N.M. Code R. § 6.29.11.8 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR KINDERGARTEN

A. Civics.
(1) The student shall demonstrate an understanding of processes, rules, and laws by:
(a) communicating the purpose of rules; and
(b) explaining how the rules help us work together.
(2) The student shall demonstrate an understanding of civic dispositions and democratic principles by identifying the local, state, and national symbols (e.g. flag, bird, song).
(3) The student shall demonstrate an understanding of roles and responsibilities of a civic life by:
(a) identifying the consequences of following and not following rules; and
(b) identifying authority figures and describing their roles.
B. Economics and personal financial literacy.
(1) The student shall demonstrate an understanding of incentives and choices by distinguishing between a basic need (e.g. food, clothing, shelter) and a want.
(2) The student shall demonstrate an understanding of money and markets by:
(a) identifying examples of goods and services; and
(b) explaining what scarcity is and how scarcity affects the accessibility of goods and services.
(3) The student shall demonstrate an understanding of personal financial literacy by recognizing personal finance choices people make.
C. Geography.
(1) The student shall demonstrate an understanding of geographic representations and reasoning by, with prompting and support, creating maps of familiar areas (e.g. classroom, school, community), that include labels.
(2) The student shall demonstrate an understanding of location, place, and region by:
(a) recognizing and identifying signs and symbols around their town and community, including the location of places, people, and objects; and
(b) identifying the differences and similarities between a globe and a map, and explaining the purpose of the two.
(3) The student shall demonstrate an understanding of movement, population, and systems by explaining why and how people move from place to place within a community.
D. History.
(1) The student shall demonstrate an understanding of historical change, continuity, context, and reconciliation by comparing traditions found in communities over time.
(2) The student shall demonstrate an understanding of power dynamics, leadership, and agency by demonstrating an awareness of community leaders (e.g. teacher, principal, mayor, tribal leaders).
E. Ethnic, cultural, and identity studies.
(1) The student shall demonstrate an understanding of diversity and identity by:
(a) sequencing important events in the student's life;
(b) identifying how individuals are similar and different;
(c) communicating a positive view of themselves and identifying some of their group identities;
(d) describing ways they are similar and different from people who share their identities, and people who do not;
(e) exploring their personal history, culture, and past; and
(f) with support, learning about current contributions of people in their main identity groups.
F. Inquiry.
(1) The student shall demonstrate an understanding of constructing compelling and supporting questions by, with prompting and support:
(a) recognizing a compelling question; and
(b) identifying the relationship between compelling and supporting questions.
(2) The student shall demonstrate an understanding of communicating and critiquing conclusions by, with prompting and support, constructing responses to compelling questions using examples.
(3) The student shall demonstrate an understanding of taking informed action by:
(a) taking group or individual action to help address local, regional, or global problems or issues; and
(b) participating in deliberative and democratic procedures to make decisions about, and act on, civic problems or issues in their classrooms.

Notes

N.M. Code R. § 6.29.11.8
6.29.11.8 NMAC - Rp, 6.30.2.16 NMAC, 6-30-2009, 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.