New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 29 - STANDARDS FOR EXCELLENCE
Part 11 - SOCIAL STUDIES
Section 6.29.11.17 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL CIVICS

Universal Citation: 6 NM Admin Code 6.29.11.17

Current through Register Vol. 35, No. 18, September 24, 2024

A. High school civics.

(1) The student shall demonstrate an understanding of civic and political institutions by:
(a) distinguishing the powers and responsibilities of local, state, indigenous, national, and international civic and political institutions;

(b) developing claims about the purpose, processes, strengths, and weaknesses of the United States government;

(c) evaluating efforts to adapt and redesign the United States constitution and political institutions over time;

(d) analyzing the role of groups without formal decision-making power in influencing change in the United States government;

(e) evaluating multiple sources and citing evidence investigating the relationships between equality, equity, justice, freedom, and order in American constitutional democracy;

(f) investigating relationships among governments, civil societies, and economic markets;

(g) distinguishing historical and current types and systems of government in the United States and in diverse regions in the world;

(h) using data and evidence from multiple perspectives related to federal policy toward indigenous groups to develop an understanding of indigenous and United States relations over time;

(i) evaluating the way America's founding principles and constitutional structures have influenced initiatives and revisions to foreign policy over time; and

(j) researching multiple sources to think critically about how the United States conducts itself in international relations and how international standards affect United States domestic policy.

(2) The student shall demonstrate an understanding of processes, rules, and laws by:
(a) analyzing the United States Constitution and its founding principles;

(b) evaluating procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved;

(c) evaluating sources to determine how people use and challenge local, state, national, and international laws, to address a variety of public issues;

(d) evaluating public policies in terms of intended and unintended outcomes and related consequences;

(e) analyzing historical, contemporary, and emerging means of changing societies, promoting the common good and protecting civil and human rights;

(f) evaluating the United States justice system over time and its impacts on policy, society, economics, and individual rights;

(g) explaining the unique features and processes of New Mexico's constitution;

(h) evaluating the contributions of New Mexico's diverse populations to its governmental structure and outcomes; and

(i) investigating challenges and opportunities within and between different government entities in New Mexico.

(3) The student shall demonstrate an understanding of civic dispositions and democratic principles by:
(a) analyzing the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights;

(b) analyzing civic virtues and principles, governance, and the role of the people in creating a government "of the people, by the people, and for the people" at all levels of government;

(c) applying civic dispositions and democratic principles when working with others;

(d) analyzing founding documents and their impact on national unity over time;

(e) evaluating the tensions between personal interests, different cultural groups, and civic responsibilities or the common good over time.

(4) The student shall demonstrate an understanding of roles and responsibilities of a civic life by:
(a) participating in civil discourse to promote greater understanding around historical, contemporary, and future opportunities and obstacles;

(b) using historical data and evidence related to various actors' interests and motivations to determine their influence on contemporary issues;

(c) evaluating how fundamental American principles have been interpreted over time and how they currently shape policy debates;

(d) developing strategies for evaluating multiple perspectives about current events and policy issues;

(e) analyzing historic inequalities and evaluating proposed solutions to correct them;

(f) applying an effective questioning strategy to evaluate sources intended to inform the public, and consider the effects of choices made by media organizations, including internet social platforms, on elections and social movements;

(g) evaluating sources and determining potential bias in the media and how that impacts government decision-making;

(h) evaluating the effects of diverse ideologies and the process of political socialization on oneself and society;

(i) analyzing rights and obligations of citizens of the United States;

(j) critiquing leadership strategies through past and present examples of change-makers;

(k) planning and demonstrating some ways in which an active citizen can effect change in the community, state, nation, or world;

(l) evaluating citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and international government; and

(m) taking informed action to improve the student's community.

B. Inquiry.

(1) The student shall demonstrate an understanding of constructing compelling and supporting questions by:
(a) creating compelling questions representing key ideas within the disciplines; and

(b) developing supporting questions that contribute to an inquiry and demonstrating how, through engaging source work, new compelling and supporting questions emerge.

(2) The student shall demonstrate an understanding of gathering and evaluating sources by:
(a) gathering relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection; and

(b) evaluating the credibility of a source by examining how experts value the source.

(3) The student shall demonstrate an understanding of developing claims by:
(a) identifying evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence to revise or strengthen claims; and

(b) refining claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.

(4) The student shall demonstrate an understanding of communicating and critiquing conclusions by:
(a) constructing arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses;

(b) constructing explanations using reasoning, correct sequence, examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose;

(c) presenting adaptations of arguments and explanations that feature expressive ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies; and

(d) critiquing the use of claims and evidence in arguments for credibility.

(5) The student shall demonstrate an understanding of taking informed action by:
(a) using disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place; and

(b) applying a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts.

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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