Section 16. Anchor Standards And Performance Standards For Eighth Grade

A. Civics. (1) The student shall demonstrate an understanding of civic and political institutions by: (a) comparing indigenous government structures to those of the United States today; (b) describing the ways indigenous people organize themselves and their societies; (c) discussing the relationship between a ruler of a nation-state and the citizens of its colonies; (d) examining how challenges the government faced because of the articles of confederation resolved at the constitutional convention; (e) evaluating how individuals and groups addressed specific problems at various levels to form a new republic; (f) identifying and applying the function of the bill of rights; and (g) discussing the nature of civil wars in general, and the role of border states and territories in the United States civil war specifically, and exploring the role the territory of New Mexico played. (2) The student shall demonstrate an understanding of processes, rules, and laws by: (a) identifying policies of this era that define the relationship between federal, state, and tribal governments through treaties, court decisions, and land acquisition statutes; (b) evaluating the efficacy of formal United States policies of expansion, their effects on sovereign tribal nations’ ability to self-govern, and indigenous resistance efforts to preserve tribal sovereignty; (c) comparing the federal government’s response to the southern states’ call for independence with that of the original 13 colonies; (d) discussing the impact of significant legislation and judicial precedents in formally perpetuating systemic oppression; and (e) analyzing the impact of individuals and reform movements that advocated for greater civil rights and liberties throughout early United States history the federal government’s response to the southern states’ call for independence with that of the original 13 colonies; (d) discussing the impact of significant legislation and judicial precedents in formally perpetuating systemic oppression; and (e) analyzing the impact of individuals and reform movements that advocated for greater civil rights and liberties throughout early United States history. (3) The student shall demonstrate an understanding of civic dispositions and democratic principles by: (a) describing the role of community members in ensuring the long-term survival of their community, including cooperation, obligations, rights, and responsibilities; (b) assessing the responses of various groups to British policies in the 13 colonies; (c) identifying parallels in language or intent (i.e. construct or content) between enlightenment philosophies and the ideas expressed in the founding documents of the United States; (d) citing specific examples of precedents established in the early republic that impact American lives today; and (e) critiquing citizens’ responses to changing political and social policies during the early 19th century. (4) The student shall demonstrate an understanding of roles and responsibilities of a civic life by investigating the causes and effects of diverse ideologies on politics, society, and culture that are associated with immigration and migration. B. Economics and personal financial literacy. (1) The student shall demonstrate an understanding of economic decision-making by: (a) identifying and analyzing the economic specializations of the 13 colonies; and (b) identifying and explaining the economic differences between the north and the south. (2) The student shall demonstrate an understanding of incentives and choices by analyzing the benefits and challenges associated with rapidly growing urban areas because of industrialization nding of economic decision-making by: (a) identifying and analyzing the economic specializations of the 13 colonies; and (b) identifying and explaining the economic differences between the north and the south. (2) The student shall demonstrate an understanding of incentives and choices by analyzing the benefits and challenges associated with rapidly growing urban areas because of industrialization. 6.29.11 NMAC 16 (3) The student shall demonstrate an understanding of economic systems and models by illustrating significant European economic theories and their connection to the colonization of the western hemisphere. (4) The student shall demonstrate an understanding of money and markets by: (a) summarizing a significant economic warfare initiative of the civil war through creative expression; and (b) explaining how union army strategies and other socio-economic changes at the end of the civil war led to an economic depression in the southeast United States. (5) The student shall demonstrate an understanding of personal financial literacy by: (a) determining the relationship between long-term goals and opportunity cost; (b) identifying ways insurance may minimize personal financial risk; and (c) illustrating the power of compounding to highlight the importance of investing at a young age. C. Geography. (1) The student shall demonstrate an understanding of geographic representations and reasoning by: (a) using the five themes of geography (i.e. location, place, movement, human- environmental interaction, and region) to describe a specific sovereign tribal nation or indigenous people group of North America; (b) analyzing how historic events are shaped by geography; and (c) synthesizing geographic information about the significance of the 13 colonies to the British empire. (2) The student shall demonstrate an understanding of location, place, and region by defining a region by its human and physical characteristics escribe a specific sovereign tribal nation or indigenous people group of North America; (b) analyzing how historic events are shaped by geography; and (c) synthesizing geographic information about the significance of the 13 colonies to the British empire. (2) The student shall demonstrate an understanding of location, place, and region by defining a region by its human and physical characteristics. (3) The student shall demonstrate an understanding of movement, population, and systems by: (a) describing the causes and effects of exploration and expansion into the Americas, by the Europeans during the 15th and 16th centuries; (b) comparing and contrasting reasons why people moved to and left the 13 colonies; and (c) identifying immigration and emigration factors that motivated groups to move to and within the United States during time periods of mass immigration. (4) The student shall demonstrate an understanding of human-environmental interactions and sustainability by: (a) describing how indigenous people of North America adapted to their environment; (b) critiquing the ideas and belief systems related to land and resource-use among indigenous people and Europeans; and (c) describing a human-created environmental concern related to western expansion, including different contemporary perspectives and other historical context between 1815 CE and 1850 CE. D. History. (1) The student shall demonstrate an understanding of historical change, continuity, context, and reconciliation by: (a) identifying key people, places, and ideas from major European nations of the 15th and 16th centuries; (b) identifying and describing the structure and function of the three branches of government, as laid out in the United States constitution; (c) comparing and contrasting indigenous and Hispanic peoples’ assimilation experiences with later immigrants’ experiences as part of expansion across the territorial United States; (d) analyzing the development of the women’s suffrage movement over time and its legacy; and (e) making personal ructure and function of the three branches of government, as laid out in the United States constitution; (c) comparing and contrasting indigenous and Hispanic peoples’ assimilation experiences with later immigrants’ experiences as part of expansion across the territorial United States; (d) analyzing the development of the women’s suffrage movement over time and its legacy; and (e) making personal connections to immigration stories and experiences in the past and present. (2) The student shall demonstrate an understanding of causes and consequences by: (a) evaluating the impacts of European colonization on indigenous populations; 6.29.11 NMAC 17 (b) describing the impact of slavery on African populations in Africa and the Americas; (c) identifying indigenous alliances during and after the American revolutionary war; (d) comparing and contrasting the efforts of the American and British governments to gain the services of African Americans with recruitment of indigenous people; (e) describing the causes and effects of the Mexican American war and its consequences on residents living in the “new” United States territories; (f) examining the ways the United States acquired new territories, including purchases, forced relocation, treaties, annexation, and war; (g) demonstrating how conflicts over slavery led the north and the south to war; and (h) evaluating the impact of science and technology during the civil war period. (3) The student shall demonstrate an understanding of historical thinking by: (a) comparing and contrasting the causes, demographics, and results of the American revolution; (b) discussing the role of religion in the 13 colonies and its impact on developing American identity; (c) comparing and contrasting the causes, demographics, and results of the American revolution with the French and Latin American revolutions; and (d) comparing and contrasting the causes, demographics, and results of the Haitian revolution and enslaved peoples’ rebellions between 1830 CE and 1860 CE discussing the role of religion in the 13 colonies and its impact on developing American identity; (c) comparing and contrasting the causes, demographics, and results of the American revolution with the French and Latin American revolutions; and (d) comparing and contrasting the causes, demographics, and results of the Haitian revolution and enslaved peoples’ rebellions between 1830 CE and 1860 CE. (4) The student shall demonstrate an understanding of critical consciousness and perspective by: (a) demonstrating why different people may have different perspectives of the same historical event and why multiple interpretations should be considered to avoid historical linearity and inevitability; and (b) examining both sides in debate or academic discussion of politics in response to immigration. (5) The student shall demonstrate an understanding of power dynamics, leadership, and agency by: (a) describing how white supremacist organizations in the United States arose with the intention of maintaining the oppression of specific groups through informal institutions; (b) describing demographic shifts because of the civil war and reconstruction; and (c) analyzing why and how indigenous people resisted United States territorial expansion. E. Ethnic, cultural, and identity studies. (1) The student shall demonstrate an understanding of diversity and identity by: (a) describing how knowledge and perspectives of indigenous people can help inform solutions to environmental and human rights issues; (b) drawing a diagram or making a model to illustrate how indigenous people have preserved their histories; (c) examining how enslaved people adapted within and resisted their captivity; (d) describing the formation of African American cultures and identities in free and enslaved communities; and (e) identifying and exploring how current traditions, rites, and norms or identity groups have changed or are changing over time aking a model to illustrate how indigenous people have preserved their histories; (c) examining how enslaved people adapted within and resisted their captivity; (d) describing the formation of African American cultures and identities in free and enslaved communities; and (e) identifying and exploring how current traditions, rites, and norms or identity groups have changed or are changing over time. (2) The student shall demonstrate an understanding of identity in history by: (a) comparing and contrasting the various origins – indigenous, forced, voluntary – of identity groups in the United States; (b) examining the impact of historical, cultural, economic, political, religious, and social factors, which resulted in unequal power relations among identity groups; (c) examining historical and contemporary cultural, economic, intellectual, political, and social contributions to society by individuals or groups within an identity group between c. 1400 CE and 1500 CE; (d) examining historical and contemporary cultural, economic, intellectual, political, and social contributions to society by individuals or groups within an identity group between 1490 CE and 1750 CE; 6.29.11 NMAC 18 (e) examining the demographics of the 13 colonies in the years leading to, and during, the American revolution; (f) describing the influence of diverse ideologies on politics, society, and culture in early United States history; (g) analyzing the motivations of various groups and their impacts of western expansion and the settlement of the United States; (h) examining the role assimilation plays in the loss of cultural, ethnic, racial, and religious identities and language; (i) deconstructing the emancipation proclamation to determine its contemporary purpose and current significance; (j) discussing the impact of the western campaign on indigenous people; (k) exploring and demonstrating the contemporary and current significance of Juneteenth; and (l) assessing how social policies and economic forces offer privilege or systemic inequity in ac identities and language; (i) deconstructing the emancipation proclamation to determine its contemporary purpose and current significance; (j) discussing the impact of the western campaign on indigenous people; (k) exploring and demonstrating the contemporary and current significance of Juneteenth; and (l) assessing how social policies and economic forces offer privilege or systemic inequity in accessing social, political, and economic opportunity for identity groups in education, government, healthcare, industry, and law enforcement. (3) The student shall demonstrate an understanding of community equity building by: (a) discussing how the exchanges of resources and culture across civilizations led to the emergence of a global society; (b) identifying and analyzing cultural, differently abled, ethnic, gender, national, political, racial, and religious identities and related perceptions and behaviors by society of these identities; (c) discussing the similarities, differences, and interactions between civil rights and civil liberties; (d) evaluating the role of racial social constructs in the structures and functions of a 21st century American society; (e) applying knowledge of an event of the sectionalism and reform era to analyze current issues and events; and (f) investigating how identity groups and society address systemic inequity through individual actions, individual champions, social movements, and local, community, national, and global advocacy. F. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by: (a) developing compelling questions about a relevant topic of interest; and (b) creating supporting questions from credible sources to expand upon the compelling question dividual actions, individual champions, social movements, and local, community, national, and global advocacy. F. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by: (a) developing compelling questions about a relevant topic of interest; and (b) creating supporting questions from credible sources to expand upon the compelling question. (2) The student shall demonstrate an understanding of gathering and evaluating sources by: (a) identifying, locating, and gathering reliable and relevant primary and secondary sources from a variety of media, such as print, digital, multimedia, artifacts, and oral traditions; (b) evaluating primary and secondary sources for the author’s bias, perspective of the creator, and relevance to the topic; (c) describing how geographic representations can express both geo-spatial locations and human bias; and (d) using a coherent system or structure to evaluate the credibility of a source by determining its relevance and intended use. (3) The student shall demonstrate an understanding of developing claims by: (a) categorizing and sequencing significant people, places, events, and ideas in history using both chronological and conceptual graphic organizers; (b) formulating a claim based on evidence from primary and secondary sources in response to a question; (c) citing specific textual evidence to support analysis of primary and secondary sources; (d) using primary and secondary sources to analyze conflicting and diverse points of views on a certain topic; (e) making connections between current events, historical materials, and personal experience; and 6.29.11 NMAC 19 (f) examining how and why diverse groups have been denied equality and opportunity, both institutionally and informally e to support analysis of primary and secondary sources; (d) using primary and secondary sources to analyze conflicting and diverse points of views on a certain topic; (e) making connections between current events, historical materials, and personal experience; and 6.29.11 NMAC 19 (f) examining how and why diverse groups have been denied equality and opportunity, both institutionally and informally. (4) The student shall demonstrate an understanding of communicating and critiquing conclusions by: (a) engaging in discussion, debate, or academic conversation analyzing multiple viewpoints on public issues; (b) creating maps, charts, infographics, or other visual media that communicate research findings or other significant information digitally or on paper; (c) developing informational texts, including analyses of historical and current events; (d) portraying historical people, places, events, and ideologies of the time to examine history from the perspective of the participants through creative expression; (e) using applicable presentation technology to communicate research findings or other significant information; and (f) conducting a research project to answer a self-generated question of historical significance, and applying problem-solving skills for historical research. (5) The student shall demonstrate an understanding of taking informed action by: (a) recognizing and valuing the student’s group identities without perceiving or treating others as inferior; (b) identifying facets of personal identity, determining how the student wants to present themselves to the world as a person belonging to an identity group, and brainstorming how to address negative perceptions ) The student shall demonstrate an understanding of taking informed action by: (a) recognizing and valuing the student’s group identities without perceiving or treating others as inferior; (b) identifying facets of personal identity, determining how the student wants to present themselves to the world as a person belonging to an identity group, and brainstorming how to address negative perceptions. (c) describing ways in which stereotyping can be a barrier to acting as an ally and engaging in positive civic behaviors in classrooms, schools, and the broader community; (d) explaining the challenges and opportunities people face when taking action to address problems, including predicting possible results; and (e) synthesizing historical and local knowledge to take age-appropriate action toward mending, healing, and transforming the future. [6.29.11.16 NMAC - Rp, 6.29.11.16 NMAC, 2/22/2022] 6.29.11.17 ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL CIVICS: A. High school civics. (1) The student shall demonstrate an understanding of civic and political institutions by: (a) distinguishing the powers and responsibilities of local, state, indigenous, national, and international civic and political institutions; (b) developing claims about the purpose, processes, strengths, and weaknesses of the United States government; (c) evaluating efforts to adapt and redesign the United States constitution and political institutions over time; (d) analyzing the role of groups without formal decision-making power in influencing change in the United States government; (e) evaluating multiple sources and citing evidence investigating the relationships between equality, equity, justice, freedom, and order in American constitutional democracy; (f) investigating relationships among governments, civil societies, and economic markets; (g) distinguishing historical and current types and systems of government in the United States and in diverse regions in the world; (h) using data and evidence from multiple perspectives related to ng the relationships between equality, equity, justice, freedom, and order in American constitutional democracy; (f) investigating relationships among governments, civil societies, and economic markets; (g) distinguishing historical and current types and systems of government in the United States and in diverse regions in the world; (h) using data and evidence from multiple perspectives related to federal policy toward indigenous groups to develop an understanding of indigenous and United States relations over time; (i) evaluating the way America’s founding principles and constitutional structures have influenced initiatives and revisions to foreign policy over time; and (j) researching multiple sources to think critically about how the United States conducts itself in international relations and how international standards affect United States domestic policy. (2) The student shall demonstrate an understanding of processes, rules, and laws by: (a) analyzing the United States Constitution and its founding principles; 6.29.11 NMAC 20 (b) evaluating procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved; (c) evaluating sources to determine how people use and challenge local, state, national, and international laws, to address a variety of public issues; (d) evaluating public policies in terms of intended and unintended outcomes and related consequences; (e) analyzing historical, contemporary, and emerging means of changing societies, promoting the common good and protecting civil and human rights; (f) evaluating the United States justice system over time and its impacts on policy, society, economics, and individual rights; (g) explaining the unique features and processes of New Mexico’s constitution; (h) evaluating the contributions of New Mexico’s diverse populations to its governmental structure and outcomes; and (i) investigating challenges and opportunities within and between different government entities in New Mexico justice system over time and its impacts on policy, society, economics, and individual rights; (g) explaining the unique features and processes of New Mexico’s constitution; (h) evaluating the contributions of New Mexico’s diverse populations to its governmental structure and outcomes; and (i) investigating challenges and opportunities within and between different government entities in New Mexico. (3) The student shall demonstrate an understanding of civic dispositions and democratic principles by: (a) analyzing the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights; (b) analyzing civic virtues and principles, governance, and the role of the people in creating a government “of the people, by the people, and for the people” at all levels of government; (c) applying civic dispositions and democratic principles when working with others; (d) analyzing founding documents and their impact on national unity over time; (e) evaluating the tensions between personal interests, different cultural groups, and civic responsibilities or the common good over time. (4) The student shall demonstrate an understanding of roles and responsibilities of a civic life by: (a) participating in civil discourse to promote greater understanding around historical, contemporary, and future opportunities and obstacles; (b) using historical data and evidence related to various actors’ interests and motivations to determine their influence on contemporary issues; (c) evaluating how fundamental American principles have been interpreted over time and how they currently shape policy debates; (d) developing strategies for evaluating multiple perspectives about current events and policy issues; (e) analyzing historic inequalities and evaluating proposed solutions to correct them; (f) applying an effective questioning strategy to evaluate sources intended to inform the public, and consider the effects of choices made by media organi over time and how they currently shape policy debates; (d) developing strategies for evaluating multiple perspectives about current events and policy issues; (e) analyzing historic inequalities and evaluating proposed solutions to correct them; (f) applying an effective questioning strategy to evaluate sources intended to inform the public, and consider the effects of choices made by media organizations, including internet social platforms, on elections and social movements; (g) evaluating sources and determining potential bias in the media and how that impacts government decision-making; (h) evaluating the effects of diverse ideologies and the process of political socialization on oneself and society; (i) analyzing rights and obligations of citizens of the United States; (j) critiquing leadership strategies through past and present examples of change- makers; (k) planning and demonstrating some ways in which an active citizen can effect change in the community, state, nation, or world; (l) evaluating citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and international government; and (m) taking informed action to improve the student’s community. B. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by: (a) creating compelling questions representing key ideas within the disciplines; and 6.29.11 NMAC 21 (b) developing supporting questions that contribute to an inquiry and demonstrating how, through engaging source work, new compelling and supporting questions emerge. (2) The student shall demonstrate an understanding of gathering and evaluating sources by: (a) gathering relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection; and (b) evaluating the credibility of a source by examining how experts value the source ns emerge. (2) The student shall demonstrate an understanding of gathering and evaluating sources by: (a) gathering relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection; and (b) evaluating the credibility of a source by examining how experts value the source. (3) The student shall demonstrate an understanding of developing claims by: (a) identifying evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence to revise or strengthen claims; and (b) refining claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. (4) The student shall demonstrate an understanding of communicating and critiquing conclusions by: (a) constructing arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses; (b) constructing explanations using reasoning, correct sequence, examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose; (c) presenting adaptations of arguments and explanations that feature expressive ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies; and (d) critiquing the use of claims and evidence in arguments for credibility while acknowledging the strengths and weaknesses of the explanations given its purpose; (c) presenting adaptations of arguments and explanations that feature expressive ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies; and (d) critiquing the use of claims and evidence in arguments for credibility. (5) The student shall demonstrate an understanding of taking informed action by: (a) using disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place; and (b) applying a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts. [6.29.11.17 NMAC - Rp, 6.29.11.17 NMAC, 2/22/2022] 6.29.11.18 ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL ECONOMICS: A. High school economics. (1) The student shall demonstrate an understanding of economic decision-making by: (a) applying understanding of economic concepts and systems to analyze decision- making and the interactions between consumers, businesses, governments, and societies; (b) gathering and evaluating sources to explain the relationship between economic decisions and environmental consequences; (c) using cost-benefit analysis and marginal analysis to evaluate an economic issue; (d) evaluating how economic principles influence choices and can produce varied outcomes for different individuals or groups; and (e) evaluating the market value of income earned through wages and other activities associated with saving and investing nship between economic decisions and environmental consequences; (c) using cost-benefit analysis and marginal analysis to evaluate an economic issue; (d) evaluating how economic principles influence choices and can produce varied outcomes for different individuals or groups; and (e) evaluating the market value of income earned through wages and other activities associated with saving and investing. (2) The student shall demonstrate an understanding of economic systems and models by: (a) analyzing the production, distribution, and consumption of goods and services; (b) evaluating economic theories for their compatibility with democracy; (c) comparing the advantages and disadvantages of major economic systems found around the world; (d) critiquing inequalities that exist in economic systems; (e) using economic data to evaluate the positive and negative aspects of American capitalism in relation to other economic systems; (f) analyzing how national and global economic trends, practices, and policies impact the state and local economies in New Mexico; (g) critiquing the impact of globalization on New Mexico and its citizens; 6.29.11 NMAC 22 (h) evaluating the impact of environmental externalities in New Mexican communities; and (i) evaluating opportunities for economic diversification that can significantly impact state and local conditions. (3) The student shall demonstrate an understanding of money and markets by: (a) explaining how buyers and sellers interact to create markets and market structures; (b) evaluating how a variety of factors and conditions in a market determine price and the allocation of scarce goods and resources; (c) evaluating the role played by competition in the market; (d) evaluating the role of financial institutions in a market economy; (e) analyzing the role of money in the economy; (f) critiquing specific government policies and regulations initiated to improve market outcomes and the intended and unintended consequences experienced by individuals, businesses, communities, and states; (g) sources; (c) evaluating the role played by competition in the market; (d) evaluating the role of financial institutions in a market economy; (e) analyzing the role of money in the economy; (f) critiquing specific government policies and regulations initiated to improve market outcomes and the intended and unintended consequences experienced by individuals, businesses, communities, and states; (g) generating possible explanations for a government role in markets when market inefficiencies exist; (h) evaluating the causes and implications of market failures; (i) explaining how governments establish the rules and institutions in which markets operate at the local, state, tribal, national, and international levels; (j) using economic indicators and data to analyze the health of the national economy in relation to other countries; (k) evaluating how fiscal and monetary policy choices have economic consequences for different stakeholders in a variety of economic conditions; (l) evaluating foreign and domestic issues related to United States economic growth overtime; and (m) explaining the effect of advancements in technology and training on economic growth and standards of living across diverse groups and circumstances. (4) The student shall demonstrate an understanding of global economy by: (a) explaining how current globalization trends and policies affect economic growth, labor, markets, rights of citizens, the environment, and resource and income distribution in different nations; (b) explaining how economic conditions and policies in one nation increasingly affect economic conditions and policies in other nations; (c) evaluating how geography, demographics, industry structure, and the rules of economic institutions influence a nation's economic development; (d) analyzing why a country might participate in global trade; (e) connecting how trade agreements between nations have short- and long-term effects; and (f) constructing an argument about how global interdependence impacts individuals, institutions, or societi luating how geography, demographics, industry structure, and the rules of economic institutions influence a nation's economic development; (d) analyzing why a country might participate in global trade; (e) connecting how trade agreements between nations have short- and long-term effects; and (f) constructing an argument about how global interdependence impacts individuals, institutions, or societies based on documented evidence. (5) The student shall demonstrate an understanding of personal financial literacy by: (a) explaining how and why people make choices to improve their economic well- being; (b) comparing the costs and benefits of saving, using credit, or making certain types of financial investments; (c) evaluating how and why individuals choose to accept risk, reduce risk, or transfer risk to others; (d) investigating ways personal information is fraudulently obtained; (e) identifying voluntary (i.e. retirement contributions) and involuntary deductions (i.e. payroll taxes) and how they impact net income; (f) preparing a budget or spending plan that depicts varying sources of income, a planned saving strategy, taxes, and other sources of fixed and variable spending; (g) evaluating options for payment on credit cards and the consequences of each option; (h) describing how a credit score impacts the ability to borrow money and at what rate; 6.29.11 NMAC 23 (i) identifying various strategies students can use to finance higher education and how to access student aid through completion of the free application for federal student aid; (j) calculating the total cost of repaying a loan under various rates of interest and over different time periods; (k) explaining what a mortgage is, why most Americans require a mortgage to finance a home, and the challenges of financing mortgages on tribal land; (l) explaining how investing may build wealth and help meet financial goals (e.g etion of the free application for federal student aid; (j) calculating the total cost of repaying a loan under various rates of interest and over different time periods; (k) explaining what a mortgage is, why most Americans require a mortgage to finance a home, and the challenges of financing mortgages on tribal land; (l) explaining how investing may build wealth and help meet financial goals (e.g. stocks, bonds, mutual funds, retirement savings options, real estate); and (m) explaining various types of insurance and the purpose of using insurance to protect financial interests. B. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by: (a) creating compelling questions representing key ideas within the disciplines; and (b) developing supporting questions that contribute to an inquiry and demonstrate how, through engaging source work, new compelling and supporting questions emerge. (2) The student shall demonstrate an understanding of gathering and evaluating sources by: (a) gathering relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection; and (b) evaluating the credibility of a source by examining how experts value the source. (3) The student shall demonstrate an understanding of developing claims by: (a) identifying evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence to revise or strengthen claims; and (b) refining claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both l demonstrate an understanding of developing claims by: (a) identifying evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence to revise or strengthen claims; and (b) refining claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. (4) The student shall demonstrate an understanding of communicating and critiquing conclusions by: (a) constructing arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses; (b) constructing explanations using reasoning, correct sequence, examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose; (c) presenting adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies; and (d) critiquing the use of claims and evidence in arguments for credibility. (5) The student shall demonstrate an understanding of taking informed action by: (a) using disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place; and (b) applying a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts. [6.29.11.18 NMAC - Rp, 6.29.11.18 NMAC, 2/22/2022] 6.29.11.19 ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL GEOGRAPHY: A. High school geography faced by those trying to address these problems over time and place; and (b) applying a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts. [6.29.11.18 NMAC - Rp, 6.29.11.18 NMAC, 2/22/2022] 6.29.11.19 ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL GEOGRAPHY: A. High school geography. (1) The student shall demonstrate an understanding of geographic representations and reasoning by: (a) analyzing and evaluating the characteristics, purposes, and uses of geographic tools, knowledge, and skills; (b) creating maps to display and explain the spatial patterns of culture and environment; 6.29.11 NMAC 24 (c) interpreting geographic characteristics of cultures, economies, and political systems; (d) analyzing geographic representations to explain changes over time; and (e) applying geographic knowledge and geospatial skills to interpret the past and present to make informed decisions. (2) The student shall demonstrate an understanding of location, place, and religion by: (a) interpreting the reciprocal relationship between physical, geographical locations, and the patterns and processes humans create within them; (b) evaluating the process of place-making and the development of place-based identity; and (c) explaining the distinguishing features of formal, functional, and perceptual regions. (3) The student shall demonstrate an understanding of movement, population, and systems by: (a) explaining the causes, characteristics, and impact of human movement (migration, immigration, emigration) and settlement patterns at the local, national, and global scale; (b) evaluating the causes, characteristics, and impact of diffusion: the spread of ideas, religion, beliefs, cultural practices and traits, language, artifacts, methods, technologies, and diseases over time; (c) describing how human systems, perceptions, and identities shape places and regions over time; (d) analyzing and predicting how location, place, and r the local, national, and global scale; (b) evaluating the causes, characteristics, and impact of diffusion: the spread of ideas, religion, beliefs, cultural practices and traits, language, artifacts, methods, technologies, and diseases over time; (c) describing how human systems, perceptions, and identities shape places and regions over time; (d) analyzing and predicting how location, place, and region impact the evolution of human perspectives and identities; (e) describing how particular historical events and developments shape human processes and systems in a given place or region over time; and (f) predicting future social, political, economic, cultural, spiritual, and environmental opportunities, and obstacles associated with movement, population, decision-making, and perspectives in a given place or region. (4) The student shall demonstrate an understanding of human-environmental interactions and sustainability by: (a) developing reasoned ethical judgements about people, places, events, phenomena, ideas, or developments, and determining appropriate ways to respond; (b) analyzing shifting United States government environmental policies and regulations in response to changing human-environment interactions; (c) evaluating the consequences of human-made and natural catastrophes on global trade, politics, and human migration; (d) assessing the reciprocal relationships between physical environment and culture within local, national, and global scales; (e) evaluating how economic globalization and the scarcity of resources contribute to conflict and cooperation within and among countries; (f) analyzing how the forces of cooperation and conflict within and among people, nations, and empires influence the division and control Earth’s surface and resources; and (g) assessing how social, economic, political, and environmental developments at global, national, regional, and local levels affect the sustainability of modern and traditional cultures. B. Inquiry within and among countries; (f) analyzing how the forces of cooperation and conflict within and among people, nations, and empires influence the division and control Earth’s surface and resources; and (g) assessing how social, economic, political, and environmental developments at global, national, regional, and local levels affect the sustainability of modern and traditional cultures. B. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by: (a) creating compelling questions representing key ideas within the disciplines; and (b) developing supporting questions that contribute to an inquiry and demonstrate how, through engaging source work, new compelling and supporting questions emerge. (2) The student shall demonstrate an understanding of gathering and evaluating sources by: (a) gathering relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection; and (b) evaluating the credibility of a source by examining how experts value the source. 6.29.11 NMAC 25 (3) The student shall demonstrate an understanding of developing claims by: (a) identifying evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence to revise or strengthen claims; and (b) refining claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both l demonstrate an understanding of developing claims by: (a) identifying evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence to revise or strengthen claims; and (b) refining claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. (4) The student shall demonstrate an understanding of communicating and critiquing conclusions by: (a) constructing arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses; (b) constructing explanations using reasoning, correct sequence, examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose; (c) presenting adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies; and (d) critiquing the use of claims and evidence in arguments for credibility. (5) The student shall demonstrate an understanding of taking informed action by: (a) using disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place; and (b) applying a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts. [6.29.11.19 NMAC - Rp, 6.29.11.19 NMAC, 2/22/2022] 6.29.11.20 ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL NEW MEXICO HISTORY: A. Civics nities faced by those trying to address these problems over time and place; and (b) applying a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts. [6.29.11.19 NMAC - Rp, 6.29.11.19 NMAC, 2/22/2022] 6.29.11.20 ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL NEW MEXICO HISTORY: A. Civics. (1) The student shall demonstrate an understanding of civic and political institutions by comparing and contrasting the similarities and differences between the three branches of the federal and state governments. (2) The student shall demonstrate an understanding of processes, rules, and laws by analyzing the requirements for statehood. (3) The student shall demonstrate an understanding of civic dispositions and democratic principles by defining sovereignty, exploring how tribal sovereignty has been interpreted over time by indigenous people, and distinguishing ways in which the different tribes in New Mexico conduct governmental affairs. B. Economics and personal financial literacy. (1) The student shall demonstrate an understanding of economic decision-making by: (a) discussing the sequence of events that led to the great depression and the implementation of new deal programs in New Mexico, including the efficacy of the programs for different communities; (b) analyzing the private and public industries that have impacted New Mexico’s economy; and (c) evaluating the main sources of income for indigenous populations and how they might be different. (2) The student shall demonstrate an understanding of global economy by summarizing how the United States and Soviet Union emerged from World War II as superpowers, and articulating the difference between communism and capitalism. C. Geography ndustries that have impacted New Mexico’s economy; and (c) evaluating the main sources of income for indigenous populations and how they might be different. (2) The student shall demonstrate an understanding of global economy by summarizing how the United States and Soviet Union emerged from World War II as superpowers, and articulating the difference between communism and capitalism. C. Geography. (1) The student shall demonstrate an understanding of location, place, and region by: (a) explaining the impact of the military bases and weapons testing sites in New Mexico as influenced by World War II and the cold war; and (b) giving examples of the different types of sites and activities that would make people want to tour aspects of New Mexico. (2) The student shall demonstrate an understanding of human-environmental interactions and sustainability by: 6.29.11 NMAC 26 (a) examining the changes in the plains of New Mexico as irrigation and cattle ranches expand into the territory; (b) analyzing the pros and cons of New Mexico’s role in the production of uranium fueled weapons built during the cold war; and (c) analyzing how New Mexicans maintain an agricultural industry being that we are one of the driest states in the country. D. History. (1) The student shall demonstrate an understanding of historical change, continuity, context, and reconciliation by: (a) connecting various disputes that occur as a result of Article X being stricken from the treaty of Guadalupe Hidalgo; (b) assessing the changes of the land and society initiated by the railroad system, along with the immigrant population it brought to the New Mexican territory; (c) evaluating efforts from the people of New Mexico to become a state, and analyzing outside perspectives to the entrance of New Mexico as a state; (d) interpreting data and evidence to conduct periodization of key events and contributions by key people to the events that occurred during the early 20th century; and (e) analyzing the civil rights era in New Mexico using multiple perspecti rritory; (c) evaluating efforts from the people of New Mexico to become a state, and analyzing outside perspectives to the entrance of New Mexico as a state; (d) interpreting data and evidence to conduct periodization of key events and contributions by key people to the events that occurred during the early 20th century; and (e) analyzing the civil rights era in New Mexico using multiple perspectives. (2) The student shall demonstrate an understanding of causes and consequences by: (a) examining the causes and effects of the civil war, and the battles that ensued within New Mexico; (b) explaining how the Homestead Act of 1862 impacted the demographics of New Mexico; (c) probing the beginnings of the boarding school system, and the ramifications that it had on indigenous communities in New Mexico and abroad; and (d) analyzing the causes and effects of the dust bowl in New Mexico, and how it changed or eliminated communities. (3) The student shall demonstrate an understanding of historical thinking by: (a) demonstrating historical argumentation by using various resources and perspectives to show the impact of World War II on the people of New Mexico, and the impact that our citizens and resident populations had on the war; (b) examining the development of the first atomic bomb and the dawn of the nuclear age born in New Mexico; (c) explaining the importance of military research and testing facilities in New Mexico, during the cold war and today; (d) analyzing multiple perspectives of how water use, policy, and management has changed over the centuries in New Mexico; and (e) evaluating the importance of preserving historical sites, culture, and New Mexico’s resources omb and the dawn of the nuclear age born in New Mexico; (c) explaining the importance of military research and testing facilities in New Mexico, during the cold war and today; (d) analyzing multiple perspectives of how water use, policy, and management has changed over the centuries in New Mexico; and (e) evaluating the importance of preserving historical sites, culture, and New Mexico’s resources. (4) The student shall demonstrate an understanding of critical consciousness and perspectives by: (a) dissecting the treaty of Guadalupe Hidalgo, and evaluating how the different people of New Mexico were addressed and impacted by the document; and (b) evaluating the role of race and racism in the acts of land redistribution during the territorial period. (5) The student shall demonstrate an understanding of power dynamics, leadership, and agency by: (a) examining the rights that were guaranteed to New Mexico citizens in Article IX of the treaty of Guadalupe Hidalgo, and reason why Article X would have been stricken; (b) contextualizing the struggles toward statehood by including the resistance of the Hispanic and Native American population to newcomers; (c) comparing and contrasting the liberties of people living within a territory versus a state; and (d) comparing organizations engaged in civil rights work. 6.29.11 NMAC 27 E. Ethnic, cultural, and identity studies. The student shall demonstrate an understanding of diversity and identity by assessing how social policies and economic forces offer privilege or systemic inequity in accessing social, political, and economic opportunity for identity groups in education, government, healthcare, industry, and law enforcement. F. Inquiry in civil rights work. 6.29.11 NMAC 27 E. Ethnic, cultural, and identity studies. The student shall demonstrate an understanding of diversity and identity by assessing how social policies and economic forces offer privilege or systemic inequity in accessing social, political, and economic opportunity for identity groups in education, government, healthcare, industry, and law enforcement. F. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by: (a) creating compelling questions representing key ideas within the disciplines; and (b) developing supporting questions that contribute to an inquiry and demonstrate how, through engaging source work, new compelling and supporting questions emerge. (2) The student shall demonstrate an understanding of gathering and evaluating sources by: (a) gathering relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection; and (b) evaluating the credibility, reliability, and validity of a source by examining how experts value the source. (3) The student shall demonstrate an understanding of developing claims by: (a) identifying evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence to revise or strengthen claims; and (b) refining claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both l demonstrate an understanding of developing claims by: (a) identifying evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence to revise or strengthen claims; and (b) refining claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. (4) The student shall demonstrate an understanding of communicating and critiquing conclusions by: (a) constructing arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses; (b) constructing explanations using reasoning, correct sequence, examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose; (c) presenting adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies; and (d) critiquing the use of claims and evidence in arguments for credibility. (5) The student shall demonstrate an understanding of taking informed action by: (a) using disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place; and (b) applying a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts. [6.29.11.20 NMAC - Rp, 6.29.11.20 NMAC, 2/22/2022] 6.29.11.21 ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL UNITED STATES HISTORY: A. Geography faced by those trying to address these problems over time and place; and (b) applying a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts. [6.29.11.20 NMAC - Rp, 6.29.11.20 NMAC, 2/22/2022] 6.29.11.21 ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL UNITED STATES HISTORY: A. Geography. (1) The student shall demonstrate an understanding of movement, population, and systems by: (a) analyzing and predicting how locations, places, and regions impact the evolution of human perspective and identity; (b) predicting future social, political, economic, cultural, religious, spiritual, and environmental opportunities, and obstacles associated with movement, population, decision-making, and perspectives in a given place or region between 1945 and 1975; (c) describing how particular historical events and developments shape human processes and systems in World War II; (d) predicting future social, political, economic, cultural, religious, spiritual, and environmental opportunities, and obstacles associated with movement, population, decision-making, and perspectives in World War II; and 6.29.11 NMAC 28 (e) describing how particular historical events and developments shape human processes and systems in a given place or region over time, between 1945 and 1975. (2) The student shall demonstrate an understanding of human-environmental interactions and sustainability by: (a) assessing how social, economic, politic, and environmental developments at global, national, regional, and local levels affect the sustainability of modern and traditional cultures between 1865 and 1877; (b) describing how particular historical events and developments shape human processes and systems in a given place or region over time, between 1890 and 1920; (c) analyzing how the forces of cooperation and conflict within and among people, nations, and empires influence the division and control of the Earth’s surface and resources between 1920 a rn and traditional cultures between 1865 and 1877; (b) describing how particular historical events and developments shape human processes and systems in a given place or region over time, between 1890 and 1920; (c) analyzing how the forces of cooperation and conflict within and among people, nations, and empires influence the division and control of the Earth’s surface and resources between 1920 and 1929; (d) analyzing how the forces of cooperation and conflict within and among people, nations, and empires influence the division and control of the Earth’s surface and resources between 1929 and 1941; (e) analyzing how the forces of cooperation and conflict within and among people, nations, and empires influence the division and control of the Earth’s surface and resources between 1945 and 1975; and (f) assessing how social, economic, political, and environmental developments at global, national, regional, and local levels affect the sustainability of modern and traditional cultures between 2008 and the present. B. High school United States history. (1) The student shall demonstrate an understanding of historical change, continuity, context, and reconciliation by: (a) evaluating the long-term consequences of the end of reconstruction and the rise of Jim Crow on formerly enslaved people and their descendants in all regions of the country; (b) examining immigration policy in the United States; (c) evaluating what an efficient, equitable, equal, and just economic system would look like in the United States; (d) examining labor struggles and populist movements in the United States and comparing to other movements around the world; (e) examining United States imperialist policies and practices; (f) analyzing the influence of cultural, literary, and artistic movements between 1890 and 1920; (g) examining the ethics of the suppression of civil liberties and human rights during times of conflict and war, past and present; (h) analyzing the role of the United States in the world and the balance of foreign and domestic prior rld; (e) examining United States imperialist policies and practices; (f) analyzing the influence of cultural, literary, and artistic movements between 1890 and 1920; (g) examining the ethics of the suppression of civil liberties and human rights during times of conflict and war, past and present; (h) analyzing the role of the United States in the world and the balance of foreign and domestic priorities; (i) analyzing the influence of cultural, literacy, and artistic movements during the progressive era and World War I; (j) exploring the change between traditionalism and modernity in American society in the past and compare it with today; (k) evaluating new deal programs and their impact on diverse groups of people in Americas; (l) analyzing the influence of cultural, literary, and artistic movements between 1929 and 1941; (m) analyzing the similarities, differences, and connections between the racial social order in the United States, Germany, and other countries during World War II; (n) analyzing the influence of cultural, literary, and artistic movements during World War II; (o) exploring the legacy of “othering” in the United States, including boarding schools, internment camps, and detention centers; (p) examining the short- and long-term effects of central intelligence agency involvement in Latin America; (q) analyzing the impact of cold war rhetoric and ideology on social movements and activists in the United States; (r) examining how evolving global and domestic understanding of, and respect for, universal human rights affected in the development of the civil rights movement in the United States; 6.29.11 NMAC 29 (s) analyzing issues related to race relations in the United States since the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965; (t) evaluating the role of McCarthyism on the civil rights movement; (u) evaluating the influence of 1960s cultural and artistic movements from past to present day; (v) assessing the short- and long-term social and political impacts of conservatism s) analyzing issues related to race relations in the United States since the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965; (t) evaluating the role of McCarthyism on the civil rights movement; (u) evaluating the influence of 1960s cultural and artistic movements from past to present day; (v) assessing the short- and long-term social and political impacts of conservatism and liberalism in the United States; (w) examining the short- and long-term impacts of criminal justice policy implemented during the presidencies of Ronald Reagan and Bill Clinton; (x) examining the push-pull relationship between conservatism and liberalism in America over time; (y) evaluating whether the cold war definitively ended in 1991; (z) analyzing the influence of cultural, literary, and artistic movements between 2008 and the present; and (aa) analyzing major trends, issues, and advances to address healthcare disparities in the past, present, and future. (2) The student shall demonstrate an understanding of causes and consequences by: (a) analyzing the short- and long-term effects of the end of the civil war and reconstruction period; (b) examining the impact of the end of the civil war on the settlement of the west, and on the relationships between the United States and the indigenous nations of the west; (c) explaining the various causes of the industrial revolution; (d) evaluating the consequences of the industrial revolution; (e) analyzing social, political, and economic reasons groups migrated to and within the United States, including push and pull factors; (f) analyzing the causes and course of the growing role of the United States in world affairs from the civil war to World War I; (g) distinguishing between the long-term causes and triggering events that led the United States into World War I; (h) explaining the course and significance of Woodrow Wilson’s wartime diplomacy, including his fourteen points, the league of nations, and the failure of the treaty of Versailles; (i) assessing how new technolo of the United States in world affairs from the civil war to World War I; (g) distinguishing between the long-term causes and triggering events that led the United States into World War I; (h) explaining the course and significance of Woodrow Wilson’s wartime diplomacy, including his fourteen points, the league of nations, and the failure of the treaty of Versailles; (i) assessing how new technology in transportation, communication, and finance impacted American society; (j) describing the multiple causes and consequences of the global and the United States depression of the 1930s; (k) assessing the impact and legacy of new deal relief, recovery, and reform programs; (l) explaining the reasons for American involvement in World War II and the key actions and events leading up to declarations of war against Japan and Germany; (m) explaining the rise of fascism and the forms it took in Germany and Italy, including ideas and policies that led to the Holocaust, also known as Shoah; (n) analyzing the events that led to World War II, the major battles of the war, use of nuclear weapons, and the Holocaust, also known as Shoah; (o) analyzing the consequences of World War II, including the conferences of allied leaders following the war, and the development of human rights; (p) assessing the social, political, and economic transformation of the United States during World War II.; (q) analyzing the causes, conflicts, and consequences of the cold war; (r) evaluating the policy of containment as a response by the United States to Soviet expansionist policies; (s) analyzing how United States foreign policy during the cold war shaped conflicts in Asia and the Americas; (t) analyzing the roots of domestic communism and anti-communism in the 1950s, the origins and consequences of, and the resistance to McCarthyism; (u) analyzing the origin, goals, and outcomes of civil rights groups in the 1950s and the 1960s, and their influence on contemporary civil rights movements; 6.29.11 NMAC 30 (v) evaluating resistance to integration in w onflicts in Asia and the Americas; (t) analyzing the roots of domestic communism and anti-communism in the 1950s, the origins and consequences of, and the resistance to McCarthyism; (u) analyzing the origin, goals, and outcomes of civil rights groups in the 1950s and the 1960s, and their influence on contemporary civil rights movements; 6.29.11 NMAC 30 (v) evaluating resistance to integration in white communities, protests to end segregation, and the supreme court decisions on civil rights; (w) analyzing the social, political, and economic conditions of the 1960s and 1970s that led to a rise in conservatism and its overall impact on society; and (x) analyzing how communist economic policies and United States-sponsored resistance to Soviet military and diplomatic initiatives contributed to the fall of the Berlin wall in 1989 and the dissolution of the Soviet Union in 1991. (3) The student shall demonstrate an understanding of critical consciousness and perspectives by: (a) evaluating how the events of reconstruction impacted people from diverse groups; (b) exploring African American economic, political, and sociocultural (educational, artistic, literary) responses to emancipation and reconstruction; (c) identifying the ways in which gender roles were changing and unchanged during the 19th century; (d) evaluating the effects of the entry of women into the workforce after the civil war and analyzing women’s political organizations; (e) analyzing the consequences of the continuing westward expansion of the American people after the civil war; (f) evaluating the impact of the 14th Amendment on indigenous people and Asian and European immigrant men and women; (g) examining the ways that the great migration changed America, and exploring the ways that African Americans adapted and resisted; (h) evaluating how events during imperialism impacted people from diverse groups; (i) examining the ways in which art, journalism, literature, and cultural artifacts served as forms of resistance and contributed to the anti-imperiali European immigrant men and women; (g) examining the ways that the great migration changed America, and exploring the ways that African Americans adapted and resisted; (h) evaluating how events during imperialism impacted people from diverse groups; (i) examining the ways in which art, journalism, literature, and cultural artifacts served as forms of resistance and contributed to the anti-imperialist movement; (j) evaluating major reform movements and reformers during the progressive era; (k) evaluating the inclusivity and exclusivity of progressive era reform movements; (l) analyzing the campaign for, and the opposition to, women’s suffrage in the late 19th and early 20th centuries; (m) analyzing the strategies of African Americans to achieve basic civil rights in the early 20th century; (n) analyzing how ideologies of the progressive movement impacted indigenous people in the United States; (o) evaluating how the events of the 1920s impacted people from diverse groups; (p) exploring the arts, entrepreneurship, and philanthropy of the Harlem renaissance and its connections to the great migration; (q) evaluating the passage of the 19th amendment from the perspective of diverse groups in American society; (r) examining the ways in which gender role norms changed and stayed the same in 1920s America; (s) examining the lives and experiences of Latinos and other diverse groups and the relationship of the United States to Mexico; (t) evaluating how the events of this time period, during World War II, impacted people from diverse groups; (u) examining the ways in which gender roles changed and stayed the same for women during World War II; (v) evaluating how the events during the cold war impacted people from diverse groups; (w) examining the ways in which gender roles changed and stayed the same during World War II; (x) evaluating how the events of the civil rights movement impacted people from diverse groups; (y) analyzing the causes, course, and impact on American politics and society of new social and political move orld War II; (v) evaluating how the events during the cold war impacted people from diverse groups; (w) examining the ways in which gender roles changed and stayed the same during World War II; (x) evaluating how the events of the civil rights movement impacted people from diverse groups; (y) analyzing the causes, course, and impact on American politics and society of new social and political movements, including consideration of the role of protest, advocacy organizations, and active citizen participation; 6.29.11 NMAC 31 (z) evaluating how major world events between 1968 and 2008, such as 9/11, and the rise of global terrorism impacted people from diverse groups; (aa) examining the ways in which gender roles changed and stayed the same between 1945 and 1975; (bb) evaluating the significance of the federal 1990 Americans with Disabilities Act; (cc) examining the experiences, activism, and legislation impacting the LGBTQIA+ community; (dd) evaluating how the events between 2008 and the present impact people from diverse groups; and (ee) examining the ways in which gender roles changed and stayed the same between 1968 and 2008. (4) The student shall demonstrate an understanding of power dynamics, leadership, and agency by: (a) exploring the efforts of the federal government, African Americans, and civil society reformers to create a new political and social order after emancipation; (b) explaining what progressivism meant in the early 20th century through the ideas, actions, and experiences of progressive leaders; (c) analyzing the governmental policies of the progressive period, determine which problems they were designed to solve, and assessing long- and short-term effectiveness; (d) analyzing the role of the United States in World War I; (e) examining the conflict between traditionalism and modernity as manifested in the major political and economic events in the first two decades of the 20th century; (f) summarizing United States diplomatic and military policies during the cold war; (g) analyzing the important d to solve, and assessing long- and short-term effectiveness; (d) analyzing the role of the United States in World War I; (e) examining the conflict between traditionalism and modernity as manifested in the major political and economic events in the first two decades of the 20th century; (f) summarizing United States diplomatic and military policies during the cold war; (g) analyzing the important policies and events that took place during the presidencies of John F. Kennedy, Lyndon Johnson, and Richard Nixon; (h) analyzing the rise of conservatism and liberalism in American politics and society; (i) evaluating the role of the United States in contemporary global issues; (j) evaluating the impacts of contemporary global issues on the United States; (k) analyzing the current state and health of American democracy; (l) analyzing some of the major technological and social trends and issues of the late 20th and early 21st centuries; (m) evaluating the effectiveness of the federal government’s response to international and domestic terrorism in the 21st century; (n) examining contemporary civil and human rights struggles and successes; and (o) analyzing United States government policies to reduce climate disruption. C. Ethnic, cultural, and identity studies. (1) The student shall demonstrate an understanding of diversity and identity by: (a) investigating how identity groups and society address systemic inequity through individual actions, individual champions, social movements, and local community, national, and global advocacy; (b) identifying and exploring how current traditions, rites, and norms of identity groups have or are changing over time; (c) comparing and contrasting the various origins – indigenous, forced, voluntary – of identity groups in the United States; (d) examining the role assimilation plays in the loss of cultural, ethnic, racial, and religious identities and language, between 1865 and 1920; (e) examining the impact of historical, cultural, economic, political, religious, and social factors, whi are changing over time; (c) comparing and contrasting the various origins – indigenous, forced, voluntary – of identity groups in the United States; (d) examining the role assimilation plays in the loss of cultural, ethnic, racial, and religious identities and language, between 1865 and 1920; (e) examining the impact of historical, cultural, economic, political, religious, and social factors, which resulted in unequal power relations among identity groups, between 1890 and 1920; (f) examining the impact of historical, cultural, economic, political, religious, and social factors, which resulted in unequal power relations among identity groups, during the progressive era and World War I; (g) examining the role assimilation plays in the loss of cultural, ethnic, racial, and religious identities and language, during the progressive era and World War I; (h) examining the impact of historical, cultural, economic, political, religious, and social factors, which resulted in unequal power relations among identity groups, between 1920 and 1929; 6.29.11 NMAC 32 (i) examining the impact of historical, cultural, economic, political, religious, and social factors, which resulted in unequal power relations among identity groups, between 1929 and 1941; and (j) assessing how social policies and economic forces offer privilege or systemic inequity in accessing social, political, and economic opportunity for identity groups in education, government, healthcare, industry, and law enforcement. (2) The student shall demonstrate an understanding of community identity in history by examining the impact of historical, cultural, economic, political, religious, and social factors that resulted in unequal power relations among identity groups nequity in accessing social, political, and economic opportunity for identity groups in education, government, healthcare, industry, and law enforcement. (2) The student shall demonstrate an understanding of community identity in history by examining the impact of historical, cultural, economic, political, religious, and social factors that resulted in unequal power relations among identity groups. (3) The student shall demonstrate an understanding of community equity building by: (a) examining historical and contemporary cultural, economic, political, and social contributions to society by individuals or groups within an identity group; (b) examining the impact of historical, cultural, economic, political, religious, and social factors, which resulted in unequal power relations among identity groups, during World War II; (c) investigating how identity groups and society address systemic identity through individual actions, individual champions, social movements, and local community, national, and global advocacy; (d) examining historical and contemporary cultural, economic, intellectual, political, and social contribution to society by individuals or groups within an identity group; (e) investigating how identity groups and society address systemic inequity through individual actions, individual champions, social movements, and local community, national, and global advocacy; and (f) evaluating the role of racial social construct in the structure and function of a 21st century American society; D. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by: (a) creating compelling questions representing key ideas within the disciplines; and (b) developing supporting questions that contribute to an inquiry and demonstrate how, through engaging source work, new compelling and supporting questions emerge a 21st century American society; D. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by: (a) creating compelling questions representing key ideas within the disciplines; and (b) developing supporting questions that contribute to an inquiry and demonstrate how, through engaging source work, new compelling and supporting questions emerge. (2) The student shall demonstrate an understanding of gathering and evaluating sources by: (a) gathering relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection; and (b) evaluating the credibility of a source by examining how experts value the source. (3) The student shall demonstrate an understanding of developing claims by: (a) identifying evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence to revise or strengthen claims; and (b) refining claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. (4) The student shall demonstrate an understanding of communicating and critiquing conclusions by: (a) constructing arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses; (b) constructing explanations using reasoning, correct sequence, examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose; (c) presenting adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies; and (d) critiquing the use of claims and evidence in arguments for credibility , while acknowledging the strengths and weaknesses of the explanations given its purpose; (c) presenting adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies; and (d) critiquing the use of claims and evidence in arguments for credibility. (5) The student shall demonstrate an understanding of taking informed action by: (a) using disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place; and (b) applying a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts. 6.29.11 NMAC 33 [6.29.11.21 NMAC – Rp, 6.29.11.21 NMAC, 2/22/2022] 6.29.11.22 ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL WORLD HISTORY: A. Civics. The student shall demonstrate an understanding of roles and responsibilities of a civic life by: (1) assessing options for individual and collective action to address local, regional, and global problems; (2) applying a range of strategies and procedures to make decisions and take action in classrooms, schools, and out-of-school civic contexts; and (3) evaluating methods people use to create, change, expand, or oppose systems of power or authority. B. Economics. The student shall demonstrate an understanding of a global economy by: (1) evaluating the impact of global interconnectedness on international economic stability and growth; and (2) analyzing how national and global economic trends and policies impact the state and local economies in New Mexico. C. Geography ople use to create, change, expand, or oppose systems of power or authority. B. Economics. The student shall demonstrate an understanding of a global economy by: (1) evaluating the impact of global interconnectedness on international economic stability and growth; and (2) analyzing how national and global economic trends and policies impact the state and local economies in New Mexico. C. Geography. (1) The student shall demonstrate an understanding of location, place, and region by analyzing and explaining the reciprocal relationship between physical, geographical locations, and the patterns and processes humans create within them. (2) The student shall demonstrate an understanding of movement, population, and systems by identifying, evaluating, and explaining the causes, characteristics, and impact of diffusion: the spread of ideas, beliefs, religions, cultural practices and traits, language, artifacts, methods, technologies, and diseases across space and over time. (3) The student shall demonstrate an understanding of human-environmental interactions and sustainability by assessing how social, economic, political, and environmental developments at global, national, regional, and local levels affect the sustainability of modern and traditional cultures. D. History. (1) The student shall demonstrate an understanding of historical change, continuity, context, and reconciliation by: (a) identifying significant transformative moments in world history, analyzing the reasons behind their transformative nature, and explaining how they continue to shape contemporary global interactions; (b) tracing political, intellectual, religious, artistic, technological, economic, and social developments in historical periods, and within individual societies; (c) identifying patterns of continuity and change over time in world history, focusing on patterns within and between historical eras; (d) examining how historical events and developments were shaped by unique circumstances of time and place, and broader historical contexts; an gious, artistic, technological, economic, and social developments in historical periods, and within individual societies; (c) identifying patterns of continuity and change over time in world history, focusing on patterns within and between historical eras; (d) examining how historical events and developments were shaped by unique circumstances of time and place, and broader historical contexts; and (e) identifying how individuals, groups, and events in New Mexico’s history that have influenced or were influenced by events in world history. (2) The student shall demonstrate an understanding of causes and consequences by: (a) identifying and evaluating multiple causes and effects of historical events within world history; (b) distinguishing between long- and short-term causes in developing historical interpretations; and (c) identifying contemporary global issues that influence or are influenced by New Mexicans. (3) The student shall demonstrate an understanding of historical thinking by: (a) analyzing and evaluating the values and limitations of primary and secondary sources of information, including digital, with attention to the source, its context, reliability, and usefulness; (b) effectively using and integrating evidence from a variety of diverse sources to evaluate and develop historical claims; and (c) synthesizing historical information to create new understandings. 6.29.11 NMAC 34 (4) The student shall demonstrate an understanding of critical consciousness and perspectives by: (a) using a variety of source materials to compare and contrast treatments of the same topic; (b) examining historical events from the perspectives of diverse groups, including indigenous people, national, regional, racial, ethnic, class, gender, sexual orientation, and differently abled; and (c) analyzing and evaluating multiple points of view to explain the ideas and actions of individuals and groups sing a variety of source materials to compare and contrast treatments of the same topic; (b) examining historical events from the perspectives of diverse groups, including indigenous people, national, regional, racial, ethnic, class, gender, sexual orientation, and differently abled; and (c) analyzing and evaluating multiple points of view to explain the ideas and actions of individuals and groups. (5) The student shall demonstrate an understanding of power dynamics, leadership, and agency by: (a) using historical thinking skills to evaluate historical and contemporary sources of information relating to local, regional, and global problems, and identify challenges and opportunities faced by those trying to address these problems; (b) investigating cultural and historical developments within societies with attention to belief systems, ideologies, the arts, science, and technology; and (c) analyzing the complex relationship between dominant cultures and minority groups throughout world history, including constructions of race, ethnicity, gender, sexual orientation, differently abled, nationality, class, religion, reactions, and long-term effects of oppression. E. Ethnic, cultural, and identity studies. The student shall demonstrate an understanding of identity in history by: (1) comparing and contrasting the various origins (including indigenous, forced, voluntary) of identity groups in world history; (2) examining the impact of historical cultural, economic, political, religious, and social factors, which resulted in unequal power relations among identity groups; and (3) examining the role colonization, assimilation, and syncretism plays in the evolution of cultural, ethnic, racial, and religious identities and language. F. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by creating compelling questions representing key ideas in world history d in unequal power relations among identity groups; and (3) examining the role colonization, assimilation, and syncretism plays in the evolution of cultural, ethnic, racial, and religious identities and language. F. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by creating compelling questions representing key ideas in world history. (2) The student shall demonstrate an understanding of gathering and evaluating sources by: (a) evaluating the credibility of sources from a range of media (print, internet, audio, visual) by examining origin, author, context, content, and corroborative value; and (b) gathering relevant information from credible sources representing a wide range of views and noting inconsistencies in the information. (3) The student shall demonstrate an understanding of developing claims by: (a) developing claims and analyzing counterclaims about the significance of historical events using evidence that draws directly and substantively from multiple sources; and (b) analyzing evidence to detect inconsistencies within the evidence to revise or strengthen claims. (4) The student shall demonstrate an understanding of communicating and critiquing conclusions by presenting arguments and explanations that reach a range of audiences using print and oral technologies (e.g. posters, essays, letters, debates, speeches, reports, maps) and digital technologies (e.g. internet, social media, digital documentary). (5) The student shall demonstrate an understanding of taking informed action by: (a) evaluating historical and contemporary sources of information relating to local, regional, and global problems and identifying challenges and opportunities faced by those trying to address these problems; (b) assessing options for individual and collective action to address local, regional, and global problems; and (c) applying a range of strategies and procedures to make decisions and take action in classrooms, schools, and out-of-school civic contexts tion relating to local, regional, and global problems and identifying challenges and opportunities faced by those trying to address these problems; (b) assessing options for individual and collective action to address local, regional, and global problems; and (c) applying a range of strategies and procedures to make decisions and take action in classrooms, schools, and out-of-school civic contexts. [6.29.11.22 NMAC - Rp, 6.29.11.22 NMAC, 2/22/2022] 6.29.11.23 ANCHOR STANDARDS AND PERFORMANCE STANDARDS FOR HIGH SCHOOL ETHNIC, CULTURAL, AND IDENTITY STUDIES: A. Ethnic, cultural, and identity studies. 6.29.11 NMAC 35 (1) The student shall demonstrate an understanding of diversity and identity by: (a) recognizing and valuing the student’s group identities without perceiving or treating others as inferior; (b) identifying and analyzing cultural, differently abled, ethnic, gender, sexual orientation, national, political, racial, and religious identities, and related perceptions and behaviors by society of these identities; (c) identifying and exploring how current traditions, rites, and norms of identity groups have or are changing over time; and (d) assessing how social policies and economic forces offer various identity groups privilege or systemic inequity in accessing social, political, and economic opportunity in education, government, healthcare, industry, and law enforcement. (2) The student shall demonstrate an understanding of identity in history by: (a) comparing and contrasting the various origins (including indigenous, forced, voluntary) of identity groups in the United States; (b) examining the impact of historical cultural, economic, political, religious, and social factors, which resulted in unequal power relations among identity groups; and (c) examining the role assimilation plays in the loss of cultural, ethnic, racial, and religious identities and language asting the various origins (including indigenous, forced, voluntary) of identity groups in the United States; (b) examining the impact of historical cultural, economic, political, religious, and social factors, which resulted in unequal power relations among identity groups; and (c) examining the role assimilation plays in the loss of cultural, ethnic, racial, and religious identities and language. (3) The student shall demonstrate an understanding of community equity building by: (a) examining historical and contemporary cultural, economic, intellectual, political, and social contributions to society by individuals or groups within an identity group; (b) investigating how identity groups and society address systemic inequity and transformational change through individual actions, individual champions, social movements, and local community, national, and global advocacy; and (c) evaluating the role of racial social constructs in the structures and functions of a 21st century American society. B. Inquiry. (1) The student shall demonstrate an understanding of constructing compelling and supporting questions by: (a) creating compelling questions representing key ideas within the disciplines; and (b) developing supporting questions that contribute to an inquiry and demonstrate how, through engaging source work, new compelling and supporting questions emerge. (2) The student shall demonstrate an understanding of gathering and evaluating sources by: (a) gathering relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection; and (b) evaluating the credibility of a source by examining how experts value the source ns emerge. (2) The student shall demonstrate an understanding of gathering and evaluating sources by: (a) gathering relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection; and (b) evaluating the credibility of a source by examining how experts value the source. (3) The student shall demonstrate an understanding of developing claims by: (a) identifying evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence to revise or strengthen claims; and (b) refining claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. (4) The student shall demonstrate an understanding of communicating and critiquing conclusions by: (a) constructing arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses; (b) constructing explanations using reasoning, correct sequence, examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose; (c) presenting adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies; and (d) critiquing the use of claims and evidence in arguments for credibility , while acknowledging the strengths and weaknesses of the explanations given its purpose; (c) presenting adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies; and (d) critiquing the use of claims and evidence in arguments for credibility. (5) The student shall demonstrate an understanding of taking informed action by: 6.29.11 NMAC 36 (a) using disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place; and (b) applying a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts.