New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 29 - STANDARDS FOR EXCELLENCE
Part 11 - SOCIAL STUDIES
Section 6.29.11.16 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR EIGHTH GRADE
Universal Citation: 6 NM Admin Code 6.29.11.16
Current through Register Vol. 35, No. 18, September 24, 2024
A. Civics.
(1) The student shall
demonstrate an understanding of civic and political institutions by:
(a) comparing indigenous government
structures to those of the United States today;
(b) describing the ways indigenous people
organize themselves and their societies;
(c) discussing the relationship between a
ruler of a nation-state and the citizens of its colonies;
(d) examining how challenges the government
faced because of the articles of confederation resolved at the constitutional
convention;
(e) evaluating how
individuals and groups addressed specific problems at various levels to form a
new republic;
(f) identifying and
applying the function of the bill of rights; and
(g) discussing the nature of civil wars in
general, and the role of border states and territories in the United States
civil war specifically, and exploring the role the territory of New Mexico
played.
(2) The student
shall demonstrate an understanding of processes, rules, and laws by:
(a) identifying policies of this era that
define the relationship between federal, state, and tribal governments through
treaties, court decisions, and land acquisition statutes;
(b) evaluating the efficacy of formal United
States policies of expansion, their effects on sovereign tribal nations'
ability to self-govern, and indigenous resistance efforts to preserve tribal
sovereignty;
(c) comparing the
federal government's response to the southern states' call for independence
with that of the original 13 colonies;
(d) discussing the impact of significant
legislation and judicial precedents in formally perpetuating systemic
oppression; and
(e) analyzing the
impact of individuals and reform movements that advocated for greater civil
rights and liberties throughout early United States history.
(3) The student shall demonstrate
an understanding of civic dispositions and democratic principles by:
(a) describing the role of community members
in ensuring the long-term survival of their community, including cooperation,
obligations, rights, and responsibilities;
(b) assessing the responses of various groups
to British policies in the 13 colonies;
(c) identifying parallels in language or
intent (i.e. construct or content) between enlightenment philosophies and the
ideas expressed in the founding documents of the United States;
(d) citing specific examples of precedents
established in the early republic that impact American lives today;
and
(e) critiquing citizens'
responses to changing political and social policies during the early19th
century.
(4) The student
shall demonstrate an understanding of roles and responsibilities of a civic
life by investigating the causes and effects of diverse ideologies on politics,
society, and culture that are associated with immigration and
migration.
B. Economics and personal financial literacy.
(1) The student shall demonstrate an
understanding of economic decision-making by:
(a) identifying and analyzing the economic
specializations of the 13 colonies; and
(b) identifying and explaining the economic
differences between the north and the south.
(2) The student shall demonstrate an
understanding of incentives and choices by analyzing the benefits and
challenges associated with rapidly growing urban areas because of
industrialization.
(3) The student
shall demonstrate an understanding of economic systems and models by
illustrating significant European economic theories and their connection to the
colonization of the western hemisphere.
(4) The student shall demonstrate an
understanding of money and markets by:
(a)
summarizing a significant economic warfare initiative of the civil war through
creative expression; and
(b)
explaining how union army strategies and other socio-economic changes at the
end of the civil war led to an economic depression in the southeast United
States.
(5) The student
shall demonstrate an understanding of personal financial literacy by:
(a) determining the relationship between
long-term goals and opportunity cost;
(b) identifying ways insurance may minimize
personal financial risk; and
(c)
illustrating the power of compounding to highlight the importance of investing
at a young age.
C. Geography.
(1) The student shall demonstrate an
understanding of geographic representations and reasoning by:
(a) using the five themes of geography (i.e.
location, place, movement, human-environmental interaction, and region) to
describe a specific sovereign tribal nation or indigenous people group of North
America;
(b) analyzing how historic
events are shaped by geography; and
(c) synthesizing geographic information about
the significance of the 13 colonies to the British empire.
(2) The student shall demonstrate an
understanding of location, place, and region by defining a region by its human
and physical characteristics.
(3)
The student shall demonstrate an understanding of movement, population, and
systems by:
(a) describing the causes and
effects of exploration and expansion into the Americas, by the Europeans during
the15th and 16th centuries;
(b)
comparing and contrasting reasons why people moved to and left the 13 colonies;
and
(c) identifying immigration and
emigration factors that motivated groups to move to and within the United
States during time periods of mass immigration.
(4) The student shall demonstrate an
understanding of human-environmental interactions and sustainability by:
(a) describing how indigenous people of North
America adapted to their environment;
(b) critiquing the ideas and belief systems
related to land and resource-use among indigenous people and Europeans;
and
(c) describing a human-created
environmental concern related to western expansion, including different
contemporary perspectives and other historical context between 1815 CE and 1850
CE.
D. History.
(1) The student shall
demonstrate an understanding of historical change, continuity, context, and
reconciliation by:
(a) identifying key people,
places, and ideas from major European nations of the 15th and16th
centuries;
(b) identifying and
describing the structure and function of the three branches of government, as
laid out in the United States constitution;
(c) comparing and contrasting indigenous and
Hispanic peoples' assimilation experiences with later immigrants' experiences
as part of expansion across the territorial United States;
(d) analyzing the development of the women's
suffrage movement over time and its legacy; and
(e) making personal connections to
immigration stories and experiences in the past and present.
(2) The student shall demonstrate
an understanding of causes and consequences by:
(a) evaluating the impacts of European
colonization on indigenous populations;
(b) describing the impact of slavery on
African populations in Africa and the Americas;
(c) identifying indigenous alliances during
and after the American revolutionary war;
(d) comparing and contrasting the efforts of
the American and British governments to gain the services of African Americans
with recruitment of indigenous people;
(e) describing the causes and effects of the
Mexican American war and its consequences on residents living in the "new"
United States territories;
(f)
examining the ways the United States acquired new territories, including
purchases, forced relocation, treaties, annexation, and war;
(g) demonstrating how conflicts over slavery
led the north and the south to war; and
(h) evaluating the impact of science and
technology during the civil war period.
(3) The student shall demonstrate an
understanding of historical thinking by:
(a)
comparing and contrasting the causes, demographics, and results of the American
revolution;
(b) discussing the role
of religion in the 13 colonies and its impact on developing American
identity;
(c) comparing and
contrasting the causes, demographics, and results of the American revolution
with the French and Latin American revolutions; and
(d) comparing and contrasting the causes,
demographics, and results of the Haitian revolution and enslaved peoples'
rebellions between 1830 CE and 1860 CE.
(4) The student shall demonstrate an
understanding of critical consciousness and perspective by:
(a) demonstrating why different people may
have different perspectives of the same historical event and why multiple
interpretations should be considered to avoid historical linearity and
inevitability; and
(b) examining
both sides in debate or academic discussion of politics in response to
immigration.
(5) The
student shall demonstrate an understanding of power dynamics, leadership, and
agency by:
(a) describing how white
supremacist organizations in the United States arose with the intention of
maintaining the oppression of specific groups through informal
institutions;
(b) describing
demographic shifts because of the civil war and reconstruction; and
(c) analyzing why and how indigenous people
resisted United States territorial expansion.
E. Ethnic, cultural, and identity studies.
(1) The student shall
demonstrate an understanding of diversity and identity by:
(a) describing how knowledge and perspectives
of indigenous people can help inform solutions to environmental and human
rights issues;
(b) drawing a
diagram or making a model to illustrate how indigenous people have preserved
their histories;
(c) examining how
enslaved people adapted within and resisted their captivity;
(d) describing the formation of African
American cultures and identities in free and enslaved communities;
and
(e) identifying and exploring
how current traditions, rites, and norms or identity groups have changed or are
changing over time.
(2)
The student shall demonstrate an understanding of identity in history by:
(a) comparing and contrasting the various
origins - indigenous, forced, voluntary - of identity groups in the United
States;
(b) examining the impact of
historical, cultural, economic, political, religious, and social factors, which
resulted in unequal power relations among identity groups;
(c) examining historical and contemporary
cultural, economic, intellectual, political, and social contributions to
society by individuals or groups within an identity group between c. 1400 CE
and 1500 CE;
(d) examining
historical and contemporary cultural, economic, intellectual, political, and
social contributions to society by individuals or groups within an identity
group between 1490 CE and 1750 CE;
(e) examining the demographics of the 13
colonies in the years leading to, and during, the American
revolution;
(f) describing the
influence of diverse ideologies on politics, society, and culture in early
United States history;
(g)
analyzing the motivations of various groups and their impacts of western
expansion and the settlement of the United States;
(h) examining the role assimilation plays in
the loss of cultural, ethnic, racial, and religious identities and
language;
(i) deconstructing the
emancipation proclamation to determine its contemporary purpose and current
significance;
(j) discussing the
impact of the western campaign on indigenous people;
(k) exploring and demonstrating the
contemporary and current significance of Juneteenth; and
(l) assessing how social policies and
economic forces offer privilege or systemic inequity in accessing social,
political, and economic opportunity for identity groups in education,
government, healthcare, industry, and law enforcement.
(3) The student shall demonstrate an
understanding of community equity building by:
(a) discussing how the exchanges of resources
and culture across civilizations led to the emergence of a global
society;
(b) identifying and
analyzing cultural, differently abled, ethnic, gender, national, political,
racial, and religious identities and related perceptions and behaviors by
society of these identities;
(c)
discussing the similarities, differences, and interactions between civil rights
and civil liberties;
(d) evaluating
the role of racial social constructs in the structures and functions of a 21st
century American society;
(e)
applying knowledge of an event of the sectionalism and reform era to analyze
current issues and events; and
(f)
investigating how identity groups and society address systemic inequity through
individual actions, individual champions, social movements, and local,
community, national, and global advocacy.
F. Inquiry.
(1) The student shall demonstrate an
understanding of constructing compelling and supporting questions by:
(a) developing compelling questions about a
relevant topic of interest; and
(b)
creating supporting questions from credible sources to expand upon the
compelling question.
(2)
The student shall demonstrate an understanding of gathering and evaluating
sources by:
(a) identifying, locating, and
gathering reliable and relevant primary and secondary sources from a variety of
media, such as print, digital, multimedia, artifacts, and oral
traditions;
(b) evaluating primary
and secondary sources for the author's bias, perspective of the creator, and
relevance to the topic;
(c)
describing how geographic representations can express both geo-spatial
locations and human bias; and
(d)
using a coherent system or structure to evaluate the credibility of a source by
determining its relevance and intended use.
(3) The student shall demonstrate an
understanding of developing claims by:
(a)
categorizing and sequencing significant people, places, events, and ideas in
history using both chronological and conceptual graphic organizers;
(b) formulating a claim based on evidence
from primary and secondary sources in response to a question;
(c) citing specific textual evidence to
support analysis of primary and secondary sources;
(d) using primary and secondary sources to
analyze conflicting and diverse points of views on a certain topic;
(e) making connections between current
events, historical materials, and personal experience; and
(f) examining how and why diverse groups have
been denied equality and opportunity, both institutionally and
informally.
(4) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by:
(a) engaging in discussion,
debate, or academic conversation analyzing multiple viewpoints on public
issues;
(b) creating maps, charts,
infographics, or other visual media that communicate research findings or other
significant information digitally or on paper;
(c) developing informational texts, including
analyses of historical and current events;
(d) portraying historical people, places,
events, and ideologies of the time to examine history from the perspective of
the participants through creative expression;
(e) using applicable presentation technology
to communicate research findings or other significant information;
and
(f) conducting a research
project to answer a self-generated question of historical significance, and
applying problem-solving skills for historical research.
(5) The student shall demonstrate an
understanding of taking informed action by:
(a) recognizing and valuing the student's
group identities without perceiving or treating others as inferior;
(b) identifying facets of personal identity,
determining how the student wants to present themselves to the world as a
person belonging to an identity group, and brainstorming how to address
negative perceptions.
(c)
describing ways in which stereotyping can be a barrier to acting as an ally and
engaging in positive civic behaviors in classrooms, schools, and the broader
community;
(d) explaining the
challenges and opportunities people face when taking action to address
problems, including predicting possible results; and
(e) synthesizing historical and local
knowledge to take age-appropriate action toward mending, healing, and
transforming the future.
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.
This site is protected by reCAPTCHA and the Google
Privacy Policy and
Terms of Service apply.