New Mexico

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Skills available for New Mexico sixth-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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New Mexico Social Studies Standards (adopted in 2022) New Mexico Social Studies Standards (adopted in 2022)
New Mexico Content Standards New Mexico Content Standards
New Mexico Common Core State Standards: Grades 6-8 Literacy in History/Social Studies New Mexico Common Core State Standards: Grades 6-8 Literacy in History/Social Studies

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I Inquiry

23 Construct Compelling and Supporting Questions
- 6.1 Distinguish 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.
  - Identify primary and secondary sources (6-JJ.1)
- 6.2 Categorize and sequence significant people, places, events, and ideas in history using both chronological and conceptual graphic organizers.
  - Reading and creating timelines with BCE and CE (6-JJ.3)
- 6.3 Categorize questions as compelling (main topic) or supporting questions.
- 6.4 Generate relevant questions to be answered by historical inquiry that allow for multiple approaches of exploration.
24 Gather and Evaluate Sources
- 6.5 Identify where and how to locate sources to best answer a research question.
- 6.6 Distinguish among fact, opinion, and reasoned judgment in a source and identify the author perspectives and possible biases.
  - Identify facts and opinions (6-JJ.2)
- 6.7 Compare a variety of map projections to evaluate how information is presented and analyze how cartographic conventions portray intended and unintended bias.
- 6.8 Evaluate the credibility of a source by determining its relevance and intended use.
25 Develop Claims
- 6.9 Formulate a claim based on evidence from primary and secondary sources in response to a question.
- 6.1 Support a claim using a variety of sources and perspectives.
  - Source analysis: the Boston Massacre (6-JJ.4)
- 6.11 Cite specific textual evidence to support analysis of primary and secondary sources.
- 6.12 Use primary and secondary sources to analyze conflicting and diverse points of views on a certain topic.
  - Source analysis: the Boston Massacre (6-JJ.4)
26 Communicate and Critique Conclusions
- 6.13 Use applicable presentation technology to communicate research findings or other significant information.
- 6.14 Create maps, charts, infographics, or digital media that communicate research findings or other significant information.
27 Take Informed Action
- 6.15 Describe the many facets of student identity (including family history and culture) and how they are connected to the history and culture of other people.
- 6.16 Explain the challenges and opportunities people from the past faced when taking action to address problems.
  - Antebellum reform movements (7-NN.3)
  - Radical Reconstruction (7-PP.1)

Theme 5 Encounters and Exchanges

Geography
- 11 Geographic Representations and Reasoning
  - 6.49 Use maps to explain how encounters and exchanges linked the world.
    - The medieval Silk Road (6-G.3)
History
- 15 Historical Change, Continuity, Context, and Reconciliation
  - 6.5 Examine instances of conflict and oppression in Medieval times as well as responses to these violations.
- 16 Causes and Consequence
  - 6.51 Analyze the diffusion and the social, political, and economic effects of the Black Death.
    - The Middle Ages after 1100 (6-N.3)
- 18 Critical Consciousness and Perspectives
  - 6.52 Examine and explain how the perspectives and encounters between Christians, Muslims, and Jews impacted individuals and society.

Theme 6 Personal Financial Literacy

Economics/Personal Financial Literacy
- 10 Personal Financial Literacy
  - 6.53 Analyze how external factors might influence spending decisions for different individuals and households.
  - 6.54 Give examples of financial risks that individuals and households face.

New Mexico

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I Inquiry

23 Construct Compelling and Supporting Questions

6.1 Distinguish 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.

6.2 Categorize and sequence significant people, places, events, and ideas in history using both chronological and conceptual graphic organizers.

6.3 Categorize questions as compelling (main topic) or supporting questions.

6.4 Generate relevant questions to be answered by historical inquiry that allow for multiple approaches of exploration.

24 Gather and Evaluate Sources

6.5 Identify where and how to locate sources to best answer a research question.

6.6 Distinguish among fact, opinion, and reasoned judgment in a source and identify the author perspectives and possible biases.

6.7 Compare a variety of map projections to evaluate how information is presented and analyze how cartographic conventions portray intended and unintended bias.

6.8 Evaluate the credibility of a source by determining its relevance and intended use.

25 Develop Claims

6.9 Formulate a claim based on evidence from primary and secondary sources in response to a question.

6.1 Support a claim using a variety of sources and perspectives.

6.11 Cite specific textual evidence to support analysis of primary and secondary sources.

6.12 Use primary and secondary sources to analyze conflicting and diverse points of views on a certain topic.

26 Communicate and Critique Conclusions

6.13 Use applicable presentation technology to communicate research findings or other significant information.

6.14 Create maps, charts, infographics, or digital media that communicate research findings or other significant information.

27 Take Informed Action

6.15 Describe the many facets of student identity (including family history and culture) and how they are connected to the history and culture of other people.

6.16 Explain the challenges and opportunities people from the past faced when taking action to address problems.

Theme 1 Introduction to Geography and Historical Thinking

Geography

11 Geographic Representations and Reasoning

6.17 Create and use maps, globes, and graphs to gather, analyze, and report geographic information.

12 Location, Place, and Region

6.18 Identify how natural forces shape Earth's environments and regions.

Ethnic, Cultural, and Identity Studies

20 Diversity and Identity

6.19 Identify how differences and similarities between diverse groups impact perspectives.

21 Identity in History

6.2 Demonstrate relationships between personal events and historical events.

22 Community Equity Building

6.21 Explain how the treatment of people in ancient civilizations shaped group identities and cultures.

Theme 2 The Environment and Early Civilizations

Civics

1 Civic and Political Institutions

6.22 Identify the social structures of early humans.

Economics/Personal Financial Literacy

9 Global Economy

6.23 Analyze the economic impact that surpluses of food and goods have on the growth of civilizations.

Geography

11 Geographic Representations and Reasoning

6.24 Compare environmental and geographic characteristics of locations of the earliest human settlements.

12 Location, Place, and Region

6.25 Compare ancient cultural and early technological innovations of one early Mesoamerican and one South American civilization.

6.26 Compare cultural, political, and religious characteristics of early river valley civilizations.

14 Human-Environmental Interactions and Sustainability

6.27 Describe how the local environment impacts cultures and technology.

6.28 Describe how people impact the local environment.

History

16 Cause and Consequence

6.29 Analyze the impact that the Agricultural Revolution had on hunter-gatherers and nomadic peoples.

Theme 3 Classical Eastern and Western Civilizations

Civics

1 Civic and Political Institutions

6.3 Describe cultural and political structures in classical eastern societies.

6.31 Describe cultural and political structures in classical western societies.

6.32 Compare and contrast classical forms of government and political structure to our current United States government and political structure.

4 Roles and Responsibilities of a Civic Life

6.33 Identify rights and responsibilities of citizens and noncitizens in civic participation within the governmental systems such as monarchy, democracy, republic, and oligarchy.

History

15 Historical Change, Continuity, Context, and Reconciliation

6.34 Evaluate the lasting impact of philosophy, art, science, and technology of Classical Greece, Rome, India, and China.

6.35 Evaluate the factors that allowed classical civilizations to thrive.

16 Cause and Consequence

6.36 Identify the political and social issues that lead to the development of new philosophies during the classical period.

6.37 Compare strategies used by classical civilizations to maintain their empires.

6.38 Compare causes of decline in the Roman, Han, and Gupta empires.

Ethnic, Cultural, and Identity Studies

20 Diversity and Identity

6.39 Describe the interactions of religious and philosophical perspectives and explain their impact on European, Asian, and African societies during the classical period.

Theme 4 Post-classical Societies and Trade Networks

Economics/Personal Financial Literacy

5 Economic Decision Making

6.4 Describe the distribution of resources among classes in the feudal hierarchy of European and Asian societies.