New Mexico K–6 social studies standards

With prompting and support, recognize a compelling (big idea) question.

With prompting and support, identify the relationship between compelling (big idea) and supporting questions.

With prompting and support, construct responses to compelling questions using examples.

Take group or individual action to help address local, regional, or global problems or issues.

Participate in deliberative and democratic procedures to make decisions about and act on civic

Communicate the purpose of rules.

Explain how the rules help us work together.

Identify the consequences of following and not following rules.

Identify authority figures and describe their roles.

Identify the local, state, and national symbols (e.g., flag, bird, song).

Compare traditions found in communities over time.

Demonstrate an awareness of community leaders (teacher, principal, mayor, tribal leaders).

Sequence important events in their life.

Identify how individuals are similar and different.

Distinguish between a need (basic needs like food, clothing, and shelter) and a want.

Identify examples of goods and services.

Explain what scarcity is and how scarcity affects the accessibility of goods and services.

With prompting and support, create maps of familiar areas, such as the classroom, school, and community that include labels.

Recognize and identify signs and symbols around their town and community including the locations of places, people, and objects.

Identify the differences and similarities between a globe and a map. Explain the purpose of a globe and map.

Explain why and how people move from place to place within a community.

Communicate a positive view of themselves and identify some of their group identities.

Describe ways they are similar and different from people who share their identities and people who do not.

Explore their personal history, culture, and past.

With support, learn about current contributions of people in their main identity groups.

Recognize personal finance choices people make.

Recognize a compelling question.

Generate supporting questions related to compelling questions within a variety of social studies topics.

Interact with a variety of primary and secondary sources.

Construct responses to compelling questions using examples.

Take group or individual action to help address local, regional, and/or global problems or issues.

Use deliberative and democratic procedures to make decisions about and act on civic problems or issues in their classrooms.

Explain and provide examples of how people play important roles in society.

Investigate how people work together to accomplish a common task and how this benefits and challenges people when working together.

Compare life in New Mexico in the past to life in New Mexico today.

Compare fact and opinion in stories and narratives from the past.

Demonstrate chronological thinking by distinguishing among past, present, and future using family, school, or community events.

Examine and identify cultural differences within their community.

Investigate significant events, people, and observances in history and discuss their effects on local and national communities.

Examine choices that families make in purchasing general goods and identify costs associated with these choices.

Examine decisions that people make about spending and saving money.

Create geographic representations to identify the location of familiar places and demonstrate how these Geographic representations can help us navigate from one place to the next, provide directions, or trace important Representations and routes.

Identify the common symbols used on maps for human-made structures and physical features.

Use a variety of maps to locate specific places and identify major landforms, bodies of water, and other places of significance around the United States.

Explain how human-made structures are all examples of how people modify the physical environment to meet needs and wants.

Explain how people interact with their physical environment in ways that may have a positive or a negative effect on natural resources.

Explain how groups of people believe different things and live in unique ways.

Explain how student and individual identities are part of what makes each person unique and special.

Identify examples of producers and consumers.

Examine how earning money through work is related to the purchase of goods and services.

Explain why a compelling question is important.

Generate supporting questions related to compelling questions within a variety of social studies topics.

With support, determine if a source is primary or secondary.

With support, construct responses to compelling questions using reasoning, examples, and relevant details.

Take group or individual action to help address local, regional, and/or global problems or issues.

Use deliberative and democratic procedures to make decisions about and act on civic problems or issues in their classrooms.

Evaluate how American society has changed through rules and laws.

Understand the purposes and structures of government (tribal, local, state, national government).

Assess how the contributions of diverse individuals' have helped develop our national identity.

Examine and compare the American democratic principles to neighboring countries.

Examine and understand the various qualities of leadership.

Describe events in North America that illustrate how people from diverse cultural groups aimed to work through conflicts to solve a problem.

Compare diverse world communities to local communities in terms of members, customs, and traditions.

Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local and national events.

Identify and compare the diverse North American cultural groups of the past and today.

Evaluate the effects of people, goods, and ideas that diffused from one community to other communities and their impact.

Examine how consumers react to changes in the prices of goods and how this influences economic decision making and the use of money.

Explore how communities share resources and services with other communities.

Investigate what resources are available in their community, how available resources differ in communities, and what resources are obtained from neighboring communities.

Using maps, identify and locate the United States, Canada, and Mexico as the countries that make up North America.

Identify and locate the bordering states to New Mexico and understand that New Mexico is in the Southwest.

Compare the human and physical characteristics of two regions in the United States.

Generate a description for their region of the United States by identifying unique features.

List at least three different waves of migration to the Western hemisphere in chronological order.

Describe ways in which individuals and groups use or conserve natural resources.

Express a positive view of themselves while demonstrating respect and empathy for others.

Describe ways we are similar and different from people who share identities and people who do not.

Demonstrate respect for the feelings of people who are similar to or different from them.

Identify different types of jobs performed in their community.

Assess priorities when making financial decisions.

Classify financial goals as short-term or long-term.

Explain how a compelling question represents key ideas.

Use supporting questions to help answer the compelling question in an inquiry.

With support, determine the credibility of sources.

Cite evidence that supports a response to supporting or compelling questions.

Construct responses to compelling questions using reasoning, examples, and relevant details.

Identify challenges and opportunities when taking action to address problems or issues, including predicting possible outcomes.

Use deliberative and democratic procedures to make decisions about and act on civic problems or issues in their classrooms.

Explain how the democratic principles motivate people to migrate then and now.

Explain how to be a responsible and active citizen in a democracy.

Evaluate the reasons for migration and immigration and the effects on people, culture, and ideas in world communities.

Analyze how human settlement and movement impact diverse groups of people.

Analyze the movement of Indigenous groups, including the removal and return of Indigenous people throughout New Mexico and the United States.

Explain how world events impact New Mexico and the United States, both in the past and present.

Use a timeline to analyze connections among historical events, including how human settlement and movement impacted diverse groups of people.

Investigate who receives the goods that are produced in various world communities.

Explore the concepts of surplus and scarcity in relation to resources for various world communities.

Explore the basic economic concepts of supply and demand.

Explain how supply and demand influence prices and trade.

Describe how technological developments in transportation and communication influence trade over time.

Identify currency, credit, debit, and checks as the basic means of exchange in Western society.

Compare currency, credit, debit, and checks in the United States to other world monetary systems.

Create a model to demonstrate how geographic factors influence where people settle and how some people make adaptations to the environment to make a location more suitable for settlement.

Identify and use a variety of digital and analog mapping tools to locate places.

Explain how physical and cultural characteristics of world regions affect people and examine geographic features of various global communities that might create a need for migration or immigration using a variety of maps, photos, and other geographic representations.

Identify the components of the Earth's biosystems and their makeup.

Express a positive view of themselves while demonstrating respect and empathy for others.

Compare and contrast their cultural identity with other people and groups.

Identify the actions of people and groups who have worked throughout history to improve their community which then leads to a more equitable society.

Examine the various ways people earn a living to meet their basic needs of food, clothing, and shelter, and how this has changed over time in various world communities.

Create a plan with specific steps to reach a short-term financial goal.

Generate compelling questions in an inquiry.

Use supporting questions to help answer the compelling question in an inquiry.

Cite evidence that supports a response to supporting or compelling questions.

Construct responses to compelling questions using reasoning, examples, and relevant details.

Identify challenges and opportunities when taking action to address problems or issues, including predicting possible outcomes.

Use deliberative and democratic procedures to make decisions about and act on civic problems or issues in their classrooms.

Examine and evaluate the rules, laws, and authorities that keep people safe in New Mexico.

Explain how democratic principles guide local, state, and sovereign governments.

Demonstrate understanding that state symbols, holidays, traditions, and songs represent various cultural heritages, natural treasures, and the democratic values of New Mexico.

Investigate how different groups have influenced the ways that state issues are viewed and resolved.

Describe the different groups of people that have settled in New Mexico throughout history and describe their contributions to New Mexico cultures.

Describe the interactions between Indigenous people and European settlers including agriculture, cultural exchanges, alliances, and conflicts.

Create a timeline that depicts events and the changes in New Mexico during a selected time period.

Examine the changes in governance of New Mexico.

Explain the impact of using natural resources on the local, county, and state economy.

Explain how trade and industry in New Mexico is impacted by bordering economies (Mexico, Arizona, Colorado, Texas).

Research and create a list of products, goods, and services that New Mexico imports and exports.

Explore the significance of various industries in New Mexico.

Examine and synthesize (combine) data from at least two types of maps (physical, topographical, or Geographic thematic maps) to support a claim about the regional divisions of New Mexico and compare and contrast its Representations and diverse geography.

Using a variety of maps, investigate and compare how New Mexico's boundaries have changed over time.

Apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret digital and analog maps.

Describe and identify the regions and four provinces that make up New Mexico's land surface.

Explore how geographic factors influence locations of settlements and use of natural resources to meet the basic needs of humans.

Explain why various individuals and groups during the same historical period differed in their perspectives towards significant historical events.

Participate in inquiry of other people's lives and experiences while demonstrating respect and empathy for others.

Explain connections among historical contexts and people's perspectives at the time.

Establish the purpose of banks and how they work.

Explain what a checking and savings account are used for.

Generate compelling and related supporting questions in an inquiry.

Use supporting questions to help answer the compelling question in an inquiry.

With support, identify primary and secondary sources and determine their credibility.

Identify evidence that draws information from multiple perspectives and sources in response to a compelling question.

Construct responses to compelling questions supported by reasoning and evidence.

Identify challenges and opportunities when taking action to address problems or issues, including predicting possible outcomes.

Use a range of consensus-building and democratic procedures to make decisions about and act on civic problems or issues in the classroom.

Identify and explain the structure and function of the three branches of government and how they form the basis for our constitutional and federal republic.

Analyze how different individuals and groups influenced the creation and interpretation of the founding documents.

Explain how the principles of the founding documents and the principle of liberty became unifying ideas of American democracy.

Evaluate how the Bill of Rights shaped the rights of United States citizens.

Explore inequity throughout the history of the United States and its connection to conflict that arises today.

Examine history from the perspectives of the participants using a variety of narratives.

Analyze the causes of the American Revolution and the effects individuals and groups had on the conflict.

Analyze the causes of the Civil War and the effects individuals and groups had on the conflict.

Create and use a chronological sequence of events and timelines to organize and analyze cause-and- effect relationships.

Use primary and secondary sources to acquire historical information.

Explain the connections among historical contexts and people's perspectives during major historical events in the United States.

Using examples from the Western Hemisphere, explore and illustrate the role of scarcity historically and today.

Analyze how economic success is defined differently by various communities in the United States throughout the past and present.

Identify and compare the major natural resources and industries of two or more countries in Western Hemisphere.

Examine products that are imported and exported into markets within the United States based on demand for these products, noting how this affects the U.S. economy.

Demonstrate how physical maps reflect the varied climate zones, landforms, bodies of water, and Geographic natural resources of the Western Hemisphere.

Using maps and globes, identify the regions within the Western Hemisphere and locate major physical features within each region.

Demonstrate how the states are organized, including time zones and the regions of the United States.

Use geographic and place-based vocabulary to communicate locations and navigate from one place to another.

Using a map, identify and locate the 50 states in the United States and know the capitals of each state along with the surrounding U.S. territories.

Examine and explain how the physical environment influences human population distribution and land use.

Identify how the beliefs, experiences, perspectives, and values contribute to forming points of view about civic issues.

Demonstrate knowledge of family history, culture, and past contributions of people in their main identity groups.

Explain how the treatment of groups of people in the past and present impacts who they are.

Create a way to keep track of money spent and saved.

Determine the relationship between long-term goals and opportunity cost.

Distinguish primary and secondary sources by correctly identifying the author, type of document, and date Compelling and of publication of the text in relation to the historical event described in the text.

Categorize and sequence significant people, places, events, and ideas in history using both chronological and conceptual graphic organizers.

Categorize questions as compelling (main topic) or supporting questions.

Generate relevant questions to be answered by historical inquiry that allow for multiple approaches of exploration.

Identify where and how to locate sources to best answer a research question.

Distinguish among fact, opinion, and reasoned judgment in a source and identify the author perspectives and possible biases.

Compare a variety of map projections to evaluate how information is presented and analyze how cartographic conventions portray intended and unintended bias.

Evaluate the credibility of a source by determining its relevance and intended use.

Formulate a claim based on evidence from primary and secondary sources in response to a question.

Support a claim using a variety of sources and perspectives.

Cite specific textual evidence to support analysis of primary and secondary sources.

Use primary and secondary sources to analyze conflicting and diverse points of views on a certain topic.

Use applicable presentation technology to communicate research findings or other significant information.

Create maps, charts, infographics, or digital media that communicate research findings or other significant information.

Describe the many facets of student identity (including family history and culture) and how they are connected to the history and culture of other people.

Explain the challenges and opportunities people from the past faced when taking action to address problems.

Create and use maps, globes, and graphs to gather, analyze, and report geographic information.

Identify how natural forces shape Earth's environments and regions.

Identify how differences and similarities between diverse groups impact perspectives.

Demonstrate relationships between personal events and historical events.

Explain how the treatment of people in ancient civilizations shaped group identities and cultures.

Identify the social structures of early humans.

Analyze the economic impact that surpluses of food and goods have on the growth of civilizations.

Compare environmental and geographic characteristics of locations of the earliest human settlements.

Compare ancient cultural and early technological innovations of one early Mesoamerican and one South American civilization.

Compare cultural, political, and religious characteristics of early river valley civilizations.

Describe how the local environment impacts cultures and technology.

Describe how people impact the local environment.

Analyze the impact that the Agricultural Revolution had on hunter-gatherers and nomadic peoples.

Describe cultural and political structures in classical eastern societies.

Describe cultural and political structures in classical western societies.

Compare and contrast classical forms of government and political structure to our current United States government and political structure.

Identify rights and responsibilities of citizens and noncitizens in civic participation within the governmental systems such as monarchy, democracy, republic, and oligarchy.

Evaluate the lasting impact of philosophy, art, science, and technology of Classical Greece, Rome, India, and China.

Evaluate the factors that allowed classical civilizations to thrive.

Identify the political and social issues that lead to the development of new philosophies during the Consequence classical period.

Compare strategies used by classical civilizations to maintain their empires.

Compare causes of decline in the Roman, Han, and Gupta empires.

Describe the interactions of religious and philosophical perspectives and explain their impact on European, Asian, and African societies during the classical period.

Describe the distribution of resources among classes in the feudal hierarchy of European and Asian societies.

Identify and compare the movement of key religions and philosophies over time.

Analyze the significance of innovations such as scientific, mathematical, and technological in European, African, and Asian societies.

Explain how religion and philosophy shaped European, Asian, and African societies during the post- classical period.

Explain what led to the emergence of European feudalism.

Describe how trade networks and the transfer of goods and ideas linked post-classical societies.

Explain the role of trade in the development and growth of societies.

Explain how the interaction between producers and consumers in the trade networks satisfied economic wants and needs.

Compare how regional environments impacted the advances of technology for travel and trade.

Use maps to explain how encounters and exchanges linked the world.

Examine instances of conflict and oppression in Medieval times as well as responses to these violations.

Analyze the diffusion and the social, political, and economic effects of the Black Death.

Examine and explain how the perspectives and encounters between Christians, Muslims, and Jews impacted individuals and society.

Analyze how external factors might influence spending decisions for different individuals and households.

Give examples of financial risks that individuals and households face.