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Learn.WitUS

New Mexico standards alignment

Designed for high school. Below is every New Mexicostandard these courses cover: the exact code, the standard's own words, and the lesson that covers it. Where we only cover part of a standard, it says so, and says which part.

39
standards mapped
13
fully covered
26
partially covered
5
frameworks

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Read this before you rely on it

  • We mapped this ourselves. This alignment was done by Learn.WitUS against the published standards. It has not been reviewed, endorsed, or approved by New Mexico's education authority or by anyone else.
  • Every code was fetched, then transcribed word for word. Each framework below shows the date its codes and text were retrieved from the publisher.
  • Standards get revised.A code can be renumbered or its wording changed without notice, and some states publish more than one live edition of the same document. Confirm anything you file against your own jurisdiction's current requirements, using the source links below.
  • We would rather claim less. Where the courses only partly cover a standard, this page says partially covered and explains the gap. Standards we considered and could not honestly claim are listed at the bottom, with the reasons.

New Mexico · Social Studies

New Mexico Social Studies Standards — High School Civics

New Mexico Social Studies Standards, February 2022 (effective 2023) · High School Civics · New Mexico Public Education Department (NMPED) · retrieved 2026-07-19

New Mexico's High School Civics course is the anchor for the New Mexico Civics flagship. Three standards are specifically about New Mexico — 9-12.Civ.29 (New Mexico's constitution), 9-12.Civ.30 (New Mexico's diverse populations), and 9-12.Civ.31 (New Mexico's government entities) — and host the flagship's own-state structure; the federal C-ladder (9-12.Civ.13-15, 23, 24, 28, 45, 47, 49) carries the general civics ladder, and two inquiry standards (9-12.Civ.3, .10) host the source-evaluation method. The document prints code 23 with a space (“9-12 Civ.23”); we render it in the strand's consistent 9-12.Civ.23 form. Transcribed verbatim from the NMPED 2022 Social Studies Standards (see the file header for the mirror/provenance note).

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  • 9-12.Civ.29

    Covered
    Explain the unique features and processes of New Mexico’s constitution.

    Covered by

    • · New Mexico Civics, Lesson 1 · New Mexico's bilingual constitution and its cultures
    • · New Mexico Civics, Lesson 4 · How a bill becomes law, local government, and getting involved

    Note: Near-1:1 with the flagship's headline: New Mexico's 1912 constitution and its unique feature — the special protections for Spanish-speaking citizens that make New Mexico effectively the most bilingual state — plus its processes (amendment by legislative referral to the voters, with the language-rights provisions especially hard to amend).

  • 9-12.Civ.23

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

    Covered by

    • · 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.45

    Covered
    Analyze rights and obligations of citizens of the United States.

    Covered by

    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
    • · Citizenship & Naturalization Basics, Lesson 1 · Who is a U.S. citizen? Birthright and the 14th Amendment
    • · Citizenship & Naturalization Basics, Lesson 3 · Becoming a citizen: naturalization eligibility
    • · Know Your Rights, Lessons 2-5 · speech, religion, press, assembly, including at school and online
    • · Know Your Rights, Lessons 6-8 · the 4th Amendment: searches, stops, and your digital life

    Note: Both halves are taught: the rights (Know Your Rights, the landmark cases as usable rules) and the obligations (the responsibilities of citizenship — voting, jury service, taxes — and the legal meaning of citizenship itself).

  • 9-12.Civ.47

    Covered
    Plan and demonstrate some ways in which an active citizen can effect change in the community, state, nation, or world.

    Covered by

    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · How to Run for Office · the whole course (eligibility, ballot access, money rules, and after Election Day)
    • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)
    • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
    • · New Mexico Civics, Lesson 4 · How a bill becomes law, local government, and getting involved

    Note: Multiple concrete pathways are taught as practice: showing up at every level of government, running for office, helping a campaign lawfully, tracking a live bill, and New Mexico's own on-ramps (including serving in the unpaid Legislature as civic volunteering).

  • 9-12.Civ.10

    Covered
    Critique the use of claims and evidence in arguments for credibility.

    Covered by

    • · Ep 15 · Doubt Is Our Product
    • · Ep 19 · Peer Review Versus Press Release
    • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)
    • · Every course's Sources bibliography, with per-claim verification
    • · Spotting Misleading Marketing, Lesson 8 · Misleading statistics and charts
    • · Spotting Misleading Marketing, Lesson 4 · Fake urgency, fake scarcity, and fake discounts

    Note: Critiquing claims and evidence for credibility — identifying fallacious reasoning, cherry-picked statistics and truncated charts, and modeling source evaluation — is taught head-on across the media-literacy curriculum.

  • 9-12.Civ.30

    Partially covered
    Evaluate the contributions of New Mexico’s diverse populations to its governmental structure and outcomes.

    Covered by

    • · New Mexico Civics, Lesson 1 · New Mexico's bilingual constitution and its cultures
    • · New Mexico Civics, Lesson 4 · How a bill becomes law, local government, and getting involved

    What we do and don't cover: Partial: the flagship teaches how New Mexico's Hispano, Native American, and Anglo populations shaped its bilingual constitution and civic landscape, and names the 19 Pueblos and other sovereign nations. The standard's evaluative performance — assessing those contributions' effect on governmental outcomes — is set up by the course rather than fully worked.

  • 9-12.Civ.31

    Partially covered
    Investigate challenges and opportunities within and between different government entities in New Mexico.

    Covered by

    • · New Mexico Civics, Lesson 2 · The only unpaid legislature in the nation
    • · New Mexico Civics, Lesson 3 · The executive and how New Mexico picks its judges
    • · New Mexico Civics, Lesson 4 · How a bill becomes law, local government, and getting involved

    What we do and don't cover: Partial: New Mexico's government entities are each taught in depth — the only fully unpaid state legislature in the nation, the plural executive (including the Commissioner of Public Lands), the appoint-then-partisan-elect-then-retain judiciary, and the 33 counties. The standard's “investigate challenges and opportunities between entities” is an inquiry the course frames rather than a full investigation.

  • 9-12.Civ.13

    Partially covered
    Distinguish the powers and responsibilities of local, state, indigenous, national, and international civic and political institutions.

    Covered by

    • · US, State & Local Government, Lesson 5 · What LOCAL government handles (and why it VARIES)
    • · US, State & Local Government, Lesson 7 · The governments you forget: special districts & boards
    • · New Mexico Civics, Lesson 4 · How a bill becomes law, local government, and getting involved
    • · New Mexico Civics, Lesson 1 · New Mexico's bilingual constitution and its cultures
    • · US Civics 101, Lesson 1 · Purpose of government and the three branches
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

    What we do and don't cover: Partial: local, state, indigenous, and national institutions are taught — what local government handles, New Mexico's counties, the sovereign tribal nations, the three federal branches, and federalism. International civic and political institutions are not taught.

  • 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, 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, 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.

  • 9-12.Civ.24

    Partially covered
    Evaluate procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.

    Covered by

    • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
    • · US Civics 101, Lesson 3 · How a bill becomes a law
    • · New Mexico Civics, Lesson 4 · How a bill becomes law, local government, and getting involved
    • · US, State & Local Government, Lesson 5 · What LOCAL government handles (and why it VARIES)
    • · US, State & Local Government, Lesson 7 · The governments you forget: special districts & boards

    What we do and don't cover: Partial: the federal and New Mexico lawmaking procedures are taught in depth (committees through veto override; New Mexico's line-item veto and two-thirds override), and local decision-making is introduced. International decision-making is not taught, and the evaluative “civic purposes achieved” framing is student analysis.

  • 9-12.Civ.28

    Partially covered
    Evaluate the U.S. justice system over time and its impacts on policy, society, economics, and individual rights.

    Covered by

    • · The Supreme Court & the Judicial Branch, Lesson 1 · The federal judiciary: from district courts to the Supreme Court
    • · The Supreme Court & the Judicial Branch, Lesson 7 · Checks on the Court
    • · Jury Duty & the Courts · the whole course (the citizen's side of the court system)
    • · Know Your Rights, Lessons 2-5 · speech, religion, press, assembly, including at school and online
    • · Know Your Rights, Lessons 6-8 · the 4th Amendment: searches, stops, and your digital life

    What we do and don't cover: Partial: the structure of the federal judiciary, jury service, and the landmark rights cases (Tinker, Brandenburg, Mapp, Terry, and the Fourth Amendment line) are taught as applicable rules. A systematic evaluation of the justice system's impacts over time is not.

  • 9-12.Civ.49

    Partially covered
    Take informed action to improve your community.

    Covered by

    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · New Mexico Civics, Lesson 4 · How a bill becomes law, local government, and getting involved

    What we do and don't cover: Partial: showing up locally and New Mexico's civic on-ramps are taught as practice, but the “take informed action” project itself is prompted rather than run as a graded assignment.

  • 9-12.Civ.3

    Partially covered
    Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

    Covered by

    • · Ep 19 · Peer Review Versus Press Release
    • · Every course's Sources bibliography, with per-claim verification
    • · Ep 4 · Whose Voice Tells the Story, Beckford (1790) against Equiano (1789) and Mary Prince (1831) on the same plantation world
    • · Ep 3 · Two Ways of Seeing a Bean
    • · Ep 5 · Two Ways of Knowing
    • · Ep 18 · Whose Voice

    What we do and don't cover: Partial: multi-source evaluation using origin, authority, and corroborative value — differing accounts of the same event set side by side, with a checkable bibliography — is modeled throughout the BVC curriculum. The standard's full inquiry-selection process for a student's own research question is exercised only where a graded project runs.

New Mexico · Social Studies

New Mexico Social Studies Standards — High School Economics

New Mexico Social Studies Standards, February 2022 (effective 2023) · High School Economics · New Mexico Public Education Department (NMPED) · retrieved 2026-07-19

New Mexico's High School Economics course, coded 9-12.Econ.<n>. The BVC commodity curriculum's economics — value chains, market price, comparative economic systems, globalization, and trade — maps to the trade-and-markets standards; New Mexico's personal-financial-literacy and market-structure standards are not claimed (see notClaimed). Transcribed verbatim from the NMPED 2022 Social Studies Standards.

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  • 9-12.Econ.18

    Partially covered
    Analyze the production, distribution, and consumption of goods and services.

    Covered by

    • · Ep 1 · Follow the Money: Bean to Cup
    • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
    • · Ep 3 · The Commodity Trap
    • · Ep 12 · The Jimador's Share
    • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
    • · Ep 21 · The Smile Curve, Confirmed
    • · The Commodity Map itself, every episode pinned at its origin
    • · The Growing Belts map, production regions by latitude band and country
    • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
    • · Ep 3 · The Cacao Tree and the Narrowest Belt
    • · Ep 6 · Why Volcanic Soil Only

    What we do and don't cover: Partial: production and distribution are taught in depth through real commodity value chains — where commodities grow and why, and who is paid what along the chain (the smile curve). A general goods-and-services production and consumption unit is not.

  • 9-12.Econ.20

    Partially covered
    Compare the advantages and disadvantages of major economic systems found around the world.

    Covered by

    • · Ep 5 · The Reciprocity Economy
    • · Ep 6 · Ceremony Meets the Market
    • · Ep 7 · Two Ways of Doing Economics

    What we do and don't cover: Partial: traditional (reciprocity) and market economies are contrasted directly and at length. Command and mixed-socialist systems, and a full survey of the world's economic systems, are not worked.

  • 9-12.Econ.21

    Partially covered
    Critique inequalities that exist in economic systems.

    Covered by

    • · Ep 1 · Follow the Money: Bean to Cup
    • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
    • · Ep 3 · The Commodity Trap
    • · Ep 12 · The Jimador's Share
    • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
    • · Ep 21 · The Smile Curve, Confirmed
    • · Ep 7 · Who Captures the Value
    • · Ep 3 · Conquest and the Great Reversal
    • · Ep 5 · How Coca-Cola Got Its Name (biopiracy)
    • · Ep 7 · The Same Story, Six Times
    • · Ep 11 · The Debt of Freedom (the 1825 French indemnity and Haiti's modern poverty)

    What we do and don't cover: Partial: economic inequality is critiqued head-on through commodity value chains — the smile curve, the commodity trap that keeps producers poor while value accrues downstream, and colonialism's persistence — but as commodity-system inequality specifically, not a general treatment.

  • 9-12.Econ.28

    Partially covered
    Evaluate how a variety of factors and conditions in a market determine price and the allocation of scarce goods and resources.

    Covered by

    • · Ep 1 · Price Shocks and Why You Keep Buying
    • · Ep 4 · From Luxury to the Cheapest Calorie

    What we do and don't cover: Partial: price formation is taught through a worked commodity case — a Brazilian frost moving world coffee prices, and why inelastic demand absorbs the spike. A general supply-and-demand and resource-allocation unit is not.

  • 9-12.Econ.40

    Partially covered
    Explain how current globalization trends and policies affect economic growth, labor, markets, rights of citizens, the environment, and resource and income distribution in different nations.

    Covered by

    • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
    • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
    • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost
    • · Ep 3 · The Commodity Trap
    • · Ep 7 · Who Captures the Value
    • · Ep 21 · The Smile Curve, Confirmed

    What we do and don't cover: Partial: globalization's effect on labor and income distribution is taught through NAFTA→USMCA (the Rapid Response Mechanism and its limits) and the commodity trap's downstream value capture. The environmental and citizen-rights clauses are not worked.

  • 9-12.Econ.43

    Partially covered
    Analyze why a country might participate in global trade.

    Covered by

    • · The Commodity Map itself, every episode pinned at its origin
    • · The Growing Belts map, production regions by latitude band and country
    • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
    • · Ep 3 · The Cacao Tree and the Narrowest Belt
    • · Ep 6 · Why Volcanic Soil Only
    • · Ep 1 · Follow the Money: Bean to Cup
    • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
    • · Ep 3 · The Commodity Trap
    • · Ep 12 · The Jimador's Share
    • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
    • · Ep 21 · The Smile Curve, Confirmed

    What we do and don't cover: Partial: why regions trade — the geography of where commodities grow, how that distribution drives trade, and who earns from it — is taught. A formal comparative-advantage framework is not.

  • 9-12.Econ.44

    Partially covered
    Connect how trade agreements between nations have short- and long-term effects.

    Covered by

    • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
    • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
    • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost

    What we do and don't cover: Partial: taught through one worked case — NAFTA→USMCA and its short- and long-term labor effects, through to the Rapid Response Mechanism. Not a general treatment of trade agreements.

New Mexico · Social Studies

New Mexico Social Studies Standards — High School World History

New Mexico Social Studies Standards, February 2022 (effective 2023) · High School World History · New Mexico Public Education Department (NMPED) · retrieved 2026-07-19

New Mexico's High School World History course, coded 9-12.WH.<n>. Its standards are framed as historical-thinking skills applied to world history; the BVC commodity, colonial, labor, and Cold-War history exercises several of them on specific cases. New Mexico's own New Mexico History (9-12.NMH), Geography, and Ethnic/Cultural/Identity strands are not claimed (see notClaimed). Transcribed verbatim from the NMPED 2022 Social Studies Standards.

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  • 9-12.WH.26

    Covered
    Analyze and evaluate the values and limitations of primary and secondary sources of information (including digital) with attention to the source, its context, reliability, and usefulness.

    Covered by

    • · Ep 19 · Peer Review Versus Press Release
    • · Every course's Sources bibliography, with per-claim verification
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Whose Voice Tells the Story (Equiano, 1789; Mary Prince, 1831)
    • · Ep 4 · Blood-Sweetened Luxury (the abolitionist sugar boycott)
    • · Ep 8 · Selling Prohibition
    • · Ep 15 · Torches of Freedom
    • · Ep 17 · Lin Zexu's Letter (using Britain's own values against its opium policy)

    Note: Analyzing primary and secondary sources for their values and limitations — context, reliability, usefulness — is modeled throughout, including the primary-source accounts of formerly enslaved writers and the analysis of author rhetoric in effective primary texts.

  • 9-12.WH.29

    Covered
    Use a variety of source materials to compare and contrast treatments of the same topic.

    Covered by

    • · Ep 4 · Whose Voice Tells the Story, Beckford (1790) against Equiano (1789) and Mary Prince (1831) on the same plantation world
    • · Ep 3 · Two Ways of Seeing a Bean
    • · Ep 5 · Two Ways of Knowing
    • · Ep 18 · Whose Voice
    • · Ep 4 · Whose Voice Tells the Story

    Note: Comparing differing accounts of the same event side by side, and reading a text for what it leaves out against first-person accounts, is the “Whose Voice” method run repeatedly across the curriculum.

  • 9-12.WH.12

    Partially covered
    Evaluate methods people use to create, change, expand, or oppose systems of power and authority.

    Covered by

    • · Ep 2 · Who Grows the Tea (colonial and plantation labour)
    • · Ep 5 · Whose Knowledge Is It
    • · Ep 6 · Kava Governs
    • · Ep 17 · The Opium Wars
    • · Ep 20 · The Ban Against the Evidence
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution
    • · Ep 11 · The Debt of Freedom
    • · Ep 11 · The Black Jacobins (C.L.R. James)
    • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
    • · The History of Unions, Lesson 5 · Haymarket, 1886
    • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes

    What we do and don't cover: Partial: methods of building and opposing power are taught through colonial and plantation systems, the resistance to them (Maroon communities, the Haitian Revolution), and the Gilded Age labor movement. The standard is a broad skill the courses exercise on specific cases rather than survey.

  • 9-12.WH.13

    Partially covered
    Evaluate the impact of global interconnectedness on international economic stability and growth.

    Covered by

    • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
    • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
    • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost
    • · Ep 3 · The Commodity Trap
    • · Ep 7 · Who Captures the Value
    • · Ep 21 · The Smile Curve, Confirmed

    What we do and don't cover: Partial: interconnectedness is evaluated through trade integration (NAFTA→USMCA) and the commodity trap's downstream value capture. A general treatment of international economic stability and growth is not.

  • 9-12.WH.16

    Partially covered
    Identify, evaluate, and explain the causes, characteristics, and impact of diffusion: the spread of ideas, beliefs, religions, cultural practices and traits, language, artifacts, methods, technologies, and diseases across space and over time.

    Covered by

    • · Ep 3 · Conquest and the Great Reversal
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 11 · The Triangular Trade
    • · Ep 12 · Burning the Books (the destruction of the Mesoamerican codices)
    • · Ep 15 · From Sacred to Commodity
    • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
    • · Ep 2 · The Tea Plant and Its Climate Zones
    • · Ep 3 · The Big Producers and the Cacao Varieties
    • · Ep 4 · From New Guinea to the New World
    • · Ep 2 · The Roads Tea Traveled

    What we do and don't cover: Partial: diffusion is taught through the Columbian Exchange (crops and diseases across the Atlantic), agricultural hearths and the exchange of crops among regions, and commodity trade networks (the Tea Horse Road and the Maritime Silk Road). The standard's fuller list — religions, artifacts, language — is not the focus.

  • 9-12.WH.30

    Partially covered
    Examine historical events from the perspectives of diverse groups, including Indigenous peoples, national, regional, racial, ethnic, class, and gender, sexual orientation, and differently abled.

    Covered by

    • · Ep 4 · Whose Voice Tells the Story, Beckford (1790) against Equiano (1789) and Mary Prince (1831) on the same plantation world
    • · Ep 3 · Two Ways of Seeing a Bean
    • · Ep 5 · Two Ways of Knowing
    • · Ep 18 · Whose Voice
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Whose Voice Tells the Story (Equiano, 1789; Mary Prince, 1831)
    • · Ep 2 · Who Grows the Tea (colonial and plantation labour)
    • · Ep 5 · Whose Knowledge Is It
    • · Ep 6 · Kava Governs
    • · Ep 17 · The Opium Wars
    • · Ep 20 · The Ban Against the Evidence

    What we do and don't cover: Partial: events are examined from the perspectives of the colonized and enslaved — the Whose Voice method, formerly enslaved writers' accounts, and imperialism seen from the perspective of indigenous peoples. The standard's fuller list of groups (gender, sexual orientation, differently abled) is not covered.

New Mexico · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

Grades 11-12 · Common Core State Standards Initiative · retrieved 2026-07-13

New Mexico adopted the Common Core State Standards for English language arts on November 29, 2010 (New Mexico Public Education Department), with full implementation in the 2013-14 school year. New Mexico adopted the CCSS as published, so the shared Common Core ELA file is adopted verbatim, keeping the canonical CCSS codes. New Mexico's own ELA reprint could not be re-fetched this pass (web.ped.nm.gov is behind a captcha challenge and the Internet Archive was offline), so we did not verify New Mexico's printed code style and do not assert an alias — the text here is the CCSS publisher's verbatim wording (thecorestandards.org). We claim no mathematics standards.

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New Mexico · Science

Next Generation Science Standards (NGSS)

HS-ESS1 Earth's Place in the Universe; HS-ESS2 Earth's Systems; HS-ESS3 Earth and Human Activity · NGSS Lead States / nextgenscience.org · retrieved 2026-08-10

New Mexico adopted the Next Generation Science Standards in 2018 as the NM STEM Ready! Science Standards, which add six New Mexico-specific standards to the NGSS. HS-ESS3-1, the one performance expectation we cite, is a standard NGSS PE unchanged by the New Mexico additions, so the shared NGSS file is adopted verbatim. The six NM additions are New Mexico's own and are not claimed. This is not a science course, so we claim exactly one NGSS performance expectation, partially — see the note on it.

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  • HS-ESS1-3

    Covered
    Communicate scientific ideas about the way stars, over their life cycle, produce elements.

    Covered by

    • · 7 · Reading a star: the HR diagram
    • · 13 · What stars make

    Note: Lesson 13 is this expectation. It gives the mechanism without equations (hydrogen to helium, heavier elements as the core contracts and heats, the stop at iron because fusion past it no longer releases net energy, and the extreme conditions of stellar death for what comes after), and then sets out the four independent lines of evidence that support it. Communicating the idea IS the lesson, which is why this one is full rather than partial.

  • HS-ESS2-2

    Partially covered
    Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

    Covered by

    • · 2 · Where a river's water comes from
    • · 6 · Sediment, and what a dam does to it
    • · 9 · Why the oxygen runs out
    • · 10 · A thousand miles of nitrogen

    What we do and don't cover: The best NGSS fit in the catalog for a feedback argument. The River and the Watershed is built out of them: paving a watershed raises flood peaks AND lowers baseflow through one mechanism (lesson 2); a dam trapping sediment starves the channel below and stops resupplying the delta a thousand miles away (lesson 6); fertiliser on an Indiana field ends as an oxygen-depleted zone in the Gulf (lessons 9 and 10). PARTIAL because of the first verb: the learner ANALYZES geoscience data only in the capstone, where they read a USGS gauge record and an EPA impairment listing for their own watershed. The lessons supply the analysis; the student repeats it once.

  • HS-ESS2-5

    Partially covered
    Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

    Covered by

    • · 5 · The river shapes the land
    • · 6 · Sediment, and what a dam does to it
    • · 9 · Why the oxygen runs out

    What we do and don't cover: PARTIAL, and the gap is the entire first half of the sentence. The CONTENT is taught directly and at length: water's properties drive erosion and deposition, meanders, cut banks and point bars (lesson 5), sediment transport and what a dam does to it (lesson 6), and density stratification, which is why the Gulf hypoxic zone persists through the summer (lesson 9). But the learner never PLANS AND CONDUCTS AN INVESTIGATION. There is no laboratory work in this catalog and no fieldwork is required to finish this course. If your science requirement is assessed on students conducting investigations, this contributes and does not discharge. Course 4 of this track teaches how to design one; running it is still the student's own project.

  • HS-ESS1-2

    Partially covered
    Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

    Covered by

    • · 5 · Light itself
    • · 11 · Redshift and an expanding universe
    • · 12 · The Hubble tension
    • · 16 · Capstone: trace a number down the ladder

    What we do and don't cover: The strongest CONTENT match in this catalog: the performance expectation names light spectra, the motion of distant galaxies, and the composition of matter, and those are lessons 5, 11 and 13 of How We Know What's Out There. PARTIAL, and the missing piece is the practice rather than the content: the course supplies and examines the evidence, and the student is asked to construct an explanation only in the graded capstone, where they trace a published number down the chain of inference. If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it and does not discharge it.

  • HS-ESS1-1

    Partially covered
    Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.

    Covered by

    • · 7 · Reading a star: the HR diagram
    • · 13 · What stars make

    What we do and don't cover: PARTIAL, and the gap is the verb. Fusion as the sun's energy source and the arc of a star's life are taught (lessons 7 and 13, via the main sequence and stellar evolution), but the student never DEVELOPS A MODEL, which is the performance the expectation actually requires. Do not round this up.

  • HS-ESS3-1

    Partially covered
    Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

    Covered by

    • · Ep 1 · Climate Change Is Redrawing the Map
    • · Ep 3 · A Two-Degree Threat
    • · Ep 6 · Why Volcanic Soil Only
    • · Ep 10 · Karst Limestone and Bourbon
    • · Ep 1 · Assignment, Option B, assess a producing country's climate viability and defend the assessment

    What we do and don't cover: Read this one carefully before you rely on it. This is NOT a science course, it has no laboratory work, no investigations and no scientific modelling. What it does have is precisely the content of HS-ESS3-1: resource availability and climate change shaping what humans do and where. The lessons supply the evidence; the STUDENT constructs the explanation only in the Coffee project (Option B). If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it, it does not discharge it.

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.

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