N.M. Admin. Code § 6.29.11.21 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL UNITED STATES HISTORY
A.
Geography.
(1) The student shall
demonstrate an understanding of movement, population, and systems by:
(a) analyzing and predicting how locations,
places, and regions impact the evolution of human perspective and
identity;
(b) predicting future
social, political, economic, cultural, religious, spiritual, and environmental
opportunities, and obstacles associated with movement, population,
decision-making, and perspectives in a given place or region between 1945 and
1975;
(c) describing how particular
historical events and developments shape human processes and systems in World
War II;
(d) predicting future
social, political, economic, cultural, religious, spiritual, and environmental
opportunities, and obstacles associated with movement, population,
decision-making, and perspectives in World War II; and
(e) describing how particular historical
events and developments shape human processes and systems in a given place or
region over time, between 1945 and 1975.
(2) The student shall demonstrate an
understanding of human-environmental interactions and sustainability by:
(a) assessing how social, economic, politic,
and environmental developments at global, national, regional, and local levels
affect the sustainability of modern and traditional cultures between 1865 and
1877;
(b) describing how particular
historical events and developments shape human processes and systems in a given
place or region over time, between 1890 and 1920;
(c) analyzing how the forces of cooperation
and conflict within and among people, nations, and empires influence the
division and control of the Earth's surface and resources between 1920 and
1929;
(d) analyzing how the forces
of cooperation and conflict within and among people, nations, and empires
influence the division and control of the Earth's surface and resources between
1929 and 1941;
(e) analyzing how
the forces of cooperation and conflict within and among people, nations, and
empires influence the division and control of the Earth's surface and resources
between 1945 and 1975; and
(f)
assessing how social, economic, political, and environmental developments at
global, national, regional, and local levels affect the sustainability of
modern and traditional cultures between 2008 and the present.
B.
High school
United States history.
(1) The student
shall demonstrate an understanding of historical change, continuity, context,
and reconciliation by:
(a) evaluating the
long-term consequences of the end of reconstruction and the rise of Jim Crow on
formerly enslaved people and their descendants in all regions of the
country;
(b) examining immigration
policy in the United States;
(c)
evaluating what an efficient, equitable, equal, and just economic system would
look like in the United States;
(d)
examining labor struggles and populist movements in the United States and
comparing to other movements around the world;
(e) examining United States imperialist
policies and practices;
(f)
analyzing the influence of cultural, literary, and artistic movements between
1890 and 1920;
(g) examining the
ethics of the suppression of civil liberties and human rights during times of
conflict and war, past and present;
(h) analyzing the role of the United States
in the world and the balance of foreign and domestic priorities;
(i) analyzing the influence of cultural,
literacy, and artistic movements during the progressive era and World War
I;
(j) exploring the change between
traditionalism and modernity in American society in the past and compare it
with today;
(k) evaluating new deal
programs and their impact on diverse groups of people in Americas;
(l) analyzing the influence of cultural,
literary, and artistic movements between 1929 and 1941;
(m) analyzing the similarities, differences,
and connections between the racial social order in the United States, Germany,
and other countries during World War II;
(n) analyzing the influence of cultural,
literary, and artistic movements during World War II;
(o) exploring the legacy of "othering" in the
United States, including boarding schools, internment camps, and detention
centers;
(p) examining the short-
and long-term effects of central intelligence agency involvement in Latin
America;
(q) analyzing the impact
of cold war rhetoric and ideology on social movements and activists in the
United States;
(r) examining how
evolving global and domestic understanding of, and respect for, universal human
rights affected in the development of the civil rights movement in the United
States;
(s) analyzing issues
related to race relations in the United States since the passage of the Civil
Rights Act of 1964 and the Voting Rights Act of 1965;
(t) evaluating the role of McCarthyism on the
civil rights movement;
(u)
evaluating the influence of 1960s cultural and artistic movements from past to
present day;
(v) assessing the
short- and long-term social and political impacts of conservatism and
liberalism in the United States;
(w) examining the short- and long-term
impacts of criminal justice policy implemented during the presidencies of
Ronald Reagan and Bill Clinton;
(x)
examining the push-pull relationship between conservatism and liberalism in
America over time;
(y) evaluating
whether the cold war definitively ended in 1991;
(z) analyzing the influence of cultural,
literary, and artistic movements between 2008 and the present; and
(aa) analyzing major trends, issues, and
advances to address healthcare disparities in the past, present, and future.
(2) The student shall
demonstrate an understanding of causes and consequences by:
(a) analyzing the short- and long-term
effects of the end of the civil war and reconstruction period;
(b) examining the impact of the end of the
civil war on the settlement of the west, and on the relationships between the
United States and the indigenous nations of the west;
(c) explaining the various causes of the
industrial revolution;
(d)
evaluating the consequences of the industrial revolution;
(e) analyzing social, political, and economic
reasons groups migrated to and within the United States, including push and
pull factors;
(f) analyzing the
causes and course of the growing role of the United States in world affairs
from the civil war to World War I;
(g) distinguishing between the long-term
causes and triggering events that led the United States into World War
I;
(h) explaining the course and
significance of Woodrow Wilson's wartime diplomacy, including his fourteen
points, the league of nations, and the failure of the treaty of
Versailles;
(i) assessing how new
technology in transportation, communication, and finance impacted American
society;
(j) describing the
multiple causes and consequences of the global and the United States depression
of the 1930s;
(k) assessing the
impact and legacy of new deal relief, recovery, and reform programs;
(l) explaining the reasons for American
involvement in World War II and the key actions and events leading up to
declarations of war against Japan and Germany;
(m) explaining the rise of fascism and the
forms it took in Germany and Italy, including ideas and policies that led to
the Holocaust, also known as Shoah;
(n) analyzing the events that led to World
War II, the major battles of the war, use of nuclear weapons, and the
Holocaust, also known as Shoah;
(o)
analyzing the consequences of World War II, including the conferences of allied
leaders following the war, and the development of human rights;
(p) assessing the social, political, and
economic transformation of the United States during World War II.;
(q) analyzing the causes, conflicts, and
consequences of the cold war;
(r)
evaluating the policy of containment as a response by the United States to
Soviet expansionist policies;
(s)
analyzing how United States foreign policy during the cold war shaped conflicts
in Asia and the Americas;
(t)
analyzing the roots of domestic communism and anti-communism in the 1950s, the
origins and consequences of, and the resistance to McCarthyism;
(u) analyzing the origin, goals, and outcomes
of civil rights groups in the 1950s and the 1960s, and their influence on
contemporary civil rights movements;
(v) evaluating resistance to integration in
white communities, protests to end segregation, and the supreme court decisions
on civil rights;
(w) analyzing the
social, political, and economic conditions of the 1960s and 1970s that led to a
rise in conservatism and its overall impact on society; and
(x) analyzing how communist economic policies
and United States-sponsored resistance to Soviet military and diplomatic
initiatives contributed to the fall of the Berlin wall in 1989 and the
dissolution of the Soviet Union in 1991.
(3) The student shall demonstrate an
understanding of critical consciousness and perspectives by:
(a) evaluating how the events of
reconstruction impacted people from diverse groups;
(b) exploring African American economic,
political, and sociocultural (educational, artistic, literary) responses to
emancipation and reconstruction;
(c) identifying the ways in which gender
roles were changing and unchanged during the 19th century;
(d) evaluating the effects of the entry of
women into the workforce after the civil war and analyzing women's political
organizations;
(e) analyzing the
consequences of the continuing westward expansion of the American people after
the civil war;
(f) evaluating the
impact of the 14th Amendment on indigenous people and Asian and European
immigrant men and women;
(g)
examining the ways that the great migration changed America, and exploring the
ways that African Americans adapted and resisted;
(h) evaluating how events during imperialism
impacted people from diverse groups;
(i) examining the ways in which art,
journalism, literature, and cultural artifacts served as forms of resistance
and contributed to the anti-imperialist movement;
(j) evaluating major reform movements and
reformers during the progressive era;
(k) evaluating the inclusivity and
exclusivity of progressive era reform movements;
(l) analyzing the campaign for, and the
opposition to, women's suffrage in the late 19th and early 20th
centuries;
(m) analyzing the
strategies of African Americans to achieve basic civil rights in the early 20th
century;
(n) analyzing how
ideologies of the progressive movement impacted indigenous people in the United
States;
(o) evaluating how the
events of the 1920s impacted people from diverse groups;
(p) exploring the arts, entrepreneurship, and
philanthropy of the Harlem renaissance and its connections to the great
migration;
(q) evaluating the
passage of the 19th amendment from the perspective of diverse groups in
American society;
(r) examining the
ways in which gender role norms changed and stayed the same in 1920s
America;
(s) examining the lives
and experiences of Latinos and other diverse groups and the relationship of the
United States to Mexico;
(t)
evaluating how the events of this time period, during World War II, impacted
people from diverse groups;
(u)
examining the ways in which gender roles changed and stayed the same for women
during World War II;
(v) evaluating
how the events during the cold war impacted people from diverse
groups;
(w) examining the ways in
which gender roles changed and stayed the same during World War II;
(x) evaluating how the events of the civil
rights movement impacted people from diverse groups;
(y) analyzing the causes, course, and impact
on American politics and society of new social and political movements,
including consideration of the role of protest, advocacy organizations, and
active citizen participation;
(z)
evaluating how major world events between 1968 and 2008, such as 9/11, and the
rise of global terrorism impacted people from diverse groups;
(aa) examining the ways in which gender roles
changed and stayed the same between 1945 and 1975;
(bb) evaluating the significance of the
federal 1990 Americans with Disabilities Act;
(cc) examining the experiences, activism, and
legislation impacting the LGBTQIA+ community;
(dd) evaluating how the events between 2008
and the present impact people from diverse groups; and
(ee) examining the ways in which gender roles
changed and stayed the same between 1968 and 2008.
(4) The student shall demonstrate an
understanding of power dynamics, leadership, and agency by:
(a) exploring the efforts of the federal
government, African Americans, and civil society reformers to create a new
political and social order after emancipation;
(b) explaining what progressivism meant in
the early 20th century through the ideas, actions, and experiences of
progressive leaders;
(c) analyzing
the governmental policies of the progressive period, determine which problems
they were designed to solve, and assessing long- and short-term
effectiveness;
(d) analyzing the
role of the United States in World War I;
(e) examining the conflict between
traditionalism and modernity as manifested in the major political and economic
events in the first two decades of the 20th century;
(f) summarizing United States diplomatic and
military policies during the cold war;
(g) analyzing the important policies and
events that took place during the presidencies of John F. Kennedy, Lyndon
Johnson, and Richard Nixon;
(h)
analyzing the rise of conservatism and liberalism in American politics and
society;
(i) evaluating the role of
the United States in contemporary global issues;
(j) evaluating the impacts of contemporary
global issues on the United States;
(k) analyzing the current state and health of
American democracy;
(l) analyzing
some of the major technological and social trends and issues of the late 20th
and early 21st centuries;
(m)
evaluating the effectiveness of the federal government's response to
international and domestic terrorism in the 21st century;
(n) examining contemporary civil and human
rights struggles and successes; and
(o) analyzing United States government
policies to reduce climate disruption.
C.
Ethnic, cultural, and identity
studies.
(1) The student shall
demonstrate an understanding of diversity and identity by:
(a) investigating how identity groups and
society address systemic inequity through individual actions, individual
champions, social movements, and local community, national, and global
advocacy;
(b) identifying and
exploring how current traditions, rites, and norms of identity groups have or
are changing over time;
(c)
comparing and contrasting the various origins - indigenous, forced, voluntary -
of identity groups in the United States;
(d) examining the role assimilation plays in
the loss of cultural, ethnic, racial, and religious identities and language,
between 1865 and 1920;
(e)
examining the impact of historical, cultural, economic, political, religious,
and social factors, which resulted in unequal power relations among identity
groups, between 1890 and 1920;
(f)
examining the impact of historical, cultural, economic, political, religious,
and social factors, which resulted in unequal power relations among identity
groups, during the progressive era and World War I;
(g) examining the role assimilation plays in
the loss of cultural, ethnic, racial, and religious identities and language,
during the progressive era and World War I;
(h) examining the impact of historical,
cultural, economic, political, religious, and social factors, which resulted in
unequal power relations among identity groups, between 1920 and 1929;
(i) examining the impact of historical,
cultural, economic, political, religious, and social factors, which resulted in
unequal power relations among identity groups, between 1929 and 1941;
and
(j) 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.
(2) The student shall demonstrate an
understanding of community identity in history by examining the impact of
historical, cultural, economic, political, religious, and social factors that
resulted in unequal power relations among identity groups.
(3) The student shall demonstrate an
understanding of community equity building by:
(a) examining historical and contemporary
cultural, economic, political, and social contributions to society by
individuals or groups within an identity group;
(b) examining the impact of historical,
cultural, economic, political, religious, and social factors, which resulted in
unequal power relations among identity groups, during World War II;
(c) investigating how identity groups and
society address systemic identity through individual actions, individual
champions, social movements, and local community, national, and global
advocacy;
(d) examining historical
and contemporary cultural, economic, intellectual, political, and social
contribution to society by individuals or groups within an identity
group;
(e) investigating how
identity groups and society address systemic inequity through individual
actions, individual champions, social movements, and local community, national,
and global advocacy; and
(f)
evaluating the role of racial social construct in the structure and function of
a 21st century American society;
D.
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 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
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