New Jersey standards alignment

• 6.1.12.CivicsPI.2.a

  Partially covered

  Prepare and articulate a point of view about the importance of individual rights, separation of powers, and governmental structure in New Jersey's 1776 constitution and the United States Constitution.

  Covered by

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

  • · New Jersey Civics, Lesson 1 · New Jersey's Constitution of 1947
  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power
  • · New Jersey Civics, Lesson 2 · New Jersey's powerful Governor (and the 2010 Lieutenant Governor)

  What we do and don't cover: One of the two New Jersey-naming anchors. Separation of powers and governmental structure are taught federally (US Constitution 101) and, for New Jersey, through the flagship's constitutional history (1776, 1844, 1947) and its strong-governor structure. Partial: the standard's specific hook is the 1776 constitution, which the flagship mentions rather than works in depth.

• 6.1.12.CivicsPD.2.a

  Partially covered

  Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates and assess their continuing relevance.

  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, Lesson 8 · The Bill of Rights (Amendments I to X)

  What we do and don't cover: Partial: the framing of the Constitution (why the Articles failed) and the Bill of Rights the Anti-Federalists demanded are taught as documents. A dedicated Federalist/Anti-Federalist debate unit, assessing continuing relevance, 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 New Jersey mathematics standard.
• Science — almost nothing. There is no laboratory work, no investigation and no scientific modelling here. New Jersey adopted the NGSS verbatim (as NJSLS-Science, 2014), and we claim a single NGSS performance expectation, partially, explaining exactly why on the entry itself. It is not a science course and we will not sell it as one.
• The flagship's distinctive New Jersey structure has mostly no code to cite. New Jersey Civics teaches the deliberately strong Governor (who appoints the Attorney General, Secretary of State, and Treasurer rather than voters electing them), the Lieutenant Governor created only in 2010, the appointed judiciary that earns tenure to age 70, the 40-district Legislature on its 2-4-4 Senate cycle, the absence of any citizen initiative, and the 21 counties whose boards were renamed from “Chosen Freeholders” to “county commissioners” in 2020-2021. New Jersey's 2020 standards reach the New Jersey Constitution of 1776 and 1947 (6.1.12.CivicsPI.2.a, .13.a), which the flagship backs, but the strong-governor design, the appointed judiciary, the no-initiative rule, and the county renaming have no New Jersey-specific code. The gap is in the standards, not the course.
• The Opium Wars, the sugar-vs-other-commodities split, and the War on Drugs. The catalog teaches the Opium Wars and the War on Drugs in depth, and covers sugar thoroughly. New Jersey's world-history standard names sugar and cotton (6.2.12.EconGE.1.a), so we claim the sugar content there — but it does not name the Opium Wars, and New Jersey's Active Citizenship history standards reach contemporary drug policy only through the broad “current foreign policy issue” framing (6.3.12.HistoryCA.12), which the courses do not squarely meet. We leave those unclaimed rather than stretch.
• The Amistad and climate-change teaching mandates. New Jersey law requires the Amistad curriculum (the history of the African slave trade and of African Americans) and climate-change education across subjects. These are instructional mandates layered onto the standards, not separate coded standards, so there is no distinct code to cite; the catalog's slavery, abolition, and climate content is claimed through the coded 6.1/6.2 standards above.
• The wider catalog — health, PE, AI-literacy, and languages. New Jersey's relevant frameworks for these (Comprehensive Health and Physical Education; Computer Science and Design Thinking; World Languages) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no New Jersey claims this pass.