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.
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