Current through Register Vol. 35, No. 18, September 24, 2024
A.
How the world's people cope with ever-changing conditions, examine issues from
multiple perspectives, and respond to individual and cultural diversity.
Teachers will demonstrate a working knowledge of how:
(1) political, social, economic, historical,
and geographic aspects distinguish New Mexico's uniqueness;
(2) the United States developed as a nation
including the struggles, accomplishments and roles of individuals and/or groups
as the United States emerged to be a leader of nations;
(3) nations share commonalties and
differences and that these influences within nations generate their direction
and distinction;
(4) critical
information, ideas, and concepts are common across societies, social
institutions, cultures, and cultural perspectives.
B. The purpose of democratic and civic values
which act in accordance with democratic processes and principles to protect
individual rights, promote the common good, and become an effective United
States citizen. Teachers will demonstrate a working knowledge of how:
(1) to gather, interpret, and report on
political processes in New Mexico at the local, state, tribal, and federal
levels;
(2) to compare and contrast
the emergence of different types of governments in the world;
(3) to analyze factors that continue to
support democratic processes and principles exemplified by the United States
constitution.
C. The use
of language, tools, and skills of social studies. Teachers will demonstrate a
working knowledge of how to:
(1) use social
studies vocabulary and concepts;
(2) analyze the reliability and validity of
social studies information sources;
(3) interpret and report social studies
information from diverse sources (e.g., people, media, technology, the
internet, and libraries);
(4)
evaluate the roles of citizens and their involvement in civic projects with
emphasis on the United States;
(5)
locate, access, organize, analyze, synthesize, evaluate, and apply information
about selected public issues - identifying, describing, and evaluating multiple
points of view.
D. The
ways in which human beings view themselves and others over time. Teachers will
demonstrate a working knowledge of:
(1)
varying perspectives in historical writing;
(2) how to evaluate historical inquiry as
influenced by culture and society;
(3) how to analyze historical periods of
change within and across cultures.
E. Understand relationships and patterns in
history in order to understand the past and present and to prepare for the
future. Teachers will demonstrate a working knowledge of:
(1) the use of facts and concepts drawn from
history along with methods of historical inquiry to make informed decisions and
take appropriate action on public issues with emphasis on the United
States;
(2) the historical,
political, economic, and social developments of various cultural groups in the
world;
(3) key concepts (e.g. time,
causality, conflict, and complexity) to identify, analyze, and explain
connections among patterns of historical change and continuity.
F. How personal and group
identities are shaped by culture, physical environment, individuals, groups and
institutions. Teachers will demonstrate a working knowledge of:
(1) the concepts of role, status, culture,
and social class and will use them in describing the connections and
interactions of individuals, groups, and institutions in society with emphasis
on the United States;
(2) how
perceptions, attitudes, values, and beliefs affect the development of personal
identity and decision making;
(3)
how media and expanding technology (e.g. print, Internet, film, television, and
radio) affect the development of personal identity and decision
making;
(4) group and institutional
influences on people, events, and elements of culture in both historical and
contemporary settings.
G. Historical developments of structures of
power, authority, governance and the forms and purposes of governments in the
world with emphasis on principles, ideals, and forms of governments of the
United States. Teachers will demonstrate a working knowledge of:
(1) the organization of governments (local,
state, tribal, and national) and the services they provide;
(2) historical development of the different
forms of government, with emphasis on the principles and ideals of the United
States;
(3) key concepts (e.g.
power, role, status, justice, and influence) in order to examine persistent
issues and social problems.
H. The responsibilities, rights and
privileges of United States citizens. Teachers will demonstrate a working
knowledge of:
(1) the rights,
responsibilities, and privileges of the individual, in relation to family,
social group, career, community, and nation;
(2) the continuing influence of the key ideas
of individual human dignity, liberty, justice, equality, and the rule of
law;
(3) how to identify, analyze,
interpret, and evaluate sources and examples of citizens' rights,
responsibilities, and privileges;
(4) connections of social studies content to
career readiness.
I. To
develop and employ the civic skills necessary for participatory citizenship.
Teachers will demonstrate a working knowledge of:
(1) forms of civic discussion and
participation consistent with the ideals of United States citizens;
(2) the influence of various forms of citizen
action on public policy;
(3)
influences of public opinion on policy development and
decision-making;
(4) how to
evaluate ways in which public policies and citizen behaviors reflect the ideals
of a democratic republican form of government.
J. The impact of economic systems and
institutions on individuals, families, careers, businesses, communities, and
governments. Teachers will demonstrate a working knowledge of:
(1) the roles and influences of economic
institutions on career choice and opportunity;
(2) roles and relationships of the various
economic institutions that comprise economic systems (e.g. households, business
firms, banks, government agencies, labor unions, corporations, etc.);
(3) the impact of economic systems and
institutions on individuals, families, businesses, communities and governments
including monetary systems, law of supply and demand, and
entrepreneurship;
(4) the domestic
and global economic systems and how they interact.
K. The diverse, dynamic, and ever-changing
nature of culture. Teachers will demonstrate a working knowledge of:
(1) how language, literature, the arts,
media, architecture, artifacts, traditions, beliefs, values, and behaviors
interact and contribute to the development and transmission of
culture;
(2) societal patterns for
preserving and transmitting culture, while adapting to environmental or social
change;
(3) the importance of
cultural unity and diversity within and across groups;
(4) ideas, theories, and modes of inquiry
drawn from anthropology, psychology and sociology in the examination of how
issues of gender and ethnicity affect intercultural understanding.
L. Physical environments and their
relationships to ecosystems and human activities. Teachers will demonstrate a
working knowledge of:
(1) the relationships
among varying regional and global patterns of geographic phenomena (e.g.
landforms, climate, and natural resources) and the interactions of human beings
and their physical environment;
(2)
how earth's physical features have changed over time and how historical events
have influenced and have been influenced by physical and human geographic
features;
(3) the
interrelationships of physical and cultural patterns that reflect land use,
settlement patterns, ecosystem changes and cultural transmission of customs and
ideas;
(4) geographic tools and
resources to generate and interpret information;
(5) the complexity of social and economic
effects of environmental change and crises.
M. The impact of science and technology on
societies. Teachers will demonstrate a working knowledge of:
(1) how science and changing technology have
transformed the physical world and human society;
(2) how science and technologies influence
and are influenced by core values, ethics, beliefs, and attitudes of society,
including public policies with emphasis on the United States;
(3) the interdependence of science,
technology, and society in a variety of cultural settings.
N. The role of global connections and
interdependence between and among individuals, groups, societies, and nations.
Teachers will demonstrate a working knowledge of:
(1) how interactions among the arts,
language, technology, belief systems, and other cultural elements can impact
global understanding;
(2)
relationships and tensions between national sovereignty and international
interests in such matters as territory, economic development, use of natural
resources, nuclear and other weapons, and concerns about human
rights.
O. In addition
to the general licensure requirements on assessment the secondary teacher of
history, geography, economics, civics and government should possess the
following capabilities, disposition, and knowledge to assess student learning.
Teachers will demonstrate a working knowledge of:
(1) checking for understanding;
(2) describing and demonstrating;
(3) comparing and contrasting;
(4) analyzing and evaluating;
(5) inferring and interpreting;
(6) thinking chronologically;
(7) predicting, speculating and
extrapolating.
