Where our missions come from.
This map connects learning objectives, source materials, and original project activities. It records what has actually been reviewed and what still needs checking before student release. It is not a software source-code map.
Current readiness: Weeks 1–2 have self-contained reading, examples, practice, and worksheets. External games are not required to complete those missions. Pearson assignment details remain pending. Weeks 3–8 are outlines, not complete student lessons.
Read the status accurately
- Local activity checked: Original content is present in the prototype; selected interactions have been tested. This does not mean it has been piloted with students.
- Description reviewed: An official resource description informed selection. The full lesson, download, login, or student-device experience has not necessarily been tested.
- Proposed: A resource or fallback is planned but not yet implemented.
External descriptions below were reviewed during resource selection on October 15, 2026. This map was compiled October 16; no new external access verification is claimed. Several earlier iCivics links returned errors, so a description link is not automatically a classroom launch link.
Mission-to-source map
| Mission / grades | Learning objective | Sources and use | Current status / fallback |
|---|---|---|---|
| 1. Notice G4–6 | Distinguish a problem, a solution, evidence, and an assumption; ask an investigable question. | R1 supplies a community problem-solving connection. VC1 supplies the actual reading, fictional scenario, examples, practice, and problem card. | VC1 present; practice feedback tested. R1 description reviewed; launch/access pending. The local Book Access Challenge provides a complete alternative. |
| 2. Listen G4–6 | Explain and compare perspectives, paraphrase fairly, and justify a problem choice. | R1–R2 inform the listening-and-planning connection. VC2 supplies four original fictional voices, explanations, practice, and the worksheet. | VC2 present; feedback and worksheet saving checked. R2 materials not fully reviewed. All required work can use the local scenario. |
| 3. Find authority G4–6 | Identify who can help; G5–6 additionally investigate whether a federal role fits an AC topic. | R3–R4 selected; R5 proposed for G6. Original responsibility-sorting activity planned. | Outline only. Planned fallback: local explanations and sorting cards; not yet written. G4 does not enter AC. |
| 4. Investigate G4–6 | Evaluate what evidence supports a claim and identify information gaps. | Selected R3 inquiry material; R5 as relevant for G6. Teacher-curated project sources still needed. | Outline only. Planned fallback: a supplied, attributed source set with modeled reasoning. |
| 5. Draft G4–6 | Develop a feasible plan and estimate resources; G5–6 draft AC bill sections and fiscal impact. | R1 revisit; R6 possible G6 extension; Y1 for G5–6. Original planning-token challenge proposed. | Outline only. Planned local budget example and worksheet; optional extension must not be a completion dependency. |
| 6. Revise G4–6 | Give useful feedback and explain a revision. | Original peer-review prompts planned; Y1 governs G5–6 formal teacher-review and committee transitions. | Outline only. Planned sample proposal for students without a partner. |
| 7. Decide G4–6 | Support a recommendation with evidence and consider tradeoffs. | Original presentation supports for G4; Y1 committee workflow for G5–6 only. | Outline only. Sample review can support practice, but does not replace required formal AC actions. |
| 8. Share / reflect G4–6 | Communicate a proposal and reflect on changed thinking. | Original showcase and reflection supports planned; Y1 floor voting/results for G5–6. | Outline only. Written/recorded presentation route planned. NC preparation applies only to G5–6. |
External resource register
R1 • Neighborhood Good — iCivics
Updated October 16, 2026: Added a Week 1 launch card with original VC before/during/after prompts and an explicit Book Access alternative. Current official launch page opened in the browser; selecting Play Game loaded the embedded player with Play Neighborhood Good and Play with screen reader controls without a login prompt. Complete gameplay, accessibility behavior, and student-device access have not been tested. This replaces the earlier untested launch status below.
Official game description · Official elementary collection
Fit: Listed for elementary and older learners; 15–30 minutes. Selected for identifying problems, listening to community members, and planning action. We use it as a resource connection, not as a script for our fictional book scenario.
Access: Initial game-player loading was checked as described above. Full gameplay, accessibility supports, and school-device performance still need a direct check. The listed description mentions language and decision supports; their operation has not been tested here.
Description reviewed October 15 • Student launch pending
R2 • Neighborhood Good Extension Pack — iCivics
Educator-resource information on the game page
Use: Potential teacher support for post-game discussion and listening-to-plan activities. Official description identifies teacher materials, student handouts, and slides.
Access/status: Full pack and assignment workflow have not been reviewed. Check teacher-account requirements and select exact pages before assigning. VC2 is original material, not a reproduction or completed adaptation of this pack.
R3 • Why Do We Have So Many Governments? — iCivics Private i
Official mystery description · Elementary unit listing
Fit: Elementary, multi-session material. Selected for government foundations and inquiry. The mystery description includes historical development and federalism; do not assume this single item fully covers local decision-makers.
Access/status: Description reviewed October 15. The resource page indicated sign-up access. Full slides, readings, and exact selections remain pending. An earlier unit URL returned an error. G6 use would be a teacher-selected foundational review.
R4 • Rules and Laws (Ages 6–11) — Well Versed / iCivics
Official video and resource description
Fit: K–5, under 10 minutes; selected to introduce why rules and laws exist. Viewing resources are described on the page.
Access/status: Description reviewed October 15; playback, captions, and full viewing guide not yet checked. G6 is planned to receive an equivalent written scenario rather than automatically being assigned a younger-age video.
R5 • Who Represents Me? — iCivics
Resource destination · Official collection description
Fit: Grades 6–8 and 9–12; optional G6 investigation of representation and appropriate contacts. Not selected as a G4 task.
Access/status: Collection description reviewed October 15. Resource URL redirected, but full content was not retrieved. Teacher access and linked research steps need checking; any current officeholder information must be verified when used.
R6 • Counties Work — iCivics
Fit: Grades 6–8 and 9–12; 15–30 minutes. Optional G6 extension connecting county services and budget choices.
Access/status: Description reviewed October 15; game operation not tested. It is not the core task for G4–5, and county-government decisions must not be presented as federal congressional authority.
Y1 • Anytime Congress workflow — Youth Leadership Initiative
Use: G5–6 legislative workflow only. We tested drafting, teacher feedback, revision, approval, committee review, voting, and published results using fictional students in an isolated practice simulation.
Verification: Workflow tested October 15, 2026. Embedded automatic deadline controls remain unverified. Use teacher-planned pacing and revision buffers. NC’s actual workflow and official dates have not been directly verified. Login is required for account activities. No credentials belong in this source map.
Original Virtual Campus materials
VC4 • Project notebooks: Original individual and team templates for Weeks 1–2, added October 16, 2026. Include mission prompts, grade-specific Week 2 expectations, reflection, role rotation, report-back, and submission records. Week 1 follows six explicit steps: learn, practice, explore one activity, draft individually, compare/revise, and finish. Help is available throughout. Week labels, stop checkpoints, and notebook timing notices distinguish mission steps from weekly assignments. The team notebook includes “Our Team’s Chosen Problem,” preserving a Week 1 provisional choice and a Week 2 confirmation or revision; both missions link to that record. The website decision record now offers expanding text areas, manual browser-local saving, and a completed-record text download. It is not collaborative cloud storage. Preview templates. Actual ASD Google Docs copies, access permissions, and Pearson assignments remain pending; these templates are not live integrations.
VC3 • Added October 16, 2026: Weeks 1–2 five-step collaboration routine, rotating role cards, independent comparison routes, shared-document organizer, individual reflection fields, and student-led coaching plan. Based on the teacher’s grouping and coaching preferences; original VC materials. Google Docs setup and links remain pending. Project coaching time reconfirmed by the teacher: 11:45–12:15 — G5 Monday, G6 Tuesday, G4 Thursday.
VC1: Week 1 concept explanations, introductory Problem Card definition and fictional example, Book Access Challenge, fictional statements, worked problem card, practice questions and feedback, help notes, and editable worksheet.
VC2: Week 2 fictional school scenario and four voices, vocabulary explanations, paraphrasing and comparison examples, practice feedback, differentiated worksheet, team-help guidance, and coaching plan.
These materials were drafted for this project with Codex and remain subject to teacher review. Fictional statements are not research findings or student interview results. Local practice feedback and selected worksheet interactions were checked during development; this is not a classroom pilot or formal accessibility audit.
Planning evidence: User-supplied G4–6 T2 calendar images and subsequent corrections establish the grade pathways and schedules. G4 has no AC or NC. G4 Financial Literacy Foundations is November–February and remains undeveloped. Project coaching is 11:45–12:15: G5 Monday, G6 Tuesday, G4 Thursday. The 1:15–2:00 sessions are seminar instruction.
Maintain this map as lessons grow
- Record the exact resource and selected activity, learning objective, and grade adaptation.
- Check the student launch path, account requirements, readability, and available accessibility supports.
- Record the check date and what was actually tested; retain unresolved issues.
- Provide a complete local alternative before making an external link essential.
- Credit sources beside student activities. Link to original provider materials; review applicable reuse terms before copying their handouts or media.
- Confirm Pearson subject, assignment title, due date, and submission method separately before launch.
This page is a teacher reference, but it is not access-protected. If the site is published as-is, students can open it. It contains no account credentials or private student records.