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.

• RI.11-12.6

  Covered

  Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

  Covered by

  • 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

• WHST.11-12.7

  Covered

  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

  Covered by

  • Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources
  • · 19 · Your assignment: find a listing, then find the address today
  • · 20 · Your assignment: write one block
  • · 21 · Your assignment: write one firm
  • · 21 · Your assignment: test one connection of your own
  • · 17 · Your assignment: one schoolhouse, and the budget line that raised it
  • · 20 · Your assignment: write one property

  Note: The Coffee episode ships a graded assignment; the route series and the positive-track courses each close with a research capstone (find a listing, write one firm, test one connection) in which the student runs a self-directed inquiry and synthesizes multiple sources.

• WHST.11-12.8

  Covered

  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

  Covered by

  • Coffee — The Daily Global Connection

  • · 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
  • · 19 · Your assignment: find a listing, then find the address today
  • · 20 · Your assignment: write one block
  • · 21 · Your assignment: write one firm
  • · 21 · Your assignment: test one connection of your own
  • · 17 · Your assignment: one schoolhouse, and the budget line that raised it
  • · 20 · Your assignment: write one property

  Note: The route and positive-track capstones require the student to locate a primary record, corroborate it across independent sources, weigh each source's limits, and write it up with citations: the whole of this standard.

• RH.11-12.9

  Partially covered

  Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

  Covered by

  • Sugar — The Sweet Revolution

  • · Ep 10 · The Oral History That Survived (recovering Nathan “Nearest” Green's erased role)
  • · Ep 4 · Whose Voice Tells the Story
  • · 2 · How we know: reading a record the enslavers wrote
  • · 2 · The center of gravity: the claim, its sources, and its caveats
  • · 9 · Reading density: what a thick section and a thin one mean
  • · 8 · The Lula record, stated as dated fact
  • · Africa Before Colonization: The Documented Record

  What we do and don't cover: Full in the BVC Nathan Green lesson, where the documentary and oral records openly disagree. Partial across the catalog-wide claim: every one of those courses integrates cited primary and secondary sources into a coherent account (the standard's first clause), and the route, labor, and contested-scholarship courses also foreground where the sources disagree, but the narrative histories (bathing, hoodoo) integrate sources without making discrepancy-resolution a systematic exercise.

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.