7th Grade Social Studies
History.I.1-A.5 Strand: History
Content 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.
Benchmark 1-A: New Mexico:
Explore and explain how people and events have influenced the development of New Mexico up to the present day.
#5 Standard with Test Specifications:
Explain how New Mexicans have adapted to their physical environments to meet their needs over time (i.e., living in the desert, control over water resources, pueblo structure, highway system, use of natural resources).
Specifications:
● Identify importance of human-environment interactions (e.g., hunting, irrigation techniques and architecture) specifically those of early indigenous settlements.
Benchmark 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 Standard with Test Specifications:
Describe factors affecting location of human activities, including land-use patterns in urban, suburban, and rural areas.
Test Specifications:
● Understand early challenges to Spanish explorers and colonists and factors for selecting settlement location.
Benchmark 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.
#1 & #4 Standards with Test Specifications:
1. Select and explore a region by its distinguishing characteristics.
4. Describe geographically-based pathways of inter-regional interaction (i.e., the Camino Real’s role in establishing a major trade and communication route in the new world, the significance of waterways).
Specifications:
● Distinguish physical and human characteristics of the American Southwest.
● Describe the impact of the development of the Camino Real in the New World, the Santa Fe Trail and trade with the United States and the Butterfield Overland Trail in bringing people and information to New Mexico Territory.
Benchmark 2-C
Understand how human behavior impacts man-made and natural environments, recognize past and present results and predict potential changes.
#2 Standard with Test Specifications:
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.).
Benchmark 1-A:
New Mexico Explore and explain how people and events have influenced the development of New Mexico up to the present day.
#2 Standard with Test Specifications:
Describe the characteristics of other indigenous peoples that had an effect 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).
Specifications:
● Identify Apache, early Navajo (Dine), and Pueblo people and how they adopted aspects of the cultures they encountered
#3 Standard with Test Specifications:
Explain the significance of trails and trade routes within the region (e.g., Spanish Trail, Camino Real, Santa Fe Trail).
Specifications:
● Focus on the purpose of trade routes (specifically the Camino Real as a link between Santa Fe and Mexico City, Santa Fe and Missouri and the Butterfield Overland Trail)
● Understand how trade routes help to end New Mexico’s isolation
#4 Standard with Test Specifications:
Describe how important individuals, groups and events impacted the development of New Mexico from 16th century to the present (e.g., Don Juan de Oñate, Don Diego de Vargas, Pueblo Revolt, Popé, 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).
Specifications:
● Identify the significance of the Battle of Glorieta Pass
#6 Standard with Test Specifications:
Explain the impact of New Mexico on the development of the American west up to the present, to include: availability of land (e.g., individual, government, railroad, tribal, etc.); government land grants/treaties; transportation (e.g., wagons, railroads, automobile); identification and use of natural and human resources; population growth and economic patterns; and cultural interactions among indigenous and arriving populations and the resulting changes.
Specifications:
● Examine the terms and impact of the Treaty of Guadalupe Hidalgo
● Cultural interactions include Acoma and Pueblo Revolts during this period
Benchmark 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 Standard with Test Specifications:
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).
Specifications:
● Interpret the terms for acquisition of both the Mexican Cession and the Gadsden Purchase
● Identify the negative impact of broken treaties and attempts at Native American assimilation
● Analyze policies leading to the Navajo Long Walk and Apache Wars
Benchmark 2-E
Explain how economic, political, cultural, and social processes interact to shape patterns of human populations and their interdependence, cooperation, and conflict.
#3 Standard with Test Specifications:
Explain the accessibility to the New Mexico territory via the Santa Fe Trail and the railroad, conflicts with indigenous peoples, and the resulting development of New Mexico.
Specifications:
●Identify the positive and negative impacts that the Santa Fe Trail and the railroad had on the development of New Mexico and its effects on indigenous people
Benchmark 3-
Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government.
#1 Standard with Test Specifications:
Compare and contrast New Mexico’s entry into the United States with that of the original thirteen colonies.
Specifications:
● Compare and contrast the original 13 colonies to the settlement of the New Mexico territory
Benchmark 3-C
Compare political philosophies and concepts of government that became the foundation for the American revolution and the United States government:
#2 Standard with Test Specifications:
Understand the structure and function of New Mexico government as created by the New Mexico constitution and how it supports local, tribal, and federal governments.
Specifications:
● Identify the system of checks and balances in state government
● Understand that reservations are sovereign nations
Benchmark 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 Standard with Test Specifications:
Describe the relationship between New Mexico, tribal, and United States economic systems.
Specifications:
● Recognize Pueblo art and its influences on tourism
● Recognize the state and tribal agreement to allow gaming on tribal land