Michigan standards alignment

• 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.

• 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 Michigan Common Core (Michigan K-12) mathematics standard.
• Science — one partial claim, via the shared NGSS file. Michigan adopted the NGSS verbatim as the Michigan Science Standards (November 10, 2015), 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.
• Michigan's World History, U.S. History, Economics, and Geography strands — deferred, not denied. The catalog's commodity, colonial, labor, civil-rights, and Cold-War history and its commodity economics WOULD map to Michigan's high-school World History (WHG), U.S. History (USHG), Economics (E), and Geography (G) strands, as they do in other states. But those strands sit in the 2019 document's multi-column, era-based layout, and the PDF's subset-font encoding makes clean verbatim transcription of that layout unreliable. Our rule is verbatim-or-nothing, so we mapped the High School Civics strand (which decoded cleanly and was verified) this pass and DEFER the other social-studies strands rather than risk citing text we cannot cleanly verify.
• Tribal governments (C3.2.3, C3.2.4). Michigan's C3.2 cluster names tribal governments and tribal sovereignty (C3.2.4 is entirely about it). Michigan Civics teaches Michigan's state and local structure but not tribal governments, so C3.2.3 is claimed as partial and C3.2.4 is not claimed. The gap is in the course, not the standards.
• Michigan's own state structure is taught more fully than any one code captures. Michigan Civics teaches the 1963 Constitution, the nonpartisan-ballot-but-party-nominated Supreme Court, the joint-ticket Lieutenant Governor with a separately elected Secretary of State and Attorney General, term limits (Proposal 1 of 2022), and the Independent Citizens Redistricting Commission — from Michigan's own sources. C3.2.3 (how state/local governments are organized) and C3.2.6 (initiative/referendum/recall) host most of it, but the judicial-selection quirk and the redistricting commission's design have no code of their own beyond the direct-democracy mechanism that created it.
• The federal-heavy and political-science civics standards we checked and rejected. C1.1.1-1.1.4 (political philosophy and systems of government), C2.1.1-2.1.3 (the founding debates and origins as named content), C2.2.1-2.2.3 (the Democratic Values ↔ Constitutional Principles pairing), C3.1.6 (federal revenue and expenditure), C3.3.1-3.3.6 (interest groups, parties, public opinion, campaigns, NGOs, and media types — our media literacy is consumer protection, not political-media analysis), all of C4 (the Bill of Rights and civil-rights case lists — touched only through Know Your Rights, a thin overlap), all of C5 (U.S. foreign policy and international institutions), C6.1.2/6.1.3 (the expansion of citizenship and territorial/tribal representation), C6.3.1 (civic dispositions as a named concept), and C6.4.1/6.4.2 (the pursuit of Democratic Values and a survey of civil disobedience and social movements) — the courses do not genuinely teach these, so we do not claim them.