Oregon 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:

• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Oregon (Common Core) mathematics standard.
• Science: partial claims, through the shared NGSS file. Oregon was an NGSS lead state and adopted the NGSS as its K-12 Science Standards (2014, re-adopted 2022), so our science claims come through the shared NGSS mapping, each partial and with its limit stated on the entry; any NGSS code this state rewords or dropped is listed separately on this page. There is no laboratory work or investigation in this catalog, and we claim no more than the lessons teach.
• Oregon's own state structure is taught more fully than HS.C.PI.3 / HS.C.IR.8 capture. Those two indicators name Oregon's own government and are the flagship's home, but Oregon's most distinctive facts — the Oregon System (the citizen initiative and referendum Oregon invented in 1902), all-mail voting and automatic 'Motor Voter' registration (national firsts), the ABSENCE of a Lieutenant Governor (the Secretary of State succeeds the Governor), the two-thirds-quorum legislative WALKOUT, the nonpartisan judiciary, and the SB 100 statewide land-use planning system with urban growth boundaries — are folded into those indicators rather than each having a code of its own.
• The founding-philosophy, tribal, political-media, and foreign-policy Civics indicators we checked and rejected. HS.C.PI.1 (early governments — Athenian democracy, Roman republicanism, Enlightenment ideals, the Haudenosaunee Confederacy — influential on U.S. structure), HS.C.PI.4 (the government-to-government relationship between Oregon and the nine federally recognized tribal governments), HS.C.IR.10 (how political parties, interest groups, corporations, and mass media influence beliefs and policy — our media literacy is consumer/source literacy, not political-media analysis), and HS.C.IR.11 (the branches and agencies responsible for U.S. foreign policy) — the courses do not genuinely teach these, so we do not claim them.
• The equity/discrimination Democratic-Principles indicators we checked and rejected. HS.C.DP.12 (efforts by traditionally underrepresented groups' organizations — NOW, the Black Panther Party, La Raza Unida, and others — to narrow the gap between American ideals and reality; the labor and civil-rights movements this catalog DOES teach are claimed under HS.C.CE.18, but the specific organizational roster and framing are not the course's content), HS.C.DP.14 (the existence and perpetuation of contemporary discrimination and inequity across employment, healthcare, environment, and education), and HS.C.DP.15 (the exclusionary language and intent of the Oregon and U.S. Constitutions — including Oregon's own exclusion clauses — and the process for expanding civil rights) — the catalog does not teach these as the standards require, so we do not claim them.
• The past-versus-present public-opinion indicator (HS.C.CE.19). HS.C.CE.19 asks students to compare a past public-policy debate with a contemporary one and evaluate the role of political parties, interest groups, social movements, and media in influencing public opinion. The catalog teaches labor and other policy history in depth, but the standard's core — analyzing how parties, interest groups, and media shape PUBLIC OPINION — is political-media analysis the catalog does not deliver, so we do not claim it.
• Oregon's other ELA strands, and its other Social Science domains — deferred. We mapped Oregon's grades 11-12 Literacy in History/Social Studies (RH/WHST) standards, which cover the catalog's source-evaluation and research strengths. Oregon's Reading-Informational-Text (RI) and Reading in Science/Technical Subjects (RST) strands live in separate documents and are deferred this pass (verbatim-or-nothing). Likewise, the 2024 Oregon Social Science Standards also carry Geography, Economics, and History domains; the catalog's commodity, colonial, labor, and civil-rights history and its commodity economics WOULD map to those, as in other states, but we mapped the High School Civics strand this pass and defer the rest.