Hawaii standards alignment

• SS.9-12.2.1

  Covered

  Evaluate the credibility of a source by examining its origin, author, context, content, and corroborative value

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Chocolate — Food of the Gods
  • Spotting Misleading Marketing

  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification
  • · Ep 15 · Doubt Is Our Product
  • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)
  • · Ep 1 · Reading a Coffee Ad
  • · Ep 3 · Reading a Chocolate Ad
  • · Ep 8 · Reading a Craft Beer Label
  • · Ep 15 · Torches of Freedom
  • · Ep 16 · Reefer Madness and the Language of Fear
  • · Ep 18 · Just Say No
  • · Spotting Misleading Marketing, Lesson 8 · Misleading statistics and charts
  • · Spotting Misleading Marketing, Lesson 4 · Fake urgency, fake scarcity, and fake discounts

  Note: Squarely met by the BVC media-literacy method: reading a source for origin, author, bias, omission, misleading statistics, and recurring fallacy is modelled and practiced across the catalog — exactly the credibility examination the standard names.

• SS.9-12.2.2

  Covered

  Gather relevant information from credible sources representing a wide range of views, and note any inconsistencies in the information

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Coffee — The Daily Global Connection

  • · Ep 4 · Whose Voice Tells the Story, Beckford (1790) against Equiano (1789) and Mary Prince (1831) on the same plantation world
  • · Ep 3 · Two Ways of Seeing a Bean
  • · Ep 5 · Two Ways of Knowing
  • · Ep 18 · Whose Voice
  • · Ep 10 · The Oral History That Survived (recovering Nathan “Nearest” Green's erased role)
  • · 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

  Note: The Whose Voice lessons put differing first-person accounts of the same event against each other and teach the student to note the discrepancies; the Nathan Green lesson resolves a documentary-vs-oral-record inconsistency; the Coffee project gathers and weighs multiple sources.

• SS.PID.2.8.2

  Covered

  Analyze the role of the three branches of government in the lawmaking process

  Covered by

  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • US Civics 101: How American Government Works

  • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
  • · US Civics 101, Lesson 3 · How a bill becomes a law
  • · US Civics 101, Lesson 1 · Purpose of government and the three branches
  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)

  Note: All three roles the standard names are taught: the legislative bill process end to end, the executive's veto and implementation, and judicial review through Marbury v. Madison.

• SS.PID.3.7.2

  Covered

  Assess the importance of exercising the rights and responsibilities of citizenship in a democracy

  Covered by

  • Citizenship & Naturalization Basics
  • Jury Duty & the Courts (the citizen's side)
  • Voting & Elections 101

  • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
  • · Jury Duty & the Courts · the whole course (the citizen's side of the court system)
  • · Voting & Elections 101, Lesson 1 · Registering to vote

  Note: The standard's own examples — being an informed and active citizen, paying taxes, serving jury duty, and voting — are taught as practice: jury service is an entire course, and voting is taught through registration walkthroughs.

• SS.PID.5.7.1

  Covered

  Plan and demonstrate some ways in which an active citizen can effect change in the community, state, nation, or world

  Covered by

  • Hawaii Civics: How Your State Government Works
  • US, State & Local Government: Who Does What
  • How to Run for Office: A Practical, Non-Partisan Guide
  • How to Help a Campaign: A Practical, Non-Partisan Guide
  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • Voting & Elections 101

  • · Hawaii Civics, Lesson 5 · Elections, county government, and how to take part
  • · Hawaii Civics, Lesson 1 · The most centralized state: four counties, no cities, one school system
  • · Hawaii Civics, Lesson 4 · The Office of Hawaiian Affairs and an official second language
  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
  • · How to Run for Office · the whole course (eligibility, ballot access, money rules, and after Election Day)
  • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)
  • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
  • · Voting & Elections 101, Lesson 1 · Registering to vote

  Note: The one standard that reaches Hawaii's own participation, and the flagship's home: the standard's own example set (voting, running for office, providing public testimony, writing to policymakers) is taught as practice, and Hawaii's distinctive civic actions — voting the mailed ballot, electing the Office of Hawaiian Affairs trustees, showing up at your county (the only local layer), and advocating on the statewide school system — are the worked example.

• SS.9-12.3.1

  Partially covered

  Develop claims and counterclaims using evidence that draws directly and substantively from multiple sources while pointing out the strengths and limitations of both

  Covered by

  • BVC: Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources
  • · 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)

  What we do and don't cover: Partial: evaluating claims and their weaknesses is taught across the catalog, but the sustained claim-and-counterclaim deliverable drawn from multiple sources is run as a graded assignment only in the Coffee project.

• SS.9-12.5.3

  Partially covered

  Apply a range of deliberative strategies and procedures to make decisions and propose feasible solutions to address local, regional, and/or global concerns

  Covered by

  • US, State & Local Government: Who Does What
  • How a Bill Becomes Law (Federal): From Idea to Public Law

  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
  • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard

  What we do and don't cover: Partial: matching an issue to the level of government that decides it, showing up there, and tracking a live bill are taught directly; the deliberative decision-making procedure the standard names is prompted rather than run as a structured classroom exercise.

• SS.9-12.5.4

  Partially covered

  Create an action plan to address a solution to the problem or issue and demonstrate substantive evidence of implementation

  Covered by

  • Hawaii Civics: How Your State Government Works
  • How a Bill Becomes Law (Federal): From Idea to Public Law

  • · Hawaii Civics, Lesson 5 · Elections, county government, and how to take part
  • · Hawaii Civics, Lesson 1 · The most centralized state: four counties, no cities, one school system
  • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard

  What we do and don't cover: Partial: the flagship teaches how to take action in Hawaii and prompts the learner to follow one issue start to finish, but the action plan with demonstrated evidence of implementation is prompted, not collected and assessed.

• SS.PID.1.19.2

  Partially covered

  Analyze the problems and compromises that shaped the United States Constitution

  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

  What we do and don't cover: Partial: why the Articles of Confederation failed and how that produced the 1787 Constitution is taught directly, and the Constitution is analyzed article by article; the standard's specific compromises (the Three-Fifths Clause, the New Jersey vs. Virginia plans) and the Federalist/Anti-Federalist debate are not worked as named content.

• SS.PID.2.6.1

  Partially covered

  Explain how the American Constitution embodies the principles of the rule of law, popular sovereignty, separation of powers, checks and balances, and limited government

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • US Civics 101: How American Government Works

  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power
  • · US Civics 101, Lesson 1 · Purpose of government and the three branches
  • · US Constitution 101, Lesson 2 · The Preamble: who, and why

  What we do and don't cover: Partial: separation of powers and checks and balances are taught directly, the three branches are taught end to end, and popular sovereignty is worked through the Preamble; rule of law and limited government are touched as principles but not each taught as a discrete unit.

• SS.PID.3.17.1

  Partially covered

  Explain the significance and impact of landmark Supreme Court cases in American history

  Covered by

  • US Civics 101: How American Government Works
  • The Bill of Rights: Know Your Rights
  • The Supreme Court & the Judicial Branch

  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)
  • · 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
  • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent

  What we do and don't cover: Partial: Marbury v. Madison (judicial review) is taught by name, and the rights-case line (Tinker, Brandenburg, Mapp, and how precedent expands rights) is taught as applicable rules; the rest of the standard's named list (Plessy, Korematsu, Brown, Shelby County) is not each taught.

• HS-ESS1-3

  Covered

  Communicate scientific ideas about the way stars, over their life cycle, produce elements.

  Covered by

  • How We Know What's Out There

  • · 7 · Reading a star: the HR diagram
  • · 13 · What stars make

  Note: Lesson 13 is this expectation. It gives the mechanism without equations (hydrogen to helium, heavier elements as the core contracts and heats, the stop at iron because fusion past it no longer releases net energy, and the extreme conditions of stellar death for what comes after), and then sets out the four independent lines of evidence that support it. Communicating the idea IS the lesson, which is why this one is full rather than partial.

• HS-ESS2-2

  Partially covered

  Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

  Covered by

  • The River and the Watershed

  • · 2 · Where a river's water comes from
  • · 6 · Sediment, and what a dam does to it
  • · 9 · Why the oxygen runs out
  • · 10 · A thousand miles of nitrogen

  What we do and don't cover: The best NGSS fit in the catalog for a feedback argument. The River and the Watershed is built out of them: paving a watershed raises flood peaks AND lowers baseflow through one mechanism (lesson 2); a dam trapping sediment starves the channel below and stops resupplying the delta a thousand miles away (lesson 6); fertiliser on an Indiana field ends as an oxygen-depleted zone in the Gulf (lessons 9 and 10). PARTIAL because of the first verb: the learner ANALYZES geoscience data only in the capstone, where they read a USGS gauge record and an EPA impairment listing for their own watershed. The lessons supply the analysis; the student repeats it once.

• HS-ESS2-5

  Partially covered

  Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

  Covered by

  • The River and the Watershed

  • · 5 · The river shapes the land
  • · 6 · Sediment, and what a dam does to it
  • · 9 · Why the oxygen runs out

  What we do and don't cover: PARTIAL, and the gap is the entire first half of the sentence. The CONTENT is taught directly and at length: water's properties drive erosion and deposition, meanders, cut banks and point bars (lesson 5), sediment transport and what a dam does to it (lesson 6), and density stratification, which is why the Gulf hypoxic zone persists through the summer (lesson 9). But the learner never PLANS AND CONDUCTS AN INVESTIGATION. There is no laboratory work in this catalog and no fieldwork is required to finish this course. If your science requirement is assessed on students conducting investigations, this contributes and does not discharge. Course 4 of this track teaches how to design one; running it is still the student's own project.

• HS-ESS1-2

  Partially covered

  Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

  Covered by

  • How We Know What's Out There

  • · 5 · Light itself
  • · 11 · Redshift and an expanding universe
  • · 12 · The Hubble tension
  • · 16 · Capstone: trace a number down the ladder

  What we do and don't cover: The strongest CONTENT match in this catalog: the performance expectation names light spectra, the motion of distant galaxies, and the composition of matter, and those are lessons 5, 11 and 13 of How We Know What's Out There. PARTIAL, and the missing piece is the practice rather than the content: the course supplies and examines the evidence, and the student is asked to construct an explanation only in the graded capstone, where they trace a published number down the chain of inference. If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it and does not discharge it.

• HS-ESS1-1

  Partially covered

  Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.

  Covered by

  • How We Know What's Out There

  • · 7 · Reading a star: the HR diagram
  • · 13 · What stars make

  What we do and don't cover: PARTIAL, and the gap is the verb. Fusion as the sun's energy source and the arc of a star's life are taught (lessons 7 and 13, via the main sequence and stellar evolution), but the student never DEVELOPS A MODEL, which is the performance the expectation actually requires. Do not round this up.

• HS-ESS3-1

  Partially covered

  Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Chocolate — Food of the Gods
  • BVC: Kava — The Root of Peace

  • · Ep 1 · Climate Change Is Redrawing the Map
  • · Ep 3 · A Two-Degree Threat
  • · Ep 6 · Why Volcanic Soil Only
  • · Ep 10 · Karst Limestone and Bourbon
  • · Ep 1 · Assignment, Option B, assess a producing country's climate viability and defend the assessment

  What we do and don't cover: Read this one carefully before you rely on it. This is NOT a science course, it has no laboratory work, no investigations and no scientific modelling. What it does have is precisely the content of HS-ESS3-1: resource availability and climate change shaping what humans do and where. The lessons supply the evidence; the STUDENT constructs the explanation only in the Coffee project (Option B). If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it, it does not discharge it.

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:

• The Hawaii Civics flagship's structure lessons have no Hawaii code to cite. Hawaii Civics: How Your State Government Works teaches Hawaii's genuinely distinctive structure — the most centralized state government in the nation (four counties and essentially no city or town governments below them; the ONLY state with a single, statewide public-school system), the Constitution of 1959, a compact elected executive (only the Governor and Lieutenant Governor), a Legislature of 25 senators and 51 representatives, a judiciary where the Judicial Selection Commission (not the voters) decides retention, the elected-trustee Office of Hawaiian Affairs, and Hawaiian as an official second language — from Hawaii's own official sources. But the HCSSS Participation in a Democracy standards are federal/general: they carry NO standard for a state's own government structure. Only the civic-engagement standard (SS.PID.5.7.1) reaches Hawaii's own participation, so the flagship's structure lessons carry no claim while its civic ACTIONS do. The gap is in the standards, not the course.
• English/Language Arts — deferred (Hawaii adopted the Common Core, then revised its ELA in 2024). Hawaii adopted the Common Core State Standards for ELA on June 7, 2010, so the shared common-core-ela file would in principle apply. But the Board of Education took committee action on a "Revised Hawaii Common Core Standards for ELA" in April 2024, so Hawaii's current grade 11-12 RH/RI/WHST wording may no longer be verbatim CCSS — exactly the situation that made us transcribe Iowa's and Mississippi's revised ELA rather than alias. We did not fetch and verify Hawaii's current ELA document this pass, and the rule is compare-before-aliasing, so we DEFER the ELA framework rather than blind-alias it. The catalog's source-evaluation and media-literacy work is instead claimed against Hawaii's own social-studies inquiry standards (SS.9-12.2.1, .2.2, .3.1), which we transcribed verbatim.
• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Hawaii Common Core mathematics standard.
• Science — one partial claim, via the shared NGSS file. Hawaii adopted the NGSS (February 16, 2016), 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.
• The federal-heavy Participation in a Democracy standards we checked and rejected. SS.PID.1.17.1 (classical, natural-rights, and English-common-law philosophy behind the Constitution), SS.PID.1.11.3 (the Hamilton vs. Jefferson debate on federal strength), SS.PID.4.7.1 (policy makers, interest groups, and the media in shaping public policy — our media literacy is consumer protection, not political-media analysis), SS.PID.4.10.2 (the economic functions of government and its social services), and SS.PID.4.16.3 (the global role of the United States, geopolitics, and international economics) — the courses do not genuinely teach these, so we do not claim them. The inquiry Anchor 1 (developing compelling and supporting questions) and Anchor 4 (communicating conclusions to a range of audiences) are teaching moves rather than course content here, and are not claimed.
• Hawaii's other high-school social-studies courses — deferred, not denied. The HCSSS also define World History and Culture (CE 1500 to Present), United States History and Government, and Modern History of Hawaiʻi at grades 9-12. The catalog's commodity, colonial, labor, civil-rights, and migration history WOULD map to several of those courses' standards, as it does in other states. We mapped the Participation in a Democracy course this pass (the flagship's home) and DEFER the World History, U.S. History and Government, and Modern History of Hawaiʻi courses to a later pass rather than claim standards we have not yet transcribed and verified.