New Mexico

I Inquiry

• 23 Construct Compelling and Supporting Questions

  • 1.1 Recognize a compelling question.

  • 1.2 Generate supporting questions related to compelling questions within a variety of social studies topics.

• 24 Gather and Evaluate Sources

  • 1.3 Interact with a variety of primary and secondary sources.

    • Then and now: transportation and communication (1-E.1)

• 26 Communicate and Critique Conclusions

  • 1.4 Construct responses to compelling questions using examples.

• 27 Take Informed Action

  • 1.5 Take group or individual action to help address local, regional, and/or global problems or issues.

  • 1.6 Use deliberative and democratic procedures to make decisions about and act on civic problems or issues in their classrooms.

Theme 1 Living, Learning, and Working Together

• Civics

  • 4 Roles and Responsibilities of a Civic Life

    • 1.7 Explain and provide examples of how people play important roles in society.

      • Government services (1-A.2)
      • Jobs community helpers do (1-C.1)
      • Tools community helpers use (1-C.2)
      • Martin Luther King Jr. Day (1-D.1)
      • Independence Day (1-D.2)

• Ethnic, Cultural, and Identity Studies

  • 22 Community Equity Building

    • 1.8 Investigate how people work together to accomplish a common task and how this benefits and challenges people when working together.

Theme 2 Cultures Within Our Communities

• History

  • 15 Historical Change, Continuity, Context, and Reconciliation

    • 1.9 Compare life in New Mexico in the past to life in New Mexico today.

      • Then and now: transportation and communication (1-E.1)

  • 17 Historical Thinking

    • 1.10 Compare fact and opinion in stories and narratives from the past.

    • 1.11 Demonstrate chronological thinking by distinguishing among past, present, and future using family, school, or community events.

      • Days of the week (1-L.1)
      • Months of the year (1-L.2)

  • 18 Critical Consciousness and Perspectives

    • 1.12 Examine and identify cultural differences within their community.

      • Día de los Muertos (2-E.1)
      • Thanksgiving (2-E.2)
      • Hanukkah (2-E.3)
      • Rosh Hashanah (2-E.4)
      • Kwanzaa (2-E.5)
      • Christmas (2-E.6)
      • Easter (2-E.7)
      • Lunar New Year (2-E.8)
      • Ramadan (2-E.9)
      • Holi (2-E.10)

• Ethnic, Cultural, and Identity Studies

  • 21 Identity in History

    • 1.13 Investigate significant events, people, and observances in history and discuss their effects on local and national communities.

      • Identify American symbols (1-B.1)
      • Identify American landmarks and monuments (1-B.2)
      • Martin Luther King Jr. Day (1-D.1)
      • Independence Day (1-D.2)

Theme 3 Making Choices

• Economics/Personal Financial Literacy

  • 6 Incentives and Choices

    • 1.14 Examine choices that families make in purchasing general goods and identify costs associated with these choices.

      • Needs and wants (1-J.1)
      • Scarcity and choices (1-J.2)
      • Goods and services (1-J.3)
      • Producers and consumers (1-J.4)

  • 8 Money and Markets

    • 1.15 Examine decisions that people make about spending and saving money.

      • Needs and wants (1-J.1)
      • Scarcity and choices (1-J.2)

Theme 4 Interactions With Our Physical Environment

• Geography

  • 11 Geographic Representations and Reasoning

    • 1.16 Create 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.

      • Left and right (1-H.1)
      • Use cardinal directions (1-I.)

    • 1.17 Identify the common symbols used on maps for human-made structures and physical features.

      • Compare cities and rural areas (1-C.3)
      • Identify Earth's land features (1-G.1)
      • Identify Earth's water features (1-G.2)
      • Identify human and physical features (1-G.3)

    • 1.18 Use a variety of maps to locate specific places and identify major landforms, bodies of water, and other places of significance around the United States.

      • Compare cities and rural areas (1-C.3)
      • Identify Earth's land features (1-G.1)
      • Identify Earth's water features (1-G.2)
      • Identify human and physical features (1-G.3)
      • Read a letter-number grid (2-A.1)
      • Use a letter-number grid (2-A.2)

  • 12 Location, Place, and Region

    • 1.19 Explain how human-made structures are all examples of how people modify the physical environment to meet needs and wants.

      • Compare cities and rural areas (1-C.3)
      • Identify human and physical features (1-G.3)
      • Needs and wants (1-J.1)

  • 14 Human-Environmental Interactions and Sustainability

    • 1.20 Explain how people interact with their physical environment in ways that may have a positive or a negative effect on natural resources.

      • Compare cities and rural areas (1-C.3)
      • Identify Earth's land features (1-G.1)
      • Identify Earth's water features (1-G.2)
      • Identify human and physical features (1-G.3)
      • Natural resources (1-J.5)

Theme 5 Multiple Identities

• Ethnic, Cultural, and Identity Studies

  • 20 Diversity and Identity

    • 1.21 Explain how groups of people believe different things and live in unique ways.

    • 1.22 Explain how student and individual identities are part of what makes each person unique and special.

Theme 6 Personal Financial Literacy

• Economics/Personal Financial Literacy

  • 10 Personal Financial Literacy

    • 1.23 Identify examples of producers and consumers.

      • Producers and consumers (1-J.4)

    • 1.24 Examine how earning money through work is related to the purchase of goods and services.

      • Jobs community helpers do (1-C.1)
      • Goods and services (1-J.3)