North Carolina standards alignment

• I.1.6 · Taking Informed Action

  Partially covered

  Organize and take individual or collaborative action in order to effect change and inform others.

  Covered by

  • US, State & Local Government: Who Does What
  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • North Carolina Civics: How Your State Government Works

  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
  • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
  • · North Carolina Civics, Lesson 8 · Get involved where you live in North Carolina

  What we do and don't cover: Partial: where and how to be heard at every level, tracking a live bill, and getting involved in North Carolina are taught as practice; the student's own action is prompted, not assessed. Cited at the sub-indicator (bullet) level.

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 North Carolina mathematics standard.
• North Carolina's ELA and Science standards — deferred, not denied. North Carolina writes its own 2017 English Language Arts SCOS (Common Core-derived, but with North Carolina's own text and numbering) and its own K-12 Science standards (North Carolina is NOT an NGSS state). Our rule is fetch-or-don't-cite: NCDPI's own PDFs on files.nc.gov and dpi.nc.gov refused our tooling (HTTP 403) this pass, and we will not transcribe standard text from a non-authoritative third-party alignment document, so these courses carry no North Carolina claims yet. The BVC media-literacy, rhetoric, and research-project work that maps to them elsewhere is real; it is the North Carolina text we have not yet retrieved from an acceptable source.
• The flagship's most distinctive lesson — how a bill becomes a North Carolina law — has no home in these standards. North Carolina's Civic Literacy standards are thematic (founding principles, rights, the evolution of government); they contain NO lawmaking-process objective. So the North Carolina flagship's signature lesson — how a bill becomes a North Carolina law, including that the governor had no veto until 1997 (North Carolina was the last state to grant one) and that a veto is overridden by three-fifths, not two-thirds — has no North Carolina Civic Literacy standard to cite, and we do not stretch one to fit. The gap is in the standards, not the lesson.
• The Geography strand (CL.G.1.1–CL.G.1.3). The Civic Literacy Geography objectives are specific: how views on freedom and equality shape legislation on immigration, migration, and the environment (CL.G.1.1); the geopolitical and environmental factors affecting civic participation and voting by region (CL.G.1.2); and how the United States works with international governments on global environmental issues (CL.G.1.3). Our migration and climate content does not sit inside those policy frames, so we claim none of them.
• Comparative government and the political-process objectives we do not teach. CL.C&G.2.4 (comparing the U.S. federal government to various governments around the world) and CL.C&G.3.4 (comparing American citizenship to membership in other governments) ask for comparative-government work the catalog does not do. CL.C&G.3.5 (how the two-party system shaped the political landscape) and CL.C&G.3.6 (the relationship between the media and government) are likewise not taught — our media-literacy work is consumer protection, not political-media analysis, the same gap flagged for Arizona's HS.C3.3.
• Inquiry indicators I.1.1 and I.1.2 (Compelling and Supporting Questions). The question-formulation indicators (identifying issues and framing compelling and supporting questions) describe a classroom inquiry process the courses prompt but do not run or assess, so we do not claim them; we claim the source-analysis, data-analysis, argument, and informed-action indicators the catalog genuinely exercises.