New Mexico 7th Grade Social Studies Standards

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I Inquiry

• 23 Construct Compelling and Supporting Questions
  • 7.1 Develop compelling questions about a relevant topic of interest.
  • 7.2 Create supporting questions from credible sources to expand on the compelling question.
• 24 Gather and Evaluate Sources
  • 7.3 Identify, locate, and gather reliable and relevant primary and secondary sources from a variety of media, such as print, digital, multimedia, artifacts, and oral traditions.
  • 7.4 Evaluate primary and secondary sources for fact, opinion, author’s bias, perspective of the creator, and relevance to the topic.
  • 7.5 Analyze various forms of media to identify polarizing language, logical fallacy, and reasonable judgment.
  • 7.6 Use a coherent system or structure to evaluate the credibility of a source by determining its relevance and intended use.
• 25 Develop Claims
  • 7.7 Use primary and secondary sources to develop an argument and cite specific textual evidence to support the claim.
  • 7.8 Make connections between current events, historical materials, and personal experience.
• 26 Communicate and Critique Conclusions
  • 7.9 Present student-developed texts communicating thinking and understanding, including but not limited to written text, oral presentation, visual representation, and multimedia.
  • 7.1 Engage in academic discussions analyzing multiple viewpoints on public issues.
• 27 Take Informed Action
  • 7.11 Examine the relationship between stereotypes, bias, and group identity.
  • 7.12 Explore opportunities to be an ally and describe ways in which stereotyping can be a barrier to acting as an ally.
  • 7.13 Engage in positive civic behaviors to make decisions and take action in classrooms, schools, and communities.

Theme 1 The Land, People, and Resources of New Mexico

• Civics
  • 1 Civic and Political Institutions
    • 7.14 Explain the role of the political decision-making process at the tribal, state, and local levels of government.
    • 7.15 Describe the relationships of tribal, state, and local governments with the national government under the federal system.
• Economics/Personal Financial Literacy
  • 5 Economic Decision Making
    • 7.16 Explain how tribal, state, and local government agencies work to sustain resources in New Mexico.
    • 7.17 Discuss New Mexico’s economic limitations and successes.
• Geography
  • 11 Geographic Representations and Reasoning
    • 7.18 Explain the physical and human characteristics of New Mexico using the Five Themes of Geography.
  • 14 Human-Environmental Interactions and Sustainability
    • 7.19 Describe how environmental factors affect human activities and resource use.
• Ethnic, Cultural, and Identity Studies
  • 20 Diversity and Identity
    • 7.2 Analyze how groups maintain their cultural heritage and how we see this heritage through the symbols, traditions, and culture of our state.
    • 7.21 Define and explain the present demographics of our state.
    • 7.22 Evaluate how society’s responses to different social identities lead to access and barriers for various demographic groups in relation to various societal institutions, including but not limited to education, healthcare, government, and industry.

Theme 2 The Earliest New Mexicans

• Economics/Personal Financial Literacy
  • 5 Economic Decision Making
    • 7.23 Demonstrate how early humans compete and cooperate to gather and use resources.
• Geography
  • 13 Movement, Population, and Systems
    • 7.24 Discuss patterns of migration of early people as they settled across New Mexico and the Southwest region.
  • 14 Human-Environmental Interactions and Sustainability
    • 7.25 Compare and contrast nomadic and semi-nomadic lifestyles.
• History
  • 15 Historical Change, Continuity, Context, and Reconciliation
    • 7.26 Explain the importance of artifacts and oral histories in understanding how prehistoric people lived.
  • 17 Historical Thinking
    • 7.27 Describe the technical limitations of historians and archeologists studying the distant past.

Theme 3 The Emergence of Pueblos and Tribe

• Civics
  • 3 Civic Dispositions and Democratic Principles
    • 7.28 Describe the role of citizens in ensuring the long-term survival of their community, including cooperation, obligations, rights, and responsibilities.
• Economics/Personal Financial Literacy
  • 8 Money and Markets
    • 7.29 Define the relationship between specialization and interdependence between c. 1200 BCE and c. 1500 CE.
    • 7.3 Explain early trade networks and their impact on cultural groups.
• Geography
  • 14 Human-Environmental Interactions and Sustainability
    • 7.31 Analyze land use patterns of Ancestral Pueblo, Mogollon, and Athabaskan peoples.
    • 7.32 Discuss the importance of resource shortages on the lifestyles of the Mogollon and Ancestral Puebloans.
• History
  • 15 Historical Change, Continuity, Context, and Reconciliation
    • 7.33 Connect cultural adaptations of the Pueblo, Apache, and Diné people to today.
    • 7.34 Compare and contrast Athabascan culture, agricultural practices, and settlement patterns with those of the Pueblos.
• Ethnic, Cultural, and Identity Studies
  • 20 Diversity and Identity
    • 7.35 Analyze who have been key figures that have contributed to an individual culture and what they did.
    • 7.36 Describe the relationship between cultural heritage(s) and personal identity or identities.
    • 7.37 Identify what tribal leaders want the world to see when their culture is on display, and how to address negative perceptions.

Theme 4 The Spaniards Enter the Americas

• Civics
  • 1 Civic and Political Institutions
    • 7.38 Compare and contrast global and historical government systems to the U.S. federal system.
• Economics/Personal Financial Literacy
  • 5 Economic Decision Making
    • 7.39 Explain the economic motivation of Spaniards as they enter the lands of, and interact with, the Indigenous peoples of the Americas.
  • 9 Global Economy
    • 7.4 Demonstrate connections between the economies of Spain and the Indigenous People of the Americas.
• Geography
  • 13 Movement, Population, and Systems
    • 7.41 Analyze the movement of people, goods, and ideas across the world during the Age of Exploration.
• History
  • 15 Historical Change, Continuity, Context, and Reconciliation
    • 7.42 Explore the interactions between the Spaniards and Indigenous peoples.
  • 17 Historical Thinking
    • 7.43 Explain the political and religious motivations of Spaniards as they encounter the Indigenous peoples of the Americas.
    • 7.44 Analyze the patterns of colonization, exploration, destruction, and creation that came with the occupation of the Americas by Spaniards.
• Ethnic, Cultural, and Identity Studies
  • 20 Diversity and Identity
    • 7.45 Demonstrate how diversity includes the impact of unequal power relations on the development of group identities and cultures.
    • 7.46 Brainstorm ways in which New Mexicans might heal from past and current injustices.

Theme 5 The Spanish Colonial Period

• Civics
  • 2 Processes, Rules, and Laws
    • 7.47 Describe the relationship between a nation-state and its colonies.
    • 7.48 Draw conclusions about how the policies of the Spanish monarchy in New Spain impacted the people of New Spain.
• Economics/Personal Financial Literacy
  • 5 Economic Decision Making
    • 7.49 Describe Spanish economic policies that led to colonial isolation and their impact on the people of New Mexico.
• Geography
  • 11 Geographic Representations and Reasoning
    • 7.5 Discuss the role of El Camino Real as a significant corridor for movement of people, goods, and ideas.
  • 14 Human-Environmental Interactions and Sustainability
    • 7.51 Explain how differing places, people, and resources affected events in New Mexico during the Spanish Colonial period.
    • 7.52 Evaluate and compare practices of land usage and ownership between Indigenous peoples and Spaniards.
• History
  • 15 Historical Change, Continuity, Context, and Reconciliation
    • 7.53 Compare and contrast the revolts and resistance movements under Spanish rule.
  • 18 Critical Consciousness and Perspective
    • 7.54 Assess evidence of Spanish influence in New Mexico today.
• Ethnic, Cultural and Identity Studies
  • 20 Diversity and Identity
    • 7.55 Describe key figures that have made significant contributions to an individual culture.
    • 7.56 Explore personal, familial, and societal cultures in the modern day.
    • 7.57 Discuss the importance of respecting individual cultures and explore how to address stereotypes.

Theme 6 The Mexican Period

• Civics
  • 1 Civic and Political Institutions
    • 7.58 Examine how conflict over social class (castas), land and culture led to Mexican independence from Spain.
• Economics/Personal Financial Literacy
  • 5 Economic Decision Making
    • 7.59 Summarize the relationship between specialization and interdependence between 1821 CE and 1850 CE.
  • 8 Money and Markets
    • 7.6 Investigate the use of trade routes and systems to analyze the economic impact they had on New Mexico as well as those who traded with New Mexicans.
• Geography
  • 11 Geographic Representations and Reasoning
    • 7.61 Describe how the movement of people influenced the division and control of resources.
• History
  • 15 Historical Change, Continuity, Context, and Reconciliation
    • 7.62 Explain the impact Mexican Independence had on New Mexico.
    • 7.63 Demonstrate how troubles between Texas and the government of Mexico impacted New Mexico.
  • 17 Historical Thinking
    • 7.64 Interpret the factors that led people in New Mexico to resist and rebel against political leadership between 1821 CE and 1850 CE.
• Ethnic, Cultural, and Identity Studies
  • 20 Diversity and Identity
    • 7.65 Use primary and secondary sources to evaluate the lasting impacts of unequal power relations and disenfranchisement of persons and groups.

Theme 7 American Western Expansion

• Civics
  • 3 Civic Dispositions and Democratic Principles
    • 7.66 Analyze US policies on expansion into the Southwest, including how they reflected US civic ideals of the time and conflicted with those that resided in New Mexico already and had historically made their home here.
• Economics/Personal Financial Literacy
  • 7 Economic Systems and Models
    • 7.67 Show the correlation between the territorial and Indigenous economies, including how both were impacted by US federal policies.
• Geography
  • 13 Movement, Population, and Systems
    • 7.68 Distinguish land use patterns of Anglo-Americans during the American westward expansion period.
• History
  • 15 Historical Change, Continuity, Context, and Reconciliation
    • 7.69 Evaluate the significance of short- and long-range trails throughout the lands gained in the Mexican Cession.
  • 17 Historical Thinking
    • 7.7 Categorize causes and consequences of the U.S. military invasion of Mexico and New Mexico.
    • 7.71 Explore the impact of land ownership throughout New Mexico History.
• Ethnic, Cultural, and Identity Studies
  • 20 Diversity and Identity
    • 7.72 Identify how stereotyping influences social perspectives about members of a group.

Theme 8 Early American Territorial Period

• Skills covering this topic are not currently available on IXL.

Theme 9 Personal Financial Literacy

• Economics/Personal Financial Literacy
  • 10 Personal Financial Literacy
    • 7.78 Summarize how the distribution of resources impacts consumerism and individual financial decisions.
    • 7.79 Differentiate between saving and investing.