N.M. Admin. Code § 6.29.11.14 - ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR SIXTH GRADE
A.
Civics.
(1) The student shall
demonstrate an understanding of civic and political institutions by:
(a) identifying the social structures of
early humans;
(b) describing
cultural and political structures in classical eastern societies;
(c) describing cultural and political
structures in classical western societies; and
(d) comparing and contrasting classical forms
of government and political structure to the current United States government
and political structure.
(2) The student shall demonstrate an
understanding of roles and responsibilities of a civic life by identifying
rights and responsibilities of citizens and non-citizens in civic participation
within the governmental systems, such as monarchy, democracy, republic, and
oligarchy.
B.
Economics and personal financial literacy.
(1) The student shall demonstrate an
understanding of economic decision-making by:
(a) describing the distribution of resources
among classes in the feudal hierarchy of European and Asian
societies;
(b) describing how trade
networks and the transfer of goods and ideas linked post-classical societies;
and
(c) explaining the role of
trade in the development and growth of societies.
(2) The student shall demonstrate an
understanding of money and markets by explaining how the interaction between
producers and consumers in the trade networks satisfied economic wants and
needs.
(3) The student shall
demonstrate an understanding of global economy by analyzing the economic impact
that surpluses of food and goods have on the growth of civilizations.
(4) The student shall demonstrate an
understanding of personal financial literacy by:
(a) analyzing how external factors might
influence spending decisions for different individuals and households;
and
(b) giving examples of
financial risks that individuals and households face.
C.
Geography.
(1) The student shall
demonstrate an understanding of geographic representations and reasoning by:
(a) creating and using maps, globes, and
graphs to gather, analyze, and report geographic information;
(b) comparing environmental and geographic
characteristics of locations of the earliest human settlements; and
(c) using maps to explain how encounters and
exchanges linked the world.
(2) The student shall demonstrate an
understanding of location, place, and region by:
(a) identifying how natural forces shape
Earth's environments and regions;
(b) comparing ancient cultural and early
technological innovations of one early Mesoamerican and one South American
civilization; and
(c) comparing
cultural, political, and religious characteristics of early river valley
civilizations.
(3) The
student shall demonstrate an understanding of movement, population, and systems
by identifying and comparing the movement of key religions and philosophies
over time.
(4) The student shall
demonstrate an understanding of human-environmental interactions and
sustainability by:
(a) describing how the
local environment impacts culture and technology;
(b) describing how people impact the local
environment; and
(c) comparing how
regional environments impacted the advances of technology for travel and
trade.
D.
History.
(1) The student shall
demonstrate an understanding of historical change, continuity, context, and
reconciliation by:
(a) evaluating the lasting
impact of philosophy, art, science, and technology of classical Greece, Rome,
India, and China;
(b) evaluating
the factors that allowed classical civilizations to thrive;
(c) analyzing the significance of innovations
(e.g. scientific, mathematical, technological) in European, African, and Asian
societies;
(d) explaining how
religion and philosophy shaped European, Asian, and African societies during
the post-classical period; and
(e)
examining instances of conflict and oppression in medieval times, and responses
to these violations.
(2)
The student shall demonstrate an understanding of causes and consequences by:
(a) analyzing the impact that the
agricultural revolution had on hunter-gatherers and nomadic peoples;
(b) identifying the political and social
issues that led to the development of new philosophies during the classical
period;
(c) comparing strategies
used by classical civilizations to maintain their empires;
(d) comparing causes of decline in Roman,
Han, and Gupta empires;
(e)
explaining what led to the emergence of European feudalism; and
(f) analyzing the diffusion and the social,
political, and economic effects of the black death.
(3) The student shall demonstrate an
understanding of critical consciousness and perspectives by examining and
explaining how the perspectives and encounters between Christians, Muslims, and
Jews impacted individuals and society.
E.
Ethnic, cultural, and identity
studies.
(1) The student shall
demonstrate an understanding of diversity and identity by:
(a) identifying how differences and
similarities between diverse groups impact perspectives; and
(b) describing the interactions of religious
and philosophical perspectives and explaining their impact on European, Asian,
and African societies during the classical period.
(2) The student shall demonstrate an
understanding of identity in history by demonstrating relationships between
personal events and historical events.
(3) The student shall demonstrate an
understanding of community equity building by explaining how the treatment of
people in ancient civilizations shaped group identities and
cultures.
F.
Inquiry.
(1) The student shall
demonstrate an understanding of constructing compelling and supporting
questions by:
(a) distinguishing primary and
secondary sources by correctly identifying the author, type of document, and
date of publication of the text in relation to the historical event described
in the text;
(b) categorizing and
sequencing significant people, places, events, and ideas using both
chronological and conceptual graphic organizers;
(c) categorizing questions as compelling
(e.g. main topic) or supporting questions; and
(d) generating relevant questions to be
answered by historical inquiry that allow for multiple approaches of
exploration.
(2) The
student shall demonstrate an understanding of gathering and evaluating sources
by:
(a) identifying where and how to locate
sources to best answer a research question;
(b) distinguishing among fact, opinion, and
reasoned judgment in a source, and identifying the author perspectives and
possible biases;
(c) comparing a
variety of map projections to evaluate how information is presented, and
analyzing how cartographic conventions portray intended and unintended bias;
and
(d) evaluating the credibility
of a source by determining its relevance and intended use.
(3) The student shall demonstrate an
understanding of developing claims by:
(a)
formulating a claim based on evidence from primary and secondary sources in
response to a question;
(b)
supporting a claim using a variety of sources and perspectives;
(c) citing specific textual evidence to
support analysis of primary and secondary sources; and
(d) using primary and secondary sources to
analyze conflicting and diverse points of view on a certain topic.
(4) The student shall demonstrate
an understanding of communicating and critiquing conclusions by:
(a) using applicable presentation technology
to communicate research findings or other significant information;
and
(b) creating maps, charts,
infographics, or digital media that communicate research findings or other
significant information.
(5) The student shall demonstrate an
understanding of taking informed action by:
(a) describing the many facets of student
identity, including family history and culture, and how they are connected to
the history and culture of other people; and
(b) explaining the challenges and
opportunities people from the past faced when taking action to address
problems.
Notes
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