New Mexico standards alignment

• 9-12.Civ.23

  Covered

  Analyze the U.S. Constitution and its founding principles.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power
  • · US Constitution 101, Lesson 2 · The Preamble: who, and why

  Note: US Constitution 101 analyzes the Constitution article by article and teaches its founding principles — the Preamble's purposes, separation of powers, checks and balances, and federalism.

• 9-12.Civ.14

  Partially covered

  Develop claims about the purpose, processes, strengths, and weaknesses of the U.S. government.

  Covered by

  • US Civics 101: How American Government Works
  • US Constitution 101: The Document That Builds the Government

  • · US Civics 101, Lesson 1 · Purpose of government and the three branches
  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power
  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances

  What we do and don't cover: Partial: the purpose, structure, and processes of the three federal branches — Articles I-III, separation of powers, and checks and balances — are taught directly. “Develop claims about strengths and weaknesses” is an analytical performance students do rather than delivered content.

• 9-12.Civ.15

  Partially covered

  Evaluate efforts to adapt and redesign the U.S. Constitution and political institutions over time.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 9 · Changing the Constitution: Article V and key later amendments

  What we do and don't cover: Partial: the Article V amendment procedure — how the Constitution is deliberately changed, and why the bar is so high — is taught. A historical survey of specific redesign efforts over time is not.

What we don't claim

A standards page is only worth reading if the omissions are honest too. We looked at these and left them out:

• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no New Mexico Common Core mathematics standard.
• Science — one partial claim, via the shared NGSS file. New Mexico adopted the NGSS in 2018 as the NM STEM Ready! Science Standards, so our one honest science claim — HS-ESS3-1, partial — comes through the shared NGSS mapping with the limit stated on the entry. The six New Mexico-specific standards added to the NGSS are New Mexico's own; none is HS-ESS3-1, and this catalog has no laboratory work, investigation, or modelling, so we claim nothing there.
• The New Mexico History (NMH) strand — not the catalog's content. New Mexico's High School New Mexico History course (9-12.NMH) is about New Mexico's own past: the Treaty of Guadalupe Hidalgo and its Article IX/X guarantees, the Homestead Act's effect on New Mexico, the boarding-school system and its ramifications on Indigenous peoples, the path to 1912 statehood, the Dust Bowl in New Mexico, and the atomic bomb and Cold-War testing sites born in New Mexico. The flagship civics course and the BVC curriculum do not teach this state-specific history, so we claim none of it. The New Mexico Civics course names the sovereign tribal nations but does not teach federal Indian policy or tribal sovereignty's interpretation over time (9-12.Civ.20, 9-12.NMH.26).
• Geography and Ethnic, Cultural, and Identity Studies strands — not claimed. New Mexico's Geography strand (location/place/region, movement and systems, human-environment interaction) and its Ethnic, Cultural, and Identity Studies strand are not genuinely taught by these courses as their own content, so we claim neither. Where the BVC curriculum touches geographic diffusion, it is claimed under World History 9-12.WH.16, not the Geography strand.
• The political-media civics standards. 9-12.Civ.42 (the effects of media organizations, including internet social platforms, on elections and social movements) and 9-12.Civ.43 (bias in the media and its impact on government decision making) are political-media analysis. Our media-literacy course is consumer protection — reading ads and claims for omission and fallacy — not political-media analysis, so we do not claim these; the source-evaluation skill they share is claimed instead under the inquiry standards 9-12.Civ.3 and 9-12.Civ.10.
• Most of the High School Civics inquiry standards, and the federal-heavy content standards we checked. The inquiry standards 9-12.Civ.1, .2, .4-.9, .11, .12 (constructing compelling/supporting questions, argument and explanation construction, taking informed action as named skills) are procedures the courses exercise but do not deliver as a unit. On the content side, 9-12.Civ.16-.22 (groups without formal power, equality/equity/justice as named concepts, government-civil-society-market relationships, comparative systems, Indigenous-U.S. relations over time, and foreign policy), 9-12.Civ.25-.27 (using and challenging laws, public-policy outcomes, means of changing societies), and 9-12.Civ.32-.44/.46/.48 (civic dispositions and democratic principles as named concepts, founding-document interpretation over time, political socialization, leadership case studies, and the political-media standards) are not genuinely taught, so we do not claim them.
• Economics standards beyond trade and commodity markets. New Mexico's High School Economics course also covers personal financial literacy, cost-benefit and marginal analysis, market structures and competition, financial institutions and money, government market intervention, fiscal and monetary policy, and macroeconomic indicators (9-12.Econ.13-.17, .19, .22-.39, .41, .42, .45-onward). This catalog teaches commodity markets, comparative economic systems, and the labor side of trade — not personal finance or macroeconomic measurement — so it claims only the trade-and-markets standards mapped above.
• Most World History standards, and the New Mexico's-own-structure detail no single code captures. New Mexico's World History standards not mapped above (9-12.WH.1-.11, .14, .15, .17-.25, .27, .28, .31) are historical-thinking and content skills the courses do not exercise cleanly enough to claim. And the New Mexico Civics flagship teaches more of New Mexico's own structure than any one code captures — the only unpaid state legislature in the nation, the appoint-then-partisan-elect-then-retain judiciary, and the powerful Commissioner of Public Lands — with 9-12.Civ.29/30/31 hosting most of it.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. New Mexico's closest frameworks (Computer Science, World Languages) have not been fetched and verified yet — and web.ped.nm.gov's captcha challenge blocked automated retrieval this pass. Our rule is fetch-or-don't-cite, so these courses carry no New Mexico claims this pass.