Greetings and welcome to C4 and New Mexico History 2014-2015!
General course description: New Mexico History is a semester-long survey course of the political, economic, social, cultural, and geographical features of New Mexico with an emphasis on the late 19th century to the present.
The curriculum in the class will focus on issues of social justice and will use a project-based approach to learning. LOTS of creativity in combination with web-based learning will both encourageand challenge students to ask questions and seek the answers to those questions. Our classroom website is: On the site, you will find everything from contact information, videos, TONS of information, links to a variety of interesting and educational sites, and SO much more. It is there that you will also find detailed descriptions of homework assignments, projects, as well as possible quiz and test questions.
My personal focus in the class will be on encouraging the development of writing skills, research skills, as well as the twenty-first century skills that are the keys to success in this modern world.
Part I. Twenty-first century skills include but are not limited to:
Accountability and adaptability: Exercising personal responsibility and flexibility in personal, workplace, and community contexts; setting and meeting high standards and goals for one’s self and others; tolerating ambiguity.
Communication skills: Understanding, managing, and creating effective oral, written, and multimedia communication in a variety of forms and contexts.
Creativity and Intellectual curiosity: Developing, implementing, and communicating new ideas to others; staying open and responsive to new and diverse perspectives.
Critical thinking and systems thinking: Exercising sound reasoning in understanding and making complex choices; understanding the interconnections among systems.
Information and media skills: Analyzing, accessing, managing, integrating, evaluating, and creating information in a variety of forms and media.
Interpersonal and collaborative skills: Demonstrating teamwork and leadership; adapting to varied roles and responsibilities; working productively with others; exercising EMPATHY; RESPECTING diverse perspectives.
Problem identification, formulation, and solution: Ability to frame, analyze, and solve problems.
Self-Direction: Monitoring ONE’S OWN understanding and learning needs; locating appropriate resources; transferring learning from one domain to another.
Social Responsibility: Acting responsibly with the interests of the larger community in mind; demonstrating ETHICAL behavior in personal, workplace, and community contexts.
Part II. Over the course of our semester together, we will cover the following NM Content standards and benchmarks:
Content Standard I: Students will be 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.
9-12 Benchmark IA: Students will analyze how people and events of New Mexico have influenced United States and world history since statehood.
I.IA.1. Students will compare and contrast the relationships over time of Native American tribes in New Mexico with other cultures.
I.IA.2. Students will analyze the geographic, economic, social, and political factors of New Mexico that impacted United States and world history, to include:
- land grant and treaty issues unresolved to present day and continuing to impact relations between and among citizens at the state, tribal, and federal government levels
- role of water issues as they relate to development of industry, population growth, historical issues, and current acequia systems/water organizations
- urban development
- role of the federal government (e.g., military bases, national laboratories, national parks, Indian reservations, transportation systems, water projects)
- The unique role of New Mexico in the 21st century as a “Minority Majority” state.
I.IA.3. Students will analyze the role and impact of New Mexico and New Mexicans in World War II (e.g., Native Code Talkers, New Mexico National Guard, internment camps, Manhattan Project, Bataan Death March).
I.IA.4. Students will analyze the impact of the arts, sciences, and technology of New Mexico since World War II (e.g., artists, cultural artifacts, nuclear weapons, the arms race, technological advances, scientific developments, high tech industries, federal laboratories).
I.IA.5. Students will explain how New Mexico history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:
- analyzing perspectives that have shaped the structures of historical knowledge
- describing ways historians study the past
- explaining connections made between the past and the present and their impact.
Content Standard II: Students will 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.
9-12 Benchmark IIE: Students will analyze and evaluate how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict.
II.IIE.7. Students will evaluate the effects of technology on the developments, changes to, and interactions of cultures.
Content Standard III: Students will work toward an understanding of the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.
9-12 Benchmark IIIA: Students will compare and analyze the structure, power, and purpose of government at the local, state, tribal, and national levels as set forth in their respective constitutions or governance documents.
III.IIIA.6. Students will compare and contrast the structure and powers of New Mexico’s government as expressed in the New Mexico Constitution with that of the United States Constitution, to include:
- direct democracy in the initiative, referendum, and recall process
- impeachment process
- process of voter registration and voting
- role of primary elections to nominate candidates
- how a bill becomes a law
- executive officers and their respective powers
- New Mexico courts, appointment of judges, and election and retaining processes for judges
- organization of county and municipal governments.
III.IIIA.7. Describe and analyze the powers and responsibilities of (including the concept of legitimate power) local, state, tribal, and national governments.
9-12 Benchmark IIIB: Analyze how the symbols, icons, songs, traditions, and leaders of New Mexico and the United States exemplify ideals and provide continuity and a sense of unity.
III.IIIB.1. Students will analyze the qualities of effective leadership.
III.IIIB.2. Students will evaluate the impact of United States political, tribal, and social leaders on New Mexico and the nation.
III.IIIB.3. Students will analyze the contributions of symbols, songs, and traditions toward promoting a sense of unity at the state and national levels.
9-12 Benchmark IIIC: Compare and contrast the philosophical foundations of the United States political system in terms of the purpose of government, including its historical sources and ideals, with those of other governments in the world.
III.IIIC.11. Students will compare and contrast characteristics of Native American governments with the early government of the United States.
9-12 Benchmark IVB: Analyze and evaluate 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.
IV.IVB.5. Describe how changes in technology, transportation, and communication affect the location and patterns ofeconomic activities in New Mexico and the United States.
IV.IVB.6. Analyze the roles played by local, state, tribal, and national governments in both public and private sectorsof the United States system.
Part III. Class Requirements:
Come to class REGULARLY and PUNCTUALLY. Being here at school, being and participating in your classes is the first big hurdle to academic success. You have GOT to be here to be successful. There is just nothing else to say. You ARE a valued member of our class and without you—your voice and your contributions--we ALL miss out. Be here! Be a part of your own education!
You MUST have a notebook (3 ring binder with paper and dividers—6) and pen/pencil for EVERY class. Period.
Be respectful of EACH OTHER, the BOOKS and SUPPLIES in the room, as well as ME. A little respect goes a long way.
Homeworkis a regular part of the high school experience. Doing it and turning it in to me punctually is a vital part of doing well in the class. I will not waste your time. If I give you an assignment to do outside of the classroom, please do it.
Part IV. Grades. Perhaps one of the toughest things that I do as a teacher is grade your work.I am always working on finding more objective ways to deal with the process. I do my best to explain my decisions but, in the end, it is twenty years of experience that most often impacts me. Bottom line, I generally give opportunities to redo and resubmit assignments with the goal of improvement always in mind. With that said, I calculate your grades based on the following factors:
Participation: 20% (YES! Your voice is valued!)
In class work: 20%
Quizzes/Tests: 20%The final exam is worth 20% of your final grade.
Homework: 20%
Projects: 20%
PLEASE NOTE: Students who do not have homework to turn in are required to turn in a form that states that reality. I keep these archived and return them to students at the end of each semester as we discuss final grades for the class.
Late Work: In this, the Age of Technology, work can be sent in a timely manner to me via email and should not come across my desk late. I work incredibly hard on our classroom website—keeping it up to date in terms of the agenda, uploading handouts, Power Point presentations, and more. It is my expectation that you will keep up with what is happening in our classroom and budget/plan your time accordingly. If you are away from class, you should check the class website, download and print any and all handouts, etc. and return to class with the work in hand. PLEASE see the Student Handbook and make yourself aware/familiar with LCHS policy regarding absences and school work. You will be allowed one late assignment per semester…it will be noted in my gradebook and on the assignment. The late pass may only be used on a homework assignment.Late passes will be distributed to students on Monday, January 12th, 2015. Thanks.
Part V. Required Supplies:
A composition book. NO SPIRAL NOTEBOOKS. I will expect you to have this item in hand ASAP!!!!! Thanks in advance.
Several pencils/pens; Several HIGHLIGHTERS.
Colored pencils/markers for use DAILY!
A 2” 3-ring binder with plenty of loose-leaf paper. These are graded REGULARLY!!! So, be prepared to turn the binder in to me!!!
6 dividers to be used in notebooks.
You might think about pocket dividers which prove really handy when preserving small projects and more.
Your first TWO grades will be earned based on your possession of the above described supplies AND signatures on the last page of this document. Thanks.
Part VI. Contacting me: I can be reached through email: . You will find links on our website that make getting in touch with me pretty easy as well—see the tab: CONTACT ME! I will get back to you as soon as is humanly possible. PLEASE DO NOT CALL ME at LA CUEVA!!!!
Part VII. Miscellaneous Additional necessities:A reasonably current photo of yourself. You may wonder why…..I archive student information pages with attached photos—these images will remain in my files. ALSO: ANY work posted on the web will earn you a letter grade toward your final exam.
I can imagine that this is a whole lot to take in. Have no fear! It all sounds pretty overwhelming but, I promise you, it won’t be. We will have tons of fun, accomplish a whole lot of work, and, together, learn more about our nation, our state, her people, and ourselves!
Remember: I am here to serve! You, your problems and concerns, your well-being and happiness are profoundly important to me. If there is anything that I can do for you, any way that I can be of help, you have only to ask!!!
Again, welcome to C4, New Mexico History, and what promises to be the best class of your high school career!
Liz Collins
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Student Signature indicating that you have read and understand this documentDate
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Parent signature indicating that you have read and understand this documentDate
After you have signed and dated this document, please return to me FOR A GRADE. At that point, I will expect that it will remain in your notebooks for your reference. Please be prepared to show this document to me on Monday, January 12th, 2015. Thanks.
New Mexico History 2014-2015. Collins.1