New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 29 - STANDARDS FOR EXCELLENCE
Part 11 - SOCIAL STUDIES
Section 6.29.11.11 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR THIRD GRADE
Universal Citation: 6 NM Admin Code 6.29.11.11
Current through Register Vol. 35, No. 18, September 24, 2024
A. Civics.
(1) The student shall
demonstrate an understanding of civic dispositions and democratic principles by
explaining how the democratic principles motivate people to migrate then and
now.
(2) The student shall
demonstrate an understanding of the roles and responsibilities of a civic life
by explaining how to be a responsible and active citizen in a
democracy.
B. Economics and personal financial literacy.
(1) The student shall demonstrate an
understanding of economic systems and models by investigating who receives the
goods that are produced in various world communities.
(2) The student shall demonstrate an
understanding of global economy by:
(a)
exploring the concepts of surplus and scarcity in relation to resources for
various world communities;
(b)
exploring the basic economic concepts of supply and demand;
(c) explaining how supply and demand
influence prices and trade;
(d)
describing how technological developments in transportation and communication
influence trade over time;
(e)
identifying currency, credit, debit, and checks as the basic means of exchange
in western society; and
(f)
comparing currency, credit, debit, and checks in the United States to other
world money systems.
(3)
The student shall demonstrate an understanding of personal financial literacy
by:
(a) examining the various ways people earn
a living to meet their basic needs (e.g. food, clothing, shelter) and how this
has changed over time in various world communities; and
(b) creating a plan with specific steps to
reach a short-term financial goal.
C. Geography.
(1) The student shall demonstrate an
understanding of geographic representations and reasoning by:
(a) creating 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;
and
(b) identifying and using a
variety of digital and analog mapping tools to locate places.
(2) The student shall demonstrate
an understanding of location, place, and region by:
(a) explaining how physical and cultural
characteristics of world regions affect people, and examining 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; and
(b)
identifying the components of the Earth's biosystems and their
makeup.
(3) The student
shall demonstrate an understanding of movement, population, and systems by:
(a) evaluating the reasons for migration and
immigration and the effects on people, culture, and ideas in world
communities;
(b) analyzing how
human settlement and movement impact diverse groups of people; and
(c) analyzing the movement of indigenous
groups, including the removal and return of Indigenous people throughout New
Mexico and the United States.
D. History.
(1) The student shall demonstrate an
understanding of historical change, continuity, context, and reconciliation by
explaining how world events impact New Mexico and the United States in the past
and present.
(2) The student shall
demonstrate an understanding of historical thinking by using a timeline to
analyze connections among historical events, including how human settlement and
movement impacted diverse groups of people.
E. Ethnic, cultural, and identity studies.
(1) The student shall
demonstrate an understanding of diversity and identity by:
(a) expressing a positive view of themselves
while demonstrating respect and empathy for others; and
(b) comparing and contrasting their cultural
identity with other people and groups.
(2) The student shall demonstrate an
understanding of community equity building by identifying the actions of people
and groups who have worked throughout history to improve their community, which
leads to a more equitable society.
F. Inquiry.
(1) The student shall demonstrate an
understanding of constructing compelling and supporting questions by:
(a) explaining how a compelling question
represents key ideas; and
(b) using
supporting questions to help answer the compelling question in an inquiry.
(2) The student shall
demonstrate an understanding of gathering and evaluating sources by, with
support, determining the credibility of sources.
(3) The student shall demonstrate an
understanding of developing claims by citing evidence that supports a response
to supporting or compelling questions.
(4) The student shall demonstrate an
understanding of communicating and critiquing conclusions by constructing
responses to compelling questions using reasoning, examples, and relevant
details.
(5) The student shall
demonstrate an understanding of taking informed action by:
(a) identifying challenges and opportunities
when taking action to address problems or issues, including predicting possible
outcomes; and
(b) using
deliberative and democratic procedures to make decisions about, and act on,
civic problems or issues in their classrooms.
Disclaimer: These regulations may not be the most recent version. New Mexico may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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