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Learn.WitUS

Vermont standards alignment

Designed for high school. Below is every Vermontstandard 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.

29
standards mapped
11
fully covered
18
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 Vermont'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.

Vermont · Social Studies

College, Career, and Civic Life (C3) Framework for Social Studies State Standards — Dimension 2, By the End of Grade 12 (Vermont's adopted social-studies standards)

C3 Framework (NCSS, 2013) · adopted by Vermont in 2017 · Dimension 2, By the End of Grade 12 · National Council for the Social Studies (NCSS) — adopted by the Vermont State Board of Education / Agency of Education · retrieved 2026-07-19

Vermont does not publish its own detailed social-studies standards. In 2017 the Vermont State Board of Education adopted the national College, Career, and Civic Life (C3) Framework (NCSS, 2013) as Vermont's social-studies standards, so a Vermont teacher's only citable social-studies codes ARE the C3 Framework's indicators — and they are GENERAL (federal/comparative), not Vermont-specific. The flagship's Vermont-government lessons map onto the civics indicators that reach “local” and “state” institutions (D2.Civ.1, D2.Civ.5, D2.Civ.11) — marked partial because those same indicators also name tribal/national/international levels the courses do not all teach — and the BVC catalog's history, geography, and economics map onto the D2.His / D2.Geo / D2.Eco indicators. Transcribed verbatim from the C3 Framework's Dimension 2 “By the End of Grade 12” band (see the file header for the mirror/provenance note).

Read the source document →

  • D2.Civ.4.9-12

    Covered
    Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.

    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
    • · 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 U.S. Constitution's system of powers, responsibilities, and limits is taught article by article — Articles I-III, separation of powers and checks and balances, and the enumerated/implied/reserved powers taxonomy that is still contested.

  • D2.His.6.9-12

    Covered
    Analyze the ways in which the perspectives of those writing history shaped the history that they produced.

    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
    • · Ep 4 · Whose Voice Tells the Story

    Note: This is the Whose Voice method taught directly: a planter's euphemism and passive voice read against two first-person accounts by formerly enslaved writers, and reading a text for what its author leaves out — perspective shaping the record.

  • D2.Geo.3.9-12

    Covered
    Use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales.

    Covered by

    • · 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
    • · 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

    Note: The Commodity Map is this indicator: every episode pinned at its origin, the Growing Belts analyzed by latitude band and country, and the Coffee project has the student prepare maps and data tables of spatial patterns at multiple scales.

  • D2.Geo.4.9-12

    Covered
    Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.

    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
    • · 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

    Note: Reciprocal human-physical interaction is the curriculum's method — volcanic soil and altitude deciding what grows, resource availability and climate shaping where and how people produce and trade.

  • D2.Eco.7.9-12

    Covered
    Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes.

    Covered by

    • · Ep 4 · The Hidden Costs of Cheap Sugar
    • · Ep 8 · Prohibition, the Experiment That Failed
    • · Ep 8 · Selling Prohibition (the rhetoric that drove the movement)
    • · Ep 18 · Bolivia's Bet (Bolivia's legal coca model against U.S.-funded eradication)
    • · Ep 18 · The Balloon Effect
    • · Ep 17 · Where the Poppy Grows (Afghanistan and the Golden Crescent)
    • · Ep 16 · The Justice Gap

    Note: Government policies that shape markets are evaluated for benefits and costs in real depth: the U.S. sugar program's quotas and tariffs (stable prices vs. a multi-billion-dollar consumer cost), Prohibition, and the War on Drugs and its balloon effect.

  • D2.Civ.1.9-12

    Partially covered
    Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.

    Covered by

    • · Vermont Civics, Lesson 2 · A part-time citizen Legislature in the smallest capital
    • · Vermont Civics, Lesson 3 · Two-year terms, a plural executive, and the majority rule
    • · Vermont Civics, Lesson 4 · Appointed judges the Legislature votes to keep
    • · Vermont Civics, Lesson 1 · The independent republic that banned adult slavery first
    • · Vermont Civics, Lesson 6 · Town Meeting Day and the town as the unit of government
    • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
    • · 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: Vermont's own state and local institutions are taught in depth — the General Assembly (a 150-member House and 30-member Senate on 2-year terms), the plural executive with its 2-year gubernatorial term, the appointed judiciary the Legislature votes to retain, the 1777/1793 constitutional origin, and the town as Vermont's primary unit of local government (Town Meeting Day) — alongside the federal institutions and the federalism course. Partial because the same C3 indicator also names TRIBAL and INTERNATIONAL institutions, which the courses do not teach.

  • D2.Civ.2.9-12

    Partially covered
    Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans' participation over time, and alternative models from other countries, past and present.

    Covered by

    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
    • · Voting & Elections 101, Lesson 1 · Registering to vote
    • · 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 role of the citizen — the responsibilities of citizenship, registering and voting, and how one becomes a citizen — is taught as practice. The standard's comparative theories of democracy and its survey of how American participation has changed over time and against other countries' models are not the course's method.

  • D2.Civ.5.9-12

    Partially covered
    Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

    Covered by

    • · Vermont Civics, Lesson 6 · Town Meeting Day and the town as the unit of government
    • · 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: how Vermonters and their institutions address problems is taught as practice — Town Meeting Day's direct vote on the town budget, showing up at the selectboard and school board, and tracking a live bill in Montpelier — at the local and state levels. The tribal, national, and international levels the indicator also names are not all covered.

  • D2.Civ.11.9-12

    Partially covered
    Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.

    Covered by

    • · Vermont Civics, Lesson 5 · How a bill becomes law, and why there is no ballot initiative
    • · Vermont Civics, Lesson 6 · Town Meeting Day and the town as the unit of government
    • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
    • · US Civics 101, Lesson 3 · How a bill becomes a law

    What we do and don't cover: Partial: two of Vermont's decision-making procedures are taught in real depth — how a bill becomes a Vermont law in the General Assembly (with the two-thirds veto override) and how a town decides its budget directly at town meeting, alongside the full federal bill process. The international level the indicator also names is not taught.

  • D2.Civ.12.9-12

    Partially covered
    Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.

    Covered by

    • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
    • · Vermont Civics, Lesson 6 · Town Meeting Day and the town as the unit of government
    • · How to Help a Campaign, Lesson 10 · Helping ballot measures and local causes

    What we do and don't cover: Partial: using and challenging law to address public issues is taught as practice — tracking and testifying on a live bill, working local causes, and Vermont's own on-ramps — at the local and state levels. The national and international law the indicator also names is not the worked material.

  • D2.Civ.14.9-12

    Partially covered
    Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

    Covered by

    • · Vermont Civics, Lesson 1 · The independent republic that banned adult slavery first
    • · 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

    What we do and don't cover: Partial: means of changing society and protecting rights are taught through Vermont's own 1777 constitution — the first in America to prohibit adult slavery — and through the catalog's resistance and labor/civil-rights history (plantation resistance, the union movement to Randolph and Memphis). It is not a general survey of every historical and emerging social-change movement.

  • D2.His.11.9-12

    Partially covered
    Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.

    Covered by

    • · 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)
    • · Spotting Misleading Marketing, Lesson 8 · Misleading statistics and charts
    • · Spotting Misleading Marketing, Lesson 4 · Fake urgency, fake scarcity, and fake discounts

    What we do and don't cover: Partial: critiquing a source by its maker, purpose, and audience is the media/source-literacy method run in every episode — modelled source evaluation, reading claims for fallacy, and reading a widely repeated statistic for its limitations. The student performs the full critique for a specific inquiry only in the Coffee project.

  • D2.His.14.9-12

    Partially covered
    Analyze multiple and complex causes and effects of events in the past.

    Covered by

    • · Ep 17 · The Opium Wars
    • · Ep 17 · Lin Zexu's Letter
    • · Ep 11 · The Haitian Revolution
    • · Ep 11 · The Debt of Freedom
    • · Ep 11 · The Black Jacobins (C.L.R. James)
    • · Poland: Solidarność, Lesson 3 · A workers' state with a worker problem
    • · Poland: Solidarność, Lesson 7 · 13 December 1981: the state answers (martial law)
    • · Poland: Solidarność, Lesson 8 · 1989: a union negotiates a state out of existence

    What we do and don't cover: Partial: complex causation is worked for major events — the Opium Wars, the Haitian Revolution, and martial-law Poland — with intended and unintended consequences. It is not a general survey of causation across eras.

  • D2.His.16.9-12

    Partially covered
    Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

    Covered by

    • · Ep 1 · Assignment, Option D, a 1,200-1,500 word research paper with a required counterargument section
    • · Ep 19 · Peer Review Versus Press Release
    • · Every course's Sources bibliography, with per-claim verification

    What we do and don't cover: Partial: integrating multiple sources into a reasoned argument is modelled throughout and required of the student in the Coffee episode's graded research paper. Where that project runs it meets this indicator squarely; the rest of the catalog models it rather than assessing it.

  • D2.Geo.9.9-12

    Partially covered
    Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.

    Covered by

    • · Ep 1 · Climate Change Is Redrawing the Map
    • · Ep 3 · A Two-Degree Threat
    • · Ep 6 · Islands Under Pressure
    • · Ep 8 · Beer Geography Is Shifting

    What we do and don't cover: Partial: published climate forecasts and their implications for growers, land use, and production regions are analyzed in depth (coffee, cacao, kava, beer). Climate-driven human migration and settlement, which the indicator also names, are touched, not worked.

  • D2.Eco.3.9-12

    Partially covered
    Analyze the ways in which incentives influence what is produced and distributed in a market system.

    Covered by

    • · Ep 1 · Price Shocks and Why You Keep Buying
    • · Ep 4 · From Luxury to the Cheapest Calorie
    • · 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: what gets produced and distributed is taught through real commodity markets — climate and soil deciding where crops can grow, supply shocks and inelastic demand moving prices — rather than as a general markets unit on incentives.

  • D2.Eco.4.9-12

    Partially covered
    Evaluate the extent to which competition among sellers and among buyers exists in specific markets.

    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

    What we do and don't cover: Partial: competition in specific markets is evaluated along real commodity chains — who captures value, and why producers stay poor in the commodity trap — but not as a systematic market-structure unit across sellers and buyers.

Vermont · 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 Vermont State Board of Education adopted the Common Core State Standards for English language arts and mathematics on August 17, 2010, with implementation in 2013-2014. Vermont 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 →

Vermont · 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

Vermont was an NGSS Lead State and adopted the Next Generation Science Standards in 2013. 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:

  • Vermont has NO state-specific social-studies code — it adopted the national C3 Framework. This is the honest heart of Vermont's page. Vermont does not publish its own detailed social-studies standards or codes; in 2017 the Vermont State Board of Education adopted the national College, Career, and Civic Life (C3) Framework (NCSS, 2013) as Vermont's social-studies standards. So — unlike Rhode Island (whose SSHS.CVC.4.5 names Rhode Island and the Narragansett) or Michigan (whose C3.2 names state, local, and tribal governments) — there is NO Vermont-specific standard that names Vermont's own government. The C3 civics indicators we cite (D2.Civ.1, D2.Civ.5, D2.Civ.11) are GENERAL and reach “local” and “state” institutions, which is where the flagship's Vermont-structure lessons map; the depth on Vermont's 2-year terms, its majority-vote-or-the-Legislature-decides rule, its legislative judicial retention, Town Meeting Day, and its lack of a statewide initiative is in the course, not in any Vermont code. We do not invent Vermont codes to fill the gap.
  • Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Vermont Common Core mathematics standard.
  • Science — one partial claim, via the shared NGSS file. Vermont was an NGSS Lead State and adopted the NGSS in 2013, 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.
  • Tribal, national, and international levels named in the C3 civics indicators. D2.Civ.1, D2.Civ.5, D2.Civ.11, and D2.Civ.12 each name tribal, national, and/or international institutions and laws alongside local and state ones. Vermont Civics teaches Vermont's own state and local government (and the BVC/federal courses teach the national level), but the courses do not teach tribal governments or international institutions, so each of those indicators is claimed as PARTIAL with the gap called out on the entry, never stretched to full.
  • The C3 Framework's Dimensions 1, 3, and 4 — deferred, not denied. This pass maps the C3 Framework's Dimension 2 disciplinary indicators (Civics, Economics, Geography, History), which decoded cleanly and were verified verbatim. Dimension 1 (Developing Questions and Planning Inquiries), Dimension 3 (Evaluating Sources and Using Evidence), and Dimension 4 (Communicating Conclusions and Taking Informed Action) — the inquiry arc the catalog's source-literacy and Coffee-project research would also map to — were not separately retrieved verbatim this pass. Our rule is fetch-and-verify-or-don't-cite, so they are deferred rather than mapped from memory.
  • C3 Dimension 2 indicators we checked and did not claim. Within the disciplines we did map, the indicators the courses do not genuinely teach are not claimed: in Civics, D2.Civ.3 (constitutions, laws, and treaties on maintaining national/international order), D2.Civ.6 (relationships among governments, civil societies, and markets), D2.Civ.7-D2.Civ.10 (civic virtues, deliberative processes, and democratic principles as dispositions), and D2.Civ.13 (public policy in terms of intended/unintended outcomes) beyond the economic-policy angle already claimed under D2.Eco.7; in Economics, the personal-finance, national-economy, and monetary/fiscal-policy indicators (D2.Eco.1-2, D2.Eco.5-6, D2.Eco.8-13, D2.Eco.15) and comparative advantage by name (D2.Eco.14); in Geography, the geospatial-technology, settlement, and globalization indicators (D2.Geo.1-2, D2.Geo.5-8, D2.Geo.10-12); and in History, the historiography, sourcing, and argument indicators the courses touch but do not systematically teach (e.g., D2.His.1-5, D2.His.7-10, D2.His.12-13, D2.His.15, D2.His.17). The gap is in the catalog, not the framework.
  • The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Vermont's closest frameworks for these (its educational-technology / computer-science and world-languages guidance) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Vermont claims this pass.

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