The Bosque Education Guide: Education Standards
Social Studies : 2001 Content Standard, Benchmarks and Performance Standards
Strand: History
Strand: History |
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| Standard I: 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. | Activity Number* |
| K-4 Benchmark I-A: New Mexico: Describe how contemporary and historical people and events have influenced New Mexico communities and regions. | 5, 13, 17, 38, 39, 40 |
| K 1. Identify the customs, celebrations, and holidays of various cultures in New Mexico. | 38, 39 |
| 2 1. Describe how historical people, groups, and events have influenced the local community. | 5, 13, 17, 38, 39, 40 |
| 3 1. Describe how the lives and contributions of people of New Mexico influenced local communities and regions | 5, 13, 17, 38, 39, 40 |
| 4 1. Identify important issues, events, and individuals from New Mexico pre-history to the present. | 13, 38, 39 |
| 5-8 Benchmark I-A: New Mexico: Explore and explain how people and events have influenced the development of New Mexico up to the present day. | 5, 13, 17, 29, 31, 32, 33, 34, 36 |
| 7 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: | |
| • cultural and scientific contributions (e.g., advances in astronomy, mathematics, agriculture, architecture, artistic and oral traditions, development of writing systems and calendars). | 5, 17 |
| 2. Describe the characteristics of other indigenous peoples that had an affect upon New Mexico’s development (e.g., pueblo farmers, great plains horse culture, nomadic bands, noting their development of tools, trading routes, adaptation to environments, social structure, domestication of plants, and animals). | 5, 17 |
| 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). | 13, 17, 29, 31, 32, 33, 34, 36 |
| 6. Explain the impact of New Mexico on the development of the American West up to the present, to include: | |
| • identification and use of natural and human resources | 13, 17, 31, 34, 36 |
| • population growth and economic patterns | 13, 17, 31, 34, 36 |
| 9-12 Benchmark I-A: New Mexico: Analyze how people and events of New Mexico have influenced United States and world history since statehood. | 13, 17, 18, 31, 34, 35, 36, 37, 38, 40 |
| 9-12 2. Analyze the geographic, economic, social, and political factors of New Mexico that impacted United States and world history, to include: | |
| • role of water issues as they relate to development of industry, population growth, historical issues, and current acequia systems/water organizations. | 13, 17, 18, 31, 34, 35, 36, 37, 38, 40 |
| 5. Explain how New Mexico history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include: | |
| • describe ways historians study the past | 37, 38 |
| • explain connections made between the past and the present and their impact. | 37, 38 |
| K-4 Benchmark I-D: Skills: Understand time passage and chronology. | 13, 25, 26, 38, 39 |
| K 1. Understand the concept of past and present. | 13, 38, 39 |
| 1 1. Demonstrate the use of timelines in order to show events in relation to one another. | 25 |
| 2 1. Correctly sequence historical events. | 13, 25, 26, 38, 39 |
| 3 1. Interpret information from multiple resources and contexts to determine chronological relationships. | 13, 25, 26 |
| 4 1. Describe and explain how historians and archaeologists provide information about people in different time periods. | 38, 39 |
| 5-8 Benchmark I-D: Skills: Research historical events and people from a variety of perspectives | 13, 17, 18, 22, 24, 25, 27, 33, 34, 35, 36, 37, 38, 39, 40 |
| 5 1. Differentiate between, locate, and use primary and secondary sources (e.g., computer software, interviews, biographies, oral histories, print, visual material, artifacts) to acquire information. | 38, 39 |
| 2. Use resources for historical information (e.g., libraries, museums, historical societies, courthouse, world wide web, family records, elders). | 24, 27 |
| 3. Gather, organize, and interpret information using a variety of media and technology. | 22, 24, 27, 38 |
| 5. Use effective communication skills and strategies to share research findings. | 27, 38, 39 |
| 6 2. Identify different points of view about an issue or topic. | 38 |
| 3. Use a decision-making process to identify a situation that requires a solution; gather information, identify options, predict consequences, and take action to implement that solution. | 33, 34 |
| 7 1. Analyze and evaluate information by developing and applying criteria for selecting appropriate information and use it to answer critical questions. | 33, 34, 35 |
| 2. Demonstrate the ability to examine history from the perspectives of the participants. | 38 |
8 1. Understand and apply the problem-solving skills for historical research, to include: • use of primary and secondary sources • sequencing • posing questions to be answered by historical inquir y • collecting, interpreting, and applying information • gathering and validating materials that present a variety of perspectives. |
13, 17, 18, 22, 24, 25, 27, 33, 34, 35, 36, 37, 38, 40 |
| 9-12 Benchmark I-D: Skills: Use critical thinking skills to understand and communicate perspectives of individuals, groups, and societies from multiple contexts. | 13, 17, 24, 25, 26, 27, 34, 35, 36, 37, 38 |
| 9-12 1. Understand how to use the skills of historical analysis to apply to current social, political, geographic, and economic issues. | 17, 34, 35, 36, 37, 38 |
| 2. Apply chronological and spatial thinking to understand the importance of events. | 13, 25, 26, 36, 37, 38 |
| 3. Describe primary and secondary sources and their uses in research. | 24, 27, 37, 38 |
| 5. Distinguish “facts” from authors’ opinions and evaluate an author’s implicit and explicit philosophical assumptions, beliefs, or biases about the subject. | 37, 38 |
| 6. Interpret events and issues based upon the historical, economic, political, social, and geographic context of the participants. | 37, 38 |
