Oregon standards alignment

• HS-ESS1-3

  Covered

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

  Covered by

  • How We Know What's Out There

  • · 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-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

  • How We Know What's Out There

  • · 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

  • How We Know What's Out There

  • · 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.

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 Oregon (Common Core) mathematics standard.
• Science — one partial claim, via the shared NGSS file. Oregon was an NGSS lead state and adopted the NGSS as its K-12 Science Standards (2014, re-adopted 2022), so our one honest science claim — HS.ESS3.1 (the NGSS HS-ESS3-1, aliased to Oregon's dot-delimited code), partial — comes through the shared NGSS mapping with the limit stated on the entry (verified against Oregon's 2022 K-12 Science Standards). There is no laboratory work, investigation, or modelling in this catalog, and we will not claim more.
• Oregon's own state structure is taught more fully than HS.C.PI.3 / HS.C.IR.8 capture. Those two indicators name Oregon's own government and are the flagship's home, but Oregon's most distinctive facts — the Oregon System (the citizen initiative and referendum Oregon invented in 1902), all-mail voting and automatic 'Motor Voter' registration (national firsts), the ABSENCE of a Lieutenant Governor (the Secretary of State succeeds the Governor), the two-thirds-quorum legislative WALKOUT, the nonpartisan judiciary, and the SB 100 statewide land-use planning system with urban growth boundaries — are folded into those indicators rather than each having a code of its own.
• The founding-philosophy, tribal, political-media, and foreign-policy Civics indicators we checked and rejected. HS.C.PI.1 (early governments — Athenian democracy, Roman republicanism, Enlightenment ideals, the Haudenosaunee Confederacy — influential on U.S. structure), HS.C.PI.4 (the government-to-government relationship between Oregon and the nine federally recognized tribal governments), HS.C.IR.10 (how political parties, interest groups, corporations, and mass media influence beliefs and policy — our media literacy is consumer/source literacy, not political-media analysis), and HS.C.IR.11 (the branches and agencies responsible for U.S. foreign policy) — the courses do not genuinely teach these, so we do not claim them.
• The equity/discrimination Democratic-Principles indicators we checked and rejected. HS.C.DP.12 (efforts by traditionally underrepresented groups' organizations — NOW, the Black Panther Party, La Raza Unida, and others — to narrow the gap between American ideals and reality; the labor and civil-rights movements this catalog DOES teach are claimed under HS.C.CE.18, but the specific organizational roster and framing are not the course's content), HS.C.DP.14 (the existence and perpetuation of contemporary discrimination and inequity across employment, healthcare, environment, and education), and HS.C.DP.15 (the exclusionary language and intent of the Oregon and U.S. Constitutions — including Oregon's own exclusion clauses — and the process for expanding civil rights) — the catalog does not teach these as the standards require, so we do not claim them.
• The past-versus-present public-opinion indicator (HS.C.CE.19). HS.C.CE.19 asks students to compare a past public-policy debate with a contemporary one and evaluate the role of political parties, interest groups, social movements, and media in influencing public opinion. The catalog teaches labor and other policy history in depth, but the standard's core — analyzing how parties, interest groups, and media shape PUBLIC OPINION — is political-media analysis the catalog does not deliver, so we do not claim it.
• Oregon's other ELA strands, and its other Social Science domains — deferred. We mapped Oregon's grades 11-12 Literacy in History/Social Studies (RH/WHST) standards, which cover the catalog's source-evaluation and research strengths. Oregon's Reading-Informational-Text (RI) and Reading in Science/Technical Subjects (RST) strands live in separate documents and are deferred this pass (verbatim-or-nothing). Likewise, the 2024 Oregon Social Science Standards also carry Geography, Economics, and History domains; the catalog's commodity, colonial, labor, and civil-rights history and its commodity economics WOULD map to those, as in other states, but we mapped the High School Civics strand this pass and defer the rest.