North Carolina standards alignment

• CL.C&G.4.5

  Covered

  Summarize the importance of both the right to due process of law and the individual rights established in the Bill of Rights in the American legal system.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • The Bill of Rights: Know Your Rights

  • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)
  • · The Bill of Rights: Know Your Rights, Lesson 1 · What is the Bill of Rights?
  • · Know Your Rights, Lessons 2-5 · speech, religion, press, assembly, including at school and online
  • · Know Your Rights, Lessons 6-8 · the 4th Amendment: searches, stops, and your digital life
  • · 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: The Bill of Rights as a document, what it protects, the landmark rights cases as rules a student can apply (including the Fourth Amendment and due process), and when government may constitutionally limit rights.

• CL.H.1.1

  Covered

  Explain how the tensions over power and authority led the founding fathers to develop a democratic republic.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation
  • · 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

  Note: Why the Articles of Confederation failed and led to the 1787 Constitution, worked article by article, with separation of powers and checks and balances as the answer to concentrated authority.

• CL.C&G.1.1

  Partially covered

  Explain the influence of the founding principles on state and federal decisions using primary and secondary source documents.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • North Carolina Civics: How Your State Government Works

  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
  • · US Constitution 101, Lesson 2 · The Preamble: who, and why
  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power
  • · North Carolina Civics, Lesson 1 · North Carolina's 1971 constitution, and no citizen initiative

  What we do and don't cover: Partial: the founding principles are worked through the Constitution article by article (the Preamble's purposes, separation of powers) using the founding documents themselves, and North Carolina's own 1971 constitution is taught in the flagship. A systematic study of how those principles shaped specific state and federal decisions is not the frame.

• CL.C&G.4.3

  Partially covered

  Exemplify how the constitutions of the United States and North Carolina have been interpreted and applied since ratification.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • The Supreme Court & the Judicial Branch
  • North Carolina Civics: How Your State Government Works

  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
  • · US Constitution 101, Lesson 9 · Changing the Constitution: Article V and key later amendments
  • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent
  • · North Carolina Civics, Lesson 1 · North Carolina's 1971 constitution, and no citizen initiative

  What we do and don't cover: Partial: the U.S. Constitution is worked article by article, with Article V and how precedent expands rights; North Carolina's 1971 constitution and its amendment path are taught in the flagship. Case-by-case interpretation 'since ratification' for North Carolina specifically is not.

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.