war; and
(b) giving
examples of the different types of sites and activities that would make people
want to tour aspects of New Mexico.
(2) The
student shall demonstrate an understanding of human-environmental interactions
and sustainability by:
(a) examining
the changes in the plains of New Mexico as irrigation and cattle ranches expand
into the territory;
(b) analyzing
the pros and cons of New Mexico’s role in the production of uranium fueled
weapons built during the cold war; and
(c) analyzing
how New Mexicans maintain an agricultural industry being that we are one of the
driest states in the country.
D. History.
(1) The
student shall demonstrate an understanding of historical change, continuity,
context, and reconciliation by:
(a) connecting
various disputes that occur as a result of Article X being stricken from the
treaty of Guadalupe Hidalgo;
(b) assessing
the changes of the land and society initiated by the railroad system, along
with the immigrant population it brought to the New Mexican territory;
(c) evaluating
efforts from the people of New Mexico to become a state, and analyzing outside
perspectives to the entrance of New Mexico as a state;
(d) interpreting
data and evidence to conduct periodization of key events and contributions by
key people to the events that occurred during the early 20th century; and
(e) analyzing the civil rights era in New
Mexico using multiple perspectives.
(2) The
student shall demonstrate an understanding of causes and consequences by:
(a) examining
the causes and effects of the civil war, and the battles that ensued within New
Mexico;
(b) explaining
how the Homestead Act of 1862 impacted the demographics of New Mexico;
(c) probing
the beginnings of the boarding school system, and the ramifications that it had
on indigenous communities in New Mexico and abroad; and
(d) analyzing
the causes and effects of the dust bowl in New Mexico, and how it changed or
eliminated communities.
(3) The
student shall demonstrate an understanding of historical thinking by:
(a) demonstrating
historical argumentation by using various resources and perspectives to show
the impact of World War II on the people of New Mexico, and the impact that our
citizens and resident populations had on the war;
(b) examining the development of the first
atomic bomb and the dawn of the nuclear age born in New Mexico;
(c) explaining
the importance of military research and testing facilities in New Mexico,
during the cold war and today;
(d) analyzing
multiple perspectives of how water use, policy, and management has changed over
the centuries in New Mexico; and
(e) evaluating
the importance of preserving historical sites, culture, and New Mexico’s
resources.
(4) The
student shall demonstrate an understanding of critical consciousness and perspectives
by:
(a) dissecting
the treaty of Guadalupe Hidalgo, and evaluating how the different people of New
Mexico were addressed and impacted by the document; and
(b) evaluating
the role of race and racism in the acts of land redistribution during the
territorial period.
(5) The
student shall demonstrate an understanding of power dynamics, leadership, and
agency by:
(a) examining
the rights that were guaranteed to New Mexico citizens in Article IX of the
treaty of Guadalupe Hidalgo, and reason why Article X would have been stricken;
(b) contextualizing
the struggles toward statehood by including the resistance of the Hispanic and
Native American population to newcomers;
(c) comparing
and contrasting the liberties of people living within a territory versus a
state; and
(d) comparing
organizations engaged in civil rights work.
E. Ethnic, cultural, and identity studies.
The student shall demonstrate an understanding of diversity and identity by
assessing how social policies and economic forces offer privilege or systemic
inequity in accessing social, political, and economic opportunity for identity
groups in education, government, healthcare, industry, and law enforcement.
F. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) creating
compelling questions representing key ideas within the disciplines; and
(b) developing
supporting questions that contribute to an inquiry and demonstrate how, through
engaging source work, new compelling and supporting questions emerge.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by:
(a) gathering
relevant information from multiple sources representing a wide range of views
while using the origin, authority, structure, context, and corroborative value
of the sources to guide the selection; and
(b) evaluating
the credibility, reliability, and validity of a source by examining how experts
value the source.
(3) The
student shall demonstrate an understanding of developing claims by:
(a) identifying
evidence that draws information directly and substantively from multiple
sources to detect inconsistencies in evidence to revise or strengthen claims;
and
(b) refining
claims and counterclaims attending to precision, significance, and knowledge
conveyed through the claim while pointing out the strengths and limitations of
both.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by:
(a) constructing
arguments using precise and knowledgeable claims, with evidence from multiple
sources, while acknowledging counterclaims and evidentiary weaknesses;
(b) constructing
explanations using reasoning, correct sequence, examples, and details with
significant and pertinent information and data, while acknowledging the
strengths and weaknesses of the explanations given its purpose;
(c) presenting
adaptations of arguments and explanations that feature evocative ideas and
perspectives on issues and topics to reach a range of audiences and venues
outside the classroom using print, oral, and digital technologies; and
(d) critiquing
the use of claims and evidence in arguments for credibility.
(5) The
student shall demonstrate an understanding of taking informed action by:
(a) using
disciplinary and interdisciplinary lenses to understand the characteristics and
causes of local, regional, and global problems; instances of such problems in
multiple contexts; and challenges and opportunities faced by those trying to
address these problems over time and place; and
(b) applying
a range of deliberative and democratic strategies and procedures to make
decisions and take action in their classrooms, schools, and out-of-school contexts.
[6.29.11.20
NMAC - Rp, 6.29.11.20 NMAC, 2/22/2022]
6.29.11.21 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR HIGH SCHOOL UNITED STATES HISTORY:
A. Geography.
(1) The student shall demonstrate an
understanding of movement, population, and systems by:
(a) analyzing and predicting how
locations, places, and regions impact the evolution of human perspective and
identity;
(b) predicting future social, political,
economic, cultural, religious, spiritual, and environmental opportunities, and obstacles
associated with movement, population, decision-making, and perspectives in a
given place or region between 1945 and 1975;
(c) describing how particular historical
events and developments shape human processes and systems in World War II;
(d) predicting future social, political,
economic, cultural, religious, spiritual, and environmental opportunities, and
obstacles associated with movement, population, decision-making, and
perspectives in World War II; and
(e) describing how particular historical
events and developments shape human processes and systems in a given place or
region over time, between 1945 and 1975.
(2) The student shall demonstrate an
understanding of human-environmental interactions and sustainability by:
(a) assessing how social, economic,
politic, and environmental developments at global, national, regional, and
local levels affect the sustainability of modern and traditional cultures
between 1865 and 1877;
(b) describing how particular historical events
and developments shape human processes and systems in a given place or region
over time, between 1890 and 1920;
(c) analyzing how the forces of
cooperation and conflict within and among people, nations, and empires
influence the division and control of the Earth’s surface and resources between
1920 and 1929;
(d) analyzing how the forces of
cooperation and conflict within and among people, nations, and empires
influence the division and control of the Earth’s surface and resources between
1929 and 1941;
(e) analyzing how the forces of
cooperation and conflict within and among people, nations, and empires
influence the division and control of the Earth’s surface and resources between
1945 and 1975; and
(f) assessing how social, economic, political,
and environmental developments at global, national, regional, and local levels
affect the sustainability of modern and traditional cultures between 2008 and
the present.
B. High school United States history.
(1) The
student shall demonstrate an understanding of historical change, continuity,
context, and reconciliation by:
(a) evaluating
the long-term consequences of the end of reconstruction and the rise of Jim
Crow on formerly enslaved people and their descendants in all regions of the
country;
(b) examining
immigration policy in the United States;
(c) evaluating
what an efficient, equitable, equal, and just economic system would look like
in the United States;
(d) examining
labor struggles and populist movements in the United States and comparing to
other movements around the world;
(e) examining United States imperialist
policies and practices;
(f) analyzing the influence of cultural,
literary, and artistic movements between 1890 and 1920;
(g) examining
the ethics of the suppression of civil liberties and human rights during times
of conflict and war, past and present;
(h) analyzing
the role of the United States in the world and the balance of foreign and
domestic priorities;
(i) analyzing the influence of cultural,
literacy, and artistic movements during the progressive era and World War I;
(j) exploring
the change between traditionalism and modernity in American society in the past
and compare it with today;
(k) evaluating
new deal programs and their impact on diverse groups of people in Americas;
(l) analyzing the influence of cultural,
literary, and artistic movements between 1929 and 1941;
(m) analyzing
the similarities, differences, and connections between the racial social order
in the United States, Germany, and other countries during World War II;
(n) analyzing the influence of cultural,
literary, and artistic movements during World War II;
(o) exploring the legacy of “othering” in
the United States, including boarding schools, internment camps, and detention
centers;
(p) examining
the short- and long-term effects of central intelligence agency involvement in
Latin America;
(q) analyzing
the impact of cold war rhetoric and ideology on social movements and activists
in the United States;
(r) examining how evolving global and
domestic understanding of, and respect for, universal human rights affected in
the development of the civil rights movement in the United States;
(s) analyzing
issues related to race relations in the United States since the passage of the
Civil Rights Act of 1964 and the Voting Rights Act of 1965;
(t) evaluating
the role of McCarthyism on the civil rights movement;
(u) evaluating
the influence of 1960s cultural and artistic movements from past to present
day;
(v) assessing
the short- and long-term social and political impacts of conservatism and
liberalism in the United States;
(w) examining
the short- and long-term impacts of criminal justice policy implemented during
the presidencies of Ronald Reagan and Bill Clinton;
(x) examining
the push-pull relationship between conservatism and liberalism in America over
time;
(y) evaluating
whether the cold war definitively ended in 1991;
(z) analyzing the influence of cultural,
literary, and artistic movements between 2008 and the present; and
(aa) analyzing major trends, issues, and
advances to address healthcare disparities in the past, present, and future.
(2) The
student shall demonstrate an understanding of causes and consequences by:
(a) analyzing
the short- and long-term effects of the end of the civil war and reconstruction
period;
(b) examining the impact of the end of
the civil war on the settlement of the west, and on the relationships between
the United States and the indigenous nations of the west;
(c) explaining
the various causes of the industrial revolution;
(d) evaluating
the consequences of the industrial revolution;
(e) analyzing
social, political, and economic reasons groups migrated to and within the
United States, including push and pull factors;
(f) analyzing
the causes and course of the growing role of the United States in world affairs
from the civil war to World War I;
(g) distinguishing
between the long-term causes and triggering events that led the United States
into World War I;
(h) explaining
the course and significance of Woodrow Wilson’s wartime diplomacy, including
his fourteen points, the league of nations, and the failure of the treaty of
Versailles;
(i) assessing
how new technology in transportation, communication, and finance impacted
American society;
(j) describing
the multiple causes and consequences of the global and the United States
depression of the 1930s;
(k) assessing
the impact and legacy of new deal relief, recovery, and reform programs;
(l) explaining
the reasons for American involvement in World War II and the key actions and
events leading up to declarations of war against Japan and Germany;
(m) explaining
the rise of fascism and the forms it took in Germany and Italy, including ideas
and policies that led to the Holocaust, also known as Shoah;
(n) analyzing the events that led to
World War II, the major battles of the war, use of nuclear weapons, and the
Holocaust, also known as Shoah;
(o) analyzing the consequences of World
War II, including the conferences of allied leaders following the war, and the
development of human rights;
(p) assessing
the social, political, and economic transformation of the United States during
World War II.;
(q) analyzing
the causes, conflicts, and consequences of the cold war;
(r) evaluating
the policy of containment as a response by the United States to Soviet
expansionist policies;
(s) analyzing
how United States foreign policy during the cold war shaped conflicts in Asia
and the Americas;
(t) analyzing
the roots of domestic communism and anti-communism in the 1950s, the origins
and consequences of, and the resistance to McCarthyism;
(u) analyzing the origin, goals, and
outcomes of civil rights groups in the 1950s and the 1960s, and their influence
on contemporary civil rights movements;
(v) evaluating
resistance to integration in white communities, protests to end segregation,
and the supreme court decisions on civil rights;
(w) analyzing the social, political, and
economic conditions of the 1960s and 1970s that led to a rise in conservatism
and its overall impact on society; and
(x) analyzing
how communist economic policies and United States-sponsored resistance to
Soviet military and diplomatic initiatives contributed to the fall of the
Berlin wall in 1989 and the dissolution of the Soviet Union in 1991.
(3) The
student shall demonstrate an understanding of critical consciousness and
perspectives by: (a) evaluating how the events of
reconstruction impacted people from diverse groups;
(b) exploring
African American economic, political, and sociocultural (educational, artistic,
literary) responses to emancipation and reconstruction;
(c) identifying
the ways in which gender roles were changing and unchanged during the 19th
century;
(d) evaluating
the effects of the entry of women into the workforce after the civil war and
analyzing women’s political organizations;
(e) analyzing
the consequences of the continuing westward expansion of the American people
after the civil war;
(f) evaluating the impact of the 14th
Amendment on indigenous people and Asian and European immigrant men and women;
(g) examining
the ways that the great migration changed America, and exploring the ways that
African Americans adapted and resisted;
(h) evaluating how events during
imperialism impacted people from diverse groups;
(i) examining
the ways in which art, journalism, literature, and cultural artifacts served as
forms of resistance and contributed to the anti-imperialist movement;
(j) evaluating
major reform movements and reformers during the progressive era;
(k) evaluating
the inclusivity and exclusivity of progressive era reform movements;
(l) analyzing
the campaign for, and the opposition to, women’s suffrage in the late 19th and
early 20th centuries;
(m) analyzing
the strategies of African Americans to achieve basic civil rights in the early
20th century;
(n) analyzing how ideologies of the
progressive movement impacted indigenous people in the United States;
(o) evaluating how the events of the
1920s impacted people from diverse groups;
(p) exploring
the arts, entrepreneurship, and philanthropy of the Harlem renaissance and its
connections to the great migration;
(q) evaluating
the passage of the 19th amendment from the perspective of diverse groups in
American society;
(r) examining
the ways in which gender role norms changed and stayed the same in 1920s
America;
(s) examining
the lives and experiences of Latinos and other diverse groups and the
relationship of the United States to Mexico;
(t) evaluating how the events of this
time period, during World War II, impacted people from diverse groups;
(u) examining
the ways in which gender roles changed and stayed the same for women during
World War II;
(v) evaluating how the events during the
cold war impacted people from diverse groups;
(w) examining
the ways in which gender roles changed and stayed the same during World War II;
(x) evaluating how the events of the
civil rights movement impacted people from diverse groups;
(y) analyzing
the causes, course, and impact on American politics and society of new social
and political movements, including consideration of the role of protest,
advocacy organizations, and active citizen participation;
(z) evaluating how major world events
between 1968 and 2008, such as 9/11, and the rise of global terrorism impacted
people from diverse groups;
(aa) examining the ways in which gender
roles changed and stayed the same between 1945 and 1975;
(bb) evaluating
the significance of the federal 1990 Americans with Disabilities Act;
(cc) examining
the experiences, activism, and legislation impacting the LGBTQIA+ community;
(dd) evaluating how the events between 2008
and the present impact people from diverse groups; and
(ee) examining the ways in which gender
roles changed and stayed the same between 1968 and 2008.
(4) The
student shall demonstrate an understanding of power dynamics, leadership, and
agency by:
(a) exploring
the efforts of the federal government, African Americans, and civil society
reformers to create a new political and social order after emancipation;
(b) explaining
what progressivism meant in the early 20th century through the ideas, actions,
and experiences of progressive leaders;
(c) analyzing
the governmental policies of the progressive period, determine which problems
they were designed to solve, and assessing long- and short-term effectiveness;
(d) analyzing
the role of the United States in World War I;
(e) examining
the conflict between traditionalism and modernity as manifested in the major
political and economic events in the first two decades of the 20th century;
(f) summarizing United States diplomatic
and military policies during the cold war;
(g) analyzing
the important policies and events that took place during the presidencies of
John F. Kennedy, Lyndon Johnson, and Richard Nixon;
(h) analyzing the rise of conservatism
and liberalism in American politics and society;
(i) evaluating the role of the United
States in contemporary global issues;
(j) evaluating the impacts of
contemporary global issues on the United States;
(k) analyzing the current state and
health of American democracy;
(l) analyzing
some of the major technological and social trends and issues of the late 20th
and early 21st centuries;
(m) evaluating
the effectiveness of the federal government’s response to international and
domestic terrorism in the 21st century;
(n) examining
contemporary civil and human rights struggles and successes; and
(o) analyzing
United States government policies to reduce climate disruption.
C. Ethnic, cultural, and identity
studies.
(1) The student
shall demonstrate an understanding of diversity and identity by:
(a) investigating how identity groups and
society address systemic inequity through individual actions, individual
champions, social movements, and local community, national, and global
advocacy;
(b) identifying and exploring how
current traditions, rites, and norms of identity groups have or are changing
over time;
(c) comparing and contrasting the various
origins – indigenous, forced, voluntary – of identity groups in the United
States;
(d) examining the role assimilation
plays in the loss of cultural, ethnic, racial, and religious identities and
language, between 1865 and 1920;
(e) examining the impact of
historical, cultural, economic, political, religious, and social factors, which
resulted in unequal power relations among identity groups, between 1890 and
1920;
(f) examining the impact of
historical, cultural, economic, political, religious, and social factors, which
resulted in unequal power relations among identity groups, during the
progressive era and World War I;
(g) examining the role assimilation
plays in the loss of cultural, ethnic, racial, and religious identities and
language, during the progressive era and World War I;
(h) examining the impact of
historical, cultural, economic, political, religious, and social factors, which
resulted in unequal power relations among identity groups, between 1920 and
1929;
(i) examining the impact of
historical, cultural, economic, political, religious, and social factors, which
resulted in unequal power relations among identity groups, between 1929 and
1941; and
(j) assessing how social policies
and economic forces offer privilege or systemic inequity in accessing social,
political, and economic opportunity for identity groups in education,
government, healthcare, industry, and law enforcement.
(2) The student shall demonstrate an
understanding of community identity in history by examining the impact of
historical, cultural, economic, political, religious, and social factors that
resulted in unequal power relations among identity groups.
(3) The student shall demonstrate an
understanding of community equity building by:
(a) examining historical and contemporary
cultural, economic, political, and social contributions to society by
individuals or groups within an identity group;
(b) examining the impact of historical,
cultural, economic, political, religious, and social factors, which resulted in
unequal power relations among identity groups, during World War II;
(c) investigating how identity groups and
society address systemic identity through individual actions, individual
champions, social movements, and local community, national, and global
advocacy;
(d) examining historical and contemporary
cultural, economic, intellectual, political, and social contribution to society
by individuals or groups within an identity group;
(e) investigating how identity groups and
society address systemic inequity through individual actions, individual
champions, social movements, and local community, national, and global
advocacy; and
(f) evaluating the role of racial social
construct in the structure and function of a 21st century American society;
D. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) creating
compelling questions representing key ideas within the disciplines; and
(b) developing
supporting questions that contribute to an inquiry and demonstrate how, through
engaging source work, new compelling and supporting questions emerge.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by:
(a) gathering
relevant information from multiple sources representing a wide range of views
while using the origin, authority, structure, context, and corroborative value
of the sources to guide the selection; and
(b) evaluating
the credibility of a source by examining how experts value the source.
(3) The
student shall demonstrate an understanding of developing claims by:
(a) identifying
evidence that draws information directly and substantively from multiple
sources to detect inconsistencies in evidence to revise or strengthen claims;
and
(b) refining
claims and counterclaims attending to precision, significance, and knowledge
conveyed through the claim while pointing out the strengths and limitations of
both.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by:
(a) constructing
arguments using precise and knowledgeable claims, with evidence from multiple
sources, while acknowledging counterclaims and evidentiary weaknesses;
(b) constructing
explanations using reasoning, correct sequence, examples, and details with
significant and pertinent information and data, while acknowledging the
strengths and weaknesses of the explanations given its purpose;
(c) presenting
adaptations of arguments and explanations that feature evocative ideas and
perspectives on issues and topics to reach a range of audiences and venues
outside the classroom using print, oral, and digital technologies; and
(d) critiquing
the use of claims and evidence in arguments for credibility.
(5) The
student shall demonstrate an understanding of taking informed action by:
(a) using
disciplinary and interdisciplinary lenses to understand the characteristics and
causes of local, regional, and global problems; instances of such problems in
multiple contexts; and challenges and opportunities faced by those trying to
address these problems over time and place; and
(b) applying
a range of deliberative and democratic strategies and procedures to make
decisions and take action in their classrooms, schools, and out-of-school
contexts.
[6.29.11.21 NMAC – Rp, 6.29.11.21
NMAC, 2/22/2022]
6.29.11.22 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR HIGH SCHOOL WORLD HISTORY:
A. Civics.
The student shall demonstrate an understanding of roles and
responsibilities of a civic life by:
(1) assessing
options for individual and collective action to address local, regional, and
global problems;
(2) applying
a range of strategies and procedures to make decisions and take action in
classrooms, schools, and out-of-school civic contexts; and
(3) evaluating
methods people use to create, change, expand, or oppose systems of power or
authority.
B. Economics. The student shall demonstrate an
understanding of a global economy by:
(1) evaluating
the impact of global interconnectedness on international economic stability and
growth; and
(2) analyzing how national and global
economic trends and policies impact the state and local economies in New
Mexico.
C. Geography.
(1) The
student shall demonstrate an understanding of location, place, and region by
analyzing and explaining the reciprocal relationship between physical,
geographical locations, and the patterns and processes humans create within
them.
(2) The
student shall demonstrate an understanding of movement, population, and systems
by identifying, evaluating, and explaining the causes, characteristics, and
impact of diffusion: the spread of ideas, beliefs, religions, cultural
practices and traits, language, artifacts, methods, technologies, and diseases
across space and over time.
(3) The
student shall demonstrate an understanding of human-environmental interactions
and sustainability by assessing how social, economic, political, and
environmental developments at global, national, regional, and local levels
affect the sustainability of modern and traditional cultures.
D. History.
(1) The
student shall demonstrate an understanding of historical change, continuity,
context, and reconciliation by:
(a) identifying
significant transformative moments in world history, analyzing the reasons
behind their transformative nature, and explaining how they continue to shape
contemporary global interactions;
(b) tracing
political, intellectual, religious, artistic, technological, economic, and
social developments in historical periods, and within individual societies;
(c) identifying
patterns of continuity and change over time in world history, focusing on
patterns within and between historical eras;
(d) examining
how historical events and developments were shaped by unique circumstances of
time and place, and broader historical contexts; and
(e) identifying
how individuals, groups, and events in New Mexico’s history that have
influenced or were influenced by events in world history.
(2) The
student shall demonstrate an understanding of causes and consequences by:
(a) identifying
and evaluating multiple causes and effects of historical events within world
history;
(b) distinguishing
between long- and short-term causes in developing historical interpretations;
and
(c) identifying
contemporary global issues that influence or are influenced by New Mexicans.
(3) The
student shall demonstrate an understanding of historical thinking by:
(a) analyzing
and evaluating the values and limitations of primary and secondary sources of
information, including digital, with attention to the source, its context,
reliability, and usefulness;
(b) effectively
using and integrating evidence from a variety of diverse sources to evaluate
and develop historical claims; and
(c) synthesizing
historical information to create new understandings.
(4) The
student shall demonstrate an understanding of critical consciousness and
perspectives by:
(a) using
a variety of source materials to compare and contrast treatments of the same
topic;
(b) examining
historical events from the perspectives of diverse groups, including indigenous
people, national, regional, racial, ethnic, class, gender, sexual orientation,
and differently abled; and
(c) analyzing
and evaluating multiple points of view to explain the ideas and actions of
individuals and groups.
(5) The
student shall demonstrate an understanding of power dynamics, leadership, and
agency by:
(a) using
historical thinking skills to evaluate historical and contemporary sources of
information relating to local, regional, and global problems, and identify
challenges and opportunities faced by those trying to address these problems;
(b) investigating
cultural and historical developments within societies with attention to belief
systems, ideologies, the arts, science, and technology; and
(c) analyzing
the complex relationship between dominant cultures and minority groups
throughout world history, including constructions of race, ethnicity, gender,
sexual orientation, differently abled, nationality, class, religion, reactions,
and long-term effects of oppression.
E. Ethnic, cultural, and identity studies. The student shall demonstrate an understanding
of identity in history by:
(1) comparing
and contrasting the various origins (including indigenous, forced, voluntary)
of identity groups in world history;
(2) examining
the impact of historical cultural, economic, political, religious, and social
factors, which resulted in unequal power relations among identity groups; and
(3) examining
the role colonization, assimilation, and syncretism plays in the evolution of
cultural, ethnic, racial, and religious identities and language.
F. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by creating compelling questions representing key ideas in
world history.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by:
(a) evaluating
the credibility of sources from a range of media (print, internet, audio,
visual) by examining origin, author, context, content, and corroborative value;
and
(b) gathering
relevant information from credible sources representing a wide range of views
and noting inconsistencies in the information.
(3) The
student shall demonstrate an understanding of developing claims by:
(a) developing
claims and analyzing counterclaims about the significance of historical events
using evidence that draws directly and substantively from multiple sources; and
(b) analyzing
evidence to detect inconsistencies within the evidence to revise or strengthen
claims.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by presenting arguments and explanations that reach a range of
audiences using print and oral technologies (e.g. posters, essays, letters,
debates, speeches, reports, maps) and digital technologies (e.g. internet,
social media, digital documentary).
(5) The
student shall demonstrate an understanding of taking informed action by:
(a) evaluating
historical and contemporary sources of information relating to local, regional,
and global problems and identifying challenges and opportunities faced by those
trying to address these problems;
(b) assessing
options for individual and collective action to address local, regional, and
global problems; and
(c) applying
a range of strategies and procedures to make decisions and take action in
classrooms, schools, and out-of-school civic contexts.
[6.29.11.22
NMAC - Rp, 6.29.11.22 NMAC, 2/22/2022]
6.29.11.23 ANCHOR STANDARDS AND PERFORMANCE
STANDARDS FOR HIGH SCHOOL ETHNIC, CULTURAL, AND IDENTITY STUDIES:
A. Ethnic, cultural, and identity studies.
(1) The
student shall demonstrate an understanding of diversity and identity by:
(a) recognizing
and valuing the student’s group identities without perceiving or treating
others as inferior;
(b) identifying
and analyzing cultural, differently abled, ethnic, gender, sexual orientation,
national, political, racial, and religious identities, and related perceptions
and behaviors by society of these identities;
(c) identifying
and exploring how current traditions, rites, and norms of identity groups have
or are changing over time; and
(d) assessing
how social policies and economic forces offer various identity groups privilege
or systemic inequity in accessing social, political, and economic opportunity in
education, government, healthcare, industry, and law enforcement.
(2) The
student shall demonstrate an understanding of identity in history by:
(a) comparing
and contrasting the various origins (including indigenous, forced, voluntary)
of identity groups in the United States;
(b) examining
the impact of historical cultural, economic, political, religious, and social
factors, which resulted in unequal power relations among identity groups; and
(c) examining
the role assimilation plays in the loss of cultural, ethnic, racial, and
religious identities and language.
(3) The
student shall demonstrate an understanding of community equity building by:
(a) examining
historical and contemporary cultural, economic, intellectual, political, and
social contributions to society by individuals or groups within an identity
group;
(b) investigating
how identity groups and society address systemic inequity and transformational
change through individual actions, individual champions, social movements, and
local community, national, and global advocacy; and
(c) evaluating
the role of racial social constructs in the structures and functions of a 21st
century American society.
B. Inquiry.
(1) The
student shall demonstrate an understanding of constructing compelling and
supporting questions by:
(a) creating
compelling questions representing key ideas within the disciplines; and
(b) developing
supporting questions that contribute to an inquiry and demonstrate how, through
engaging source work, new compelling and supporting questions emerge.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by:
(a) gathering
relevant information from multiple sources representing a wide range of views
while using the origin, authority, structure, context, and corroborative value
of the sources to guide the selection; and
(b) evaluating
the credibility of a source by examining how experts value the source.
(3) The
student shall demonstrate an understanding of developing claims by:
(a) identifying
evidence that draws information directly and substantively from multiple
sources to detect inconsistencies in evidence to revise or strengthen claims;
and
(b) refining
claims and counterclaims attending to precision, significance, and knowledge
conveyed through the claim while pointing out the strengths and limitations of
both.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by:
(a) constructing
arguments using precise and knowledgeable claims, with evidence from multiple
sources, while acknowledging counterclaims and evidentiary weaknesses;
(b) constructing
explanations using reasoning, correct sequence, examples, and details with
significant and pertinent information and data, while acknowledging the
strengths and weaknesses of the explanations given its purpose;
(c) presenting
adaptations of arguments and explanations that feature evocative ideas and
perspectives on issues and topics to reach a range of audiences and venues
outside the classroom using print, oral, and digital technologies; and
(d) critiquing
the use of claims and evidence in arguments for credibility.
(5) The
student shall demonstrate an understanding of taking informed action by:
(a) using
disciplinary and interdisciplinary lenses to understand the characteristics and
causes of local, regional, and global problems; instances of such problems in
multiple contexts; and challenges and opportunities faced by those trying to
address these problems over time and place; and
(b) applying
a range of deliberative and democratic strategies and procedures to make
decisions and take action in their classrooms, schools, and out-of-school
contexts.
[6.29.11.23
NMAC - Rp, 6.29.11.23 NMAC, 2/22/2022]
HISTORY OF 6.29.11 NMAC: [RESERVED]
6.29.11
NMAC, Social Studies, filed 6/30/2009, was repealed and replaced by 6.29.11
NMAC, Social Studies, effective2/22/2022.