Missouri standards alignment

• 9-12.GV.3.GS.F

  Covered

  Compare the structure and functions of local, state and federal governments.

  Covered by

  • Missouri Civics: How Your State Government Works
  • US, State & Local Government: Who Does What
  • State vs Federal Power: How American Government Is Divided

  • · Missouri Civics, Lesson 2 · Missouri's plural executive: six statewide officers
  • · Missouri Civics, Lesson 3 · The General Assembly and how a bill becomes law
  • · Missouri Civics, Lesson 4 · Local government: 114 counties and the independent City of St. Louis
  • · Missouri Civics, Lesson 5 · Show up locally (remember St. Louis City and County are separate)
  • · 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
  • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

  Note: This is the flagship's primary home: Missouri's own state structure (the 1945 Constitution, the six-officer plural executive, the 163-member House and 34-member Senate) and Missouri local government (114 counties plus the independent City of St. Louis, home-rule charters) are taught in depth, and the federal level and the local/state/federal comparison are carried by the general civics catalog (US, State & Local Government; State vs Federal Power).

• 9-12.GV.3.GS.A

  Covered

  Apply the concepts of due process of law, popular sovereignty, rule of law, representation, and federalism to explain the purpose and legacy of the Constitution.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • State vs Federal Power: How American Government Is Divided
  • The Bill of Rights: Know Your Rights

  • · 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
  • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
  • · Know Your Rights, Lesson 2 · Freedom of speech: what's protected, and what isn't
  • · Know Your Rights, Lesson 5 · Speech and religion at school, and online
  • · Know Your Rights, Lesson 7 · Police stops, reasonable suspicion, and your privacy

  Note: Each named concept — due process, popular sovereignty, rule of law, representation, and federalism — is taught by name across the Constitution, federalism, and rights courses.

• 9-12.GV.3.CC.D

  Covered

  Analyze the changing relationship between state and federal governmental powers.

  Covered by

  • State vs Federal Power: How American Government Is Divided

  • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
  • · State vs Federal Power, Lesson 2 · Three kinds of power: enumerated, implied, reserved
  • · State vs Federal Power, Lesson 3 · The enumerated powers: Article I, § 8 (the Necessary and Proper Clause)
  • · State vs Federal Power, Lesson 6 · Concurrent powers: what both levels share
  • · State vs Federal Power, Lesson 7 · McCulloch v. Maryland (1819): implied powers and supremacy

  Note: Taught through the enumerated/implied/reserved/concurrent powers taxonomy and McCulloch v. Maryland (implied powers and supremacy).

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 Missouri Learning Standards mathematics expectation.
• Science — Missouri's OWN standards (not the NGSS): deferred, not denied. Missouri adopted its own Missouri Learning Standards for science (grade-level expectations), NOT the Next Generation Science Standards, so the shared NGSS mapping this catalog uses in NGSS states does not apply in Missouri. The catalog's climate/resource content (resources, hazards, and climate shaping human activity) would find an analog in Missouri's Earth/environmental-science GLEs, but this pass mapped only the High School Government course; Missouri's science GLEs are deferred (verbatim-or-nothing), not claimed unverified.
• English/Language Arts — Missouri-specific after the Common Core exit: deferred. Missouri withdrew from the Common Core and adopted its own Missouri Learning Standards for English Language Arts, under Missouri-specific codes (including the grade 11-12 Reading Informational Text and Writing expectations). The catalog's ELA-literacy strengths — evaluating an author's point of view and evidence, analyzing rhetoric, and sustained research with citation, which we map VERBATIM to the Common Core RH/RI/WHST strands in states that kept them — would map to Missouri's own 11-12 reading and writing GLEs, but transcribing and verifying those verbatim is deferred this pass and published here rather than claimed unverified.
• Missouri's American History, World History, Geography, and Economics courses — deferred. The High School Government course is one of six in the 6-12 GLE document (the others being 6-8/9-12 American History, 6-8/9-12 World History, and 6-8 Geography), laid out side by side in a six-column grid. The catalog's commodity, colonial, labor, and civil-rights history and its commodity economics WOULD map to the 9-12 American/World History and Economics GLEs, as they do in other states, but we mapped the Government course this pass and defer the rest. Those courses sit in adjacent columns of the same grid, which risks cross-column bleed on transcription; we verified the Government column against the PDF and deferred the others rather than risk citing text we cannot cleanly verify.
• Missouri's initiative and referendum have no discrete Government GLE. The Missouri flagship teaches the initiative and referendum as a headline feature, and Missouri's Government course names them nowhere as a discrete standard. They are claimed here only through 9-12.GV.4.GS.B (a citizen "engaging with and using local, state, and federal governments to shape decision-making"), which they fit squarely, rather than as a standard of their own.
• The founding-content and political-science Government GLEs we checked and rejected. 9-12.GV.1.CC.A/CC.B (chronological tools; historical context and perspectives as inquiry skills), 9-12.GV.1.GS.A/GS.B and 9-12.GV.1.G.A/G.B (the broad "analyze laws/policies" and "powers and responsibilities" inquiry-tool duplicates, and maps of the original 13 colonies), 9-12.GV.1.EC.A (opportunity costs) and 9-12.GV.1.PC.B (social structures and stratification); all of Theme 2's named founding content — 9-12.GV.2.CC.A-D, 9-12.GV.2.GS.A/GS.B, 9-12.GV.2.G.A, 9-12.GV.2.EC.A, 9-12.GV.2.PC.A (colonial self-rule, the Declaration's Enlightenment influences, the Constitutional Convention's prior models, democratic-vs-authoritarian comparison, the codification of law, natural law and social contract, North American geography, founding-era economic theory, and founding-era divisions); 9-12.GV.3.CC.A-C and 9-12.GV.3.GS.B (the Convention debates resolved, ratification concerns, the changing size/powers of the branches over time, and the Articles vs Constitution implementing the Declaration's ideals); 9-12.GV.3.EC.A/EC.B and 9-12.GV.3.PC.A/PC.B (trade/monetary/tax policy under the Articles vs Constitution, government's changing economic role, founding-era political philosophies, and the impact of government decision-making); and 9-12.GV.4.CC.A-C, 9-12.GV.4.GS.A, 9-12.GV.4.G.A, 9-12.GV.4.EC.A, 9-12.GV.4.PC.A-C (the branch power balance over time, an "active" judiciary/legislature/executive, political parties and interest groups, electoral results by demographic, taxation and spending, and public opinion) — the courses do not genuinely teach these, or teach them too thinly to claim, so we do not claim them.