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Rhode Island standards alignment

Designed for high school. Below is every Rhode Islandstandard 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.

31
standards mapped
11
fully covered
20
partially covered
3
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 Rhode Island'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.

Rhode Island · Social Studies

Rhode Island Social Studies Standards — High School Civics (SSHS.CVC)

Rhode Island Social Studies Standards, 2023 · High School Civics (SSHS.CVC) · Rhode Island Department of Education (RIDE) / Council on Elementary and Secondary Education · retrieved 2026-07-19

Rhode Island's High School Civics course is the anchor for the Rhode Island Civics flagship. Its Inquiry Topic 4 standard on “State, local, and tribal governments” (SSHS.CVC.4.5) names the powers of the state of Rhode Island and the Narragansett tribal government explicitly, so — unlike the purely-federal states — the Rhode Island flagship's own-government lessons (no county governments, the 2004 separation-of-powers reform, a Supreme Court with life tenure, the weak veto, the 2020 name change) have a genuine home. The federal-ladder standards in Inquiry Topics 3 and 4 carry the general civics claims, Topic 2/3 host Rhode Island's ratification history, and Topic 6 hosts the Dorr Rebellion. Transcribed verbatim from the 2023 RIDE Social Studies Standards (see the file header for the provenance note).

Read the source document →

  • SSHS.CVC.4.1

    Covered
    Argue the ways the Enlightenment idea of checks and balances as a deterrent to tyranny influenced the Constitution of the United States

    Covered by

    • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
    • · US Constitution 101, Lesson 7 · Federalism: state and federal power
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

    Note: Checks and balances as a deterrent to tyranny, both among the three branches and between the state and national governments (federalism), are taught directly in the Constitution and federalism courses.

  • SSHS.CVC.4.2

    Covered
    Analyze the structure and role of the legislative branch of the national government

    Covered by

    • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
    • · US Civics 101, Lesson 1 · Purpose of government and the three branches
    • · 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 legislative branch, its powers, and how it makes law (including the checks it exercises on the other branches) are taught end to end.

  • SSHS.CVC.4.3

    Covered
    Analyze the structure and role of the executive branch of the national government

    Covered by

    • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
    • · US Civics 101, Lesson 1 · Purpose of government and the three branches

    Note: Article II's executive branch, its powers, and its checks on the legislative and judicial branches are taught directly.

  • SSHS.CVC.4.4

    Covered
    Analyze the structure and role of the judicial branch of the national government

    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
    • · 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, judicial review through Marbury v. Madison (the standard's own check example), and the nomination-and-confirmation process are each taught by name.

  • SSHS.CVC.6.2

    Covered
    Explain the functions of primary and general elections in the United States

    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

    Note: The functions of primary and general elections — and how the vote is monitored, counted, and certified — are taught directly in the elections course.

  • SSHS.CVC.4.5

    Partially covered
    Analyze other governmental systems of the United States, including state, local, and tribal governments, and their interactions with each other and the federal government

    Covered by

    • · Rhode Island Civics, Lesson 3 · From legislative supremacy to the 2004 separation-of-powers reform
    • · Rhode Island Civics, Lesson 4 · The General Assembly and a Supreme Court that serves for life
    • · Rhode Island Civics, Lesson 2 · Counties on the map, but no county governments
    • · 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
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

    What we do and don't cover: This is the flagship's primary home: Rhode Island's own state and local structure is taught in depth — the plural executive and the 2004 separation-of-powers reform, the General Assembly and its weak (three-fifths override) veto, the life-tenure Supreme Court, and the two-tier system with NO county governments (39 cities and towns). Partial because the standard also requires TRIBAL governments — it names the Narragansett explicitly — and the course does not teach the Narragansett Tribe's government (see notClaimed).

  • SSHS.CVC.3.2

    Partially covered
    Argue the impacts of the compromises that went into the passage of the Constitution of the United States, including the addition of the Bill of Rights

    Covered by

    • · Rhode Island Civics, Lesson 1 · The smallest state, its founding, and its 2020 name change
    • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)
    • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation

    What we do and don't cover: The Rhode Island angle the standard names — the reasons for Rhode Island's reluctance to ratify — is taught directly: the flagship teaches that Rhode Island was the last of the 13 to ratify, holding out until a Bill of Rights was assured, and the Bill of Rights is taught as a document. Partial because the standard's broader compromise survey (the anti-federalists, the Great Compromise) is not the course's focus.

  • SSHS.CVC.2.4

    Partially covered
    Argue the impacts of the challenges the founders faced to the creation of a new government under the Constitution of the United States

    Covered by

    • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
    • · Rhode Island Civics, Lesson 1 · The smallest state, its founding, and its 2020 name change

    What we do and don't cover: The founding challenges the standard frames — the move from the Articles of Confederation to the 1787 Constitution and the federalism debate — are taught, and the flagship teaches Rhode Island's holdout on ratification. Partial because the standard's specific Rhode Island learning objective (why Rhode Island refused to send a delegate to the Constitutional Convention) and the Virginia/New Jersey-plan detail are set up rather than worked.

  • SSHS.CVC.2.3

    Partially covered
    Argue the impacts of the issues and challenges to the Articles of Confederation

    Covered by

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

    What we do and don't cover: Why the Articles of Confederation failed — and how that produced the 1787 Constitution — is taught directly. Partial because the standard's named example, Shays' Rebellion, is not separately worked.

  • SSHS.CVC.3.1

    Partially covered
    Argue the impact of the structure of government and law established by the Constitution of the United States and Bill of Rights

    Covered by

    • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
    • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
    • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
    • · US Constitution 101, Lesson 7 · Federalism: state and federal power

    What we do and don't cover: The structure of government the Constitution establishes is taught article by article, with the Bill of Rights. Partial because the standard's Haudenosaunee-Confederacy-influence guiding question is not worked.

  • SSHS.CVC.3.4

    Partially covered
    Argue the impacts of interpreting and using the Constitution of the United States to expand freedom and opportunity

    Covered by

    • · 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
    • · 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 2 · The Jim Crow South: what people were fleeing
    • · The Great Migration, Lesson 12 · The long shadow, and the return

    What we do and don't cover: Using the Constitution to expand freedom is taught as usable rules — the landmark rights cases and how Supreme Court precedent expands rights over time — and the civil-rights arc is reached through the labor half of the movement and the Jim Crow order people fled. Partial because the specific amendments and cases the standard names (the 13th/14th/15th, Brown, the 1964 Civil Rights Act, the 19th) are not each worked.

  • SSHS.CVC.1.2

    Partially covered
    Analyze the functions of government and ways that governments provide services and benefits to the population they serve

    Covered by

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

    What we do and don't cover: The legislative, executive, and judicial functions of government and the checks on each are taught in depth, and the Preamble is worked clause by clause as the purposes of government. Partial because the standard's “provide services and benefits to the population” (welfare-state) framing is not the course's focus.

  • SSHS.CVC.1.3

    Partially covered
    Argue how different definitions of citizenship and how to act as a citizen have impacted different people over time

    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
    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship

    What we do and don't cover: Legal citizenship (the 14th Amendment, birthright, naturalization) and the responsibilities of an active citizen are taught directly. Partial because the standard's historical analysis — how definitions of citizenship changed over time, the barriers, and who benefited — is lighter than its content.

  • SSHS.CVC.6.3

    Partially covered
    Argue the impact of the political marginalization of different groups in American history

    Covered by

    • · Rhode Island Civics, Lesson 1 · The smallest state, its founding, and its 2020 name change
    • · 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

    What we do and don't cover: The Rhode Island example the standard names — the Dorr Rebellion, which ended a property-restricted franchise and expanded suffrage — is taught in the flagship's founding lesson, and marginalization by race is reached through the Jim Crow order and the civil-rights movement. Partial because a full history of every group's fight for voting rights is not the arc.

  • SSHS.CVC.5.4

    Partially covered
    Argue the impacts people can have on the American political system by becoming involved with political parties, interest groups, and politics

    Covered by

    • · Rhode Island Civics, Lesson 5 · How to take part where you live
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)
    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship

    What we do and don't cover: Becoming politically involved is taught as practice — Rhode Island's own on-ramps, showing up at every level, and helping a campaign lawfully. Partial because the standard's political-parties-and-interest-groups framing (why people join parties, the barriers to participation) is not the course's focus.

  • SSHS.CVC.6.1

    Partially covered
    Analyze the different types of voting systems and how people vote

    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 1 · Registering to vote
    • · Rhode Island Civics, Lesson 5 · How to take part where you live

    What we do and don't cover: How people vote — registering, the voting process, and Rhode Island's own rules (early voting, mail ballots, voter ID) — is taught directly. Partial because the standard's comparison of voting systems (plurality, majority, proportional) and electoral-integrity principles are not the method.

  • SSHS.CVC.6.4

    Partially covered
    Argue the short- and long-term implications of voter turnout and participation on the outcomes of the political process

    Covered by

    • · Voting & Elections 101, Lesson 4 · The Electoral College: how it works
    • · Voting & Elections 101, Lesson 5 · Why the Electoral College exists
    • · Rhode Island Civics, Lesson 5 · How to take part where you live

    What we do and don't cover: Why turnout and participation matter to outcomes is taught as practice, and the Electoral College — one of the standard's named contemporary issues — is taught both mechanically and in purpose. Partial because gerrymandering and the specific Rhode Island contemporary-controversy example (allowing tribal IDs to vote) are not worked.

  • SSHS.CVC.7.1

    Partially covered
    Argue the justifications for protest movements in the United States

    Covered by

    • · 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 Bill of Rights: Know Your Rights, Lesson 1 · What is the Bill of Rights?

    What we do and don't cover: The First Amendment rights that give protest its legal basis — freedom of speech, assembly, and the right to petition — are taught as applicable rules in the rights course. Partial because the standard's Fourteenth-Amendment-basis-for-protest framing is lighter.

  • SSHS.CVC.7.2

    Partially covered
    Argue the impacts of Americans who have acted to address social inequalities in the past

    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 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 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: Two of the standard's three named movements are taught in depth — labor rights (the union movement from the Gilded Age to Randolph and Memphis) and the fight against slavery (plantation resistance). Partial because the women's-rights movement is not the worked case.

Rhode Island · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

Grades 11-12 · Common Core State Standards Initiative · retrieved 2026-07-13

The Rhode Island Department of Education adopted the Common Core State Standards for English language arts and mathematics on July 1, 2010, with full implementation in 2013-2014. Rhode Island adopted the standards as published and did not renumber them, so the shared Common Core ELA file is adopted verbatim with no aliases; the literacy-in-history/social-studies (RH), informational-reading (RI), and writing-in-history (WHST) grade 11-12 strands are the ones this catalog touches, and the text here is the CCSS publisher's verbatim wording (thecorestandards.org). We claim no mathematics standards.

Read the source document →

Rhode Island · Science

Next Generation Science Standards (NGSS)

HS-ESS1 Earth's Place in the Universe; HS-ESS2 Earth's Systems; HS-ESS3 Earth and Human Activity · NGSS Lead States / nextgenscience.org · retrieved 2026-08-10

Rhode Island was the FIRST state to adopt the Next Generation Science Standards (spring 2013) and served as an NGSS Lead State; in 2024 the Rhode Island Board of Education reaffirmed the NGSS as the state's official science and technology standards (under RIGL § 16-22-31). HS-ESS3-1, the one performance expectation we cite, is a standard NGSS PE, so the shared NGSS file is adopted verbatim. This is not a science course, so we claim exactly one NGSS performance expectation, partially — see the note on it.

Read the source document →

  • HS-ESS1-3

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

    Covered by

    • · 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

    • · 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

    • · 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

    • · 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

    • · 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

    • · 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:

  • Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Rhode Island Common Core mathematics standard.
  • Science — one partial claim, via the shared NGSS file. Rhode Island was the first state to adopt the NGSS (spring 2013) and reaffirmed it in 2024, 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 Narragansett and other tribal governments (SSHS.CVC.4.5). Rhode Island's SSHS.CVC.4.5 names tribal governments and the Narragansett explicitly, and requires students to analyze the powers and structures of tribal governments and the relationships between the Narragansett and Rhode Island's state and local governments. Rhode Island Civics teaches Rhode Island's state and local structure in depth but does not teach the Narragansett Tribe's government, so SSHS.CVC.4.5 is claimed as partial. The gap is in the course, not the standard.
  • Rhode Island's own state structure is taught more fully than SSHS.CVC.4.5 captures. Rhode Island Civics teaches the 1843 constitution and the 2020 removal of “and Providence Plantations,” the two-tier system with 5 counties but NO county governments and 39 all-purpose cities and towns, the long legislative-supremacy tradition and the 2004 separation-of-powers amendment that reined it in, the plural executive with a separately elected Lieutenant Governor, the 75-member House and 38-member Senate with a veto overridable by only three-fifths (and no line-item veto), and the only state Supreme Court whose justices serve for life — all from Rhode Island's own sources. SSHS.CVC.4.5 hosts most of it, but this bespoke 2023 civics frame is inquiry-and-argument based, not a Rhode-Island-government checklist, so the life-tenure court, the 2004 reform, and the 2020 name change have no code of their own.
  • The comparative-government, political-science, and world-affairs standards we checked and rejected. The standards the courses do not genuinely teach are not claimed: SSHS.CVC.1.1 (the history and philosophy of different forms of government), SSHS.CVC.2.1 (18th-century philosophical ideas / the Enlightenment thinkers and the American Revolution), SSHS.CVC.2.2 (Common Sense and the Declaration of Independence), SSHS.CVC.3.3 (how the Constitution handled the system of slavery — the Three-Fifths and Fugitive Slave clauses), all of Inquiry Topic 5's party/interest-group standards except the participation standard (SSHS.CVC.5.1, 5.2, 5.3, and 5.5 — money, media, and polling in politics), SSHS.CVC.7.3 (contemporary policy debates such as mass incarceration, gun ownership, affordable housing, and immigration), and all of Inquiry Topic 8 (SSHS.CVC.8.1-8.3 — the Universal Declaration of Human Rights, U.S. human-rights interventions and genocides, and global citizenship). Rhode Island's own deep history in the North American slave trade would be a natural home for SSHS.CVC.3.3, but the course does not teach it, so we do not claim it.
  • The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Rhode Island's closest frameworks for these (its digital-literacy/computer-science and world-languages standards) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Rhode Island claims this pass.

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