New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 29 - STANDARDS FOR EXCELLENCE
Part 11 - SOCIAL STUDIES
Section 6.29.11.12 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR FOURTH GRADE
Universal Citation: 6 NM Admin Code 6.29.11.12
Current through Register Vol. 35, No. 18, September 24, 2024
A. Civics.
(1) The student shall
demonstrate an understanding of processes, rules, and laws by examining and
evaluating the rules, laws, and authorities that keep people safe in New
Mexico.
(2) The student shall
demonstrate an understanding of civic dispositions and democratic principles
by:
(a) explaining how democratic principles
guide local, state, and sovereign governments; and
(b) demonstrating an understanding that state
symbols, holidays, traditions, and songs represent various cultural heritages,
natural treasures, and the democratic values of New Mexico.
B. Economics and personal financial literacy.
(1) The
student shall demonstrate an understanding of economic decision-making by
explaining the impact of using natural resources on the local, county, and
state economy.
(2) The student shall
demonstrate an understanding of economic systems and models by:
(a) explaining how trade and industry in New
Mexico is impacted by surrounding economies (e.g. Mexico, Arizona, Colorado,
Texas); and
(b) researching and
creating a list of products, goods, and services that New Mexico imports and
exports.
(3) The student
shall demonstrate an understanding of money and markets by exploring the
significance of various industries in New Mexico.
(4) The student shall demonstrate an
understanding of personal financial literacy by:
(a) establishing the purpose of banks and how
they work; and
(b) explaining what
a checking and savings account are used for.
C. Geography.
(1) The student shall demonstrate an
understanding of geographic representations and reasoning by:
(a) examining and synthesizing data from at
least two types of maps (e.g. physical, topographical, thematic) to support a
claim about the regional divisions of New Mexico, and comparing and contrasting
its diverse geography;
(b) using a
variety of maps, investigating and comparing how New Mexico's boundaries have
changed over time;
(c) applying
geographic tools of title, grid system, legends, symbols, scale, and compass
rose to construct and interpret digital and analog maps; and
(d) describing and identifying the regions
and four provinces that make up New Mexico's land surface.
(2) The student shall demonstrate an
understanding of movement, population, and systems by describing the different
groups of people that have settled in New Mexico throughout history and
describing their contributions to New Mexico cultures.
(3) The student shall demonstrate an
understanding of human-environmental interactions and sustainability by
exploring how geographic factors influence locations of settlements and use of
natural resources to meet the basic needs of humans.
D. History.
(1) The student shall demonstrate an
understanding of causes and consequences by describing the interactions between
indigenous people and European settlers including agriculture, cultural
exchanges, alliances, and conflicts.
(2) The student shall demonstrate an
understanding of historical thinking by creating a timeline that depicts events
and the changes in New Mexico during a selected time period.
(3) The student shall demonstrate an
understanding of critical consciousness and perspectives by explaining why
various individuals and groups during the same historical period differed in
their perspectives toward significant historical events.
(4) The student shall demonstrate an
understanding of power dynamics, leadership, and agency by:
(a) investigating how different groups have
influenced the ways that state issues are viewed and resolved; and
(b) examining the changes in governance of
New Mexico.
E. Ethnic, cultural, and identity studies.
(1) The student shall demonstrate an
understanding of diversity and identity by participating in inquiry of other
people's lives and experiences while demonstrating respect and empathy for
others.
(2) The student shall
demonstrate an understanding of identity in history by explaining connections
among historical contexts and people's perspectives at the
time.
F. Inquiry.
(1) The student shall
demonstrate an understanding of constructing compelling and supporting
questions by:
(a) generating compelling
questions in an inquiry; and
(b)
using supporting questions to help answer the compelling question in an
inquiry.
(2) The student
shall demonstrate an understanding of developing claims by citing evidence that
supports a response to supporting or compelling questions.
(3) The student shall demonstrate an
understanding of communicating and critiquing conclusions by constructing
responses to compelling questions using reasoning, examples, and relevant
details.
(4) 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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