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 the relationships among ancient civilizations of the world (e.g., scientific discoveries, architecture, politics, cultures and religious systems) and their connection to the early development of New Mexico.
1-B analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the civil war and reconstruction in United States history:
1 explain and describe the origins, obstacles and impact of the age of exploration, to include: improvements in technology (e.g., the clock, the sextant, work of Prince Henry the navigator), voyages of Columbus to the new world and the later searches for the northwest passage, introduction of disease and the resulting population decline (especially among indigenous peoples), exchanges of technology, ideas, agricultural products and practices.
d important aesthetic and intellectual traditions (e.g., Sanskrit literature, medicine, metallurgy, mathematics including Hindu-Arabic numerals and the number zero);
3 describe and analyze the geographic, political, economic, religious and social structures of the early civilizations in China, to include:
a location and description of the origins of Chinese civilization in the Huang-He valley, Shang dynasty, geographical features of China that made governance and movement of ideas and goods difficult and served to isolate the country;
5 compare and contrast the geographic, political, economic, and social characteristics of the ancient Greek, ancient Roman, Ottoman, Indian, Arabic, African and middle eastern civilizations and their enduring impacts on later civilizations, to include:
a influence of Mediterranean geography on the development and expansion of the civilizations;
1-D research historical events and people from a variety of perspectives:
1 organize information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions;
2 identify different points of view about an issue or topic; and
3 use a decision-making process to identify a situation that requires a solution; gather information, identify options, predict consequences and take action to implement that solution.
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 identify the location of places using latitude and longitude; and
3 explain how cultures create a cultural landscape, locally and throughout the world, and how these landscapes change over time.
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 describe the concept of democracy as developed by the Greeks and compare the evolution of democracies throughout the world; and
3-B explain the significance of symbols, icons, songs, traditions and leaders of New Mexico and the United States that exemplify ideals and provide continuity and a sense of unity:
1 describe the significance of leadership in democratic societies and provide examples of local, national and international leadership, to include: qualities of leadership; names and contributions of New Mexico leaders; names and contributions of national leaders.
3-C compare political philosophies and concepts of government that became the foundation for the American revolution and the United States government:
1 explain how Greek and Roman societies expanded and advanced the role of citizen; and
3-D explain how individuals have rights and responsibilities as members of social groups, families, schools, communities, states, tribes and countries:
1 understand that the nature of citizenship varies among societies
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 explain and predict how people respond to economic and intrinsic incentives.