N.M. Admin. Code § 6.29.11.22 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL WORLD HISTORY

A. Civics. The student shall demonstrate an understanding of roles and responsibilities of a civic life by:

(1) assessing options for individual and collective action to address local, regional, and global problems;

(2) applying a range of strategies and procedures to make decisions and take action in classrooms, schools, and out-of-school civic contexts; and

(3) evaluating methods people use to create, change, expand, or oppose systems of power or authority.

B. Economics. The student shall demonstrate an understanding of a global economy by:

(1) evaluating the impact of global interconnectedness on international economic stability and growth; and

(2) analyzing how national and global economic trends and policies impact the state and local economies in New Mexico.

C. Geography.

(1) The student shall demonstrate an understanding of location, place, and region by analyzing and explaining the reciprocal relationship between physical, geographical locations, and the patterns and processes humans create within them.

(2) The student shall demonstrate an understanding of movement, population, and systems by identifying, evaluating, and explaining the causes, characteristics, and impact of diffusion: the spread of ideas, beliefs, religions, cultural practices and traits, language, artifacts, methods, technologies, and diseases across space and over time.

(3) The student shall demonstrate an understanding of human-environmental interactions and sustainability by assessing how social, economic, political, and environmental developments at global, national, regional, and local levels affect the sustainability of modern and traditional cultures.

D. History.

(1) The student shall demonstrate an understanding of historical change, continuity, context, and reconciliation by:

(a) identifying significant transformative moments in world history, analyzing the reasons behind their transformative nature, and explaining how they continue to shape contemporary global interactions;

(b) tracing political, intellectual, religious, artistic, technological, economic, and social developments in historical periods, and within individual societies;

(c) identifying patterns of continuity and change over time in world history, focusing on patterns within and between historical eras;

(d) examining how historical events and developments were shaped by unique circumstances of time and place, and broader historical contexts; and

(e) identifying how individuals, groups, and events in New Mexico's history that have influenced or were influenced by events in world history.

(2) The student shall demonstrate an understanding of causes and consequences by:

(a) identifying and evaluating multiple causes and effects of historical events within world history;

(b) distinguishing between long- and short-term causes in developing historical interpretations; and

(c) identifying contemporary global issues that influence or are influenced by New Mexicans.

(3) The student shall demonstrate an understanding of historical thinking by:

(a) analyzing and evaluating the values and limitations of primary and secondary sources of information, including digital, with attention to the source, its context, reliability, and usefulness;

(b) effectively using and integrating evidence from a variety of diverse sources to evaluate and develop historical claims; and

(c) synthesizing historical information to create new understandings.

(4) The student shall demonstrate an understanding of critical consciousness and perspectives by:

(a) using a variety of source materials to compare and contrast treatments of the same topic;

(b) examining historical events from the perspectives of diverse groups, including indigenous people, national, regional, racial, ethnic, class, gender, sexual orientation, and differently abled; and

(c) analyzing and evaluating multiple points of view to explain the ideas and actions of individuals and groups.

(5) The student shall demonstrate an understanding of power dynamics, leadership, and agency by:

(a) using historical thinking skills to evaluate historical and contemporary sources of information relating to local, regional, and global problems, and identify challenges and opportunities faced by those trying to address these problems;

(b) investigating cultural and historical developments within societies with attention to belief systems, ideologies, the arts, science, and technology; and

(c) analyzing the complex relationship between dominant cultures and minority groups throughout world history, including constructions of race, ethnicity, gender, sexual orientation, differently abled, nationality, class, religion, reactions, and long-term effects of oppression.

E. Ethnic, cultural, and identity studies. The student shall demonstrate an understanding of identity in history by:

(1) comparing and contrasting the various origins (including indigenous, forced, voluntary) of identity groups in world history;

(2) examining the impact of historical cultural, economic, political, religious, and social factors, which resulted in unequal power relations among identity groups; and

(3) examining the role colonization, assimilation, and syncretism plays in the evolution of cultural, ethnic, racial, and religious identities and language.

F. Inquiry.

(1) The student shall demonstrate an understanding of constructing compelling and supporting questions by creating compelling questions representing key ideas in world history.

(2) The student shall demonstrate an understanding of gathering and evaluating sources by:

(a) evaluating the credibility of sources from a range of media (print, internet, audio, visual) by examining origin, author, context, content, and corroborative value; and

(b) gathering relevant information from credible sources representing a wide range of views and noting inconsistencies in the information.

(3) The student shall demonstrate an understanding of developing claims by:

(a) developing claims and analyzing counterclaims about the significance of historical events using evidence that draws directly and substantively from multiple sources; and

(b) analyzing evidence to detect inconsistencies within the evidence to revise or strengthen claims.

(4) The student shall demonstrate an understanding of communicating and critiquing conclusions by presenting arguments and explanations that reach a range of audiences using print and oral technologies (e.g. posters, essays, letters, debates, speeches, reports, maps) and digital technologies (e.g. internet, social media, digital documentary).

(5) The student shall demonstrate an understanding of taking informed action by:

(a) evaluating historical and contemporary sources of information relating to local, regional, and global problems and identifying challenges and opportunities faced by those trying to address these problems;

(b) assessing options for individual and collective action to address local, regional, and global problems; and

(c) applying a range of strategies and procedures to make decisions and take action in classrooms, schools, and out-of-school civic contexts.

Notes

N.M. Admin. Code § 6.29.11.22

Adopted by New Mexico Register, Volume XXXIII, Issue 04, February 22, 2022, eff. 2/22/2022