N.M. Code R. § 6.29.11.20 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL NEW MEXICO HISTORY

A. Civics.
(1) The student shall demonstrate an understanding of civic and political institutions by comparing and contrasting the similarities and differences between the three branches of the federal and state governments.
(2) The student shall demonstrate an understanding of processes, rules, and laws byanalyzing the requirements for statehood.
(3) The student shall demonstrate an understanding of civic dispositions and democratic principles by defining sovereignty, exploring how tribal sovereignty has been interpreted over time by indigenous people, and distinguishing ways in which the different tribes in New Mexico conduct governmental affairs.
B. Economics and personal financial literacy.
(1) The student shall demonstrate an understanding of economic decision-making by:
(a) discussing the sequence of events that led to the great depression and the implementation of new deal programs in New Mexico, including the efficacy of the programs for different communities;
(b) analyzing the private and public industries that have impacted New Mexico's economy; and
(c) evaluating the main sources of income for indigenous populations and how they might be different.
(2) The student shall demonstrate an understanding of global economy by summarizing how the United States and Soviet Union emerged from World War II as superpowers, and articulating the difference between communism and capitalism.
C. Geography.
(1) The student shall demonstrate an understanding of location, place, and region by:
(a) explaining the impact of the military bases and weapons testing sites in New Mexico as influenced by World War II and the cold war; and
(b) giving examples of the different types of sites and activities that would make people want to tour aspects of New Mexico.
(2) The student shall demonstrate an understanding of human-environmental interactions and sustainability by:
(a) examining the changes in the plains of New Mexico as irrigation and cattle ranches expand into the territory;
(b) analyzing the pros and cons of New Mexico's role in the production of uranium fueled weapons built during the cold war; and
(c) analyzing how New Mexicans maintain an agricultural industry being that we are one of the driest states in the country.
D. History.
(1) The student shall demonstrate an understanding of historical change, continuity, context, and reconciliation by:
(a) connecting various disputes that occur as a result of Article X being stricken from the treaty of Guadalupe Hidalgo;
(b) assessing the changes of the land and society initiated by the railroad system, along with the immigrant population it brought to the New Mexican territory;
(c) evaluating efforts from the people of New Mexico to become a state, and analyzing outside perspectives to the entrance of New Mexico as a state;
(d) interpreting data and evidence to conduct periodization of key events and contributions by key people to the events that occurred during the early 20th century; and
(e) analyzing the civil rights era in New Mexico using multiple perspectives.
(2) The student shall demonstrate an understanding of causes and consequences by:
(a) examining the causes and effects of the civil war, and the battles that ensued within New Mexico;
(b) explaining how the Homestead Act of 1862 impacted the demographics of New Mexico;
(c) probing the beginnings of the boarding school system, and the ramifications that it had on indigenous communities in New Mexico and abroad; and
(d) analyzing the causes and effects of the dust bowl in New Mexico, and how it changed or eliminated communities.
(3) The student shall demonstrate an understanding of historical thinking by:
(a) demonstrating historical argumentation by using various resources and perspectives to show the impact of World War II on the people of New Mexico, and the impact that our citizens and resident populations had on the war;
(b) examining the development of the first atomic bomb and the dawn of the nuclear age born in New Mexico;
(c) explaining the importance of military research and testing facilities in New Mexico, during the cold war and today;
(d) analyzing multiple perspectives of how water use, policy, and management has changed over the centuries in New Mexico; and
(e) evaluating the importance of preserving historical sites, culture, and New Mexico's resources.
(4) The student shall demonstrate an understanding of critical consciousness and perspectives by:
(a) dissecting the treaty of Guadalupe Hidalgo, and evaluating how the different people of New Mexico were addressed and impacted by the document; and
(b) evaluating the role of race and racism in the acts of land redistribution during the territorial period.
(5) The student shall demonstrate an understanding of power dynamics, leadership, and agency by:
(a) examining the rights that were guaranteed to New Mexico citizens in Article IX of the treaty of Guadalupe Hidalgo, and reason why Article X would have been stricken;
(b) contextualizing the struggles toward statehood by including the resistance of the Hispanic and Native American population to newcomers;
(c) comparing and contrasting the liberties of people living within a territory versus a state; and
(d) comparing organizations engaged in civil rights work.
E. Ethnic, cultural, and identity studies. The student shall demonstrate an understanding of diversity and identity by assessing how social policies and economic forces offer privilege or systemic inequity in accessing social, political, and economic opportunity for identity groups in education, government, healthcare, industry, and law enforcement.
F. 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 demonstrate 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, reliability, and validity 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 evocative 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.

Notes

N.M. Code R. § 6.29.11.20
Adopted by New Mexico Register, Volume XXXIII, Issue 04, February 22, 2022, eff. 2/22/2022

State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.


No prior version found.