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North Carolina standards alignment

Designed for high school. Below is every North Carolinastandard these courses cover: the exact code, the standard's own words, and the lesson that covers it. Where we only cover part of a standard, it says so, and says which part.

30
standards mapped
7
fully covered
23
partially covered
1
frameworks

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Read this before you rely on it

  • We mapped this ourselves. This alignment was done by Learn.WitUS against the published standards. It has not been reviewed, endorsed, or approved by North Carolina's education authority or by anyone else.
  • Every code was fetched, then transcribed word for word. Each framework below shows the date its codes and text were retrieved from the publisher.
  • Standards get revised.A code can be renumbered or its wording changed without notice, and some states publish more than one live edition of the same document. Confirm anything you file against your own jurisdiction's current requirements, using the source links below.
  • We would rather claim less. Where the courses only partly cover a standard, this page says partially covered and explains the gap. Standards we considered and could not honestly claim are listed at the bottom, with the reasons.

North Carolina · Social Studies

North Carolina Standards for the Founding Principles of the United States of America and North Carolina: Civic Literacy

2021 · Approved February 4, 2021 · NCDPI State Course Code 4318 · North Carolina Department of Public Instruction (NCDPI) · retrieved 2026-07-18

North Carolina's graduation-required high-school civics course (legislated by N.C. Session Law 2019-82, House Bill 924). Standards use the CL.* prefix across a content-neutral Inquiry strand (I.*) and five disciplinary strands (Behavioral Sciences, Civics and Government, Economics, Geography, History). The course is overwhelmingly about the founding principles and the federal system, with North Carolina named explicitly in the judicial, constitutional, federalism, local-government, and elections objectives — where the North Carolina flagship course is mapped, as partial. Inquiry indicators are cited at the sub-indicator (bullet) level, because the indicator category stems are short.

Read the source document →

  • CL.C&G.2.2

    Covered
    Explain how the principle of federalism impacts the actions of state and local government.

    Covered by

    • · 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
    • · North Carolina Civics, Lesson 5 · Local government: 100 counties, limited home rule, no townships
    • · North Carolina Civics, Lesson 8 · Get involved where you live in North Carolina

    Note: Federalism is taught in depth — why power is split, the enumerated/implied/reserved/concurrent taxonomy with McCulloch v. Maryland — and North Carolina's Dillon's-Rule limit on what its local governments may do is the state-and-local application named by the standard.

  • CL.C&G.2.3

    Covered
    Differentiate between the types of local governments in order to understand the role, powers, and functions each plays within an intergovernmental system.

    Covered by

    • · 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
    • · North Carolina Civics, Lesson 5 · Local government: 100 counties, limited home rule, no townships
    • · North Carolina Civics, Lesson 8 · Get involved where you live in North Carolina

    Note: Both the general treatment (what local government handles, why it varies, the special districts people forget) and North Carolina's own map — 100 counties under Boards of Commissioners, municipalities, no townships, all under limited home rule.

  • CL.C&G.3.1

    Covered
    Differentiate citizenship and civic participation in terms of responsibilities, duties, and privileges of citizens.

    Covered by

    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
    • · 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
    • · 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 legal meaning of citizenship (the 14th Amendment, naturalization) and civic participation as practiced responsibilities — voting, jury service (an entire course), staying informed.

  • 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, 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, 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.H.1.4

    Covered
    Explain the impact of social movements and reform efforts on governmental change, both current and in the past.

    Covered by

    • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
    • · The History of Unions, Lesson 5 · Haymarket, 1886
    • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes
    • · The History of Unions, Lesson 9 · 1935: the year organizing became a right (the Wagner Act)
    • · The History of Unions, Lesson 10 · The hole in the law: who the Wagner Act left out
    • · The History of Unions, Lesson 8 · The Triangle fire, 1911, and what it actually changed
    • · The History of Unions, Lesson 6 · Homestead, Pullman (Eugene Debs and the socialist movement)
    • · The Great Migration, Lesson 11 · Politics & civil rights
    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement

    Note: Social movements driving governmental change is what this catalog does best: the labor movement from the Gilded Age through the Triangle fire to the Wagner Act, and the civil-rights politics the Great Migration created.

  • CL.H.1.5

    Covered
    Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.

    Covered by

    • · The Great Migration, Lesson 6 · The Black press as engine: the Chicago Defender
    • · The Great Migration, Lesson 7 · The Harlem Renaissance & the New Negro
    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
    • · The Great Migration, Lesson 11 · Politics & civil rights
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution

    Note: Taught as agency, not victimhood: the Black press as an engine of change, Randolph to Memphis, the Black urban vote, and plantation resistance and the Maroons.

  • 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, 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.1.2

    Partially covered
    Critique the consistency with which federal policies, state policies, and Supreme Court decisions have upheld the founding principles.

    Covered by

    • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent
    • · 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

    What we do and don't cover: Partial: the Supreme Court half is strong — how precedent expands rights, and the landmark cases as applicable rules — but a sustained critique of the consistency of federal and state POLICY is not taught.

  • CL.C&G.2.1

    Partially covered
    Compare how national, state, and local governments maintain order, security, and protect individual rights.

    Covered by

    • · US Civics 101, Lesson 1 · Purpose of government and the three branches
    • · North Carolina Civics, Lesson 2 · The three branches, and the Council of State
    • · 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
    • · North Carolina Civics, Lesson 5 · Local government: 100 counties, limited home rule, no townships
    • · North Carolina Civics, Lesson 8 · Get involved where you live in North Carolina
    • · 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

    What we do and don't cover: Partial: all three levels are taught — the federal branches, North Carolina's own state executive (the Council of State, a plural elected executive) and General Assembly, what local government handles and why it varies, and North Carolina's counties and municipalities — plus rights protection through the landmark cases. A single side-by-side comparison of how each level 'maintains order and security' is not the frame.

  • CL.C&G.3.2

    Partially covered
    Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.

    Covered by

    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
    • · The Great Migration, Lesson 11 · Politics & civil rights
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution

    What we do and don't cover: Partial: strategies against discrimination and disenfranchisement are taught through specific movements — plantation resistance and the Maroons, Randolph to Memphis, the Black urban vote the Great Migration created — but not as a systematic comparison of strategies.

  • CL.C&G.3.3

    Partially covered
    Summarize the changes in process, perception, and the interpretation of United States citizenship and naturalization.

    Covered by

    • · 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

    What we do and don't cover: Partial: the legal meaning of citizenship and the naturalization process are taught (14th Amendment, jus soli, eligibility); the changes in 'perception' of citizenship over time are not a systematic thread.

  • CL.C&G.3.7

    Partially covered
    Assess the effectiveness of the election process at the national, state, and local levels.

    Covered by

    • · Voting & Elections 101, Lessons 1-3 · registration, primaries and caucuses, how you vote
    • · Voting & Elections 101, Lesson 7 · Counting, canvassing, and certifying the vote
    • · Voting & Elections 101, Lesson 8 · Verify your own registration and rules
    • · Voting & Elections 101, Lesson 4 · The Electoral College: how it works
    • · Voting & Elections 101, Lesson 5 · Why the Electoral College exists
    • · North Carolina Civics, Lesson 6 · Elections in NC: early one-stop voting, no-excuse absentee, 25-day deadline
    • · North Carolina Civics, Lesson 7 · Photo voter ID: recently in effect after litigation

    What we do and don't cover: Partial: national election mechanics (registration through certification, the Electoral College) and North Carolina's own rules (one-stop early voting with same-day registration, no-excuse absentee, photo ID) are taught thoroughly; 'assessing effectiveness' is analysis the courses prompt but do not grade.

  • CL.C&G.4.1

    Partially covered
    Differentiate the judicial systems of the United States and North Carolina in terms of structure, jurisdiction, and how each provides for equal protection.

    Covered by

    • · 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
    • · North Carolina Civics, Lesson 3 · North Carolina's courts: appellate judges elected in PARTISAN races

    What we do and don't cover: Partial: both systems' structure and selection are taught — the federal judiciary from district courts to the Supreme Court, and North Carolina's partisan-elected Supreme Court and Court of Appeals — but 'how each provides for equal protection' is not worked side by side.

  • CL.C&G.4.2

    Partially covered
    Differentiate the structure and function of state and federal courts in order to understand the adversarial nature of each.

    Covered by

    • · 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
    • · North Carolina Civics, Lesson 3 · North Carolina's courts: appellate judges elected in PARTISAN races
    • · Jury Duty & the Courts · the whole course (the citizen's side of the court system)

    What we do and don't cover: Partial: federal and North Carolina court structure are taught, and jury service teaches the citizen's side of an adversarial system; the adversarial nature itself is illustrated through jury duty rather than compared state-to-federal.

  • 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, 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.

  • CL.C&G.4.4

    Partially covered
    Assess how effective the American system of government has been in ensuring freedom, equality, and justice for all.

    Covered by

    • · The Great Migration, Lesson 2 · The Jim Crow South: what people were fleeing
    • · The Great Migration, Lesson 12 · The long shadow, and the return
    • · The Great Migration, Lesson 11 · Politics & civil rights
    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement

    What we do and don't cover: Partial: taught through cases where the system fell short and was pushed to change — Jim Crow and the Great Migration, the labor half of the civil-rights movement — rather than a general assessment of the system's effectiveness.

  • CL.C&G.4.6

    Partially covered
    Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.

    Covered by

    • · The Great Migration, Lesson 2 · The Jim Crow South: what people were fleeing
    • · The Great Migration, Lesson 12 · The long shadow, and the return
    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution

    What we do and don't cover: Partial: access to justice is taught through where it was denied and fought for — Jim Crow, the plantation economy, unions' own colour bar — not as a comprehensive audit across all the named groups. (Transcribed as printed, including the document's double space in 'extent to'.)

  • CL.B.1.2

    Partially covered
    Explain how legislation, policy, and judicial rulings reflect changing norms and values in the United States.

    Covered by

    • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent
    • · The History of Unions, Lesson 9 · 1935: the year organizing became a right (the Wagner Act)
    • · The History of Unions, Lesson 10 · The hole in the law: who the Wagner Act left out

    What we do and don't cover: Partial: judicial rulings reflecting changing values are taught through how Supreme Court precedent expands rights over time; legislation reflecting changing norms through the Wagner Act. Not a general treatment.

  • CL.B.1.3

    Partially covered
    Explain how the values and beliefs regarding freedom, equality, and justice have helped transform the American system of government.

    Covered by

    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
    • · The Great Migration, Lesson 11 · Politics & civil rights
    • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent

    What we do and don't cover: Partial: taught through the civil-rights transformation — the labor half of the movement, the Black urban vote the Great Migration created, and rights expanded by precedent — rather than as a survey.

  • CL.B.1.4

    Partially covered
    Explain how individual values and societal norms contribute to institutional discrimination and the marginalization of minority groups living under the American system of government.

    Covered by

    • · The Great Migration, Lesson 2 · The Jim Crow South: what people were fleeing
    • · The Great Migration, Lesson 12 · The long shadow, and the return
    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution

    What we do and don't cover: Partial: taught through specific institutions — Jim Crow, the plantation economy, and unions' own colour bar — rather than a general treatment of institutional discrimination.

  • CL.E.1.1

    Partially covered
    Explain how the role federal and state governments play in economic decision-making impacts economic mobility, status, and quality of life of individuals living in America.

    Covered by

    • · The History of Unions, Lesson 9 · 1935: the year organizing became a right (the Wagner Act)
    • · The History of Unions, Lesson 10 · The hole in the law: who the Wagner Act left out
    • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
    • · The History of Unions, Lesson 5 · Haymarket, 1886
    • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes
    • · Ep 4 · The Hidden Costs of Cheap Sugar

    What we do and don't cover: Partial: government's role in the economy is taught through labor law (the Wagner Act's regime and who it excluded, the Gilded-Age fight that led there) and the U.S. sugar program; the link to 'economic mobility, status, and quality of life' is drawn but not measured.

  • CL.E.1.2

    Partially covered
    Summarize the role of the United States and North Carolina in the world economy.

    Covered by

    • · Ep 1 · Follow the Money: Bean to Cup
    • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
    • · Ep 3 · The Commodity Trap
    • · Ep 12 · The Jimador's Share
    • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
    • · Ep 21 · The Smile Curve, Confirmed
    • · Ep 7 · Who Captures the Value
    • · Ep 4 · The Hidden Costs of Cheap Sugar
    • · The Commodity Map itself, every episode pinned at its origin
    • · The Growing Belts map, production regions by latitude band and country
    • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
    • · Ep 3 · The Cacao Tree and the Narrowest Belt
    • · Ep 6 · Why Volcanic Soil Only

    What we do and don't cover: Partial: the United States' role in the global commodity economy is taught in real depth (value chains, the sugar program, the growing belts that drive trade); North Carolina's specific role in the world economy is not.

  • CL.H.1.2

    Partially covered
    Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, and religious groups.

    Covered by

    • · 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
    • · The Great Migration · every lesson carries a primary-source pointer to its real archive
    • · The Great Migration, Lesson 5 · Arrival (the Philadelphia “500% growth” claim, checked against the raw census figures it fails)

    What we do and don't cover: Partial: comparing competing narratives is the Whose Voice method (a planter's account read against Equiano and Mary Prince) and the Great Migration's primary-source pointers; narratives specific to North Carolina's development are not.

  • CL.H.1.3

    Partially covered
    Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability.

    Covered by

    • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent
    • · 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 History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement

    What we do and don't cover: Partial: the evolution of rights is taught through how precedent expands them and the landmark cases, plus the labor and civil-rights movements; not every named group is treated systematically.

  • CL.H.1.6

    Partially covered
    Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice, and discrimination within the American system of government over time.

    Covered by

    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution
    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
    • · The Great Migration, Lesson 11 · Politics & civil rights

    What we do and don't cover: Partial: resilience and resistance are taught through plantation resistance and the Maroons, Randolph to Memphis, and the vote the Great Migration created; 'within the American system of government' frames some but not all of these.

  • I.1.3 · Gathering and Evaluating Sources

    Partially covered
    Determine the origin, context, and bias of primary and secondary sources.

    Covered by

    • · 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 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

    What we do and don't cover: Partial: North Carolina's Inquiry strand is content-neutral and applied across the course; these source-analysis skills are modelled in every BVC episode (reading an ad for what it omits, weighing accounts against each other) but sustained student-run analysis is graded only in the Coffee project. Cited at the sub-indicator (bullet) level, as the indicator's category stem is short.

  • I.1.4 · Developing Claims and Using Evidence

    Partially covered
    Analyze data from charts, graphs, timelines, and maps.

    Covered by

    • · Ep 1 · Assignment, Option A, map the supply chain of 3 items from your morning routine
    • · Ep 1 · Assignment, Option B, Coffee Belt climate report, with maps and data tables
    • · The Commodity Map itself, every episode pinned at its origin
    • · The Growing Belts map, production regions by latitude band and country
    • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
    • · Ep 3 · The Cacao Tree and the Narrowest Belt
    • · Ep 6 · Why Volcanic Soil Only

    What we do and don't cover: Partial: analyzing maps and data is the Commodity Map itself and the Coffee project's mapping option (maps and data tables of production regions); a broader charts-and-timelines program is not. Cited at the sub-indicator (bullet) level.

  • I.1.5 · Communicating Ideas

    Partially covered
    Support arguments with evidence and reasoning while considering counterclaims.

    Covered by

    • · Ep 1 · Assignment, Option D, a 1,200-1,500 word research paper with a required counterargument section
    • · 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: the Coffee project's Option D requires exactly this, with a required counterargument section, and the fallacy-analysis lessons teach evaluating reasoning — but the graded argument is one optional project in one episode. Cited at the sub-indicator (bullet) level.

  • I.1.6 · Taking Informed Action

    Partially covered
    Organize and take individual or collaborative action in order to effect change and inform others.

    Covered by

    • · 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
    • · North Carolina Civics, Lesson 8 · Get involved where you live in North Carolina

    What we do and don't cover: Partial: where and how to be heard at every level, tracking a live bill, and getting involved in North Carolina are taught as practice; the student's own action is prompted, not assessed. Cited at the sub-indicator (bullet) level.

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.

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