New Mexico

I Inquiry

• 23 Construct Compelling and Supporting Questions

  • 3.1 Explain how a compelling question represents key ideas.

    • Martin Luther King Jr. (3-D.19)
    • Purpose of government (3-E.1)
    • What is economics? (3-H.1)

  • 3.2 Use supporting questions to help answer the compelling question in an inquiry.

    • Martin Luther King Jr. (3-D.19)
    • Purpose of government (3-E.1)
    • What is economics? (3-H.1)

• 24 Gather and Evaluate Sources

  • 3.3 With support, determine the credibility of sources.

    • Identify facts and opinions (3-J.1)

• 25 Develop Claims

  • 3.4 Cite evidence that supports a response to supporting or compelling questions.

    • Identify facts and opinions (3-J.1)

• 26 Communicate and Critique Conclusions

  • 3.5 Construct responses to compelling questions using reasoning, examples, and relevant details.

    • Identify facts and opinions (3-J.1)

• 27 Take Informed Action

  • 3.6 Identify challenges and opportunities when taking action to address problems or issues, including predicting possible outcomes.

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

Theme 1 Citizenship

• Civics

  • 3 Civic Dispositions and Democratic Principles

    • 3.8 Explain how the democratic principles motivate people to migrate then and now.

  • 4 Roles and Responsibilities of a Civic Life

    • 3.9 Explain how to be a responsible and active citizen in a democracy.

      • Presidential elections (3-E.8)

Theme 2 Global Immigration and Migration

• Geography

  • 13 Movement, Population, and Systems

    • 3.1 Evaluate the reasons for migration and immigration and the effects on people, culture, and ideas in world communities.

      • John Deere (3-D.5)
      • Frederick Douglass (3-D.7)
      • Harriet Tubman (3-D.9)

    • 3.11 Analyze how human settlement and movement impact diverse groups of people.

      • Frederick Douglass (3-D.7)
      • Harriet Tubman (3-D.9)
      • Sitting Bull (3-D.10)

    • 3.12 Analyze the movement of Indigenous groups, including the removal and return of Indigenous people throughout New Mexico and the United States.

      • Sitting Bull (3-D.10)

• History

  • 15 Historical Change, Continuity, Context, and Reconciliation

    • 3.13 Explain how world events impact New Mexico and the United States, both in the past and present.

  • 17 Historical Thinking

    • 3.14 Use a timeline to analyze connections among historical events, including how human settlement and movement impacted diverse groups of people.

      • Reading and creating timelines with BCE and CE (4-Q.2)

Theme 3 Global Issues and Events

• Economics/Personal Financial Literacy

  • 7 Economic Systems and Models

    • 3.15 Investigate who receives the goods that are produced in various world communities.

      • Goods and services (3-H.3)
      • Producers and consumers (3-H.4)

  • 9 Global Economy

    • 3.16 Explore the concepts of surplus and scarcity in relation to resources for various world communities.

      • What is economics? (3-H.1)
      • Natural resources (3-H.2)
      • Understand quantity supplied and quantity demanded (3-I.1)
      • Understand overall supply and demand (3-I.2)
      • Create and use supply and demand curves (3-I.3)
      • Identify shortage and surplus (3-I.4)
      • Identify shortage and surplus with graphs (3-I.5)
      • Identify shortage and surplus with data (3-I.6)

    • 3.17 Explore the basic economic concepts of supply and demand.

      • Understand quantity supplied and quantity demanded (3-I.1)
      • Understand overall supply and demand (3-I.2)
      • Create and use supply and demand curves (3-I.3)

    • 3.18 Explain how supply and demand influence prices and trade.

      • Understand quantity supplied and quantity demanded (3-I.1)
      • Understand overall supply and demand (3-I.2)
      • Create and use supply and demand curves (3-I.3)
      • Identify shortage and surplus (3-I.4)
      • Identify shortage and surplus with graphs (3-I.5)
      • Identify shortage and surplus with data (3-I.6)

    • 3.19 Describe how technological developments in transportation and communication influence trade over time.

    • 3.2 Identify currency, credit, debit, and checks as the basic means of exchange in Western society.

      • Banks (4-O.1)

    • 3.21 Compare currency, credit, debit, and checks in the United States to other world monetary systems.

      • Banks (4-O.1)

Theme 4 Our Changing World

• Geography

  • 11 Geographic Representations and Reasoning

    • 3.22 Create 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.

      • Introduction to Earth's land features (3-A.7)
      • Identify Earth's land features using photographs (3-A.8)
      • Identify urban, suburban, and rural areas (3-A.10)
      • Compare urban, suburban, and rural areas (3-A.11)

    • 3.23 Identify and use a variety of digital and analog mapping tools to locate places.

      • Read a letter-number grid (3-A.1)
      • Use a letter-number grid (3-A.2)
      • Read a map: cardinal directions (3-A.3)
      • Identify oceans and continents (3-A.4)
      • Select oceans and continents (3-A.5)
      • Name oceans and continents (3-A.6)
      • Major U.S. cities (3-A.9)
      • Identify states of the West (3-B.1)
      • Select states of the West (3-B.2)
      • Name states of the West (3-B.3)
      • Identify states of the Midwest (3-B.4)
      • Select states of the Midwest (3-B.5)
      • Name states of the Midwest (3-B.6)
      • Identify states of the Southeast (3-B.7)
      • Select states of the Southeast (3-B.8)
      • Name states of the Southeast (3-B.9)
      • Identify states of the Northeast (3-B.10)
      • Select states of the Northeast (3-B.11)
      • Name states of the Northeast (3-B.12)
      • Identify the 50 states (3-B.13)
      • Select the 50 states (3-B.14)
      • Name the 50 states (3-B.15)
      • Identify state capitals of the West (3-C.1)
      • Name state capitals of the West (3-C.2)
      • Identify state capitals of the Midwest (3-C.3)
      • Name state capitals of the Midwest (3-C.4)
      • Identify state capitals of the Southeast (3-C.5)
      • Name state capitals of the Southeast (3-C.6)
      • Identify state capitals of the Northeast (3-C.7)
      • Name state capitals of the Northeast (3-C.8)
      • Identify the 50 state capitals (3-C.9)
      • Name the 50 state capitals (3-C.10)

  • 12 Location, Place, and Region

    • 3.24 Explain how physical and cultural characteristics of world regions affect people and examine 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.

      • Introduction to Earth's land features (3-A.7)
      • Identify Earth's land features using photographs (3-A.8)

    • 3.25 Identify the components of the Earth's biosystems and their makeup.

Theme 5 Global Diversity and Identity

• Ethnic, Cultural, and Identity Studies

  • 20 Diversity and Identity

    • 3.26 Express a positive view of themselves while demonstrating respect and empathy for others.

    • 3.27 Compare and contrast their cultural identity with other people and groups.

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

  • 22 Community Equity Building

    • 3.28 Identify the actions of people and groups who have worked throughout history to improve their community which then leads to a more equitable society.

      • Benjamin Franklin (3-D.1)
      • Thomas Jefferson (3-D.3)
      • Abraham Lincoln (3-D.6)
      • Frederick Douglass (3-D.7)
      • Susan B. Anthony (3-D.8)
      • Harriet Tubman (3-D.9)
      • Sitting Bull (3-D.10)
      • Amelia Earhart (3-D.14)
      • Thurgood Marshall (3-D.15)
      • Rosa Parks (3-D.16)
      • Jackie Robinson (3-D.17)
      • Cesar Chavez (3-D.18)
      • Martin Luther King Jr. (3-D.19)

Theme 6 Personal Financial Literacy

• Economics/Personal Financial Literacy

  • 10 Personal Financial Literacy

    • 3.29 Examine the various ways people earn a living to meet their basic needs of food, clothing, and shelter, and how this has changed over time in various world communities.

      • What is economics? (3-H.1)
      • Goods and services (3-H.3)
      • Producers and consumers (3-H.4)

    • 3.3 Create a plan with specific steps to reach a short-term financial goal.