Michigan standards alignment

• C3.2.6

  Covered

  Describe and evaluate referendums, initiatives, and recall as mechanisms used to influence state and local government. Use a case study to examine the impact of one such listed mechanism.

  Covered by

  • Michigan Civics: How Your State Government Works
  • How to Help a Campaign: A Practical, Non-Partisan Guide

  • · Michigan Civics, Lesson 1 · Michigan's Constitution of 1963 and its direct democracy
  • · Michigan Civics, Lesson 4 · How a bill becomes a Michigan law
  • · Michigan Civics, Lesson 8 · How to take part where you live
  • · Michigan Civics, Lesson 5 · Redistricting: Michigan's Independent Citizens Redistricting Commission
  • · How to Help a Campaign, Lesson 10 · Helping ballot measures and local causes

  Note: Near-1:1 with the flagship's headline: Michigan's initiative, referendum, and recall are each taught, and the standard's “case study” is delivered by the Independent Citizens Redistricting Commission — a constitutional initiative (Proposal 2 of 2018) that reshaped how Michigan governs itself.

• C3.2.1

  Covered

  Describe limits the U.S. Constitution places on powers of the states and on the federal government’s power over the states.

  Covered by

  • State vs Federal Power: How American Government Is Divided

  • · 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
  • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

  Note: The Tenth Amendment's reserved powers and the limits on each level are taught directly in the powers-taxonomy and federalism courses.

• C3.2.2

  Covered

  Explain interactions and tensions among federal, state, and local governments using the necessary and proper clause, the Commerce Clause, and the Tenth Amendment.

  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: The Necessary and Proper Clause, the Commerce Clause's reach, and the Tenth Amendment are taught by name through McCulloch v. Maryland and the enumerated/implied/reserved powers taxonomy.

• C3.1.1

  Covered

  Identify and describe the purposes, organization, powers, processes, and election of the legislative branch as enumerated in Article I of the Constitution.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • US Civics 101: How American Government Works

  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
  • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
  • · US Civics 101, Lesson 3 · How a bill becomes a law

  Note: Article I's structure, the enumerated powers, and how a bill becomes law are taught end to end.

• C3.1.2

  Covered

  Identify and describe the purposes, organization, powers, processes, and election of the executive branch as enumerated in Article II of the Constitution.

  Covered by

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

  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
  • · US Civics 101, Lesson 1 · Purpose of government and the three branches
  • · Voting & Elections 101, Lesson 4 · The Electoral College: how it works
  • · Voting & Elections 101, Lesson 5 · Why the Electoral College exists

  Note: Article II's executive powers and the election to office — including the Electoral College's mechanics and original purpose — are taught directly.

• C3.1.3

  Covered

  Identify and describe the purposes, organization, powers, processes, and appointment or election of the judicial branch as enumerated in Article III of the Constitution and as established in Marbury v. Madison.

  Covered by

  • The Supreme Court & the Judicial Branch
  • US Civics 101: How American Government Works

  • · The Supreme Court & the Judicial Branch, Lesson 1 · The federal judiciary: from district courts to the Supreme Court
  • · The Supreme Court & the Judicial Branch, Lesson 7 · Checks on the Court
  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)
  • · The Supreme Court & the Judicial Branch, Lesson 2 · How a judge gets there: nomination and confirmation

  Note: Article III's judiciary, the nomination-and-confirmation process, and judicial review through Marbury v. Madison are each taught by name.

• C3.1.4

  Covered

  Examine and evaluate the effectiveness the role of separation of powers and checks and balances in regard to the distribution of power and authority between the three branches of government.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power

• C3.1.5

  Covered

  Analyze the various levels and responsibilities in the federal and state judicial systems and explain the relationships among them.

  Covered by

  • The Supreme Court & the Judicial Branch
  • Michigan Civics: How Your State Government Works

  • · The Supreme Court & the Judicial Branch, Lesson 1 · The federal judiciary: from district courts to the Supreme Court
  • · The Supreme Court & the Judicial Branch, Lesson 7 · Checks on the Court
  • · Michigan Civics, Lesson 3 · How Michigan chooses its judges (the nonpartisan-ballot quirk)

  Note: Both systems the standard names are taught: the federal judiciary's three tiers, and Michigan's own courts — the nonpartisan-ballot-but-party-nominated Supreme Court, the Court of Appeals, and the trial courts.

• C3.1.7

  Covered

  Identify and explain how Supreme Court decisions and provisions in the U.S. Constitution have impacted the power of the federal government.

  Covered by

  • State vs Federal Power: How American Government Is Divided
  • US Civics 101: How American Government Works

  • · 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
  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)

  Note: Taught through the standard's own example — McCulloch v. Maryland, implied powers, and the enumerated/implied/reserved taxonomy that defines federal power.

• C3.3.7

  Covered

  Analyze the credibility and validity of various forms of political communication.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution
  • Spotting Misleading Marketing

  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification
  • · Ep 1 · Reading a Coffee Ad
  • · Ep 2 · Reading a Tea Ad
  • · Ep 3 · Reading a Chocolate Ad
  • · Ep 4 · Whose Voice Tells the Story (reading a text for what it leaves out)
  • · Ep 11 · Tiki and the Tropical Paradise
  • · Ep 15 · The Language of Doubt
  • · 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
  • · Ep 15 · Doubt Is Our Product
  • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)
  • · Spotting Misleading Marketing, Lesson 8 · Misleading statistics and charts
  • · Spotting Misleading Marketing, Lesson 4 · Fake urgency, fake scarcity, and fake discounts

  Note: Reading a message for credibility, bias, omission, and logical fallacy — the standard's exact skill — is the media-literacy method run in every episode: ads, labels, and campaign language read for what they leave out.

• C6.1.1

  Covered

  Describe and evaluate the requirements and process for becoming a citizen of the United States.

  Covered by

  • Citizenship & Naturalization Basics

  • · Citizenship & Naturalization Basics, Lesson 1 · Who is a U.S. citizen? Birthright and the 14th Amendment
  • · Citizenship & Naturalization Basics, Lesson 3 · Becoming a citizen: naturalization eligibility

  Note: The 14th Amendment, citizenship through birth and through parents, and naturalization eligibility step by step are taught directly.

• C6.2.1

  Covered

  Using examples, explain the rights and responsibilities of U.S. citizens as well all people living in the United States.

  Covered by

  • Citizenship & Naturalization Basics
  • Jury Duty & the Courts (the citizen's side)
  • Voting & Elections 101
  • Michigan Civics: How Your State Government Works

  • · 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
  • · Michigan Civics, Lesson 6 · Elections and voting in Michigan

  Note: The standard's own examples — voting, serving as a juror — are taught as practice: jury service is an entire course, and voting is taught both generally (registration walkthroughs) and as Michigan's own voter-access rules (no-reason absentee, automatic and same-day registration, early voting).

• C6.4.4

  Covered

  Equip students with the skills and knowledge to explore multiple pathways for knowledgeable, civic engagement through simulations and/or real-world opportunities for involvement.

  Covered by

  • Michigan Civics: How Your State Government Works
  • How to Run for Office: A Practical, Non-Partisan Guide
  • How to Help a Campaign: A Practical, Non-Partisan Guide
  • US, State & Local Government: Who Does What

  • · Michigan Civics, Lesson 8 · How to take part where you live
  • · 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)
  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level

  Note: Multiple real-world pathways are taught end to end: registering and voting with Michigan's options, helping a campaign lawfully, showing up at local boards, and running for office yourself.

• C3.2.3

  Partially covered

  Describe how state, local, and tribal governments are organized, their major responsibilities, and how they affect the lives of people residing in their jurisdictions.

  Covered by

  • Michigan Civics: How Your State Government Works
  • US, State & Local Government: Who Does What

  • · Michigan Civics, Lesson 1 · Michigan's Constitution of 1963 and its direct democracy
  • · Michigan Civics, Lesson 2 · The three branches of Michigan government
  • · Michigan Civics, Lesson 4 · How a bill becomes a Michigan law
  • · Michigan Civics, Lesson 7 · Local government: counties, cities, villages, and townships
  • · 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

  What we do and don't cover: This is the flagship's primary home: Michigan's own state structure (the 1963 Constitution, the Legislature, the executive, the nonpartisan-ballot judiciary) and Michigan local government (83 counties, strong townships, home-rule cities under the 1909 Act) are taught in depth. The standard also names TRIBAL governments, which the course does not cover — hence partial.

• C6.4.3

  Partially covered

  Identify and describe a local, state, national, or international public policy issue; research and evaluate multiple solutions; analyze the consequences of each solution and propose, defend, and take relevant action to address or resolve the issue.

  Covered by

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

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

  What we do and don't cover: Civic action is taught as practice — tracking a live bill, showing up at the level where an issue is decided, and Michigan's own levers (petitions, public comment). The standard's full research-propose-defend-take-action project is prompted, not run as a graded assignment.

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.