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New Mexico Standards for Sixth Grade Social Studies

NM.I: History: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. Students will:

1-A: New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day:

1-A:1. Describe the relationships among ancient civilizations of the world (e.g., scientific discoveries, architecture, politics, cultures and religious systems) and their connection to the early development of New Mexico.

1-B: United States: analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the civil war and reconstruction in United States history:

1-B:1. Explain and describe the origins, obstacles and impact of the age of exploration, to include: improvements in technology (e.g., the clock, the sextant, work of Prince Henry the navigator), voyages of Columbus to the new world and the later searches for the northwest passage, introduction of disease and the resulting population decline (especially among indigenous peoples), exchanges of technology, ideas, agricultural products and practices.

1-C: World: compare and contrast major historical eras, events and figures from ancient civilizations to the age of exploration:

1-C:1. Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
1-C:1.a. Significance of river valleys; early irrigation and its impact on agriculture;
1-C:1.b. Forms of government (e.g., the theocracies in Egypt, dynasties in China);
1-C:1.c. Effect on world economies and trade;
1-C:1.d. Key historical figures;
1-C:1.e. Religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids);
1-C:2. Describe and analyze the geographic, political, economic, religious and social structures of early civilizations of India, to include:
1-C:2.a. Location and description of the river systems and other topographical features that supported the rise of this civilization;
1-C:2.c. Structure and function of the caste system;
1-C:4. Describe major religions of the world to include Hinduism, Buddhism, Judaism, Christianity and Islam (e.g., founding leaders, traditions, customs, beliefs);
1-C:5. Compare and contrast the geographic, political, economic, and social characteristics of the ancient Greek, ancient Roman, Ottoman, Indian, Arabic, African and middle eastern civilizations and their enduring impacts on later civilizations, to include:
1-C:5.a. Influence of Mediterranean geography on the development and expansion of the civilizations;
1-C:5.b. Development of concepts of government and citizenship (e.g., democracy, republic, codification of laws, Code of Hammurabi);
1-C:5.c. Scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy);
1-C:5.d. Contributions and roles of key figures (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus); and
1-C:6. Compare and contrast the political and economic events and the social and geographic characteristics of medieval European life and their enduring impacts on later civilizations, to include:
1-C:6.a. Creation and expansion of the Byzantine empire;
1-C:6.b. Reasons for the fall of the Roman Empire;
1-C:6.c. New forms of government, feudalism and the beginning of limited government with the Magna Carta;
1-C:6.d. Role of the roman catholic church and its monasteries;
1-C:6.e. Causes, course and effects of the Crusades; impact of the black plague; contributions and roles of key figures (e.g., Charlemagne, Joan of Arc, Marco Polo).

1-D: Skills: research historical events and people from a variety of perspectives:

1-D:1. Organize information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions;

NM.II: Geography: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. Students will

2-A: Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives and apply them to explain the past, present and future in terms of patterns, events and issues:

2-A:1. Identify the location of places using latitude and longitude; and
2-A:2. Draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features.

2-B: Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change:

2-B:1. Explain how places change due to human activity;
2-B:2. Explain how places and regions serve as cultural symbols and explore the influences and effects of regional symbols; and
2-B:3. Identify a region by its formal, functional or perceived characteristics.

2-C: Understand how human behavior impacts man-made and natural environments, recognize past and present results and predict potential changes:

2-C:1. Compare and contrast the influences of man-made and natural environments upon ancient civilizations.

2-E: Explain how economic, political, cultural and social processes interact to shape patterns of human populations and their interdependence, cooperation and conflict:

2-E:1. Explain how human migration impacts places, societies and civilizations;
2-E:2. Describe, locate and compare different settlement patterns throughout the world; and
2-E:3. Explain how cultures create a cultural landscape, locally and throughout the world, and how these landscapes change over time.

2-F: Understand the effects of interactions between human and natural systems in terms of changes in meaning, use, distribution and relative importance of resources

2-F:1. Understand how resources impact daily life

NM.III: Civics and Government: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. Students will:

3-A: Demonstrate understanding of the structure, functions and powers of government (local, state, tribal and national):

3-A:1. Describe the concept of democracy as developed by the Greeks and compare the evolution of democracies throughout the world; and
3-A:2. Describe the concept of republic as developed by the Romans and compare to other republican governments.

3-C: Compare political philosophies and concepts of government that became the foundation for the American revolution and the United States government:

3-C:1. Explain how Greek and Roman societies expanded and advanced the role of citizen; and
3-C:2. Identify historical origins of democratic forms of government (e.g., early civilizations, Native American governments).

3-D: Explain how individuals have rights and responsibilities as members of social groups, families, schools, communities, states, tribes and countries:

3-D:1. Understand that the nature of citizenship varies among societies

NM.IV: Economics: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. Students will:

4-B: Explain how economic systems impact the way individuals, households, businesses, governments and societies make decisions about resources and the production and distribution of goods and services:

4-B:1. Describe the characteristics of traditional, command, market and mixed economic systems;
4-B:2. Explain how different economic systems affect the allocation of resources; and
4-B:3. Understand the role that ''factors of production'' play in a society's economy (e.g., natural resources, labor, capital, entrepreneurs).

4-C: Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today's world:

4-C:1. Compare and contrast the trade patterns of early civilizations; and

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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