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.
1-A explore and explain how people and events have influenced the development of New Mexico up to the present day:
1 describe changes of governance of New Mexico (e.g., indigenous, Spanish, Mexican, French, Texan, confederate, United States);
2 explain the reasons for European exploration of the Americas.
2 describe and explain the reasons for colonization, to include: religious freedom, desire for land, economic opportunity, a new way of life, including the roles and views of key individuals who founded colonies (e.g., John Smith, William Penn, Lord Baltimore);
3 explain the significance of major historical documents (e.g., the Mayflower compact, the declaration of independence, the federalist papers, United States constitution, bill of rights, the Gettysburg address);
4 identify the interactions between American Indians and European settlers, including agriculture, cultural exchanges, alliances and conflicts (e.g., the first Thanksgiving, the pueblo revolt, French and Indian war);
2 use resources for historical information (e.g., libraries, museums, historical societies, courthouse, worldwide web, family records, elders);
3 gather, organize and interpret information using a variety of media and technology;
4 show the relationship between social contexts and events; and
5 use effective communication skills and strategies to share research findings.
II Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.
2-A analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives and apply them to explain the past, present and future in terms of patterns, events and issues:
1 make and use different kinds of maps, globes, charts and databases;
2 identify and define geographic issues and problems from accounts of current events.
2-D explain how physical processes shape the earth's surface patterns and biosystems:
1 explain how the four provinces of New Mexico's land surface (plains, mountains, plateau, basin and range) support life.
2-E explain how economic, political, cultural and social processes interact to shape patterns of human populations and their interdependence, cooperation and conflict:
1 explain how physical features influenced the expansion of the United States.
2-F understand the effects of interactions between human and natural systems in terms of changes in meaning, use, distribution and relative importance of resources
1 understand how resources impact daily life.
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.
3-A demonstrate understanding of the structure, functions and powers of government (local, state, tribal and national):
1 explain how the three branches of national government function and explain how they are defined in the United States constitution;
2 identify the fundamental ideals and principles of our republican form of government (e.g., inalienable rights such as "life, liberty, and the pursuit of happiness," the rule of law, justice, equality under the law);
3 identify and describe the significance of American symbols, landmarks and essential documents (e.g., declaration of independence; United States constitution; bill of rights; the federalist papers; Washington, D.C.; liberty bell; Gettysburg address; statue of liberty; government to government accords; treaty of Guadalupe Hildago; Gadsden purchase); and
2 identify and summarize contributions of various racial, ethnic and religious groups to national identity; and
3 describe selected ethnic and religious customs and celebrations that enhance local, state, tribal and national identities.
3-C compare political philosophies and concepts of government that became the foundation for the American revolution and the United States government:
1 describe the narrative of the people and events associated with the development of the United States constitution, and describe its significance to the foundation of the American republic, to include:
a colonists' and Native Americans' shared sense of individualism, independence and religious freedom that developed before the revolution;
b articles of confederation;
c purpose of the constitutional convention;
d natural rights expressed in the declaration of independence; and
3-D explain how individuals have rights and responsibilities as members of social groups, families, schools, communities, states, tribes and countries:
1 explain the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law and to preserve the constitutions of local, state, tribal and federal governments.
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.
4-A explain and describe how individuals, households, businesses, governments and societies make decisions, are influenced by incentives (economic as well as intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating:
1 understand the impact of supply and demand on consumers and producers in a free-enterprise system;