New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 29 - STANDARDS FOR EXCELLENCE
Part 11 - SOCIAL STUDIES
Section 6.29.11.8 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR KINDERGARTEN
Universal Citation: 6 NM Admin Code 6.29.11.8
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:
(a) communicating the purpose of rules;
and
(b) explaining how the rules
help us work together.
(2) The student shall demonstrate an
understanding of civic dispositions and democratic principles by identifying
the local, state, and national symbols (e.g. flag, bird, song).
(3) The student shall demonstrate an
understanding of roles and responsibilities of a civic life by:
(a) identifying the consequences of following
and not following rules; and
(b)
identifying authority figures and describing their roles.
B. Economics and personal financial literacy.
(1) The
student shall demonstrate an understanding of incentives and choices by
distinguishing between a basic need (e.g. food, clothing, shelter) and a want.
(2) The student shall demonstrate
an understanding of money and markets by:
(a)
identifying examples of goods and services; and
(b) explaining what scarcity is and how
scarcity affects the accessibility of goods and services.
(3) The student shall demonstrate an
understanding of personal financial literacy by recognizing personal finance
choices people make.
C. Geography.
(1) The student shall
demonstrate an understanding of geographic representations and reasoning by,
with prompting and support, creating maps of familiar areas (e.g. classroom,
school, community), that include labels.
(2) The student shall demonstrate an
understanding of location, place, and region by:
(a) recognizing and identifying signs and
symbols around their town and community, including the location of places,
people, and objects; and
(b)
identifying the differences and similarities between a globe and a map, and
explaining the purpose of the two.
(3) The student shall demonstrate an
understanding of movement, population, and systems by explaining why and how
people move from place to place within a community.
D. History.
(1) The student shall demonstrate an
understanding of historical change, continuity, context, and reconciliation by
comparing traditions found in communities over time.
(2) The student shall demonstrate an
understanding of power dynamics, leadership, and agency by demonstrating an
awareness of community leaders (e.g. teacher, principal, mayor, tribal
leaders).
E. Ethnic, cultural, and identity studies.
(1) The student shall demonstrate an
understanding of diversity and identity by:
(a) sequencing important events in the
student's life;
(b) identifying how
individuals are similar and different;
(c) communicating a positive view of
themselves and identifying some of their group identities;
(d) describing ways they are similar and
different from people who share their identities, and people who do
not;
(e) exploring their personal
history, culture, and past; and
(f)
with support, learning about current contributions of people in their main
identity groups.
F. Inquiry.
(1) The student shall demonstrate an
understanding of constructing compelling and supporting questions by, with
prompting and support:
(a) recognizing a
compelling question; and
(b)
identifying the relationship between compelling and supporting
questions.
(2) The
student shall demonstrate an understanding of communicating and critiquing
conclusions by, with prompting and support, constructing responses to
compelling questions using examples.
(3) The student shall demonstrate an
understanding of taking informed action by:
(a) taking group or individual action to help
address local, regional, or global problems or issues; and
(b) participating in 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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