New Mexico Content Standards
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:4. Describe how important individuals, groups and events impacted the development of New Mexico from 16th century to the present (e.g., Don Juan de Onate, Don Diego de Vargas, pueblo revolt, Pope, 1837 revolt, 1848 rebellion, treaty of Guadalupe Hildago, William Becknell and the Santa Fe trail, buffalo soldiers, Lincoln county war, Navajo long walk, Theodore Roosevelt and the rough riders, Robert Goddard, J. Robert Oppenheimer, Smokey Bear, Dennis Chavez, Manuel Lujan, Manhattan project, Harrison Schmitt, Albuquerque international balloon fiesta);
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. Analyze United States political policies on expansion of the United States into the southwest (e.g., Mexican cession, Gadsden purchase, broken treaties, long walk of the Navajos).
1-D: Skills: research historical events and people from a variety of perspectives:
1-D:2. Demonstrate the ability to examine history from the perspectives of the participants; and
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-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:4. Describe geographically-based pathways of inter-regional interaction (e.g., the Camino Real's role in establishing a major trade and communication route in the new world, the significance of waterways).
NM.RH.6-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.