Vermont standards alignment

• 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:

• 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.