Connecticut standards alignment

• CCSS.ELA-Literacy.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

  • BVC: 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.

• CCSS.ELA-Literacy.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

  • BVC: 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.

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 Connecticut Core Standards (Common Core) mathematics standard.
• Science — one partial claim, via the shared NGSS file. Connecticut adopted the NGSS in 2015 as its K-12 science standards, so our one honest science claim — HS-ESS3-1, partial — comes through the shared NGSS mapping with the limit stated on the entry itself. There is no laboratory work, investigation, or modelling in this catalog, and we will not claim more.
• Connecticut's own state structure is taught more fully than any one code captures. Connecticut Civics teaches the Fundamental Orders of 1639 and the Constitution of 1965, the 1960 ABOLITION of county government (a two-tier state-plus-169-towns system found in only a couple of states), the legislative APPOINTMENT of judges (a Judicial Selection Commission screens, the Governor nominates, the General Assembly appoints to 8-year terms), the absence of a statewide citizen initiative, and the recent rollout of early in-person voting (2024) and no-excuse absentee voting — all from Connecticut's own sources. CIV 9–12.1 (powers of local/state institutions) hosts most of the structure, but the Frameworks are C3 CONCEPT standards, not a Connecticut-government checklist, so none of these distinctive Connecticut facts has a code of its own.
• The Civics standards we checked and rejected. CIV 9–12.6 (critique relationships among governments, civil societies, and economic markets), CIV 9–12.7 (apply civic virtues when working with others), CIV 9–12.8 (evaluate systems that promote civic virtues in different contexts, times, and places), CIV 9–12.9 (use appropriate deliberative processes in multiple settings), CIV 9–12.10 (the roles of personal interests and perspectives on civic virtues, democratic principles, constitutional rights, and human rights), CIV 9–12.13 (evaluate public policies for intended and unintended outcomes), and CIV 9–12.14 (analyze historical, contemporary, and emerging means of changing societies and protecting rights) — the courses either do not genuinely teach these or teach them too thinly to claim, so we do not claim them.
• Connecticut's Dimension-1 inquiry standards and the interdisciplinary HIST/ECO/GEO standards. The Frameworks organize each course into the C3 inquiry arc. Dimension 1 (the inquiry skills — developing questions, evaluating sources, communicating conclusions, taking informed action) and the HISTORY, ECONOMICS, and GEOGRAPHY disciplinary standards that appear inside the High School Civics and Government course (HIST 9–12.x, ECO 9–12.x, GEO 9–12.x) are not the civics-content standards we mapped this pass. The catalog's source-literacy method and its commodity history/economics WOULD map to some of them, as they do in other states, but we mapped the CIVICS (CIV 9–12) dimension and defer the rest rather than over-claim.
• Connecticut's 2023 Social Studies Standards — a future re-map. Connecticut adopted new K-12 Social Studies Standards in October 2023 (a distinct document from the 2015 C3 Frameworks mapped here). This pass cites the 2015 Frameworks, which carry the discrete High School Civics and Government course; the 2023 standards are queued for a separate verbatim re-map. As the finder always advises, confirm against your jurisdiction's current requirements.