Grade 7

Seventh Grade

Inquiry

Civics

History

Ethnic, Cultural, and Identity Studies

Economics/Personal Financial Literacy

Geography

Construct Compelling and Supporting Questions

Gather and Evaluate Sources

Develop Claims

Communicate and Critique Conclusions

Take Informed Action

Civic and Political Institutions

Processes, Rules, and Laws

Civic Dispositions and Democratic Principles

Historical Change, Continuity, Context, and Reconciliation

Cause and Consequence

Historical Thinking

Critical Consciousness and Perspective

Diversity and Identity

Economic Decision Making

Economic Systems and Models

Money and Markets

Global Economy

Personal Financial Literacy

Geographic Representations and Reasoning

Movement, Population, and Systems

Human-Environmental Interactions and Sustainability

Develop compelling questions about a relevant topic of interest.

Create supporting questions from credible sources to expand on the compelling question.

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.

Evaluate primary and secondary sources for fact, opinion, author's bias, perspective of the creator, and relevance to the topic.

Analyze various forms of media to identify polarizing language, logical fallacy, and reasonable judgment.

Use a coherent system or structure to evaluate the credibility of a source by determining its relevance and intended use.

Use primary and secondary sources to develop an argument and cite specific textual evidence to support the claim.

Make connections between current events, historical materials, and personal experience.

Present student-developed texts communicating thinking and understanding, including but not limited to written text, oral presentation, visual representation, and multimedia.

Engage in academic discussions analyzing multiple viewpoints on public issues.

Examine the relationship between stereotypes, bias, and group identity.

Explore opportunities to be an ally and describe ways in which stereotyping can be a barrier to acting as an ally.

Engage in positive civic behaviors to make decisions and take action in classrooms, schools, and communities.

Explain the role of the political decision-making process at the tribal, state, and local levels of government.

Describe the relationships of tribal, state, and local governments with the national government under the federal system.

Examine how conflict over social class (castas), land and culture led to Mexican independence from Spain.

Describe the relationship between a nation-state and its colonies.

Draw conclusions about how the policies of the Spanish monarchy in New Spain impacted the people of New Spain.

Evaluate New Mexico's transition into a US territorial government from the perspectives of the various groups residing in the territory at the time.

Describe the role of citizens in ensuring the long-term survival of their community, including cooperation, obligations, rights, and responsibilities.

Compare and contrast global and historical government systems to the U.S. federal system.

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.

Explain the importance of artifacts and oral histories in understanding how prehistoric people lived.

Connect cultural adaptations of the Pueblo, Apache, and Diné people to today.

Compare and contrast Athabascan culture, agricultural practices, and settlement patterns with those of the Pueblos.

Explore the interactions between the Spaniards and Indigenous peoples.

Compare and contrast the revolts and resistance movements under Spanish rule.

Explain the impact Mexican Independence had on New Mexico.

Demonstrate how troubles between Texas and the government of Mexico impacted New Mexico.

Evaluate the significance of short- and long-range trails throughout the lands gained in the Mexican Cession.

Identify causes and consequences of US government policies that impacted the territory of New Mexico.

Describe the technical limitations of historians and archeologists studying the distant past.

Explain the political and religious motivations of Spaniards as they encounter the Indigenous peoples of the Americas.

Analyze the patterns of colonization, exploration, destruction, and creation that came with the occupation of the Americas by Spaniards.

Interpret the factors that led people in New Mexico to resist and rebel against political leadership between 1821 CE and 1850 CE.

Categorize causes and consequences of the U.S. military invasion of Mexico and New Mexico.

Explore the impact of land ownership throughout New Mexico History.

Assess evidence of Spanish influence in New Mexico today.

Analyze how groups maintain their cultural heritage and how we see this heritage through the symbols, traditions, and culture of our state.

Define and explain the present demographics of our state.

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.

Analyze who have been key figures that have contributed to an individual culture and what they did.

Describe the relationship between cultural heritage(s) and personal identity or identities.

Identify what tribal leaders want the world to see when their culture is on display, and how to address negative perceptions.

Demonstrate how diversity includes the impact of unequal power relations on the development of group identities and cultures.

Brainstorm ways in which New Mexicans might heal from past and current injustices.

Describe key figures that have made significant contributions to an individual culture.

Explore personal, familial, and societal cultures in the modern day.

Discuss the importance of respecting individual cultures and explore how to address stereotypes.

Use primary and secondary sources to evaluate the lasting impacts of unequal power relations and disenfranchisement of persons and groups.

Identify how stereotyping influences social perspectives about members of a group.

Identify and describe the traditions, rites, and norms of the groups to which the student identifies as belonging and explore how these traditions, rights, and norms may have changed over time.

Explain how tribal, state, and local government agencies work to sustain resources in New Mexico.

Discuss New Mexico's economic limitations and successes.

Demonstrate how early humans compete and cooperate to gather and use resources.

Explain the economic motivation of Spaniards as they enter the lands of, and interact with, the Indigenous peoples of the Americas.

Describe Spanish economic policies that led to colonial isolation and their impact on the people of New Mexico.

Summarize the relationship between specialization and interdependence between 1821 CE and 1850 CE.

Show the correlation between the territorial and Indigenous economies, including how both were impacted by US federal policies.

Define the relationship between specialization and interdependence between c. 1200 BCE and c. 1500 CE.

Explain early trade networks and their impact on cultural groups.

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.

Describe the economy of territorial New Mexico from various perspectives.

Demonstrate connections between the economies of Spain and the Indigenous People of the Americas.

Summarize how the distribution of resources impacts consumerism and individual financial decisions.

Differentiate between saving and investing.

Explain the physical and human characteristics of New Mexico using the Five Themes of Geography.

Discuss the role of El Camino Real as a significant corridor for movement of people, goods, and ideas.

Describe how the movement of people influenced the division and control of resources.

Discuss patterns of migration of early people as they settled across New Mexico and the Southwest region.

Analyze the movement of people, goods, and ideas across the world during the Age of Exploration.

Distinguish land use patterns of Anglo-Americans during the American westward expansion period.

Identify cultural diffusion into and out of the New Mexico territory.

Describe how environmental factors affect human activities and resource use.

Compare and contrast nomadic and semi-nomadic lifestyles.

Analyze land use patterns of Ancestral Pueblo, Mogollon, and Athabaskan peoples.

Discuss the importance of resource shortages on the lifestyles of the Mogollon and Ancestral Puebloans.

Explain how differing places, people, and resources affected events in New Mexico during the Spanish Colonial period.

Evaluate and compare practices of land usage and ownership between Indigenous peoples and Spaniards.