N.M. Code R. § 6.29.11.12 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR FOURTH GRADE

A. Civics.
(1) The student shall demonstrate an understanding of processes, rules, and laws by examining and evaluating the rules, laws, and authorities that keep people safe in New Mexico.
(2) The student shall demonstrate an understanding of civic dispositions and democratic principles by:
(a) explaining how democratic principles guide local, state, and sovereign governments; and
(b) demonstrating an understanding that state symbols, holidays, traditions, and songs represent various cultural heritages, natural treasures, and the democratic values of New Mexico.
B. Economics and personal financial literacy.
(1) The student shall demonstrate an understanding of economic decision-making by explaining the impact of using natural resources on the local, county, and state economy.
(2) The student shall demonstrate an understanding of economic systems and models by:
(a) explaining how trade and industry in New Mexico is impacted by surrounding economies (e.g. Mexico, Arizona, Colorado, Texas); and
(b) researching and creating a list of products, goods, and services that New Mexico imports and exports.
(3) The student shall demonstrate an understanding of money and markets by exploring the significance of various industries in New Mexico.
(4) The student shall demonstrate an understanding of personal financial literacy by:
(a) establishing the purpose of banks and how they work; and
(b) explaining what a checking and savings account are used for.
C. Geography.
(1) The student shall demonstrate an understanding of geographic representations and reasoning by:
(a) examining and synthesizing data from at least two types of maps (e.g. physical, topographical, thematic) to support a claim about the regional divisions of New Mexico, and comparing and contrasting its diverse geography;
(b) using a variety of maps, investigating and comparing how New Mexico's boundaries have changed over time;
(c) applying geographic tools of title, grid system, legends, symbols, scale, and compass rose to construct and interpret digital and analog maps; and
(d) describing and identifying the regions and four provinces that make up New Mexico's land surface.
(2) The student shall demonstrate an understanding of movement, population, and systems by describing the different groups of people that have settled in New Mexico throughout history and describing their contributions to New Mexico cultures.
(3) The student shall demonstrate an understanding of human-environmental interactions and sustainability by exploring how geographic factors influence locations of settlements and use of natural resources to meet the basic needs of humans.
D. History.
(1) The student shall demonstrate an understanding of causes and consequences by describing the interactions between indigenous people and European settlers including agriculture, cultural exchanges, alliances, and conflicts.
(2) The student shall demonstrate an understanding of historical thinking by creating a timeline that depicts events and the changes in New Mexico during a selected time period.
(3) The student shall demonstrate an understanding of critical consciousness and perspectives by explaining why various individuals and groups during the same historical period differed in their perspectives toward significant historical events.
(4) The student shall demonstrate an understanding of power dynamics, leadership, and agency by:
(a) investigating how different groups have influenced the ways that state issues are viewed and resolved; and
(b) examining the changes in governance of New Mexico.
E. Ethnic, cultural, and identity studies.
(1) The student shall demonstrate an understanding of diversity and identity by participating in inquiry of other people's lives and experiences while demonstrating respect and empathy for others.
(2) The student shall demonstrate an understanding of identity in history by explaining connections among historical contexts and people's perspectives at the time.
F. Inquiry.
(1) The student shall demonstrate an understanding of constructing compelling and supporting questions by:
(a) generating compelling questions in an inquiry; and
(b) using supporting questions to help answer the compelling question in an inquiry.
(2) The student shall demonstrate an understanding of developing claims by citing evidence that supports a response to supporting or compelling questions.
(3) The student shall demonstrate an understanding of communicating and critiquing conclusions by constructing responses to compelling questions using reasoning, examples, and relevant details.
(4) The student shall demonstrate an understanding of taking informed action by:
(a) identifying challenges and opportunities when taking action to address problems or issues, including predicting possible outcomes; and
(b) using deliberative and democratic procedures to make decisions about, and act on, civic problems or issues in their classrooms.

Notes

N.M. Code R. § 6.29.11.12
Adopted by New Mexico Register, Volume XXXIII, Issue 04, February 22, 2022, eff. 2/22/2022

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