New Mexico Standards 7th Grade Social Studies Activities
Printable Seventh Grade Social Studies Worksheets and Study Guides.
American Symbols & HolidaysIndependence Day Famous Americans Third Grade Social Studies Roles of the Citizens Third Grade Social Studies Likes and Dislikes Kindergarten Social Studies Likes and Dislikes Kindergarten Social Studies Needs and Wants First Grade Social Studies Past or Present First Grade Social Studies The IncasWorksheets: 3Study Guides: 1The Scientific RevolutionFreeWorksheets: 3Study Guides: 1The United States ConstitutionWorksheets: 4Study Guides: 1Women's RightsWorksheets: 4Study Guides: 1
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. Compare and contrast the contributions of the civilizations of the western hemisphere (e.g., Aztecs, Mayas, Toltecs, mound builders) with the early civilizations of the eastern hemisphere (e.g., Sumerians, Babylonians, Hebrews, Egyptians) and their impact upon societies, to include:
1-A:1.a. Effect on world economies and trade;
1-A:1.b. Roles of people, class structures, language;
1-A:1.c. Religious traditions and forms of government; and
1-A:1.d. Cultural and scientific contributions (e.g., advances in astronomy, mathematics, agriculture, architecture, artistic and oral traditions, development of writing systems and calendars);
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-A:5. Explain how New Mexicans have adapted to their physical environments to meet their needs over time (e.g., living in the desert, control over water resources, pueblo structure, highway system, use of natural resources); and
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-C: World: compare and contrast major historical eras, events and figures from ancient civilizations to the age of exploration:
1-C:1. Compare and contrast the influence of Spain on the western hemisphere from colonization to the present.
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-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. Describe ways that mental maps reflect attitudes about places; and
2-A:2. Describe factors affecting location of human activities, including land-use patterns in urban, suburban and rural areas.
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. Select and explore a region by its distinguishing characteristics;
2-B:3. Explain how and why regions change, using global examples; and
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).
2-C: Understand how human behavior impacts man-made and natural environments, recognize past and present results and predict potential changes:
2-C:2. Interpret and analyze geographic information obtained from a variety of sources (e.g., maps, directly witnessed and surveillanced photographic and digital data, personal documents and interviews, symbolic representations - graphs, charts, diagrams, tables, etc.);
2-C:3. Recognize geographic questions and explain how to plan and execute an inquiry to answer them; and
2-C:4. Explain a contemporary issue using geographic knowledge, tools and perspectives.
2-D: Explain how physical processes shape the earth's surface patterns and biosystems:
2-D:2. Use data to interpret changing patterns of air, land, water, plants and animals; and
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:2. Describe and analyze how the study of geography is used to improve our quality of life, including urban and environmental planning; and
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. Describe and evaluate the use and distribution of resources and their impact on countries throughout the world; and
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-A: Explain and describe how individuals, households, businesses, governments and societies make decisions, are influenced by incentives (economic as well as intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating:
4-A:1. Explain how economic and intrinsic incentives influence how individuals, households, businesses, governments and societies allocate and use their scarce resources; and
4-A:2. Explain why cooperation can yield higher benefits.
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:2. Analyze the impact of taxing and spending decisions upon individuals, organizations, businesses and various government entities; and
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. Explain how specialization leads to interdependence and describe ways most Americans depend on people in other households, communities and nations for some of the goods they consume;
4-C:2. Understand the interdependencies between the economies of New Mexico, the United States and the world;
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