We are currently working on these standards:
6.30.2.16 CONTENT STANDARDS -- SOCIAL STUDIES
A. Strand: History - Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.
(2) 5-8 Benchmark I-A-New Mexico: Explore and explain how people and events have influenced the development of New Mexico up to the present day.
(c) Grade 7 Performance Standards:
(i) Compare and contrast the contributions of the civilizations of the Western Hemisphere (e.g., Aztecs, Mayas, Toltecs, Mound Builders) with the early civilizations of the Eastern Hemisphere (e.g., Sumerians, Babylonians, Hebrews, Egyptians) and their impact upon societies, to include: effect on world economies and trade; roles of people, class structures, language; religious traditions and forms of government; and cultural and scientific contributions (e.g., advances in astronomy, mathematics, agriculture, architecture, artistic and oral traditions, development of writing systems and calendars).
(ii) Describe the characteristics of other indigenous peoples that had an affect upon New Mexico’s development (e.g., pueblo farmers, great plains horse culture, nomadic bands, noting their development of tools, trading routes, adaptation to environments, social structure, domestication of plants and animals). (iii) Explain the significance of trails and trade routes within the region (e.g., Spanish Trail, Camino Real, Santa Fe Trail).
(iv) Describe how important individuals, groups, and events impacted the development of New Mexico from 16th century to the present (e.g., Don Juan de Oñate, Don Diego deVargas, Pueblo Revolt, Popé, 1837 Revolt, 1848 Rebellion, Treaty of Guadalupe Hildago, William Becknell and the Santa Fe Trail, Buffalo Soldiers, Lincoln County War, Navajo Long Walk, Theodore Roosevelt and the Rough Riders, Robert Goddard, J. Robert Oppenhiemer, Smokey Bear, Dennis Chavez, Manuel Lujan, Manhattan Project, Harrison Schmitt, Albuquerque International Balloon Fiesta).
(v) Explain how New Mexicans have adapted to their physical environments to meet their needs over time (e.g., living in the desert, control over water resources, pueblo structure, highway system, use of natural resources).
(8) 5-8 Benchmark I-C-World: Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age of Exploration.
(c) Grade 7 Performance Standards: Compare and contrast the influence of Spain on the Western Hemisphere from colonization to the present.
(11) 5-8 Benchmark I-D-Skills: Research historical events and people from a variety of perspectives.
(c) Grade 7 Performance Standards:
(i) Analyze and evaluate information by developing and applying criteria for selecting appropriate information and use it to answer critical questions.
(ii) Demonstrate the ability to examine history from the perspectives of the participants.
(iii) Use the problem-solving process to identify a problem; gather information, list and consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution using technology to present findings.
(5) 5-8 Benchmark II-B: Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change.
(c) Grade 7 Performance Standards:
(i) Select and explore a region by its distinguishing characteristics.
(ii) Describe the role of technology in shaping the characteristics of places.
(iii) Explain how and why regions change using global examples.
(iv) Describe geographically based pathways of inter-regional interaction (e.g., Camino Real’s role in establishing a major trade and communication route in the New World, the significance of waterways).
(8) 5-8 Benchmark II-C: Understand how human behavior impacts man-made and natural environments, recognizes past and present results, and predicts potential changes.
(c) Grade 7 Performance Standards:
(i) Explain how differing perceptions of places, people, and resources have affected events and conditions in the past.
(ii) Interpret and analyze geographic information obtained from a variety of sources (e.g., maps, directly witnessed and surveillanced photographic and digital data, symbolic representations [e.g., graphs, charts, diagrams, tables], personal documents, and interviews).
(iii) Recognize geographic questions and understand how to plan and execute an inquiry to answer them.
(14) 5-8 Benchmark II-E: Understand how economic, political, cultural, and social processes interact to shape patterns of human populations and their interdependence, cooperation, and conflict.
(c) Grade 7 Performance Standards:
(i) Analyze New Mexico settlement patterns and their impact on current issues.
(ii) Describe and analyze how the study of geography is used to improve our quality of life, including urban and environmental planning.
(c) Grade 7 Performance Standards:
(i) Explain the concept of diversity and its significance within the political and social unity of New Mexico.
(ii) Describe ways in which different groups maintain their cultural heritage.
(iii) Explain how New Mexico’s state legislature and other state legislatures identify symbols representative of a state.
(iv) Identify official and unofficial public symbols of various cultures and describe how they are or are not exemplary of enduring elements of those cultures.
(8) 5-8 Benchmark III-C: Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government.
(c) Grade 7 Performance Standards:
(i) Compare and contrast New Mexico’s entry into the United States with that of the original thirteen colonies.
(ii) Understand the structure and function of New Mexico government as created by the New Mexico Constitution and how it supports local, tribal, and federal governments.