Maryland standards alignment

• RH.11-12.6

  Covered

  Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

  Covered by

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

  • · 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: The strongest single alignment on this page. Ep 4 puts a planter's euphemism and passive voice directly against two first-person accounts by formerly enslaved writers, and teaches the student to assess each author's claims and evidence.

• 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

  • Coffee — The Daily Global Connection
  • Chocolate — Food of the Gods
  • 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 Maryland College and Career Ready Standards mathematics expectation.
• Science — one partial claim, via the shared NGSS file. Maryland was an NGSS lead state and adopted the NGSS verbatim (2013) as the Maryland College and Career-Ready Standards for Science, assessed by the MISA, 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.
• Maryland's nation-strongest executive budget power has no code of its own. The Maryland flagship's headline fact is that the Governor holds what many call the strongest executive budget authority in the nation (the General Assembly can generally only cut, not add). The American Government framework has no indicator naming this Maryland-specific feature; it is claimed here only through GOV.3.3.a (comparing local, state, and national executives), which it fits squarely, rather than as a standard of its own.
• Maryland's referendum-without-initiative has no discrete indicator. Maryland's distinctive citizen tool is a petition to referendum (a veto of a passed law) with NO citizen initiative. The framework names “referendum” only inside the broad citizen-tools objectives (GOV.2.2.c and GOV.6.1.b, whose text is identical), not as a discrete standard; we claim it through GOV.2.5.a (how laws are made) and GOV.6.1.b, and publish the gap here.
• Standard 6.0 (Skills and Processes / the Inquiry Arc) is not separately coded. The catalog's source-literacy method — evaluating a source's authority, origin, context, and corroborative value, and constructing evidence-based arguments — is exactly Maryland's Standard 6.0 inquiry skills, assessed by the Evidence Based Argument Set (EBAS). But the framework prints those as bulleted skills woven through every unit, NOT as GOV.<unit>.<indicator> codes, so there is no code to cite (fetch-a-code-or-don't-cite). The same method is claimed under Maryland's Common Core RH.11-12.6/8/9 (evaluating authors' points of view, premises, and evidence), which ARE coded.
• The Economic, Domestic, and Foreign Policy indicators we checked and rejected. GOV.1.1 (comparing types of government worldwide) and GOV.1.2.a-c/e (English common law to the Enlightenment to the Declaration as named content); GOV.2.2 and GOV.2.3 (parties/interest-groups/lobbyists/PACs, reapportionment/redistricting/gerrymandering); GOV.3.4/3.5 (executive orders and crisis power, and the EPA/FDA/FTC/FCC/FAA regulatory agencies); GOV.4.3 (14th-Amendment due-process incorporation as named doctrine); GOV.5.2-5.4 (GDP/CPI, the business cycle, and fiscal/monetary policy); and GOV.6.2-6.5 and all of GOV.7 (regional policy, entitlements/public-health/education/technology policy, land-use/environmental policy, equity/civil-rights policy, and U.S. foreign policy and international organizations) — the courses do not genuinely teach these, or teach them too thinly to claim, so we do not claim them.
• Maryland's American History, World History, and Geography courses — deferred. The American Government course is one of Maryland's high-school social studies courses. The catalog's commodity, colonial, labor, and civil-rights history and its commodity geography WOULD map to Maryland's High School United States History, World History, and Geography frameworks, as they do in other states, but we mapped the American Government framework this pass and defer the rest (verbatim-or-nothing) rather than cite text we have not transcribed and verified.