Maine standards alignment

• Civics & Government 1

  Partially covered

  Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world by: (F) Explaining that the study of government includes the structures, functions, institutions, and forms of government. (D) Evaluating and comparing the relationship of citizens with government in the United States and other regions of the world. (F) Explaining how and why democratic institutions and interpretations of democratic ideals and constitutional principles change over time. (D) Evaluating current issues by applying democratic ideals and constitutional principles of government in the United States, including checks and balances, federalism, and consent of the governed as put forth in founding documents. (F) Describing the purpose, structures, and processes of the American political system. (D) Comparing the American political system with examples of political systems from other parts of the world.

  Covered by

  • Maine Civics: How Your State Government Works
  • US Civics 101: How American Government Works
  • US Constitution 101: The Document That Builds the Government
  • State vs Federal Power: How American Government Is Divided

  • · Maine Civics, Lesson 1 · Maine's Constitution of 1820 (and its split from Massachusetts)
  • · Maine Civics, Lesson 2 · Maine's executive: the Governor is the only statewide-elected official
  • · Maine Civics, Lesson 5 · Appointed judges, town meetings, and split electoral votes
  • · Maine Civics, Lesson 4 · How a bill becomes law, plus the initiative and 'people's veto'
  • · Maine Civics, Lesson 3 · Ranked-choice voting: Maine went first
  • · US Civics 101, Lesson 1 · Purpose of government and the three branches
  • · 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 1 · What is federalism, and why split power at all?
  • · 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

  What we do and don't cover: The flagship's primary home: the structures and processes of constitutional government in the American political system are taught in full — the U.S. Constitution's checks and balances, federalism, and consent of the governed, how democratic principles change over time (the Article V amendment process), AND Maine's own political system (the Constitution of 1820, the Governor-only statewide executive, the appointed Law Court, ranked-choice voting, and the citizen initiative and people's veto). Partial because the standard's (D) indicators also require COMPARING the American system with the political systems of other parts of the world, which this catalog does not do.

• Civics & Government 2

  Partially covered

  Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world by: (F) Explaining the relationship between constitutional and legal rights, and civic duties and responsibilities in a constitutional democracy. (D) Comparing the rights, duties, and responsibilities of United States citizens with those of citizens from other nations. (F) Evaluating the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmark court cases. (F) Evaluating how people influence government and work for the common good, including voting, writing to legislators, performing community service, and engaging in civil disobedience. (D) Analyzing the constitutional principles and the roles of the citizen and the government in major laws or cases.

  Covered by

  • Citizenship & Naturalization Basics
  • The Bill of Rights: Know Your Rights
  • The Supreme Court & the Judicial Branch
  • US Civics 101: How American Government Works
  • Voting & Elections 101
  • US, State & Local Government: Who Does What
  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • How to Help a Campaign: A Practical, Non-Partisan Guide
  • Maine Civics: How Your State Government Works

  • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
  • · 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
  • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent
  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)
  • · Voting & Elections 101, Lesson 1 · Registering to vote
  • · 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
  • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)
  • · Maine Civics, Lesson 6 · How to take part where you live
  • · Maine Civics, Lesson 5 · Appointed judges, town meetings, and split electoral votes

  What we do and don't cover: Rights, civic duties, and how people influence government are taught end to end: the relationship between the government and the individual through the Constitution, the Bill of Rights, and the landmark court cases, and the standard's own examples of civic action — voting, writing to legislators, community service — practiced Maine's way (same-day registration and ranked-choice voting, open town meeting, the citizen initiative and people's veto). Partial because the (D) indicators also require comparison with citizens of other nations, and the catalog does not teach civil disobedience as such.

• History 1

  Partially covered

  Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world by: (F1) Explaining that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future. (F2) Analyzing and critiquing major historical eras: major enduring themes, turning points, events, consequences, and people in the history of the United States and the implications for the present and future. (F3) Tracing and critiquing the roots and evolution of democratic ideals and constitutional principles in the history of the United States using historical sources. (F4) Developing individual and collaborative decisions/plans by considering multiple points of view, weighing pros and cons, building on the ideas of others, and sharing information in an attempt to sway the opinions of others. (D1) Analyzing and critiquing varying interpretations of historic people, issues, or events, and explain how evidence from primary and secondary sources is used to support and/or refute different interpretations. (D2) Analyzing and critiquing major historical eras: major enduring themes, turning points, events, consequences, and people in the history of the world and the implications for the present and future. (D3) Tracing and critiquing the roots and evolution of democratic ideals and constitutional principles in the history of the world using historical sources. (D4) Making a decision related to the classroom, school, community, civic organization, Maine, United States, or international entity by applying appropriate and relevant social studies knowledge and skills, including research skills, ethical reasoning skills, and other relevant information.

  Covered by

  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution
  • BVC: Tea — The Way of Tea
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace
  • The History of Unions: America and the World
  • US Constitution 101: The Document That Builds the Government

  • · Ep 3 · Conquest and the Great Reversal
  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 11 · The Triangular Trade
  • · Ep 12 · Burning the Books (the destruction of the Mesoamerican codices)
  • · Ep 15 · From Sacred to Commodity
  • · Ep 2 · Who Grows the Tea (colonial and plantation labour)
  • · Ep 5 · Whose Knowledge Is It
  • · Ep 6 · Kava Governs
  • · Ep 17 · The Opium Wars
  • · Ep 20 · The Ban Against the Evidence
  • · Ep 17 · Lin Zexu's Letter
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution
  • · Ep 11 · The Debt of Freedom
  • · Ep 11 · The Black Jacobins (C.L.R. James)
  • · 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 · Whose Voice Tells the Story, Beckford (1790) against Equiano (1789) and Mary Prince (1831) on the same plantation world
  • · Ep 3 · Two Ways of Seeing a Bean
  • · Ep 5 · Two Ways of Knowing
  • · Ep 18 · Whose Voice
  • · Ep 10 · The Oral History That Survived (recovering Nathan “Nearest” Green's erased role)
  • · Ep 4 · Whose Voice Tells the Story (Equiano, 1789; Mary Prince, 1831)
  • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation

  What we do and don't cover: Partial: major enduring themes and turning points in U.S. and world history are taught through deep worked cases — the conquest and Columbian Exchange, European imperialism and the Opium Wars, plantation slavery and the Haitian Revolution, Gilded Age industrialization and labor — and the standard's (D1) skill (critiquing varying interpretations, using primary and secondary sources to support or refute them) is taught directly through the documentary-versus-oral record and the Middle Passage's primary sources. The framework's decision/plan performance tasks (F4, D4) and a comprehensive survey of every era are not the course's arc.

• History 2

  Partially covered

  Students understand historical aspects of unity and diversity in the United States, the world, and Native American communities by: (F1) Identifying and critiquing issues characterized by unity and diversity in the history of the United States and describing their effects, using primary and secondary sources. (F2) Identifying and analyzing major turning points and events in the history of Native Americans and various historical and recent immigrant groups in the United State, making use of primary and secondary sources. (D1) Identifying and critiquing issues characterized by unity and diversity in the history of other nations, and describing their effects, using primary and secondary sources. (D2) Making use of primary and secondary sources, identifying and analyzing major turning points and events in the history of world cultures as it pertains to various historical and recent migrant groups.

  Covered by

  • The Great Migration: How Six Million People Remade America
  • The History of Unions: America and the World

  • · The Great Migration, Lesson 4 · Routes and railroads: the three streams
  • · The Great Migration, Lesson 5 · Arrival: Chicago, Detroit, New York, and the Pacific Northwest
  • · The Great Migration, Lesson 9 · Faith, family & mutual aid
  • · 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)
  • · 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
  • · The Great Migration, Lesson 11 · Politics & civil rights

  What we do and don't cover: Partial: unity and diversity and the turning points in the history of immigrant and migrant groups in the United States are taught in depth through the Great Migration — its streams and arrival, its primary sources, Jim Crow and its long shadow, and the labor-to-civil-rights line — using primary and secondary sources as the standard requires. The standard's Native American history (F2) and the history of other nations' unity/diversity (D1) are not the catalog's worked cases. (The source's 'United State' in F2 is transcribed as printed.)

• Reading Standard 9 (Craft and Structure)

  Covered

  Assess how perspective or purpose shapes the content and style of various texts. [Grades 9-Diploma] Analyze and evaluate how authors from various contexts (e.g. diverse, intersectional, multicultural, religious) use perspective and purpose to shape the intended content, style, and effect of various texts.

  Covered by

  • BVC: Sugar — The Sweet Revolution

  • · Ep 4 · Blood-Sweetened Luxury
  • · Ep 15 · Torches of Freedom
  • · Ep 17 · Lin Zexu's Letter
  • · Ep 16 · Three Sentences, Three Policies
  • · Ep 4 · Blood-Sweetened Luxury (the abolitionist sugar boycott)
  • · Ep 8 · Selling Prohibition
  • · Ep 17 · Lin Zexu's Letter (using Britain's own values against its opium policy)

  Note: Analyzing and evaluating how an author's perspective and purpose shape a text's content, style, and effect is taught directly — an author's rhetoric worked through the primary texts, and how style and content give a text its persuasive power.

• Reading Standard 11 (Integration of Knowledge and Ideas)

  Covered

  Analyze and evaluate content presented in various texts (e.g. literary, historical, visual, artistic, quantitative, and technological). [Grades 9-Diploma] a. Evaluate and synthesize multiple sources of information and various texts (e.g., literary, visual, artistic, and quantitative) in order to achieve a specific purpose or to answer a question. b. Analyze how various authors or texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. c. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of an idea or event, noting discrepancies among perspectives.

  Covered by

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

  • · Ep 10 · The Oral History That Survived (recovering Nathan “Nearest” Green's erased role)
  • · 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

  Note: Synthesizing multiple sources 'noting discrepancies among perspectives' is the whole point of the Nathan Green lesson (the documentary record against the oral record) and of putting a planter's account against two first-person accounts by formerly enslaved writers.

• Writing Standard 1 (Inquiry to Build and Present Knowledge)

  Partially covered

  Use an inquiry process to gather relevant, credible information/evidence from a variety of sources (e.g., print, digital, discussions, etc.) that build understanding of and lead to conclusions about a subject under investigation while avoiding plagiarism. [Grades 9-Diploma] a. Investigate self-generated questions by participating in sustained inquiry that builds increasingly complex knowledge or that solves a problem, refocusing inquiry and/or incorporating effective advanced searches as needed. b. Assess the credibility, accuracy, and usefulness of a variety of authoritative sources in order to synthesize relevant information that leads to logical, increasingly complex conclusions. c. Take organized notes that purposefully quote, summarize, and/or paraphrase a variety of sources while avoiding plagiarism and overreliance on any one source. d. Follow a standard format for citation (in-text and a list of sources) that applies to task, audience, and purpose.

  Covered by

  • BVC: Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, Option B, climate-vulnerability report, 3+ peer-reviewed sources, APA bibliography
  • · Ep 1 · Assignment, Option D, primary-source research paper with an APA bibliography
  • · Ep 1 · Assignment, Option B, 3+ peer-reviewed sources and an APA bibliography
  • · Ep 1 · Assignment, Option C, interview ethics: informed consent, right to review
  • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources

  What we do and don't cover: Partial: the full inquiry process the standard names — sustained inquiry on a self-generated question, assessing authoritative sources, avoiding plagiarism and overreliance on any one source, and following a citation format (the catalog uses APA) — is taught and practiced in the Coffee project, but only that episode currently ships a graded research assignment.

• HS-ESS1-3

  Covered

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

  Covered by

  • How We Know What's Out There

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

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

• HS-ESS2-2

  Partially covered

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

  Covered by

  • The River and the Watershed

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

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

• HS-ESS2-5

  Partially covered

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

  Covered by

  • The River and the Watershed

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

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

• HS-ESS1-2

  Partially covered

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

  Covered by

  • How We Know What's Out There

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

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

• HS-ESS1-1

  Partially covered

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

  Covered by

  • How We Know What's Out There

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

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

• HS-ESS3-1

  Partially covered

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

  Covered by

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

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

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

What we don't claim

A standards page is only worth reading if the omissions are honest too. We looked at these and left them out:

• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Maine Learning Results mathematics standard.
• Science — one partial claim, via the shared NGSS file. Maine adopted the NGSS in 2019 (LD 283) as its Science and Engineering standards, 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.
• Maine's own state structure is taught more fully than any one Civics & Government indicator names. Maine Civics teaches the Constitution of 1820 and the split from Massachusetts, the Governor as the only statewide-elected official (with the Attorney General, Secretary of State, and Treasurer chosen by the Legislature), Maine as the first state to adopt ranked-choice voting and the constitutional nuance that limits it, the citizen initiative and the people's veto, the appointed Supreme Judicial Court ('Law Court'), the open town meeting and 16 counties, the unorganized territory, and the split of presidential electoral votes by district — all from Maine's own sources. Civics & Government 1 (the American political system) and 2 (how people influence government) host most of it, but the Maine Learning Results performance expectations are concept statements, not a Maine-government checklist, so ranked-choice voting, the people's veto, and the Legislature's election of the constitutional officers have no code of their own.
• Civics & Government 3 (cultural diversity; Maine Native Americans) — considered, not the catalog's focus. Civics & Government 3 is about the political and civic aspects of cultural diversity — 'the political structures and civic responsibilities of the diverse historic and current cultures of Maine, including Maine Native Americans,' and of the United States and the world. The Maine flagship teaches Maine's political structures and a civic-action habit, but it does not teach the cultural-diversity and Maine Native American political history this standard centers, so we do not claim it. (The civic-action / community-service work it also names is claimed under Civics & Government 2, its honest home.)
• The comparison-to-other-nations indicators across Civics & Government. Several Civics & Government (D) indicators require comparing the American political system, and the rights and duties of U.S. citizens, with those of OTHER nations and other forms of government in the world. This catalog's civics is domestic structure, rights, and participation, so the comparative-government half of Civics & Government 1 and 2 is the reason each is claimed partial rather than full.
• The Economics and Geography strands — considered, deferred this pass. Maine's Social Studies Learning Results also carry Economics and Geography strands, and this catalog's commodity, trade, and resource-map content plausibly reaches parts of them. But we transcribe and verify one strand document at a time, and only the Civics & Government and History strands were fetched and confirmed verbatim this pass. Our rule is fetch-or-don't-cite, so Economics and Geography carry no Maine claims yet rather than being mapped from memory.
• The ELA strands and grade bands outside the Reading/Writing claims above. Maine's ELA Learning Results run across four strands (Language, Speaking & Listening, Reading, Writing) and all grade bands. We claim only the Grades 9-Diploma Reading standards on perspective/purpose, evaluating arguments and claims, and synthesizing sources, and the Writing inquiry standard — the reading, source-evaluation, and research work the catalog genuinely does. The Language and Speaking & Listening strands, the earlier grade bands, and the Reading/Writing standards outside those claims are not separately mapped.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Maine's closest frameworks for these (its Technology / computer-science and world-languages Learning Results) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Maine claims this pass.