I Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.
I-A Describe how contemporary and historical people and events have influenced New Mexico communities and regions
1 Describe how historical people, groups, and events have influenced the local community.
I-B Understand connections among historical events, people, and symbols significant to United States history and cultures.
1 Describe the cultural diversity of individuals and groups and their contributions to United States history (e.g., George Washington, Ben Franklin, César Chávez, Rosa Parks, National Association for Advancement of Colored People [NAACP], tribal leaders, American Indian Movement [AIM]).
II-B Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change.
1 Describe how climate, natural resources, and natural hazards affect activities and settlement patterns.
2 Explain how people depend on the environment and its resources to satisfy their basic needs.
II-C Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present.
1 Identify ways in which people depend on natural and man-made environments including natural resources to meet basic needs.
II-D Understand how physical processes shape the Earth's surface patterns and biosystems.
1 Describe the physical processes that affect the Earth's features (e.g., weather, erosion).
2 Identify characteristics of physical systems (e.g., water cycle).
II-E Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict.
1 Describe how characteristics of culture affect behaviors and lifestyles.
II-F Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources.
1 Describe ways that people and groups can conserve and replenish natural resources.
Civics and Government
III Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.
III-A Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and national governments.
2 Describe and compare class rules made by direct democracy (entire class votes on the rules) and by representative democracy (class elects a smaller group to make the rules).
III-B Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal, and national levels that exemplify ideals and provide continuity and a sense of community across time.
1 Identify local governing officials and explain how their roles reflect their community.
2 Explain the responsibilities of being a member of various groups (e.g. family, school, community).
IV Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.
IV-A Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic).
1 Identify economic decisions made by individuals and households and explain how resources are distributed.
IV-B Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services.
1 Understand the roles of producers and consumers in the production of goods and services.