Illinois standards alignment

• CCSS.ELA-Literacy.RH.11-12.8

  Covered

  Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

  Covered by

  • Living on the Water
  • What the River Carries
  • Cairo: Where Two Rivers Meet
  • Sold Down the River
  • The Delta, and the Way North
  • The Ohio, and the Line
  • The Wabash, and What a Watershed Is
  • The Engineered River: Locks, Dams and Barges
  • What an Expedition Is
  • How to Research: Finding Out Whether It's True
  • The Green Book: How to Read a Route
  • Indiana Avenue: A District and What Replaced It
  • The Gym and the Color Line
  • Two Racetracks
  • Mudsock: How a Rivalry Marks a Boundary
  • The President's House
  • Fort Harrison: The Federal Footprint
  • Washington, DC: Where the Instrument Was Blessed
  • Philadelphia: The University and the Block
  • Seattle: The Modern Bookend
  • Baltimore: The Whole Chain
  • Pittsburgh: Where the Playbook Was Written
  • How the Tools Traveled
  • Exported: How Others Studied American Race Law
  • What They Built: Black Business Districts
  • Afrocentricity: How to Evaluate a Contested Paradigm
  • Training the Colonizer: The Knowledge That Was Taken
  • Africa Before Colonization: The Documented Record
  • Asia Before European Colonization: The Center of Gravity
  • Pre-Columbian Mesoamerica: Cities, Calendars, and the People Who Are Still Here
  • Pan-Africanism: The Idea, the Movement, the Reckoning
  • Who Has the Power to Do This?
  • The Local Layer
  • The Middle Layer: States, Provinces, and Regions
  • Forms of Government, Honestly
  • How Countries Constitute Themselves
  • Tribal Nations and Indigenous Governance
  • Governments Without States
  • How Power Changes Hands
  • Capstone: Map Your Own Stack
  • Monsters at the Edge of the Map
  • Giants, Dragons, and the Bones They Came From
  • Wrong for Good Reasons

  • · 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)
  • · 3 · The test: four questions before you draw an edge
  • · 10 · The source: what Berman v. Parker authorised
  • · 1 · The claim, and the two ways it gets abused
  • · 6 · How to hold a contested claim: the Black Rice debate
  • · 2 · The Olmec: heads, rubber, and a live debate
  • · Afrocentricity: How to Evaluate a Contested Paradigm
  • · 1 · A tooth in a Beijing apothecary
  • · 9 · The whale that is an island
  • · 10 · How they wrote it: the eyewitness who was not there
  • · 1 · The phrase that is on almost no map
  • · 8 · Geocentrism was good science
  • · 11 · Wegener was right, and he was dismissed
  • · 13 · They laughed at Galileo
  • · 4 · Where the flat-earth story came from

  Note: The BVC value-chain course teaches fallacy-spotting; the route series, the labor and precolonial courses, and Afrocentricity make testing a claim against its sources (corroborating, challenging, or downgrading it) the explicit method of the course. Monsters at the Edge of the Map adds the corroboration half directly: it teaches that repeated claims count only when their sources are independent, and drills tracing a claim back to its earliest form.

• CCSS.ELA-Literacy.WHST.11-12.7

  Covered

  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • Telling the River
  • Finding Your Way, and Losing It
  • How to Research: Finding Out Whether It's True
  • The Green Book: How to Read a Route
  • Indiana Avenue: A District and What Replaced It
  • The Gym and the Color Line
  • Two Racetracks
  • Mudsock: How a Rivalry Marks a Boundary
  • The President's House
  • Fort Harrison: The Federal Footprint
  • Washington, DC: Where the Instrument Was Blessed
  • Philadelphia: The University and the Block
  • Seattle: The Modern Bookend
  • Baltimore: The Whole Chain
  • Pittsburgh: Where the Playbook Was Written
  • How the Tools Traveled
  • Exported: How Others Studied American Race Law
  • The Schoolhouse Network
  • Where We Rested
  • What They Built: Black Business Districts
  • Who Has the Power to Do This?
  • The Local Layer
  • The Middle Layer: States, Provinces, and Regions
  • Financing Without Access
  • How Countries Constitute Themselves
  • Tribal Nations and Indigenous Governance
  • Governments Without States
  • How Power Changes Hands
  • Governance: Who Actually Decides
  • Capstone: Map Your Own Stack
  • Writing the World

  • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources
  • · 19 · Your assignment: find a listing, then find the address today
  • · 20 · Your assignment: write one block
  • · 21 · Your assignment: write one firm
  • · 21 · Your assignment: test one connection of your own
  • · 17 · Your assignment: one schoolhouse, and the budget line that raised it
  • · 20 · Your assignment: write one property
  • · 16 · Assignment: read one map's margin
  • · 15 · Assignment: one discovery, three genres, with sources
  • · 16 · Assignment: trace a headline back to the paper
  • · 11 · Citation as a genre convention with a job

  Note: The Coffee episode ships a graded assignment; the route series and the positive-track courses each close with a research capstone (find a listing, write one firm, test one connection) in which the student runs a self-directed inquiry and synthesizes multiple sources.

• CCSS.ELA-Literacy.WHST.11-12.8

  Covered

  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • Telling the River
  • Finding Your Way, and Losing It
  • How to Research: Finding Out Whether It's True
  • The Green Book: How to Read a Route
  • Indiana Avenue: A District and What Replaced It
  • The Gym and the Color Line
  • Two Racetracks
  • Mudsock: How a Rivalry Marks a Boundary
  • The President's House
  • Fort Harrison: The Federal Footprint
  • Washington, DC: Where the Instrument Was Blessed
  • Philadelphia: The University and the Block
  • Seattle: The Modern Bookend
  • Baltimore: The Whole Chain
  • Pittsburgh: Where the Playbook Was Written
  • How the Tools Traveled
  • Exported: How Others Studied American Race Law
  • The Schoolhouse Network
  • Where We Rested
  • What They Built: Black Business Districts
  • Who Has the Power to Do This?
  • The Local Layer
  • The Middle Layer: States, Provinces, and Regions
  • Financing Without Access
  • How Countries Constitute Themselves
  • Tribal Nations and Indigenous Governance
  • Governments Without States
  • How Power Changes Hands
  • Governance: Who Actually Decides
  • Capstone: Map Your Own Stack
  • Writing the World

  • · Ep 1 · Assignment, Option B, 3+ peer-reviewed sources and an APA bibliography
  • · Ep 1 · Assignment, Option C, interview ethics: informed consent, right to review
  • · 19 · Your assignment: find a listing, then find the address today
  • · 20 · Your assignment: write one block
  • · 21 · Your assignment: write one firm
  • · 21 · Your assignment: test one connection of your own
  • · 17 · Your assignment: one schoolhouse, and the budget line that raised it
  • · 20 · Your assignment: write one property
  • · 16 · Assignment: read one map's margin
  • · 15 · Assignment: one discovery, three genres, with sources
  • · 16 · Assignment: trace a headline back to the paper
  • · 11 · Citation as a genre convention with a job

  Note: The route and positive-track capstones require the student to locate a primary record, corroborate it across independent sources, weigh each source's limits, and write it up with citations: the whole of this standard.

• CCSS.ELA-Literacy.RH.11-12.9

  Partially covered

  Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • What the River Carries
  • Sold Down the River
  • The Delta, and the Way North
  • The Ohio, and the Line
  • What an Expedition Is
  • How to Research: Finding Out Whether It's True
  • The Green Book: How to Read a Route
  • Indiana Avenue: A District and What Replaced It
  • The Gym and the Color Line
  • Two Racetracks
  • Mudsock: How a Rivalry Marks a Boundary
  • The President's House
  • Fort Harrison: The Federal Footprint
  • Washington, DC: Where the Instrument Was Blessed
  • Philadelphia: The University and the Block
  • Seattle: The Modern Bookend
  • Baltimore: The Whole Chain
  • Pittsburgh: Where the Playbook Was Written
  • How the Tools Traveled
  • Exported: How Others Studied American Race Law
  • The Schoolhouse Network
  • Where We Rested
  • What They Built: Black Business Districts
  • Brazil: State-Chartered Unions, a Union-Made President, and the 2017 Rupture
  • Chile: A Labor System Designed to Be Weak
  • Germany: Workers on the Board
  • India: When Most Workers Have No Employer
  • South Africa: The Union That Helped End Apartheid, Then Joined the Government
  • South Korea: Democracy, the Chaebol, and the Lawsuit as a Weapon
  • Sweden & Denmark: The Wage Floor That Isn't a Law
  • Africa Before Colonization: The Documented Record
  • Asia Before European Colonization: The Center of Gravity
  • Pre-Columbian Mesoamerica: Cities, Calendars, and the People Who Are Still Here
  • Pan-Africanism: The Idea, the Movement, the Reckoning
  • Afrocentricity: How to Evaluate a Contested Paradigm
  • Training the Colonizer: The Knowledge That Was Taken
  • The Great Migration: How Six Million People Remade America (and the World)
  • Clean: A Global History of Bathing and Soap
  • District of Columbia Civics: How Your Government Works
  • Who Has the Power to Do This?
  • What a Business Entity Actually Is
  • The Local Layer
  • Financing Without Access
  • The US Forms: Sole Prop to Corporation
  • The Middle Layer: States, Provinces, and Regions
  • Forms of Government, Honestly
  • How Countries Constitute Themselves
  • Cooperatives
  • How Other Countries Form Businesses
  • Tribal Nations and Indigenous Governance
  • Governments Without States
  • How Power Changes Hands
  • Governance: Who Actually Decides
  • Capstone: Map Your Own Stack
  • Capstone: Choose a Form and Defend It
  • Deep Time and the Dinosaur Renaissance

  • · Ep 10 · The Oral History That Survived (recovering Nathan “Nearest” Green's erased role)
  • · Ep 4 · Whose Voice Tells the Story
  • · 2 · How we know: reading a record the enslavers wrote
  • · 2 · The center of gravity: the claim, its sources, and its caveats
  • · 9 · Reading density: what a thick section and a thin one mean
  • · 8 · The Lula record, stated as dated fact
  • · Africa Before Colonization: The Documented Record
  • · 12 · Brontosaurus: the animal that was, was not, and may be again
  • · 15 · Bakker, warm blood, and an argument that was won in parts
  • · 18 · Chicxulub: what confirmed it, and what is still argued
  • · 19 · Claim and evidence, across two hundred years

  What we do and don't cover: Full in the BVC Nathan Green lesson, where the documentary and oral records openly disagree, and full in Deep Time and the Dinosaur Renaissance, which makes discrepancy the organising exercise: Tschopp et al. 2015 taught as a proposal with later analyses on both sides, two disagreeing 2019 papers on Deccan tempo, and a 41-author review paired with the formal published comments disputing it. Partial across the catalog-wide claim: every one of those courses integrates cited primary and secondary sources into a coherent account (the standard's first clause), and the route, labor, and contested-scholarship courses also foreground where the sources disagree, but the narrative histories (bathing, hoodoo) integrate sources without making discrepancy-resolution a systematic exercise.

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 Illinois Common Core (Illinois Learning Standards) mathematics standard.
• Science — one partial claim, via the shared NGSS file. Illinois adopted the NGSS verbatim (January 2014) as its 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. There is no laboratory work, investigation, or modelling in this catalog, and we will not claim more.
• Financial Literacy (SS.EC.FL) — nothing. Illinois's Economics strand carries a six-standard Financial Literacy sub-strand (income strategies, budgeting, interest and inflation, credit, investing, insurance). This catalog teaches no personal finance, so it claims none of SS.EC.FL.1-6.
• The Illinois Civics flagship's Illinois-specific structure has no Illinois code to cite. Illinois Civics teaches the 1970 Constitution, the plural executive (uniquely both a Comptroller and a Treasurer), the partisan-elected Supreme Court, the uniquely narrow Legislative-Article initiative and the 1980 Cutback Amendment, and one of the nation's strongest home-rule traditions — from Illinois's own official sources. But the 2017 Social Science Standards are DISCIPLINARY CONCEPTS: no standard names a state's structure, so these lessons map only onto the abstract institution and participation standards (SS.CV.1, SS.CV.2, SS.CV.3). The gap is in the standards, not the course.
• Civics standards we checked and rejected. SS.CV.5 (civic dispositions and diverse perspectives as a named concept) and SS.CV.6 (political parties, the media, and public interest groups — our media literacy is consumer protection, not political-media analysis) are not genuinely taught, so we do not claim them.
• The disciplinary standards we read and did not claim. Across History, Economics, and Geography we claim only the concept standards the catalog genuinely teaches. SS.H.2/4/5/6/11/12, SS.EC.2-4/6-8, and SS.G.1-5/7/9/10 were checked and not claimed — the change-and-continuity, market-mechanics, macroeconomic-indicator, mapping-tool, and culture standards are not this catalog's subject. The reject list is the evidence the map was not padded.