N.M. Admin. Code § 6.29.11.14

Current through Register Vol. 35, No. 24, December 23, 2024

Section 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.

N.M. Admin. Code § 6.29.11.14

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