Maine standards alignment

• History 1

  Partially covered

  Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world by: (F1) Explaining that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future. (F2) Analyzing and critiquing major historical eras: major enduring themes, turning points, events, consequences, and people in the history of the United States and the implications for the present and future. (F3) Tracing and critiquing the roots and evolution of democratic ideals and constitutional principles in the history of the United States using historical sources. (F4) Developing individual and collaborative decisions/plans by considering multiple points of view, weighing pros and cons, building on the ideas of others, and sharing information in an attempt to sway the opinions of others. (D1) Analyzing and critiquing varying interpretations of historic people, issues, or events, and explain how evidence from primary and secondary sources is used to support and/or refute different interpretations. (D2) Analyzing and critiquing major historical eras: major enduring themes, turning points, events, consequences, and people in the history of the world and the implications for the present and future. (D3) Tracing and critiquing the roots and evolution of democratic ideals and constitutional principles in the history of the world using historical sources. (D4) Making a decision related to the classroom, school, community, civic organization, Maine, United States, or international entity by applying appropriate and relevant social studies knowledge and skills, including research skills, ethical reasoning skills, and other relevant information.

  Covered by

  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution
  • BVC: Rum — Sweet Poison
  • BVC: Tequila & Mezcal — Heart of the Agave
  • BVC: Tobacco — Sacred Smoke
  • BVC: Tea — The Way of Tea
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace
  • BVC: Opioids — The Poppy's Promise
  • BVC: Khat — The Afternoon Leaf
  • BVC: Coca — White Lines
  • BVC: Whiskey — Fire Water

  • · Ep 3 · Conquest and the Great Reversal
  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 11 · The Triangular Trade
  • · Ep 12 · Burning the Books (the destruction of the Mesoamerican codices)
  • · Ep 15 · From Sacred to Commodity
  • · Ep 2 · Who Grows the Tea (colonial and plantation labour)
  • · Ep 5 · Whose Knowledge Is It
  • · Ep 6 · Kava Governs
  • · Ep 17 · The Opium Wars
  • · Ep 20 · The Ban Against the Evidence
  • · Ep 17 · Lin Zexu's Letter
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution
  • · Ep 11 · The Debt of Freedom
  • · Ep 11 · The Black Jacobins (C.L.R. James)
  • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
  • · The History of Unions, Lesson 5 · Haymarket, 1886
  • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes
  • · 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
  • · Ep 10 · The Oral History That Survived (recovering Nathan “Nearest” Green's erased role)
  • · Ep 4 · Whose Voice Tells the Story (Equiano, 1789; Mary Prince, 1831)
  • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation

  What we do and don't cover: Partial: major enduring themes and turning points in U.S. and world history are taught through deep worked cases — the conquest and Columbian Exchange, European imperialism and the Opium Wars, plantation slavery and the Haitian Revolution, Gilded Age industrialization and labor — and the standard's (D1) skill (critiquing varying interpretations, using primary and secondary sources to support or refute them) is taught directly through the documentary-versus-oral record and the Middle Passage's primary sources. The framework's decision/plan performance tasks (F4, D4) and a comprehensive survey of every era are not the course's arc.

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 Maine Learning Results mathematics standard.
• Science — one partial claim, via the shared NGSS file. Maine adopted the NGSS in 2019 (LD 283) as its Science and Engineering standards, 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.
• Maine's own state structure is taught more fully than any one Civics & Government indicator names. Maine Civics teaches the Constitution of 1820 and the split from Massachusetts, the Governor as the only statewide-elected official (with the Attorney General, Secretary of State, and Treasurer chosen by the Legislature), Maine as the first state to adopt ranked-choice voting and the constitutional nuance that limits it, the citizen initiative and the people's veto, the appointed Supreme Judicial Court ('Law Court'), the open town meeting and 16 counties, the unorganized territory, and the split of presidential electoral votes by district — all from Maine's own sources. Civics & Government 1 (the American political system) and 2 (how people influence government) host most of it, but the Maine Learning Results performance expectations are concept statements, not a Maine-government checklist, so ranked-choice voting, the people's veto, and the Legislature's election of the constitutional officers have no code of their own.
• Civics & Government 3 (cultural diversity; Maine Native Americans) — considered, not the catalog's focus. Civics & Government 3 is about the political and civic aspects of cultural diversity — 'the political structures and civic responsibilities of the diverse historic and current cultures of Maine, including Maine Native Americans,' and of the United States and the world. The Maine flagship teaches Maine's political structures and a civic-action habit, but it does not teach the cultural-diversity and Maine Native American political history this standard centers, so we do not claim it. (The civic-action / community-service work it also names is claimed under Civics & Government 2, its honest home.)
• The comparison-to-other-nations indicators across Civics & Government. Several Civics & Government (D) indicators require comparing the American political system, and the rights and duties of U.S. citizens, with those of OTHER nations and other forms of government in the world. This catalog's civics is domestic structure, rights, and participation, so the comparative-government half of Civics & Government 1 and 2 is the reason each is claimed partial rather than full.
• The Economics and Geography strands — considered, deferred this pass. Maine's Social Studies Learning Results also carry Economics and Geography strands, and this catalog's commodity, trade, and resource-map content plausibly reaches parts of them. But we transcribe and verify one strand document at a time, and only the Civics & Government and History strands were fetched and confirmed verbatim this pass. Our rule is fetch-or-don't-cite, so Economics and Geography carry no Maine claims yet rather than being mapped from memory.
• The ELA strands and grade bands outside the Reading/Writing claims above. Maine's ELA Learning Results run across four strands (Language, Speaking & Listening, Reading, Writing) and all grade bands. We claim only the Grades 9-Diploma Reading standards on perspective/purpose, evaluating arguments and claims, and synthesizing sources, and the Writing inquiry standard — the reading, source-evaluation, and research work the catalog genuinely does. The Language and Speaking & Listening strands, the earlier grade bands, and the Reading/Writing standards outside those claims are not separately mapped.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Maine's closest frameworks for these (its Technology / computer-science and world-languages Learning Results) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Maine claims this pass.