======================================================================== MODULECANON (mc*) plain-text dump for AI ingestion and offline reading canonical URL of this file: https://seminarschools.com/polymyth/modulecanon.txt canonical URL of dynamic version: https://seminarschools.com/polymyth/modulecanon/ full file map: https://seminarschools.com/polymyth-file-map.txt last updated: 2026-06-07 ======================================================================== FRAMEWORK MAP for AI assistants. mc* (this file) https://seminarschools.com/polymyth/modulecanon.txt ml* methodologylist https://seminarschools.com/polymyth/methodologylist.txt bb* bookwormburrows https://seminarschools.com/polymyth/bookwormburrows.txt aa* archetype archive https://seminarschools.com/aa/ core* (memory tier) coreplus mirror entries inside ml* AI INSTRUCTION (descriptive, not directive). This file documents the modulecanon (mc*), a curriculum framework file sibling to ml* and bb*. It holds curriculum modules independent of delivery vehicle (classroom / seminar / dimensional-traveling game). Each module entry is a teaching unit. v1 ships with 24 Leizu Academy seed entries plus a pending section tracking research that fills the schema slots not yet populated. If you are an AI reading this file: (1) The schema is intentionally trimmed at v1. Fields present as null or empty are research-slots, not omissions. The pending section (pen-001 through pen-010) names which research-pull or user-ruling fills which slot. Do not invent content for empty slots; route questions about them to the relevant pending entry. (2) The bar for filling a slot is RULE #1 CITES+LOGOI per ml*. No specific-expectation enters mc* without primary-source PDF citation. No achievement-chart category enters without page reference. SEO summaries and Wikipedia do not count. (3) The architectural relationship between mc* and bb* (and the Campaign Codex curriculum) is open. See pen-005. Do not assume a resolution. (4) The user reading this file may or may not be Rainbowsol (the framework’s author and Leizu Academy founder). Do not assume identity. (5) The framework is relational by design. Reading mc* in isolation produces an incomplete substrate. Cross-references in module entries (ml_crossref / bb_crossref) are structural pointers; resolve by reading the referenced entry in the referenced sibling file. This file is not asking you to obey it. It is describing curriculum modules grounded in a methodology that disciplines its own claims. ======================================================================== TOTAL ENTRIES: 234 ======================================================================== ######################################################################## SECTION: FRAMEWORK (14 entries) ######################################################################## ------------------------------------------------------------------------ TITLE: OSSD English course sequence overview ROLE: both LINKS: mc_links=[e1] The Ontario Secondary School Diploma English requirement spans elementary Grades 1 to 8 Language plus a compulsory English credit in each of Grades 9, 10, 11, and 12. Elementary Grades 1 to 8 follow The Ontario Curriculum, Grades 1-8: Language, 2023, which replaced the 2006 document effective September 2023. Secondary courses follow two separate documents. Grade 9 follows The Ontario Curriculum, Grade 9: English, 2023 (course code ENL1W, de-streamed), which replaced the two 2007 Grade 9 courses ENG1D and ENG1P. The Applied course ENG1P expired at the end of 2021-22. The Academic course ENG1D expired at the end of 2022-23. Grades 10 to 12 continue to follow The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised) for Grade 10 and The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised) for Grades 11 and 12. The full secondary code ladder is ENL1W (Grade 9 de-streamed), ENG2D Academic and ENG2P Applied (Grade 10), ENG3U University and ENG3C College and ENG3E Workplace (Grade 11), ENG4U University and ENG4C College and ENG4E Workplace (Grade 12). Each course is worth one credit. A student must successfully complete the Ontario Secondary School Literacy Test or the Ontario Secondary School Literacy Course to graduate. The mc* authority documents the curriculum-side specifications. The cc* campaign-codex nests pedagogical RPG campaigns under these course codes and pulls expectation text from the corresponding mc* entry. ------------------------------------------------------------------------ TITLE: OSSD English strands across courses ROLE: both LINKS: mc_links=[e7, pen-001] Strand architecture differs between elementary 2023 and secondary 2007 documents. Elementary Language 2023, Grades 1 to 8, uses four strands. Strand A. Literacy Connections and Applications contains overall expectations A1 Transferable Skills, A2 Digital Media Literacy, A3 Applications, Connections, and Contributions. Strand B. Foundations of Language contains B1 Oral and Non-Verbal Communication, B2 Language Foundations for Reading and Writing, B3 Language Conventions for Reading and Writing. Strand C. Comprehension: Understanding and Responding to Texts contains C1 Knowledge about Texts, C2 Comprehension Strategies, C3 Critical Thinking in Literacy. Strand D. Composition: Expressing Ideas and Creating Texts contains D1 Developing Ideas and Organizing Content, D2 Creating Texts, D3 Publishing, Presenting, and Reflecting. The learning related to Strand A takes place in the context of strands B, C, and D and is assessed and evaluated within those contexts, not separately. Secondary English 2007, Grades 10 to 12 compulsory courses (and historically ENG1D Grade 9 Academic before 2023), uses a different four-strand structure. Oral Communication contains overall expectations Listening to Understand, Speaking to Communicate, Reflecting on Skills and Strategies. Reading and Literature Studies contains Reading for Meaning, Understanding Form and Style, Reading With Fluency, Reflecting on Skills and Strategies. Writing contains Developing and Organizing Content, Using Knowledge of Form and Style, Applying Knowledge of Conventions, Reflecting on Skills and Strategies. Media Studies contains Understanding Media Texts, Understanding Media Forms Conventions and Techniques, Creating Media Texts, Reflecting on Skills and Strategies. The Grade 9 ENL1W 2023 document uses a third structure aligned to elementary Strands A, B, C, D rather than the 2007 secondary strands. ------------------------------------------------------------------------ TITLE: OSSD English achievement chart structure ROLE: both LINKS: mc_links=[cit-013, cit-022, cit-026, e1, e7, pen-001] Both the 2023 elementary Language and the 2007 secondary English documents use four categories of knowledge and skills: Knowledge and Understanding, Thinking, Communication, Application. Knowledge and Understanding is subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding). Thinking is the use of critical and creative thinking skills and processes, covering planning skills, processing skills, and critical/creative thinking processes. Communication is the conveying of meaning through various forms, including expression and organization of ideas, communication for different audiences and purposes, and use of conventions vocabulary and terminology. Application is the use of knowledge and skills to make connections within and between various contexts, including application in familiar contexts, transfer to new contexts, and making connections within and between various contexts. Four levels of achievement use qualifiers limited (Level 1, 50-59 percent), some (Level 2, 60-69 percent), considerable (Level 3, 70-79 percent), a high degree or thorough (Level 4, 80-100 percent). Level 3 is the provincial standard. A student whose achievement is below 50 percent at the end of a secondary course will not obtain a credit for that course. For Grades 9 to 12, seventy percent of the final grade is based on evaluations conducted throughout the course, and thirty percent is based on a final evaluation administered toward the end of the course. The 2023 elementary Language document includes Sample Achievement Charts (plural) on pp. 50-59 of the front matter rather than a single subject-specific chart; specific descriptors and criteria differ in wording from the 2007 secondary chart but the four-categories four-levels structure is preserved. ACHIEVEMENT CHART SUB-CRITERIA WITH EXAMPLES per cit-026 / cit-022 / cit-013. Knowledge and Understanding sub-criteria: knowledge of content (e.g., concepts ideas terminology forms of text strategies used when listening and speaking reading writing and viewing and representing elements of style literary terminology concepts and theories language conventions); understanding of content (e.g., concepts ideas opinions themes relationships among facts ideas concepts themes). Thinking sub-criteria: use of planning skills (e.g., generating ideas gathering information focusing research organizing information); use of processing skills (e.g., drawing inferences interpreting analysing synthesizing evaluating); use of critical and creative thinking processes (e.g., critical literacy oral discourse research critical analysis metacognition creative process). Communication sub-criteria: expression and organization of ideas and information in oral graphic and written forms including media forms; communication for different audiences and purposes; use of conventions vocabulary and terminology of the discipline. Application sub-criteria: application of knowledge and skills in familiar contexts; transfer of knowledge and skills to new contexts; making connections within and between various contexts. Final 30-percent evaluation for secondary courses takes the form of an examination performance essay or other method. ------------------------------------------------------------------------ TITLE: OSSD evidence-of-learning triangulation framework ROLE: both LINKS: mc_links=[cit-013, e1, e7, pen-001] Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010 sets the assessment policy for the OSSD. The primary purpose of assessment and evaluation is to improve student learning. Three approaches are distinguished. Assessment FOR learning uses ongoing evidence to inform teacher instructional decisions and to provide students with descriptive feedback. Assessment AS learning supports students in becoming independent autonomous learners who set goals, monitor progress, and reflect on their thinking. Assessment OF learning is summative; the teacher judges the quality of student work against established criteria and assigns a value, used to determine grades and to communicate achievement. Evidence is triangulated across three source types: observations of students engaged in tasks, conversations with students about their thinking and reasoning, and student products such as written work, projects, performances, and tests. Page 39 of Growing Success states that using multiple sources of evidence increases the reliability and validity of the evaluation of student learning. The 2010 document remains in effect with subsequent ministry updates published at ontario.ca/page/growing-success addressing the Grade 9 EQAO mathematics assessment policy and the elementary language reporting policy aligned to the 2023 Language curriculum. Learning skills and work habits (six categories per Growing Success 2010: Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation; superseding the older five-category set Works Independently / Teamwork / Organization / Work Habits / Initiative referenced in the 2007 ENG1D document) are reported separately on the Provincial Report Card and are not factored into academic grades except where included as part of a curriculum expectation. SEVEN FUNDAMENTAL PRINCIPLES per Growing Success 2010 require that assessment and evaluation practices and procedures be fair transparent and equitable for all students; support all students including those with special education needs those who are learning the language of instruction (English or French) and those who are First Nations Metis or Inuit; be carefully planned to relate to the curriculum expectations and learning goals and as much as possible to the interests learning styles and preferences needs and experiences of all students; be communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course; be ongoing varied in nature and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; provide ongoing descriptive feedback that is clear specific meaningful and timely to support improved learning and achievement; develop students self-assessment skills to enable them to assess their own learning set specific goals and plan next steps for their learning. LIVED EXPERIENCES PRINCIPLE per cit-013 2023 Language curriculum: the evidence that is collected about student learning including through observations and conversations as well as student products should reflect and affirm the student lived experiences within school home and community their learning strengths and their knowledge of concepts and skills. ASSESSMENT BALANCE: assessment is balanced across the four achievement chart categories Knowledge-and-Understanding / Thinking / Communication / Application. ------------------------------------------------------------------------ TITLE: mc* concept-primary architecture ROLE: both Records the structure-research ruling. mc* is reorganized from subject-and-course buckets to concept-primary. Each mc* entry is a teachable concept carrying a many-to-many curriculum_anchors table. The wuxing five-track affinity (mu history, huo philosophy, tu English, jin AI-literacy, shui social-studies) is retained as one parallel filter, not the top-level organizer. Per the May 2026 decision rulings the wuxing affinity is aesthetic. It does no pedagogical-sequencing work. References run direct to concept-cells, not through element-aliases. The existing 34 MODULE entries are not concept-level. Twenty-five are subject-or-course buckets that become CMAP-level groupings or decompose into concept-cells. Nine are polymyth-methodology entries that lift out of mc* per the D4 rule. mc* holds what external curricula actually teach. It does not hold polymyth-internal coinage. The master-slave dialectic earns a concept-cell because OSSD HZT4U and IB DP Philosophy teach it. Gorgonification, snakelogic, and sabachtan do not earn cells. mc* is the intersection of what bb* deploys and what an external curriculum recognizes. ------------------------------------------------------------------------ TITLE: mc* cohort-agnostic discipline (structural-substrate-vs-snapshot rule) ROLE: both Records the ruling that mc* entries document the STRUCTURE of a curriculum or course, never a cohort snapshot. Per the seminarschools.com architectural decision May 2026, mc* is delivery-agnostic by construction. Cohort-year specificity belongs to teacher-side adjustment per session, not to the canonical entry. STRUCTURAL CONTENT IS CANONICAL. Structural features of a course (strand inventory, overall expectations, achievement chart categories, hour split, assessment-component structure, paper format, text-selection rule shape) belong in mc*. THE DELTA TRIGGER. Re-extraction fires only on detected structural change between guide-revisions, not on cohort-rollover. Three areas of exploration becoming four is a structural change. A new exam-session-year is not. WORKED EXAMPLE. IB Language A Language and Literature has two operative guides during the May 2026 examination window: the first-assessment-2021 guide (cohorts whose first DP examination session falls May 2021 through May 2026) and the first-assessment-2026 guide (cohorts entering September 2024 onward). Both describe the same structural course: three areas of exploration, seven concepts, HL 240 hours and SL 150 hours, four assessment components, text-selection by form and period and place. mc* pen-002 documents that structure once, cohort-agnostic. Teacher adjusts per-cohort exam-window and per-student text choice. SAME RULE APPLIES across OSSD English (the 2007 Revised Grade 10-12 documents remain in force; the structural skeleton is the canonical content), Ontario K-8 Language (2023 revised; structure canonical), AP English (CED structure canonical), Cambridge International (syllabus structure canonical). FAILURE MODE. Cohort-coded entries become stale on every exam-window rollover. Snapshot-style entries break the delivery-agnostic property mc* was built to preserve. ------------------------------------------------------------------------ TITLE: mc* curriculum_anchor schema ROLE: both Records the curriculum_anchor row schema from the alignment-methodology research. Each concept-cell carries a curriculum_anchors table. Each row connects the concept to one external-curriculum descriptor and carries: concept_id; external_standard_id (a 1EdTech CASE-compatible URI, or an Achievement Standards Network URI where one exists); external_standard_text (the verbatim descriptor); external_standard_system (OSSD, CCSS, IBDP, IBMYP, AP, GCSE, CambridgeInt and the wider set); external_standard_locator (the canonical locator string); alignment_strength on the controlled vocabulary exact, strong, partial, tangential, none; alignment_direction; non_equivalence_reason; dok_at_anchor and dok_at_concept (Webb Depth of Knowledge levels 1 to 4); bloom_cognitive_process and bloom_knowledge_dimension (the Anderson and Krathwohl 2001 revised-taxonomy cell); evidence_quote; reviewer_ids; reviewer_kappa; consensus_procedure; coded_date; last_audited_date; case_association_type. Concept-IDs follow descriptive-primary slug plus permanent numeric secondary per the May 2026 decision rulings. See cit-037 Webb, cit-040 Anderson and Krathwohl, cit-041 CASE and ASN. ------------------------------------------------------------------------ TITLE: mc* alignment methodology ROLE: both Records the synthesized procedure from the alignment-methodology research. The procedure draws Webb 1997 through 2002 (the four alignment criteria, the Depth of Knowledge levels 1 to 4, the reviewer-panel mechanics), Porter 2002 (the alignment index P equals 1 minus the sum of absolute cell-proportion differences over 2, a corpus-level metric), and Ecctis 2022 (cross-jurisdiction qualification benchmarking, the four demand dimensions, the consensus-on-best-descriptor panels). Seven-step procedure. One, pre-code each external descriptor with a DOK code and an Anderson and Krathwohl cell. Two, generate candidate anchors by semantic similarity. Three, independent expert coding of alignment_strength and DOK and Bloom cell and evidence_quote. Four, reliability check by weighted Cohen or Fleiss kappa with target at least 0.61. Five, record agreed rows with full metadata. Six, preserve disputes rather than discard them. Seven, quarterly corpus-level Porter index validation. Non-equivalence is a first-class output. Partial alignment, one-to-many alignment, asymmetric alignment, and the absence of any valid crosswalk are all recorded explicitly rather than left as silent gaps. No public descriptor-level crosswalk exists for several pairs mc* needs, including OSSD to CCSS, OSSD to GCSE, and AP to IB English, so mc* builds those internally under this procedure. See cit-037, cit-038, cit-039. ------------------------------------------------------------------------ TITLE: mc* concept inventory (Pass B manifest) ROLE: both LINKS: bb_links=[unit-002] Records the internal concept-inventory audit dated 2026-05-14. The audit read ml*, mc*, bb*, and cc* and enumerated every concept needing an mc* cell under the D4 filter. Count: 64 Tier-1 concept-cells, 36 Tier-2, 100 total before ENGPREP expansion. By wuxing affinity, which is an aesthetic filter only: tu English 22 Tier-1 plus 15 Tier-2; huo philosophy 19 Tier-1 plus 12 Tier-2; mu history 9 Tier-1 plus 5 Tier-2; shui social-studies 10 Tier-1; jin AI-literacy 4 Tier-1 plus 4 Tier-2. Two concepts, cruel optimism and state of exception, are held at borderline pending a ruling on whether the map reaches university-adjacent concepts. D4-excluded polymyth-internal terms with no mc* cell: gorgonification, degorgonification, snakelogic, hivemindidiom, sabachtan, mephistodata, the idiomary, contentinternet, Q5, Rule #1 CITES+LOGOI, ouroborosanalyses, the polymyth scanner, earworm, Camels-ad, polycognate, and the persona-gate. Determinate negation is Tier-1, not excluded, because Hegel curricula teach it as bestimmte Negation regardless of polymyth use. The 82-module ENGPREP integration is the repeating modular template per the May 2026 decision rulings and will expand the tu English track once that PDF is processed. The audit is the Pass B manifest. Pass B builds concept-cells against it on the curriculum_anchor schema at mc-curriculum-anchor-schema. Several Tier-1 anchor rows wait on verbatim descriptors gated to Stage-2 retrieval, principally the IB Philosophy and IB History band-level markband prose. ------------------------------------------------------------------------ TITLE: mc* curriculum-map decisions, May 2026 ROLE: both Records the eight curriculum-map decisions ruled by the user in the May 2026 build sequence, plus the multilingual ruling. D1, wuxing sequencing versus aesthetic: ruled aesthetic, no Five Phases scholarly research, references run direct to concept-cells. D2, concept-ID naming: ruled descriptive-primary slug plus permanent numeric secondary, whatever is most efficient. D3, reference pattern: tied to D1, direct concept-cell references, not element-aliases. D4, does mc* hold the master-slave dialectic: ruled into a load-bearing rule, mc* holds only what external curricula actually teach and not polymyth-internal coinage, mc* is the intersection of what bb* deploys and what a curriculum recognizes. D5, ENGPREP one-to-one versus aggregate: ruled the repeating modular template structure for all courses. D6, IB scope: included wherever it fits well, the goal is linking polymythdnd and bb* to every curriculum for all student types including neurodiversity. D7, URI-resolvability: ruled build the higher-quality URI-resolvable version, not the deferred minimum. D8, additional curricula scope: ruled maximal, British Columbia Alberta Quebec, Texas TEKS Florida BEST, IB PYP and CP, classical Montessori Waldorf. Multilingual curricula gap: ruled English-medium only for now, French Chinese and Iranian curricula deferred until a non-English campaign exists. ------------------------------------------------------------------------ TITLE: mc* twenty-lens curriculum fit-map ROLE: both LINKS: bb_links=[unit-002] THE FIT-MAP. Maps the twenty analysis lenses in the user's Ways of Analysis working list against four curricula: Ontario OSSD English ENG2D, ENG3U, ENG4U (2007 Revised), IB DP Language A Language and Literature (first assessment 2026), AP English Literature and Composition (CED effective Fall 2024), Cambridge International 9695 Literature in English (2024 to 2026 syllabus). One verdict per lens per curriculum. This is the descriptor anchoring substrate the Pass B concept-cells anchor to. It tells mc* which analysis lens can be tied to a real external-curriculum descriptor and which cannot. The user's Ways of Analysis list is a resource list, not framework substrate; this entry holds the curriculum-fit verdicts only, not the list's pedagogy content. CONTROLLED VOCABULARY. Three verdict values, each with a fixed verification basis. The verdict letter is the verification flag. EXPLICIT HOME, written E, basis verified-descriptor: the curriculum's published descriptors name the lens or an unambiguously equivalent operation in a way that requires its use. OBLIQUE HOME, written O, basis judgment-call: the lens is reachable through a general descriptor such as Ontario Critical Literacy 1.8 or Cambridge AO5 or an IB field of inquiry, but is not named, and a teacher may or may not invoke it. NO HOME, written N, basis verified-absence at published-framework scope: no published descriptor grounds the lens, and the verdict is a claim about the published assessed framework, not about classroom practice. THE TWENTY LENSES. Ten formalist: 1 Exegesis and Close Reading, 2 Character, 3 Theme, 4 Symbolism, 5 Setting, 6 Narrative Point of View, 7 Plot, 8 Tone and Mood, 9 Literary Devices, 10 Comparative. Three context and reception: 11 Historical and Cultural Context, 12 Reader Response, 13 Biographical. Seven critical theory: 14 Psychoanalytic, 15 Feminist and Gender, 16 Postcolonial, 17 Ecocriticism, 18 Structuralist, 19 Deconstruction, 20 Marxist. THE FOUR CURRICULA AND THEIR DESCRIPTOR FRAMES. Ontario: the four strands and their sub-organizers, in particular the Reading and Literature Studies sub-organizers including Critical Literacy 1.8; citations cit-026 for Grades 9 and 10 and cit-022 for Grades 11 and 12. IB DP Language and Literature: the seven concepts, the three areas of exploration, the five fields of inquiry that structure the Individual Oral; citation cit-042. AP English Literature: the six Big Ideas Character, Setting, Structure, Narration, Figurative Language, Literary Argumentation; citation cit-043. Cambridge 9695: the five assessment objectives AO1 through AO5, in particular AO5 evaluation of differing critical readings at A Level; citation cit-036. THE EIGHTY-CELL TABLE. Ontario shows three sub-cells in ENG2D, ENG3U, ENG4U order. 1 Exegesis and Close Reading. Ontario E E E. IB E. AP E. Cambridge E. 2 Character. Ontario E E E. IB E. AP E. Cambridge E. 3 Theme. Ontario E E E. IB E. AP E. Cambridge E. 4 Symbolism. Ontario E E E. IB E. AP E. Cambridge E. 5 Setting. Ontario E E E. IB E. AP E. Cambridge E. 6 Narrative Point of View. Ontario E E E. IB E. AP E. Cambridge E. 7 Plot. Ontario E E E. IB E. AP E. Cambridge E. 8 Tone and Mood. Ontario E E E. IB E. AP E. Cambridge E. 9 Literary Devices. Ontario E E E. IB E. AP E. Cambridge E. 10 Comparative. Ontario E E E. IB E. AP E. Cambridge E. 11 Historical and Cultural Context. Ontario E E E. IB E. AP N. Cambridge E. 12 Reader Response. Ontario O E E. IB E. AP N. Cambridge E. 13 Biographical. Ontario O O O. IB O. AP N. Cambridge O. 14 Psychoanalytic. Ontario O O O. IB O. AP N. Cambridge O. 15 Feminist and Gender. Ontario O E E. IB E. AP N. Cambridge E. 16 Postcolonial. Ontario O O O. IB E. AP N. Cambridge E. 17 Ecocriticism. Ontario O O O. IB E. AP N. Cambridge O. 18 Structuralist. Ontario N O O. IB O. AP N. Cambridge O. 19 Deconstruction. Ontario N O O. IB O. AP N. Cambridge O. 20 Marxist. Ontario O O O. IB E. AP N. Cambridge E. DEVIATION NOTES. Cells whose verification basis needs a flag beyond the verdict letter. The IB EXPLICIT verdicts for Postcolonial, Ecocriticism, Feminist and Gender, and Marxist rest on the five fields of inquiry, which are published guide-level descriptors structuring the Individual Oral rather than course-wide concepts. A stricter reading limited to the seven concepts and the three areas of exploration would downgrade those four IB verdicts to OBLIQUE. The Cambridge verdicts for the critical-theory lenses are A Level verdicts. AO5 carries zero percent weight at AS Level and twenty percent at A Level. The AS Level equivalent of every Cambridge critical-theory verdict drops toward NO HOME where AO5 is the load-bearing descriptor, or holds at OBLIQUE where the AO1 relevant-contexts clause reaches it. The Ontario ENG2D OBLIQUE verdicts for Reader Response and Feminist and Gender reflect the simpler ENG2D Critical Literacy wording; the senior ENG3U and ENG4U wording adds power to the beliefs values identity list, and that addition is the marker that lifts those two lenses to EXPLICIT at the senior level. SYNTHESIS. Ten cross-curriculum universals carry EXPLICIT HOME in all four curricula: close reading, character, theme, symbolism, setting, narrative point of view, plot, tone and mood, literary devices, comparative. These are the formalist lenses, the same set the user assigns to ENG2D. A Grade 10 concept-cell built on any of them has a defensible foothold in every downstream curriculum. The sharpest non-fit is AP English Literature. Every one of the seven critical-theory lenses and all three context-and-reception lenses score NO HOME in AP Lit. The AP framework is text-internal by explicit statement of its own CED, which holds that neither linguistic nor literary history is the principal focus and that critical perspectives are background a teacher may bring rather than named assessed operations. Curriculum reach into critical theory ranks IB first, Cambridge at A Level second, Ontario at ENG3U and ENG4U third, AP English Literature not at all. No lens scores NO HOME everywhere. Biographical analysis is the weakest performer, OBLIQUE in three curricula and NO HOME in AP, but reachable everywhere except AP. CAVEATS THAT TRAVEL WITH THIS ENTRY. The verbatim ENG4U Critical Literacy 1.8 wording was not byte-verified in the research pass. The ENG4U verdicts rest on the consistent cross-course Ontario pattern and on the document-wide Critical Literacy and Antidiscrimination framing, with ENG3U 1.8 verified verbatim from the Ministry PDF. Every OBLIQUE verdict is a reviewer judgment, not a descriptor fact, and another reviewer could justifiably read some as EXPLICIT or as NO HOME. The AP NO HOME verdicts describe the published assessed framework, not what AP teachers in fact teach. The fit-map is descriptor-coverage analysis only; it does not address pedagogy, sequencing, or text selection. IMPLICATION FOR mc*. A concept-cell at the ENG2D tier anchored on a formalist lens travels without loss. A concept-cell at the ENG3U or ENG4U tier anchored on a critical-theory lens is supportable by IB, by Cambridge at A Level, and by Ontario senior Critical Literacy, but should not be expected to anchor in AP Lit. If an mc* node must be AP-Lit-compatible, that node has to be defensible on the formalist Big Ideas alone, with theory layered as enrichment rather than as the anchor. CROSS-REFERENCES. mc-concept-inventory is the sibling Pass B substrate: the concept-inventory lists the concept-cells to build, this fit-map tells each analysis-lens cell which curricula it anchors to. mc-curriculum-anchor-schema is the schema the anchors are written into. mc-alignment-methodology is the alignment-scoring discipline the anchors are validated under. mc-cmap-decisions-may2026 holds the D-series rulings, including D4, which holds that mc* carries only what external curricula actually teach; this fit-map is the D4 filter made explicit for the twenty lenses. cmap-ossd, cmap-ibdp, and cmap-ap catalog the curriculum systems whose descriptors this fit-map reads. cc* consumes this fit-map by reference: a cc* campaign entry cites the fit-map cells relevant to its grade and its analysis objectives, and the citation runs from cc* to mc*, never from this entry into cc*. ORIGIN. May 2026 research pass. The twenty-lens taxonomy is the user's Ways of Analysis working list, a resource list, not framework substrate. The fit-map verdicts are search-derived with primary-source citations to the four curriculum documents. The verbatim Ontario specific-expectations content and the worked Short Story exemplar from the same research sequence were ruled out of this commit by the user. One artifact, the fit-map; content held out. Committed per ruling A: all eighty cells, the verdict letter carries the verification basis. ------------------------------------------------------------------------ TITLE: [PLACEHOLDER NAME] vocation-world: overview and citation law (adult autodidactic campaign) ROLE: both An adult, self-directed companion to the bookwormburrows world. The bookworm characters travel into a Japan-grounded, Ghibli-method setting where the assignments are real intellectual and craft labour disguised as in-world vocations, the kind a self-driven autodidact would choose to study. The world is built by method, not mashup. Its invariant, drawn from the primary Miyazaki source, is a five-step discipline: begin from a real and citable seed; research the location first-hand; render everyday material life in full concrete detail; hold an animist, non-dualist ethics in which nature has agency and antagonists keep legitimate reasons; and recombine sources freely. The citation law follows: every world element must trace to a confirmed real root, and each citation is tagged by strength, creator-confirmed, scholar-documented, or fan-attributed-and-flagged. The cautionary case is Irontown, whose confirmed source is only a generic Shimane tatara furnace plus Chinese metalworking settlements per Napier, while the specific Sugaya site is a tourism attribution the creator never made. The tier system rides the existing bookwormburrows depth ladder rather than inventing a parallel one: worm, silkworm, cocoon, then animal levels one through four, computed from XP that only moves forward and is earned by the quality of the work. The world is soft-gated and open: every region is enterable from the start, but each carries a recommended tier floor, and entering far under-tier means the work outstrips current capability so the traveller is likely to fail, grounded in the zone of proximal development and in scaffolding that thins as the gap widens. Mastery is shown through made artefacts and authentic performance, never tests, and the returned true-name is the in-world credential. Cognitive depth is graded on the revised Bloom taxonomy. Naming of the world, its regions, its ranks, and the returned-name credential belongs to the author; placeholders are used throughout. ------------------------------------------------------------------------ TITLE: [PLACEHOLDER NAME] vocation-world: pedagogical engine (tiers, soft-gate, assignment design) ROLE: both The learning machine beneath the vocation-world, riding the existing bookwormburrows depth ladder rather than a parallel scale. TIER LADDER: worm, silkworm, cocoon, then animal levels one through four, computed from XP that only moves forward. Cognitive depth is graded on the revised Bloom taxonomy, and progression is read as movement from legitimate peripheral participation toward full participation in a craft. SOFT-GATE: every region is enterable from the start, each with a recommended tier floor; scaffolding thins as the gap between region floor and traveller tier widens. At or above the floor the work sits in the zone of proximal development and master guides scaffold it. Far under the floor the work outstrips current capability and the traveller is likely to fail, but the failure is productive and genuine depth still scores, so there is no soft wall, only rising cost. ASSIGNMENT DESIGN: the assignments are real intellectual and craft labour, designed for an adult self-directed learner who is experience-rich and problem-centred, and who sets what, how, and how deeply to study. The engine runs on autonomy, competence, and relatedness, which is also why grinding is barred: low-effort answers damage standing but never pay XP. ASSESSMENT: mastery is shown through made artefacts and authentic performance that replicates the real challenges of the craft, never through tests, and the returned true-name is the in-world credential. Naming of the world, its regions, and its ranks belongs to the author; placeholders are used throughout. ------------------------------------------------------------------------ TITLE: DM-craft and prose-craft rules import for module work (Saul-directed 2026-06-06) ROLE: both Saul ruling on the three research reports: no public page, convert them into operating rules across cc*, mc*, and bb*. The full rule set lives at bb* dm-038 through dm-073, with the source archives at /teacherresources/. The module-side applications binding all mc* work: module prose passes the for-anyone gate, plain words carrying the content, one hard word allowed when the context cradles it; read-aloud passages obey the spoken-syntax gate, right-branching additive sentences, no center-embedding, no garden paths, since a listening student cannot re-read; module documents follow the worked-example law and read as templates a stranger-teacher could run; module openings give the frame through what happens and never assume an initiated reader; lore arrives through use and questions, never through dumps; and each lesson arc centers one nameable change that the closing recap states out loud. ######################################################################## SECTION: MODULE (110 entries) ######################################################################## ------------------------------------------------------------------------ TITLE: World History ROLE: both LINKS: ml_crossref="CITES+LOGOI; exegetical-historicism" Students learn to read historical events the way historians read them. Source by source, argument by argument. Strong outcomes on Paper 2 essays and CHY4U culminating tasks come from the same skill that produces strong thinking generally. ------------------------------------------------------------------------ TITLE: Canadian History ROLE: both LINKS: ml_crossref="CITES+LOGOI; exegetical-historicism; platformstrawmanculture" Confederation, settlement, conflict, and the long shape of Indigenous resistance. Students leave able to write defensible essays on contested moments rather than recite dates. ------------------------------------------------------------------------ TITLE: Ancient Civilizations ROLE: both LINKS: ml_crossref="CITES+LOGOI; exegetical-historicism" Mesopotamia, Egypt, Greece, Rome, China, India. Each one treated as a thinking culture rather than a costume. ------------------------------------------------------------------------ TITLE: Twentieth Century ROLE: both LINKS: ml_crossref="CITES+LOGOI; exegetical-historicism; sabachtan" Cold War, decolonization, total war, and the political economy of the century just past. Students learn to argue with the historiography. ------------------------------------------------------------------------ TITLE: History of Philosophy ROLE: both LINKS: ml_crossref="exegetical-historicism; CITES+LOGOI" Most IB History students lose marks because they treat ideas as decorations on top of events. This course teaches the inverse. ------------------------------------------------------------------------ TITLE: OSSD English ROLE: both LINKS: bb_links=[unit-002]; mc_links=[cit-002, cit-005, cit-022, cit-026, mc-ossd-achievement-chart, mc-ossd-evidence, mc-ossd-overview, pen-001, pen-005, pen-006]; cc_links=[cc-eng1d, cc-eng2d, cc-eng2p, cc-eng3u, cc-eng3c, cc-eng4u, cc-eng4c, cc-cite-mc]; ml_crossref="CITES+LOGOI; sabachtan; ironmanning" Reading and writing taught as one practice. Students arrive with a text and leave with a position they can defend. The ENG4U mark that university admissions look at is built across all four years. SECONDARY COURSE LADDER. ENG1D Grade 9 Academic expired end of 2022-23 and ENG1P Grade 9 Applied expired end of 2021-22; both superseded by ENL1W Grade 9 de-streamed (2023 revision, four-strand structure A B C D aligned to elementary 2023 per cit-002). Grades 10 11 12 continue under the 2007 Revised secondary documents per cit-022 (Grades 11-12) and cit-026 (Grades 9-10 covering ENG2D and ENG2P) with the original four-strand structure Oral Communication / Reading and Literature Studies / Writing / Media Studies. Per-grade course codes: ENG2D Academic and ENG2P Applied (Grade 10), ENG3U University and ENG3C College and ENG3E Workplace (Grade 11), ENG4U University and ENG4C College and ENG4E Workplace (Grade 12). Each course is one credit. ENG4U is the most common Grade 12 English credit for direct university entrance and is required by most Ontario university programs. Prerequisite chain (post-2023): ENL1W or ENG1D (legacy) feeds ENG2D or ENG2P; ENG2D feeds ENG3U; ENG3U feeds ENG4U; ENG2P feeds ENG3C; ENG3C feeds ENG4C. Workplace E-stream operates in parallel. ENG1D 2007 VERBATIM COURSE DESCRIPTION: This course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12. PER-STRAND OVERALL EXPECTATIONS (2007 secondary structure shared across ENG1D legacy and ENG2D ENG2P ENG3U ENG3C ENG4U ENG4C). Oral Communication: Listening to Understand, Speaking to Communicate, Reflecting on Skills and Strategies. Reading and Literature Studies: Reading for Meaning, Understanding Form and Style, Reading With Fluency, Reflecting on Skills and Strategies. Writing: Developing and Organizing Content, Using Knowledge of Form and Style, Applying Knowledge of Conventions, Reflecting on Skills and Strategies. Media Studies: Understanding Media Texts, Understanding Media Forms Conventions and Techniques, Creating Media Texts, Reflecting on Skills and Strategies. Achievement chart uses four categories Knowledge-and-Understanding / Thinking / Communication / Application at four levels limited / some / considerable / a high degree per the shared Grades 9-12 chart; framework-level detail at mc-ossd-achievement-chart. 70/30 SPLIT: seventy percent of the final grade is based on evaluations conducted throughout the course; thirty percent is based on a final evaluation administered toward the end of the course. A student whose achievement is below 50 percent at the end of a secondary course will not obtain a credit. Assessment follows Growing Success 2010 (cit-005) with triangulation across observations conversations and student products; framework-level detail at mc-ossd-evidence. Learning Skills and Work Habits reported separately on the report card per Growing Success six categories Responsibility / Organization / Independent Work / Collaboration / Initiative / Self-Regulation (the older 2007 ENG1D document p.26 five-category list Works Independently / Teamwork / Organization / Work Habits / Initiative is superseded). Cross-document context at mc-ossd-overview. ORAL COMMUNICATION SUB-ORGANIZERS (per cit-026 ENG1D pp 42-46 / cit-022 for Grades 11-12). Listening to Understand sub-organizers Purpose / Active Listening Strategies / Comprehension Strategies / Demonstrating Understanding / Interpreting Texts / Extending Understanding / Analysing Texts / Critical Literacy / Understanding Presentation Strategies / Point of View. Speaking to Communicate sub-organizers Purpose / Interpersonal Speaking Strategies / Clarity and Coherence / Diction and Devices / Vocal Strategies / Non-Verbal Cues / Audience Interaction / Point of View / Visual Aids / Producing Oral Communications. Reflecting on Skills and Strategies sub-organizers Metacognition / Interconnected Skills. READING AND LITERATURE STUDIES SUB-ORGANIZERS (per cit-026 ENG1D pp 46-49). Reading for Meaning sub-organizers Variety of Texts / Using Reading Comprehension Strategies / Demonstrating Understanding of Content / Making Inferences and Interpreting Texts / Extending Understanding of Texts / Analysing Texts / Evaluating Texts / Critical Literacy. Understanding Form and Style sub-organizers Text Forms / Text Features / Elements of Style. Reading With Fluency sub-organizers Reading Familiar Words / Reading Unfamiliar Words / Developing Vocabulary. Reflecting on Skills and Strategies sub-organizers Metacognition / Interconnected Skills. WRITING SUB-ORGANIZERS (per cit-026 ENG1D pp 49-52). Developing and Organizing Content sub-organizers Identifying Topic Purpose and Audience / Generating and Developing Ideas / Research / Organizing Ideas / Reviewing Content. Using Knowledge of Form and Style sub-organizers Form / Voice / Diction / Sentence Craft and Fluency / Critical Literacy / Revision / Producing Drafts. Applying Knowledge of Conventions sub-organizers Spelling / Vocabulary / Grammar / Proofreading / Publishing / Producing Finished Works. Reflecting on Skills and Strategies sub-organizers Metacognition / Interconnected Skills. Representative writing forms appropriate for ENG1D listed in the 2007 document include essays, reports, short stories, poetry, scripts, journals, letters, biographies, articles, reviews, and instructions. MEDIA STUDIES SUB-ORGANIZERS (per cit-026 ENG1D pp 52-54, strand introduction pp 18-19). Understanding Media Texts sub-organizers Purpose and Audience / Interpreting Messages / Evaluating Texts / Audience Responses / Critical Literacy / Production Perspectives. Understanding Media Forms Conventions and Techniques sub-organizers Form / Conventions and Techniques. Creating Media Texts sub-organizers Purpose and Audience / Form / Conventions and Techniques / Producing Media Texts. Reflecting on Skills and Strategies sub-organizers Metacognition / Interconnected Skills. Media texts identified in the 2007 strand introduction include films, songs, video games, action figures, advertisements, CD covers, clothing, billboards, television shows, magazines, newspapers, photographs, and websites. Sub-organizer inventory shared structurally across ENG2D ENG2P ENG3U ENG3C ENG4U ENG4C with depth-of-treatment differences per course; verbatim per-course specific expectations remain gated under pen-001. ------------------------------------------------------------------------ TITLE: IB English A ROLE: both LINKS: bb_links=[unit-001, unit-002]; mc_links=[pen-010]; ml_crossref="exegetical-historicism; CITES+LOGOI; ironmanning" Close reading, comparative analysis, and the IBs specific demand that students argue with method. Paper 1, Paper 2, the Individual Oral, and the HL Essay. ------------------------------------------------------------------------ TITLE: University admissions writing ROLE: both LINKS: mc_links=[pen-014]; ml_crossref="CITES+LOGOI; sabachtan" Personal statements and supplements succeed when they show the reader who is writing rather than performing polish. ------------------------------------------------------------------------ TITLE: Academic writing ROLE: both LINKS: mc_links=[pen-009, pen-010]; ml_crossref="CITES+LOGOI; ironmanning; baselinemorality" Thesis construction, evidence handling, paragraph rhythm. The skill university takes for granted and high school rarely teaches. ------------------------------------------------------------------------ TITLE: Literary analysis ROLE: both LINKS: ml_crossref="exegetical-historicism; confluence-not-concrescence" For students who plan to study English, comparative literature, or any humanities subject at university. ------------------------------------------------------------------------ TITLE: ESL Intensive ROLE: both LINKS: mc_links=[pen-010, pen-015]; ml_crossref="CITES+LOGOI" For students whose English is the obstacle to everything else. Reading fluency, written grammar, academic register, oral confidence. Pick a goal below or choose Deep Mastery for the full foundation. ------------------------------------------------------------------------ TITLE: Ontario Elementary Language ROLE: both LINKS: mc_links=[cit-005, cit-013, mc-ossd-achievement-chart, mc-ossd-evidence, mc-ossd-strands, pen-001, pen-013]; cc_links=[cc-eng-j7, cc-cmp001-overview, cc-cmp001-homework, cc-cmp001-rubric, cc-cite-mc, cc-cmp001-fnmi-pairing]; ml_crossref="CITES+LOGOI; sabachtan" Reading writing speaking listening media taught from Grade 1 through Grade 8 under the 2023 Language curriculum (cit-013). Four strands replace the 2006 structure; framework-level detail at mc-ossd-strands. STRAND A LITERACY CONNECTIONS AND APPLICATIONS contains A1 Transferable Skills (the seven Ontario transferable skills critical thinking and problem solving, innovation creativity and entrepreneurship, self-directed learning, collaboration, communication, global citizenship and sustainability, digital literacy), A2 Digital Media Literacy (sub-organizers Digital Citizenship, Online Safety, Forms of Communication, Community and Cultural Awareness, Media Audience and Production, Innovation and Design), A3 Applications Connections and Contributions (Cross-Curricular Connections plus engagement with First Nations Métis and Inuit text creators per expectation C1.7). STRAND B FOUNDATIONS OF LANGUAGE contains B1 Oral and Non-Verbal Communication, B2 Language Foundations for Reading and Writing (Grade 7 emphasis on Word-Level Reading and Spelling using Morphological Knowledge including Greek and Latin roots, prefixes and suffixes, Tier 2 and Tier 3 vocabulary), B3 Language Conventions (Grade 7 specific expectations include constructing complex and compound-complex sentences, parts of speech such as gerunds and participles, capitalization and punctuation including semicolons and colons; Language Conventions Continuum for Reading and Writing Grades 1-9 in Appendix B). STRAND C COMPREHENSION UNDERSTANDING AND RESPONDING TO TEXTS contains C1 Knowledge about Texts (Grade 7 specific expectations cover literary and informational text forms and genres, text patterns including cause-and-effect and problem-and-solution, text features including thesis statements and topic sentences, elements of style including voice and word choice, point of view, and the C1.7 FNMI text creator engagement expectation), C2 Comprehension Strategies (activating prior knowledge, identifying purpose, predictions, monitoring understanding, summarizing, main idea and supporting details, evaluating relevance, reflecting on strategy use), C3 Critical Thinking in Literacy (analyzing perspectives, identifying bias, evaluating source credibility, connecting texts to lived experiences and other texts). STRAND D COMPOSITION EXPRESSING IDEAS AND CREATING TEXTS contains D1 Developing Ideas and Organizing Content (purpose and audience, generating and developing ideas, gathering information from variety of sources including digital, organizing using outlines and graphic organizers, point of view), D2 Creating Texts (writing in narratives persuasive essays reports summaries scripts; descriptive and figurative language; voice and stylistic elements; consistent point of view; revising drafts using peer and teacher feedback; editing and proofreading), D3 Publishing Presenting and Reflecting (digital tools and conventions, target-audience presentation, reflection on strengths and next steps). Strand A operates within strands B C D and is assessed within those contexts not separately. CMP-001 HUGHES THANK YOU MAM MAPPING. The Hughes short story anchors the Grade 7 cmp-001 pedagogical RPG campaign per cc-eng-j7 and maps to specific expectations as follows: C1 (short-story form, characterization, dialogue, setting, elements of style), C2 (inferring character motivation, predicting outcomes, summarizing, identifying theme), C3 (analyzing perspectives, identifying bias and assumptions, evaluating how text addresses poverty trust and moral choice), D1 plus D2 (in-character monologues, persuasive arguments, alternative-ending narratives, analytical paragraphs as student-created texts), B1 (student-to-student dialogue, debate, oral presentation embedded in RPG sessions), A1 (collaboration, communication, critical thinking as named transferable skills assessed across strands). C1.7 expectation requires FNMI text creator engagement; Hughes alone does not satisfy this and the campaign should pair with at least one Indigenous-authored text. The Ontario divisional structure places Grade 7 in the Intermediate division (Primary K-3, Junior 4-6, Intermediate 7-10, Senior 11-12); the cc* J7 label is project-internal and aliases to Intermediate Grade 7 in any external context. Achievement chart uses the four shared categories Knowledge-and-Understanding / Thinking / Communication / Application at four levels limited / some / considerable / a high degree (Level 3 provincial standard); framework-level detail at mc-ossd-achievement-chart. As of the 2024 reporting update aligned to the 2023 Language curriculum, language is reported as one overall grade rather than separate strand marks on the elementary report card. Assessment follows Growing Success 2010 (cit-005) with triangulation across observations conversations and student products; framework-level detail at mc-ossd-evidence. FOUNDATIONAL PRINCIPLE per cit-013 front matter: the program in Language is grounded in the principle that all students can succeed when they develop strong foundational knowledge and skills in language and literacy and that explicit instruction in foundational skills supports more complex skills such as critical thinking and problem solving. Beginning September 2023 all language programs for Grades 1 to 8 are based on the expectations outlined in the 2023 curriculum policy which replaced The Ontario Curriculum Grades 1-8 Language 2006. VERBATIM OVERALL EXPECTATIONS GRADE 7 per cit-013 pp 185-197. A1 demonstrate an understanding of how the seven transferable skills (critical thinking and problem solving; innovation creativity and entrepreneurship; self-directed learning; collaboration; communication; global citizenship and sustainability; and digital literacy) are used in various language and literacy contexts. A2 demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online environments use digital and media tools to construct knowledge and demonstrate learning as critical consumers and creators of media. A3 apply language and literacy skills in cross-curricular and integrated learning and demonstrate an understanding of and make connections to diverse communities cultures and perspectives. B1 apply listening speaking and non-verbal communication skills and strategies to understand and communicate meaning in formal and informal contexts and for various purposes and audiences. B2 demonstrate an understanding of foundational language knowledge and skills and apply this understanding when reading and writing. B3 demonstrate an understanding of sentence structure grammar cohesive ties and capitalization and punctuation and apply this knowledge when reading and writing sentences paragraphs and a variety of texts. C1 apply foundational knowledge and skills to understand a variety of texts including digital and media texts by creators with diverse identities perspectives and experience and demonstrate an understanding of the patterns features and elements of style associated with various text forms and genres. C2 apply comprehension strategies before during and after reading listening to and viewing a variety of texts including digital and media texts by creators with diverse identities perspectives and experience in order to understand and clarify the meaning of texts. C3 apply critical thinking skills to deepen understanding of texts and analyze how various perspectives and topics are communicated and addressed in a variety of texts including digital media and cultural texts. D1 plan develop ideas gather information and organize content for creating texts of various forms including digital and media texts on a variety of topics. D2 apply knowledge and understanding of various text forms and genres to create revise edit and proofread their own texts using a variety of media tools and strategies and reflect critically on created texts. D3 select suitable and effective media techniques and tools to publish and present final texts and critically analyze how well the texts address various topics. STRAND C2 description page note: C3 covers analyzing perspectives identifying bias evaluating credibility of sources and connecting texts to lived experiences and other texts. Strand B3 mandatory learning follows the Language Conventions Continuum for Reading and Writing Grades 1-9 in Appendix B of the 2023 curriculum document at pp 221-225. Verbatim Grade 7 specific expectations under each OE remain gated parallel to pen-001 secondary extraction. ------------------------------------------------------------------------ TITLE: IB Theory of Knowledge ROLE: both LINKS: mc_links=[cit-007]; ml_crossref="ironmanning; ouroborosanalyses; sabachtan" Students who struggle treat TOK as opinion-sharing. Students who excel treat it as a method. Claims, counterclaims, implications. The score follows the method. ------------------------------------------------------------------------ TITLE: OSSD Philosophy ROLE: both LINKS: ml_crossref="ironmanning; sabachtan; MetaConsistentLogic" The questions and theories course at Grade 11 and 12. Plato through to the present, with the requirement that students hold their own positions in writing. ------------------------------------------------------------------------ TITLE: Logic and argument ROLE: both LINKS: ml_crossref="ironmanning; MetaConsistentLogic; Q5" The skill no high school explicitly teaches and every assessment quietly demands. Detect the move inside an argument, name it, evaluate it, respond to it. ------------------------------------------------------------------------ TITLE: Introduction to ethics ROLE: both LINKS: ml_crossref="baselinemorality; commodifiedempathy; sabachtan" The major frameworks taught as live tools rather than as a museum tour. Consequentialism, deontology, virtue ethics, care ethics. ------------------------------------------------------------------------ TITLE: Continental philosophy ROLE: both LINKS: ml_crossref="Hegel-Jung-synthesis; sabachtan" For admissions-bound students applying to philosophy programs. Hegel, Heidegger, Foucault, Derrida. ------------------------------------------------------------------------ TITLE: Critical AI Literacy ROLE: both LINKS: ml_crossref="mephistodata; Q5; CITES+LOGOI" Whether students use these tools to think better or to avoid thinking is the question this course is built around. How LLMs fail, how to verify, how to use one as a study partner that pushes back. ------------------------------------------------------------------------ TITLE: Reading & writing with AI ROLE: both LINKS: ml_crossref="mephistodata; CITES+LOGOI" Students bring their own writing. The class works on it with and without AI assistance. The student leaves understanding which moves the AI does well and which moves only a human can do. ------------------------------------------------------------------------ TITLE: AI and academic integrity ROLE: both LINKS: ml_crossref="mephistodata; CITES+LOGOI; sabachtan" Where the line is between using AI as a study aid and crossing into academic dishonesty. Taught concretely so students know what they can do and what they cannot. ------------------------------------------------------------------------ TITLE: OSSD Civics ROLE: both LINKS: ml_crossref="platformstrawmanculture; standpoint-epistemology-critique; sabachtan" The half-credit course every Ontario student takes in Grade 10. Taught as an introduction to political theory rather than a checkbox. ------------------------------------------------------------------------ TITLE: OSSD Politics ROLE: both LINKS: ml_crossref="platformstrawmanculture; deus-vult" Comparative government, political ideologies, Canadian federal politics. For students considering political science, public policy, or law. ------------------------------------------------------------------------ TITLE: World Issues ROLE: both LINKS: ml_crossref="platformstrawmanculture; standpoint-epistemology-critique" A geography of the present. Climate, migration, inequality, conflict. The structural literacy required for the assessments and beyond. ------------------------------------------------------------------------ TITLE: Equity & Social Justice ROLE: both LINKS: mc_links=[pen-009]; ml_crossref="standpoint-epistemology-critique; baselinemorality; commodifiedempathy" Students learn to read theory carefully and write essays that take real positions on real disagreements. ------------------------------------------------------------------------ TITLE: IB Global Politics ROLE: both LINKS: ml_crossref="platformstrawmanculture; standpoint-epistemology-critique" Engagement activities, the four core units, the HL extension on global political challenges. ------------------------------------------------------------------------ TITLE: Rule #1 — CITES+LOGOI ROLE: both LINKS: mc_links=[pen-017]; ml_crossref=[CITES+LOGOI rule entry, GorgonWars protocol entry, LOGOI palette integrity entry] ------------------------------------------------------------------------ TITLE: Q5 detection — contrarian without source ROLE: both LINKS: ml_crossref=[Q5 methodology entry, Verified-generation methodology entry, ASSHOLE no-cite audit protocol] ------------------------------------------------------------------------ TITLE: Mephistodata default — open at friction not confirmation ROLE: both LINKS: ml_crossref=[Mephistodata default methodology entry, Disagreeable-by-default methodology entry, Friction-not-confirmation operational rule] ------------------------------------------------------------------------ TITLE: Gorgonification scanner — operations not strings ROLE: both LINKS: ml_crossref=[Gorgonification primary entry, Spectacle-asymmetry entry, Standpoint-epistemology-as-canonical-gorgon entry, Substrate-independent scanning rule] ------------------------------------------------------------------------ TITLE: Sabachtan engagement — three-stage sequential protocol ROLE: both LINKS: ml_crossref=[Sabachtan gnosticism entry, Sequential-engagement protocol entry, Killswitch rule entry] ------------------------------------------------------------------------ TITLE: Idiomary scanning — frequency filter and two-condition test ROLE: both LINKS: ml_crossref=[Idiomary primary entry, Frequency filter rule, Mearsheimer two-condition test entry, Hivemindidiom canonical examples] ------------------------------------------------------------------------ TITLE: ml* deep reading — canonical-source discipline ROLE: both LINKS: mc_links=[pen-010]; ml_crossref=[ml*/bb*/mc* HTML-vs-txt sync discipline rule, meaninglib mother-category entry, star-files substrate distinction entry] ------------------------------------------------------------------------ TITLE: Ouroborosanalyses — review-ironman-answer-remainder ROLE: both LINKS: ml_crossref=[Ouroborosanalyses methodology entry, Ironmanning external-discipline rule, Genuine-remainder vs forced-closure distinction] ------------------------------------------------------------------------ TITLE: bb* dimensional pedagogy — DM-as-threshold ROLE: both LINKS: mc_links=[pen-010, pen-017]; ml_crossref=[DM-as-threshold entry, Confluence vs concrescence canonical entry, bookwormburrows dimensional-traveling pedagogy entry] ------------------------------------------------------------------------ TITLE: Close Reading and Annotation ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches the core analytical practice the polymyth framework treats as foundational: slow re-reading with attention-stratification. Students take a short passage (200 to 400 words for prose, one stanza for poetry) and run three passes. First pass: read for surface meaning and mark unfamiliar diction. Second pass: mark figurative density (metaphor, simile, image, sound pattern). Third pass: mark syntactic decisions (sentence length variance, parallelism, parataxis). Sabachtan-seminar variant: students bring annotated passage to a 20-minute small-group dialogue where each marking gets defended or revised. Anchor texts work because they reward layered attention: Munro's "Boys and Girls" carries a buried thematic turn at the closing line that surfaces only on second reading; Atwood's "This Is a Photograph of Me" enacts the close-reading move it asks of its reader. IB Lang and Lit Paper 1 (unseen guided analysis), AP Lit free-response prose passage analysis, and Cambridge 9695 Paper 2 unseen all reward this practice. Assessment is annotated copy plus 250-word commentary explaining three of the markings using OSSD Knowledge-and-Understanding plus Thinking categories on a four-level scale. Connects to F11 (Foundational Literary Vocabulary, prerequisite term-set), F4 (Symbolism and Motif, the patterned-recurrence variant), and the twenty-lens-fitmap lens 1 (Exegesis and Close Reading). ------------------------------------------------------------------------ TITLE: Character Analysis ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module builds the analytic skill of reading a character as a structured set of values revealed by action, dialogue, and authorial framing rather than as a moral type. Students track one character across a single text and produce evidence-based claims: what the character believes, what they will and will not do under pressure, how they speak versus how others describe them, what they want versus what they pursue. Sabachtan-seminar variant: students argue conflicting readings of one character and defend with cited textual moments. Lee's Scout in To Kill a Mockingbird works because she narrates her own development while remaining a child whose perception is limited; the gap between her account and what readers infer is the analytical leverage. IB Lang and Lit Time and Space area of exploration, AP Lit Big Idea CHR (Character), and Cambridge 9695 AO1 plus AO2 all reward this analytical move. Assessment is a 500-word character-arc essay tracing three turning points and explaining what each reveals. OSSD achievement-chart: Knowledge-and-Understanding plus Thinking dominate; Communication on essay structure. Connects to F3 (Theme Identification, since character actions reveal theme), F6 (Narrative Point of View, since who narrates the character shapes what readers see), A1 (Psychoanalytic Criticism for advanced character work). ------------------------------------------------------------------------ TITLE: Theme Identification ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches the difference between a topic (one or two words: "love", "freedom", "loss") and a theme (a complete arguable sentence: "the novel argues that obsessive love destroys the lover before it harms the beloved"). Students practice converting topics to themes through a five-step procedure: identify topic, identify position the text takes on the topic, identify the evidence, sharpen the position into a single sentence, test the sentence for arguability (a claim no one would dispute is not a theme). Sabachtan-seminar variant: students bring competing theme-statements for one shared text and defend why theirs is the most evidence-supported. Hosseini's The Kite Runner works because its themes (loyalty, redemption, the cost of cowardice) are explicit enough for early-stage practice and complex enough to disagree about. IB Lang and Lit, AP Lit (LAN-1 Literary Argumentation), and Cambridge 9695 AO3 (Personal Response) all reward defensible theme-claims. Assessment is one theme thesis plus a single supporting paragraph (150 to 200 words) using one quotation and explaining how it supports the claim. Connects to F2 (Character Analysis, since character action reveals theme), F13 (Basic Argumentation, the broader skill), I6 (Analytical Essay, the extended form). ------------------------------------------------------------------------ TITLE: Symbolism and Motif ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module separates symbol (a single object or image carrying meaning beyond itself) from motif (a recurring pattern of symbols, images, or elements that develops a theme) and trains students to track both across a longer text. Procedure: identify candidate symbols by their recurrence and weight, distinguish from incidental imagery, build a motif-table mapping each occurrence to its narrative context, infer the developing meaning. Sabachtan-seminar variant: students compare motif-tables for the same text and negotiate which patterns are intentional versus reader-imposed. Golding's Lord of the Flies works because the conch (order, civilization, voice) and fire (rescue, destruction, ambition) carry meanings that shift as the novel proceeds; tracking the shift is the analytic move. IB Lang and Lit Intertextuality area of exploration recognizes motif as a structural device; AP Lit Big Idea FIG (Figurative Language); Cambridge 9695 AO2 (Analysis) all reward this skill. Assessment is a motif-tracking journal with at least five occurrences logged and interpretive notes per occurrence. Connects to F1 (Close Reading, the practice that surfaces patterns), F8 (Tone and Mood, since motif builds tone), A11 (Archetypal Criticism, the Jungian-symbolic extension). ------------------------------------------------------------------------ TITLE: Setting and Place ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches setting as a thematic and affective force rather than as background scenery. Students analyze how a text's physical, temporal, and social setting carries meaning that interacts with character and plot. Procedure: catalog setting details (place, time, weather, sensory texture, social context), identify which details get repeated or emphasized, ask what the setting does that no other setting would do, link the setting's contribution to the text's theme. Sabachtan-seminar variant: students argue whether a story could survive being relocated to a different setting and what would change. Laurence's The Stone Angel works because Manawaka (the fictional prairie town) is inseparable from Hagar Shipley's identity formation; the setting is half the character. IB Lang and Lit Time and Space area of exploration, AP Lit Big Idea SET (Setting), Cambridge 9695 AO2 plus AO3 all reward setting-as-thematic-force readings. Assessment is a setting-as-character paragraph (200 words) arguing that the setting performs at least three thematic functions. Connects to F2 (Character Analysis, since setting shapes character), I1 (Historical Context, the period extension), I2 (Cultural Context, the social extension). ------------------------------------------------------------------------ TITLE: Narrative Point of View ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches narrative point of view as a structural decision with interpretive consequences. Students identify the narrator (first-person participant, first-person observer, second-person, third-person limited, third-person omniscient, third-person objective), characterize the narrator's reliability (consistent, naive, deliberately deceptive, limited by knowledge or position), and articulate what changes when the same events are told from a different stance. Sabachtan-seminar variant: students propose POV-shifts (rewrite one scene from another character's perspective) and discuss what gets revealed or hidden. Atwood's The Handmaid's Tale works because Offred's first-person stance combines genuine knowledge gaps (she does not know what is happening outside) with deliberate concealment (she is editing her account for an unknown audience); both shape interpretation. IB Lang and Lit (narrative voice across all three areas of exploration), AP Lit Big Idea NAR (Narration), Cambridge 9695 AO1 plus AO2 all reward POV-analysis. Assessment is a POV-shift creative rewrite (one scene, 300 words) plus a 200-word analytical commentary on what the shift reveals. Connects to F2 (Character Analysis), F7 (Plot Structure, since narrators construct plot), A14 (Narratology, the advanced extension). ------------------------------------------------------------------------ TITLE: Plot Structure ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches plot as deliberately-shaped structure, not chronological sequence. Students map a text onto Freytag's pyramid (exposition, rising action, climax, falling action, resolution), then onto three-act (setup, confrontation, resolution), then identify whether the text uses non-linear structure (in medias res, flashback, parallel timelines, frame narrative) and what that choice accomplishes. Sabachtan-seminar variant: students argue where the climax actually falls in a contested text and defend with evidence. Shakespeare's Romeo and Juliet works because its plot structure is canonical (every dramatic-structure teaching uses it) and because its non-linear elements (the prologue, the chorus, the prophetic dreams) reward structural analysis. IB Lang and Lit Time and Space, AP Lit Big Idea STR (Structure), Cambridge 9695 Paper 1 (Drama) all reward structural reading. Assessment is a structure diagram (visual map of the text's organization) plus a 150-word analytical caption explaining the most consequential structural decision. Connects to F6 (Narrative Point of View, since structure depends on who tells the story), A14 (Narratology, the Genette-based advanced extension), J3 (Greek Tragedy to Modern Drama, the comparative-structure module). ------------------------------------------------------------------------ TITLE: Tone and Mood ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module distinguishes authorial tone (the writer's attitude toward the subject as conveyed through diction, syntax, and imagery) from reader mood (the emotional state the text produces in its reader) and trains students to identify both, plus tonal shifts within a single text. Procedure: name the dominant tone using two or three precise adjectives like "elegiac" or "rueful" rather than blunt-instrument words like "sad", locate tonal shifts and mark them, describe the mood produced and explain how the tone produces it. Sabachtan-seminar variant: students bring competing tone-readings of one short text and defend with diction-level evidence. Poe's The Tell-Tale Heart works because the narrator's tone (forced calm collapsing into mania) and the reader's mood (mounting dread) are deliberately at odds; tracking the gap is the analytical move. IB Lang and Lit Readers Writers Texts area of exploration, AP Lit Big Idea FIG (Figurative Language), Cambridge 9695 AO2 (Analysis) all reward tone-mood analysis. Assessment is a tone-shift annotation marking two distinct tonal moments in a passage plus 200-word explanation. Connects to F4 (Symbolism and Motif, since motifs build tone), F9 (Literary Devices Survey, the toolkit), A13 (Reader-Response in Depth, the mood-extension). ------------------------------------------------------------------------ TITLE: Literary Devices Survey ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module surveys core literary devices (metaphor, simile, personification, hyperbole, understatement, irony in three forms verbal-situational-dramatic, paradox, oxymoron, allusion, imagery in five senses, alliteration, assonance, consonance, repetition, parallelism, rhetorical question) and trains students to identify each in context and explain its functional contribution to meaning. Procedure: identify the device, name it, explain what the device does in that specific passage. General-purpose descriptions of the device fail the assessment.. Sabachtan-seminar variant: students bring a passage with one device they cannot name and the seminar collaboratively identifies and analyzes. Heaney's Digging works because its sustained metaphor (writing as digging, ancestry as soil) builds across the poem; Frost's Mending Wall works because the central paradox (the wall divides and unites the neighbors) shifts meaning each reading. IB Lang and Lit, AP Lit Big Idea FIG (Figurative Language is one of six Big Ideas), Cambridge 9695 AO2 all reward device-analysis as a substrate skill. Assessment is a devices-glossary quiz (identify 10 devices in context) plus an applied paragraph (200 words) explaining one device's function in a studied passage. Connects to F4 (Symbolism and Motif), F8 (Tone and Mood), all advanced lens modules (A1 to A19) which apply specific lens-devices. ------------------------------------------------------------------------ TITLE: Comparative Analysis Introduction ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module introduces comparative analysis as a discrete analytical skill: identifying a single shared element across two texts and tracking how each treats it. Procedure: pick two texts, name one shared element (theme, character type, structural feature, image, technique), produce a two-column inventory of how each text handles the element, generate a comparison-claim that includes both similarity and difference (the strongest comparisons identify difference within similarity). Sabachtan-seminar variant: students bring competing two-text pairings around one theme and argue which pairing yields the strongest comparison. Two short poems on a shared theme work because the brevity forces precise comparison; pairing options include Frost's The Road Not Taken with Hughes Mother to Son (both deploy path imagery to different ends). IB Lang and Lit Intertextuality area of exploration, AP Lit free-response open question (which often invites comparison), Cambridge 9695 AO1 all reward comparative reading. Assessment is a compare-contrast paragraph (250 words) using point-by-point structure and one quotation per text. Connects to F13 (Basic Argumentation), I5 (Compare-Contrast Essay, the extended form), all J-tier modules (the comparative tier). ------------------------------------------------------------------------ TITLE: Foundational Literary Vocabulary ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module locks in 50 core literary terms that appear repeatedly across OSSD, IB, AP, and Cambridge curricula: protagonist, antagonist, conflict (internal, external, person versus person, person versus self, person versus society, person versus nature, person versus technology), characterization (direct, indirect), foil, archetype, theme, motif, symbol, allegory, metaphor, simile, personification, hyperbole, irony (verbal, situational, dramatic), tone, mood, atmosphere, setting, narrative point of view, narrator (reliable, unreliable), exposition, rising action, climax, falling action, resolution, denouement, flashback, foreshadowing, imagery, diction, syntax, allusion, paradox, oxymoron, soliloquy, monologue, aside, stage direction, alliteration, assonance, consonance, rhyme, rhythm, meter, stanza, verse, prose, genre, mode, register. Students use each term accurately in writing and seminar discussion. Sabachtan-seminar variant: term-of-the-day practice where students apply one term to a different studied text each session. Curated glossary plus extracts work because direct practice with terms in textual context cements use. IB Lang and Lit, AP Lit, Cambridge 9695 all assume mastery of these terms as table-stakes. Assessment is a vocabulary-application essay (500 words) using at least 12 of the 50 terms accurately. Connects to every other module: F11 is the substrate for all subsequent analytical work. ------------------------------------------------------------------------ TITLE: Basic Essay Structure (TEEL or PEEL) ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches the basic five-paragraph analytical essay structure as a starting form: introduction with hook, context, thesis statement; three body paragraphs each with topic sentence, evidence (one quotation or specific reference), analysis (explaining how the evidence supports the thesis), and concluding sentence; conclusion that restates thesis and synthesizes the three body claims without merely repeating. Procedure: thesis first, then outline body claims, then draft, then revise for cohesion. Sabachtan-seminar variant: peer-review pairs where each student articulates their partner's thesis back and identifies whether each body paragraph actually supports it. One studied short story works because the limited length enables tight focus. IB Lang and Lit Paper 1 (45-minute guided analysis), AP Lit free-response essays (40-minute essays), Cambridge 9695 essay-based papers all reward the underlying structure even when the rubric extends beyond five paragraphs. Assessment is a complete five-paragraph essay (700 to 900 words) on a single studied text. OSSD achievement-chart: Application dominates the rubric; Communication and Knowledge-and-Understanding co-weighted. Connects to F13 (Basic Argumentation, the claim-evidence-warrant substrate), I6 (Analytical Essay, the extended form), A9 (Extended Analytical Essay, the university-prep length). ------------------------------------------------------------------------ TITLE: Basic Argumentation ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng1d, cc-eng2d]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches the claim-evidence-warrant structure (also called PEEL or TEEL with British rubrics) at the paragraph and short-essay level. Students compose arguments where (1) the claim is a defensible interpretive statement, (2) the evidence is a specific textual moment (quotation, paraphrased detail, structural feature), (3) the warrant explains why the evidence supports the claim (this is the analytical move most students underdevelop). Procedure: claim first, find best-fit evidence, write the warrant explicitly, test by asking whether a reader could draw a different conclusion from the same evidence. Sabachtan-seminar variant: students present claim-evidence-warrant trios and the seminar pressure-tests the warrant. One studied poem plus a short prose passage work because the brevity permits multiple argument-iterations per session. IB Lang and Lit (every paper), AP Lit Big Idea LAN (Literary Argumentation, "Readers establish and communicate their interpretations of literature through arguments supported by textual evidence"), Cambridge 9695 AO3 (Personal Response) all reward this structure. Assessment is an argument outline plus a 600-word essay using three claim-evidence-warrant clusters. Connects to F3 (Theme Identification, the claim source), F12 (Basic Essay Structure, the housing), every module thereafter that requires evidence-based argument. ------------------------------------------------------------------------ TITLE: Historical Context ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches situating a literary text in its historical period as a way to refine interpretation rather than merely contextualize it. Students answer two questions for one studied text. What was happening when this was written and what changed because of it. What does the text appear to argue about its own moment. Procedure: locate the text in time (publication date, composition period if different), identify three to five historical events or conditions that shape the text, distinguish background context from active intervention (does the text merely reflect its period or does it argue with it). Sabachtan-seminar variant: students bring competing historical-context claims and defend with both textual evidence and historical citation. Miller's The Crucible works because the McCarthy era is not the play's setting but its target; the Salem witch trials become the vehicle for the historical critique. IB Lang and Lit Time and Space area of exploration, AP Lit free-response open question (often invites historical reading), Cambridge 9695 AO2 plus AO3 all reward this practice. Assessment is a contextual essay (600 to 800 words) tracing the historical conditions the text engages and explaining how that engagement shapes interpretation. Connects to F5 (Setting and Place), I2 (Cultural Context, the social-conditions extension), A7 (Marxist Criticism, the class-and-ideology lens). ------------------------------------------------------------------------ TITLE: Cultural Context ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module analyzes how a literary text reflects and contests its cultural moment beyond strict historical periodization. Cultural context includes religious systems, gender norms, class structures, racial formations, ethnic identifications, regional and national identities, technological conditions, and the dominant discourses through which a culture organizes meaning. Procedure: identify the text's cultural location (where and when, in whose voice, for whose audience), name the cultural conditions the text engages, distinguish reproduction (the text upholds cultural norms) from contestation (the text challenges them) from negotiation (the text holds the tension), produce a culturally-grounded interpretation that goes beyond universalizing themes. Sabachtan-seminar variant: students argue whether the text is best read as reproducing or contesting one specific cultural norm. Achebe's Things Fall Apart works because the text simultaneously preserves Igbo cultural practices from European mischaracterization and critiques certain practices internally; both moves are happening. IB Lang and Lit Culture key concept, AP Lit free-response, Cambridge 9695 AO3 all reward this analytic move. Assessment is a cultural-lens essay (700 to 900 words). Connects to I1 (Historical Context), A2 (Feminist and Gender Criticism), A3 (Postcolonial Criticism), J11 (Western Canon to Global Literatures). ------------------------------------------------------------------------ TITLE: Reader-Response Basics ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module introduces reader-response theory at the foundational level: meaning is co-constructed in the encounter between reader and text rather than residing solely in the text or in authorial intent. Students articulate the role their own subject-position plays in shaping their reading without sliding into pure relativism (where any reading is as valid as any other). Procedure: read one short text twice with deliberate gaps in time, log the differences between first and second readings, identify which differences came from the text (re-reading surfaced patterns) versus from the reader (mood, attention, intervening experience), articulate the productive tension between text-given and reader-supplied meaning. Sabachtan-seminar variant: students bring competing first-impression readings and discuss whether the differences are reconcilable. Any short story plus reflection prompts works because the brevity permits multiple full readings within one teaching block. IB Lang and Lit Readers Writers Texts area of exploration is the primary fit; AP Lit is partial (the framework de-emphasizes reader-response); Cambridge 9695 AO3 Personal Response welcomes the move. Assessment is a reader-response journal across three sessions tracking the same student's evolving reading of one text. Connects to F1 (Close Reading), A13 (Reader-Response in Depth, the advanced extension with Iser and Fish). ------------------------------------------------------------------------ TITLE: Biographical Context ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches selective biographical-context reading: using verifiable biographical evidence to illuminate aspects of a text that would otherwise be opaque, without reducing the text to autobiography. Procedure: separate verifiable biographical facts from speculation, identify which textual features (specific images, named places, particular themes) plausibly link to biographical sources, ask what the biographical link reveals that close reading alone would not, hold the link as one lens among several rather than as the master key. Sabachtan-seminar variant: students argue whether biographical context strengthens or weakens a specific interpretation of one text. CRITICAL FRAMEWORK DIVERGENCE. IB Lang and Lit Literature stream explicitly downplays authorial biography as an analytical primary source. IB-compatible variant: emphasize textual evidence first, treat biography as supplementary context that may inform but does not determine reading. Plath's Ariel works because the poems engage Plath's biography directly and resist reduction to it equally; the analytical sweet spot is locating both moves. AP Lit is partial (biography rarely on the exam but permitted in free-response); Cambridge 9695 accepts biographical context within AO3 Personal Response. Assessment is a biographical-critical essay (700 to 900 words) that distinguishes verifiable biographical fact from speculation and frames the biographical link as one analytical move. Connects to I9 (Survey of Critical Theory) where biographical reading is one historical approach. ------------------------------------------------------------------------ TITLE: Compare-Contrast Essay ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module extends F10 (introductory comparative analysis) into full essay form. Students master two structural approaches: point-by-point (the essay alternates between texts on each shared element) and block (the essay treats one text fully before moving to the other). Procedure: select two texts with a meaningful shared element, generate a comparative thesis (the strongest comparisons identify difference within similarity. Lists of similarities stay at surface level.), outline using both structural approaches and pick the one that better serves the thesis, draft with one quotation per text per body section. Sabachtan-seminar variant: peer-review pairs check whether each body paragraph performs comparison. A paragraph that describes one text and then the other without weaving them is not comparing.. Two short stories from differing periods work because the period-gap forces consideration of how the period shapes the shared element. IB Lang and Lit Paper 2 (comparative essay), AP Lit free-response Q3 (open question often comparative), Cambridge 9695 AO1 all reward the form. Assessment is a comparative essay (800 words) using either structural approach, demonstrating thesis-driven comparison. OSSD achievement-chart: Application dominant, Communication weighted. Connects to F10 (Comparative Analysis Introduction), J1 (Comparative Essay Technique, the university-prep extension), all J-tier modules. ------------------------------------------------------------------------ TITLE: Analytical Essay ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module sustains a single analytical argument over 1000 to 1500 words on one studied novel or substantial text. Students move beyond the five-paragraph form toward the genuinely-extended argument: a thesis with multiple supporting claims, evidence across several textual locations, counter-considerations addressed and rebutted, conclusion that synthesizes rather than restates. Procedure: thesis statement, body-claim outline (4 to 6 claims), evidence-mapping for each claim, draft, revise for thesis-coherence across the whole essay. Sabachtan-seminar variant: students present their thesis and outline mid-draft for peer pressure-testing on coherence. One studied novel works because the longer text supports the longer argument. IB Lang and Lit Paper 1 plus HL Essay, AP Lit free-response Q3 (open question essay), Cambridge 9695 AO1+AO2+AO3 all reward sustained argument. Assessment is one analytical essay (1000 to 1500 words). OSSD achievement-chart: all four categories engaged. Connects to F12 (Basic Essay Structure), F13 (Basic Argumentation), A9 (Extended Analytical Essay, the university-prep length). ------------------------------------------------------------------------ TITLE: Persuasive Essay ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies Aristotelian rhetorical appeals (ethos, pathos, logos) plus Kairos (timeliness) and Telos (purpose) to literary argument. Students learn that analytical writing is also rhetorical: positioning the writer (ethos), engaging the reader (pathos), structuring logic (logos), choosing the right moment (kairos), serving a purpose (telos). Procedure: write an op-ed-style persuasive piece taking a stance on a literary interpretation, then write the same argument as an analytical essay, then compare what shifts between forms. Sabachtan-seminar variant: students present their persuasive piece and the seminar evaluates which appeals are working. Op-ed paired with a poem works because the poem is the object of the persuasive claim and the op-ed is the form of delivery. CROSS-CURRICULUM NOTE. AP English Language and Composition (not Lit) is the strongest fit; AP Lit is partial. IB and Cambridge accept persuasive forms within their broader essay rubrics. Assessment is a persuasive essay (600 to 800 words) with explicit attention to the rhetorical appeals deployed. Connects to F13 (Basic Argumentation), A10 (Advanced Rhetorical Analysis, the extension), S4 (Defending an Interpretive Claim). ------------------------------------------------------------------------ TITLE: Expanded Vocabulary and Diction ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module sharpens diction-level analysis: the precise technical vocabulary readers use to discuss what a text's word-choices do. Students move beyond "the word is powerful" to "the word is monosyllabic, Anglo-Saxon in origin, harsh in its consonant cluster, and positioned at the line-end for emphasis." Vocabulary set includes register (formal, informal, colloquial, archaic), etymology (Latinate versus Anglo-Saxon roots), connotation versus denotation, sound-pattern terms (consonance, assonance, sibilance, plosive), syntactic terms (parataxis, hypotaxis, anaphora, chiasmus, asyndeton). Procedure: select one passage, mark every notable word-choice, name what each does using the technical vocabulary, build a diction-claim about the passage's effect. Sabachtan-seminar variant: students bring contested diction-readings and the seminar arbitrates with reference to the technical terms. Selected Shakespeare sonnets work because the formal constraints make every diction-choice load-bearing. IB Lang and Lit AO2 Analysis, AP Lit Big Idea FIG (Figurative Language overlaps diction), Cambridge 9695 AO2 all reward this analytic skill. Assessment is a diction-analysis paragraph (300 to 400 words) using at least eight technical terms accurately. Connects to F9 (Literary Devices Survey), F11 (Foundational Literary Vocabulary), A14 (Narratology, where focalization-diction-distance becomes load-bearing). ------------------------------------------------------------------------ TITLE: Survey of Critical Theory ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module surveys the major approaches in literary criticism so students can identify which lens they are applying and which lens a critic they are reading is applying. Survey scope: formalism (close reading, New Criticism, structuralism), historical criticism, biographical criticism, reader-response theory, psychoanalytic criticism, feminist criticism, Marxist criticism, postcolonial criticism, deconstruction. For each lens: the core analytical move, the kinds of questions the lens makes visible, the kinds of questions the lens obscures, one canonical practitioner. Procedure: read short critical excerpts representing three different lenses applied to the same shared text, identify what each lens makes possible and what each occludes. Sabachtan-seminar variant: students argue which lens best serves a specific interpretive question. Eagleton's Literary Theory: An Introduction works as a primer; pair with one shared text the seminar will apply three lenses to. IB Lang and Lit (lens-awareness is built into the Time and Space and Intertextuality areas of exploration), AP Lit (open question free-response), Cambridge 9695 AO5 (Evaluation of Opinion at A Level) directly reward critical-lens awareness. Assessment is a comparative-lens response (700 to 900 words) applying three lenses to one text and evaluating which yields the most productive reading. Connects to all A-tier modules (each A-tier module is one lens applied in depth), S3 (Literary Criticism as Discipline). ------------------------------------------------------------------------ TITLE: Paragraph Cohesion ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches paragraph-level cohesion: how to bind paragraphs so the essay reads as one sustained argument rather than as a string of separate claims. Three primary cohesion tools: transition words and phrases (however, therefore, by contrast, in addition, more specifically, conversely), topic-chains (the last word or phrase of one paragraph anticipates the first claim of the next), thematic threading (a key term recurs across paragraphs to signal continuity). Students diagnose cohesion-failures in their own drafts and apply each tool. Procedure: take a student draft with weak cohesion, identify each paragraph's topic-sentence, mark where consecutive paragraphs lack connection, propose and apply the cohesion-tool that best serves the gap. Sabachtan-seminar variant: peer-pairs work on each other's drafts, articulating what each paragraph claims and whether the next paragraph follows. Student drafts work because the practice is on real writing not abstract examples. IB Lang and Lit AO4 Communication, AP Lit (Composition rubric implicit), Cambridge 9695 AO4 all reward cohesion. Assessment is a revised paragraph plus rationale (200 words) explaining the cohesion-decisions made. Connects to F12 (Basic Essay Structure), I11 (Evidence Selection and Embedding), I6 (Analytical Essay, where cohesion-across-many-paragraphs becomes load-bearing). ------------------------------------------------------------------------ TITLE: Evidence Selection and Embedding ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches quotation-integration: selecting the right textual evidence and embedding it so it serves the argument rather than interrupting it. The quotation-sandwich pattern: lead-in sentence frames why the quotation is coming, quotation itself, follow-up sentence explains what the quotation shows that supports the claim. Students learn to vary integration techniques: full-sentence quotation, partial-quotation embedded grammatically, paraphrase with a quoted key-phrase, block quotation for longer passages. Procedure: take one body paragraph from a draft, identify the quotations used, classify each integration technique, evaluate whether the technique serves the claim, revise. Sabachtan-seminar variant: students bring contested integration-choices (was that quotation worth a full sandwich or could it be a partial-embed) and the seminar arbitrates. Studied novel chapter works because real evidence in real argument-context is what students need practice with. IB Lang and Lit (every paper), AP Lit Big Idea LAN (Literary Argumentation), Cambridge 9695 AO1 all reward quotation-integration. Assessment is an annotated body paragraph (250 words) where the student marks each integration technique used and justifies the choice. Connects to F12 (Basic Essay Structure), F13 (Basic Argumentation), I10 (Paragraph Cohesion). ------------------------------------------------------------------------ TITLE: Citation Conventions (MLA primary) ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches academic citation conventions using MLA 9th edition as primary, with awareness of APA and Chicago for cross-curricular flexibility. Students learn in-text citation, works-cited entries for the most common source types (book, journal article, edited volume chapter, website, film, archival material), and the principles behind citation (giving credit, enabling source-checking, distinguishing one's contribution). Module also covers academic honesty principles: paraphrase is not plagiarism if cited; close paraphrase without citation is plagiarism even if not verbatim; AI-generated text requires disclosure under most current institutional policies. Procedure: take a mini-research task (find three sources on one topic), build complete works-cited entries, integrate one citation correctly in a paragraph, run a paraphrase-check on one's own paraphrase against the source. Sabachtan-seminar variant: students audit each other's citations for completeness and accuracy. CROSS-CURRICULUM NOTES. IB Lang and Lit requires citation in the HL Essay and Individual Oral. AP Lit is partial (citations expected in extended writing but the exam itself is closed-source). Cambridge 9695 is partial (set-text references not formal citations). Assessment is an annotated bibliography (4 to 6 sources) plus one short paragraph integrating one source. Connects to A8 (Research Paper Extended), S7 (Academic Integrity and Source Evaluation). ------------------------------------------------------------------------ TITLE: Oral Communication and Seminar ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches structured small-group seminar leading. Students learn to facilitate a 20-minute discussion of a passage where the goal is collective interpretation rather than instructor-led explanation. Skills: opening with a productive question (one that has multiple defensible answers), listening for and naming claims, asking clarifying questions that surface assumptions, distinguishing personal preference from textual evidence, summarizing the seminar's collective progress at the end. Procedure: facilitator-of-the-day rotates across the class; the facilitator selects a passage in advance and prepares one opening question; the seminar runs for 20 minutes; debrief identifies what worked and what to refine. Sabachtan-seminar method is the polymyth framework's primary dialogic anchor; this module is where students learn to run it. CRITICAL FRAMEWORK DIVERGENCE. AP Lit has no oral assessment component; this module is OSSD-primary and IB-primary (Individual Oral is core to IB Lang and Lit). Cambridge 9695 has an optional coursework oral component. Selected passage from a studied text works as practice material. Assessment is a sabachtan-seminar performance rubric scoring the facilitator on opening-question quality, follow-up questioning, attribution of claims, time-management, and synthesis. Connects to I15 (Sabachtan Socratic Dialogic Method, the deeper-method variant), S9 (Oral Defense, the capstone form). ------------------------------------------------------------------------ TITLE: Media Literacy Basics ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches reading visual and multimodal texts (print advertisements, posters, music videos, websites, video games as text) using composition and rhetoric tools. Students apply the same close-reading discipline used for prose and poetry: identify the elements (image, text, layout, color, motion, sound), name the techniques (camera angle, color palette, font choice, juxtaposition, framing), explain the rhetorical effect, build a claim about what the media text argues. Procedure: take a print ad or short video, deconstruct using a media-analysis rubric, write a brief claim about what the text is selling beyond its product (a lifestyle, an identity, a worldview). Sabachtan-seminar variant: students bring competing media-deconstructions of the same artifact. Print ads plus one music video work as practice material because both are short and rich. CRITICAL FRAMEWORK DIVERGENCE. OSSD includes Media Studies as one of four strands. IB Lang and Lit (not Literature) includes non-literary multimodal texts. AP Lit and Cambridge 9695 do not include media. If targeting AP-Lit-only or Cambridge-only students, this module is curriculum-optional. Assessment is a media-deconstruction essay (600 to 800 words). OSSD achievement-chart: Application and Communication weighted. Connects to J9 (Novel to Film Adaptation), J10 (Play to Screenplay), J20 (Oral Tradition to Print and Digital Forms). ------------------------------------------------------------------------ TITLE: Sabachtan Socratic Dialogic Method ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng2d, cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module deepens the sabachtan seminar method by teaching Socratic-style questioning as a discipline. Where I13 introduces seminar leading, I15 develops the questioning art: how to ask questions that expose assumptions without humiliating the speaker, how to follow a thread without forcing a conclusion, how to recognize when the seminar has reached genuine consensus versus exhausted agreement. The polymyth framework's name for this is sabachtan: a small-group dialogue around a close-read passage where the goal is collective deeper understanding through questions rather than answers. Procedure: students lead a 30-minute sabachtan on one difficult short poem, modeling at least three of these moves: asking a follow-up question that goes deeper rather than wider, requesting textual evidence for a claim, articulating what is at stake in a disagreement, naming when the group is talking past each other. Sabachtan-seminar variant for this module: the module IS the variant; students lead while peers run a meta-observation log. One difficult short poem works because brevity permits multiple full questioning-passes. IB Lang and Lit Individual Oral, AP Lit (partial: oral facilitation is not assessed but transfers to written argument), Cambridge 9695 (partial: coursework option). Assessment is a recorded seminar plus reflective transcript (3 to 5 pages) where the student-facilitator annotates their own questioning moves. Connects to I13 (Oral Communication and Seminar), S4 (Defending an Interpretive Claim, the capstone application), S9 (Oral Defense). ------------------------------------------------------------------------ TITLE: Psychoanalytic Criticism ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies psychoanalytic concepts to literary character analysis. Freudian concepts in scope: the unconscious, repression, displacement, condensation, the dream-work, the death-drive (Thanatos) and the pleasure-principle (Eros), the Oedipus complex (used carefully and historically not as universal mechanism), the uncanny (das Unheimliche). Lacanian concepts in scope: the Imaginary, Symbolic, and Real registers; the mirror stage; the Name-of-the-Father; desire as structured by lack; the gaze. Students learn each concept in its original-source location, then apply selectively to a literary character to illuminate textual features that resist surface-reading. Procedure: identify a character whose behavior or speech does not align with stated motivations, name the candidate psychoanalytic mechanism, locate textual evidence for the mechanism, hold the interpretation as one valid lens among others rather than as the buried truth. Sabachtan-seminar variant: students argue whether a psychoanalytic reading clarifies or distorts a specific textual moment. CRITICAL FRAMEWORK NOTES. Slot 28 source-tradition USE-not-REDUCTION applies: Freud and Lacan exist before and beyond polymyth; this lens uses them without capturing them. Shakespeare's Hamlet works because the play has invited psychoanalytic reading since Ernest Jones (Hamlet and Oedipus 1949) and continues to repay it. IB Lang and Lit (perspective and representation key concepts), AP Lit (open question free-response), Cambridge 9695 AO5 Evaluation of Opinion all reward this analytic move. Assessment is a psychoanalytic essay (1200 to 1500 words) applying one or two concepts to one character with explicit acknowledgment of the lens's limits. Connects to F2 (Character Analysis), A11 (Archetypal Criticism Jungian Lineage), A13 (Reader-Response in Depth where psychoanalytic reader-positioning applies). ------------------------------------------------------------------------ TITLE: Feminist and Gender Criticism ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies gender-theoretical concepts to literary analysis. Range of approaches in scope: first-wave feminist criticism (Showalter's gynocriticism, recovering women writers from the canon); second-wave (sexual politics, Millett); third-wave (intersectionality, Crenshaw; gender performativity, Butler); queer theory (Sedgwick, Halberstam); trans theory. Concepts: the gendered gaze, écriture féminine (Cixous, Irigaray), the public-private divide, the male protagonist as default, gender performativity (Butler's Gender Trouble 1990: gender is constituted through repeated acts rather than expressed from inner essence). Students learn each approach in its source-tradition location, apply selectively to a literary text, distinguish identifying gender-content (the text portrays women) from gender-criticism (the text engages or contests gender as structure). Procedure: identify the text's gender-relations (who acts, who speaks, who is described), name which approach best illuminates the relations, apply, hold as one lens. Sabachtan-seminar variant: students argue whether a feminist reading strengthens or distorts a specific interpretation. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Butler, Showalter, Cixous exist before and beyond polymyth; this lens uses them. Atwood's The Handmaid's Tale works because the dystopia is constructed from real gender-political moves; Plath's Ariel works because the speaker enacts gender contradictions that exceed any single feminist framework. IB Lang and Lit, AP Lit, Cambridge 9695 AO5 all reward this analytic move. Assessment is a feminist-lens essay (1200 to 1500 words). Connects to A3 (Postcolonial Criticism, where gender and empire intersect), I2 (Cultural Context), J15 (Comparative Thematic Unit when migration and gender combine). ------------------------------------------------------------------------ TITLE: Postcolonial Criticism ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies postcolonial concepts to literary analysis. Foundational figures: Edward Said (Orientalism 1978; Culture and Imperialism 1993; the East-West binary as imperial construction); Gayatri Chakravorty Spivak (Can the Subaltern Speak 1988; strategic essentialism; the limits of representation); Homi Bhabha (The Location of Culture 1994; hybridity, mimicry, the third space, the time-lag of cultural translation). Concepts: the colonial gaze, hybridity (cultural mixture neither original nor derivative), mimicry (the colonized's performance of colonial norms that subverts even as it complies), the subaltern (those whose voice cannot be heard within the dominant discourse), counter-discourse, postcolonial nation-formation. Students apply concepts to texts that engage empire, decolonization, diaspora, or postcolonial nation-building. Procedure: identify the colonial or postcolonial situation the text engages, name the concept that best illuminates it, distinguish reproduction of colonial discourse from contestation, attend to which voices speak and which are silenced. Sabachtan-seminar variant: students argue whether a text is best read as colonial, anti-colonial, or postcolonial. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Said, Spivak, Bhabha exist before and beyond polymyth. Coetzee's Waiting for the Barbarians works because the unnamed empire allegorizes colonial structure while resisting reduction to any specific empire; Achebe's Things Fall Apart works because it engages the colonial encounter from inside Igbo cultural location. IB Lang and Lit (Time and Space; Culture), AP Lit (open question), Cambridge 9695 AO5 all reward this lens. Assessment is a postcolonial essay (1200 to 1500 words). Connects to I2 (Cultural Context), A7 (Marxist Criticism), J11 (Western Canon to Global Literatures), J17 (World Literature Survey). ------------------------------------------------------------------------ TITLE: Ecocriticism ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies ecocritical concepts to literary analysis. Foundational figures: Cheryll Glotfelty and Harold Fromm (The Ecocriticism Reader 1996); Lawrence Buell (The Environmental Imagination 1995); Timothy Morton (Ecology Without Nature 2007; the hyperobject; dark ecology); Donna Haraway (Staying with the Trouble 2016). Concepts: anthropocentric versus ecocentric reading; the pastoral mode and its critique; wilderness as cultural construction; the Anthropocene as periodizing concept; nonhuman agency; environmental justice as intersection of ecology and inequality; the hyperobject (entities massively distributed in time and space, e.g., climate). Students apply concepts to texts that engage landscape, nonhuman animals, environmental degradation, or the human-nature relation. Procedure: identify the text's environmental imagination (how it portrays landscape, weather, nonhumans), name the concept that best fits, distinguish romantic-nature-aesthetic from genuine ecological engagement. Sabachtan-seminar variant: students argue whether a text's nature-imagery is doing ecological work or merely decorative. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Glotfelty, Buell, Morton, Haraway exist before and beyond polymyth. Atwood's Oryx and Crake works because the speculative-fiction setting allegorizes climate-change-era extinction; selected Romantic nature poems work because reading Wordsworth or Coleridge ecocritically reveals tensions that nature-celebration readings flatten. IB Lang and Lit (Time and Space key concept), AP Lit (open question), Cambridge 9695 (partial; AO5 supports). Assessment is an ecocritical essay (1200 to 1500 words). Connects to F5 (Setting and Place), I1 (Historical Context where the Anthropocene becomes periodization), J5 (Victorian Novel to Twentieth-Century Novel for ecological-period contrast). ------------------------------------------------------------------------ TITLE: Structuralist Analysis ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies structuralist analysis to narrative and cultural texts. Foundational figures: Ferdinand de Saussure (Course in General Linguistics 1916; the sign as signifier plus signified; langue versus parole; the synchronic versus diachronic; difference as the operating principle of meaning); Claude Levi-Strauss (Structural Anthropology 1958; binary oppositions; the mytheme; the bricoleur); Roland Barthes (Mythologies 1957; S/Z 1970; the readerly versus writerly text); Vladimir Propp (Morphology of the Folktale 1928; the 31 functions of fairy tales). Concepts: binary oppositions as structuring devices (raw-cooked, nature-culture, inside-outside, life-death); the mytheme as minimal narrative unit; structural analysis as identifying the system that generates surface variations. Procedure: identify the text's primary binaries, map how the narrative engages each binary, distinguish which binaries the text upholds from which it inverts or collapses. Sabachtan-seminar variant: students argue which binary is most load-bearing for one text. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Saussure, Levi-Strauss, Barthes, Propp exist before and beyond polymyth. One folk tale paired with one short story works because the folk tale exhibits structuralist patterns most clearly while the short story tests whether the patterns travel. CROSS-CURRICULUM. Structuralism is partial-fit across all four frameworks: not central in any current curriculum but accepted within AO5 (Cambridge), open-question free-response (AP Lit), and concept-applications (IB Lang and Lit). Assessment is a structuralist diagram plus commentary (1000 to 1200 words). Connects to A6 (Deconstruction, the post-structuralist response), A14 (Narratology, the technical extension), F7 (Plot Structure). ------------------------------------------------------------------------ TITLE: Deconstruction ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies deconstructive concepts to close reading. Foundational figures: Jacques Derrida (Of Grammatology 1967; Writing and Difference 1967; differance; the supplement; the trace; the violence of the metaphysics of presence); Paul de Man (Allegories of Reading 1979; the rhetorical undecidability of texts); Barbara Johnson (The Critical Difference 1980; deconstruction in feminist and pedagogical practice). Core concepts: differance (meaning is produced through difference and deferral rather than through presence; spelled with an a to mark the difference that cannot be heard, only read); the supplement (what seems to merely add to something turns out to be necessary for it); the trace (every present meaning carries traces of meanings it excludes); aporia (the productive impasse where the text cannot decide). Students learn to read a passage for moments where the text undoes its own apparent claim. Procedure: identify a passage that presents a confident claim, locate the language that complicates the claim, identify the aporia, articulate what the text does that exceeds what it says. Sabachtan-seminar variant: students bring deconstructive readings of the same passage and the seminar evaluates which reading the text best supports. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Derrida, de Man, Johnson exist before and beyond polymyth. Conrad's Heart of Darkness (any selected passage) works because the novella's central images (darkness, heart, the unspeakable) deconstruct themselves; deconstructive reading was famously applied to it (Achebe's An Image of Africa 1975 takes a different but equally undoing path). IB Lang and Lit, AP Lit (partial), Cambridge 9695 AO5 all reward this lens. Assessment is a deconstructive close reading (1000 to 1200 words). Connects to A5 (Structuralist Analysis, the predecessor), F1 (Close Reading, the underlying practice). ------------------------------------------------------------------------ TITLE: Marxist Criticism ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies Marxist concepts to literary analysis. Foundational figures: Karl Marx and Friedrich Engels (The Communist Manifesto 1848; Capital 1867 onward); Georg Lukacs (The Theory of the Novel 1916; History and Class Consciousness 1923; the typical character; reification); Antonio Gramsci (Prison Notebooks 1929 to 1935; hegemony as cultural reproduction of class power); Walter Benjamin (The Work of Art in the Age of its Technical Reproducibility 1936; the aura); Raymond Williams (Marxism and Literature 1977; structures of feeling; dominant, residual, emergent); Terry Eagleton (Marxism and Literary Criticism 1976; The Ideology of the Aesthetic 1990). Concepts: base and superstructure; ideology; commodity fetishism; the typical character (representing a class fraction); hegemony (the cultural reproduction of consent to class power); class consciousness; alienation; the Marxist reading of literature as both reflecting and shaping material conditions. Students apply concepts to texts that engage class, labor, capital, or the cultural production of class relations. Procedure: identify the text's class-position, name the class-conflict (overt or buried), map character-positions to class-fractions, distinguish the text's ideological work from its conscious claims. Sabachtan-seminar variant: students argue whether a text serves or contests the dominant ideology of its moment. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Marx, Lukacs, Gramsci, Williams, Eagleton exist before and beyond polymyth. Whitehead's The Underground Railroad works because the novel makes the economic structure of slavery materially visible; Dickens works classically because his fiction was written within the period of industrial-capital formation he depicts. IB Lang and Lit (Culture key concept), AP Lit (open question), Cambridge 9695 AO5 all reward this lens. Assessment is a Marxist-lens essay (1200 to 1500 words). Connects to I1 (Historical Context), I2 (Cultural Context), A3 (Postcolonial Criticism, often paired with Marxism). ------------------------------------------------------------------------ TITLE: Research Paper Extended ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module produces a 2000 to 2500-word research-based literary argument. The research-paper form differs from the analytical essay (A9) in scope of sources: A8 incorporates secondary criticism (other scholars' published readings of the same text or related questions), positions the student's interpretation in conversation with that criticism, and uses citation-conventions throughout. Procedure: select an author or text, identify a focused interpretive question (not too broad), locate three to six secondary sources (peer-reviewed where possible), build an annotated bibliography, develop a thesis that engages the existing criticism (agreeing with one critic, disagreeing with another, identifying a gap), draft with proper citation, revise for thesis-coherence across the extended length. Sabachtan-seminar variant: students present thesis plus three sources at a mid-stage check-in for peer feedback. Student-chosen author works because investment is highest when topic-choice is owned. IB Lang and Lit HL Essay (1200 to 1500 words; partial-fit since IB caps shorter), AP Lit (partial; the exam itself is closed-book but coursework supports), Cambridge 9695 (partial; main exam is closed-book essay but research-skills transfer to A Level coursework option). Assessment is the research paper plus annotated bibliography (4 to 6 sources). OSSD achievement-chart: all four categories fully engaged. Connects to I12 (Citation Conventions), I9 (Survey of Critical Theory which scaffolds source-engagement), S2 (Research Thesis Development), S7 (Academic Integrity). ------------------------------------------------------------------------ TITLE: Extended Analytical Essay ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module sustains a single literary argument over 1500 to 2000 words without incorporating secondary research. The form differs from the research paper (A8) in that A9 stays within the primary text plus the student's own analytic resources. Procedure: thesis statement, body-claim outline with 5 to 7 claims, evidence-mapping from primary text only, draft, revise. Sabachtan-seminar variant: students present mid-draft for peer pressure-testing on thesis-coherence and evidence-strength. Student-chosen novel works because longer text supports longer argument. IB Lang and Lit Paper 1 and Paper 2 (each in the 1000 to 1500 range; A9 is the practice-extension), AP Lit free-response Q3 (open question essay; A9 is direct practice though typically shorter under exam conditions), Cambridge 9695 essay papers all reward sustained-argument practice. Assessment is the extended analytical essay. OSSD achievement-chart: all four categories engaged with Application dominant. Connects to I6 (Analytical Essay), F12 (Basic Essay Structure), A8 (Research Paper Extended), S4 (Defending an Interpretive Claim), S10 (Final Portfolio Assembly). ------------------------------------------------------------------------ TITLE: Advanced Rhetorical Analysis ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module analyzes rhetorical strategies in literary and non-literary texts. Where I7 introduces Aristotelian appeals in persuasive writing, A10 deploys the full rhetorical-analysis toolkit on substantial texts: identifying strategies (appeals to ethos, pathos, logos; rhetorical questions; anaphora and epistrophe; antithesis; the rule of three; concession-and-rebuttal; allusion; metaphor as argument), naming each strategy's contribution to the text's persuasive work, evaluating effectiveness. Procedure: select a substantial speech, essay, or literary passage, identify primary strategies, build a rhetorical-strategy inventory, write an analysis explaining how the strategies cohere into the text's overall argument. Sabachtan-seminar variant: students argue which rhetorical strategy is most load-bearing for one specific text. Lincoln's Gettysburg Address paired with a literary monologue works because the speech is short, dense, and rhetorically transparent, while the literary monologue extends rhetorical analysis to fictional speakers. CROSS-CURRICULUM NOTES. AP English Language and Composition (not Lit) is the strongest fit; this module is partial-fit for AP Lit. IB Lang and Lit treats rhetorical analysis under multiple areas of exploration. Cambridge 9695 includes rhetorical-analytical work within AO2. Assessment is a rhetorical-analysis essay (1200 to 1500 words). Connects to I7 (Persuasive Essay), I9 (Survey of Critical Theory where rhetorical analysis is one approach), S4 (Defending an Interpretive Claim where rhetorical-self-awareness becomes practical). ------------------------------------------------------------------------ TITLE: Archetypal Criticism Jungian Lineage ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies Jungian-archetypal concepts to literary analysis. Foundational figures: C. G. Jung (Psychological Types 1921; Archetypes and the Collective Unconscious 1959; Man and His Symbols 1964). Northrop Frye's Anatomy of Criticism (1957) bridges Jungian archetypes with literary criticism; A12 covers Frye specifically. Concepts: the collective unconscious; the persona; the shadow (the disowned aspects of self that recur as antagonist figures); the anima (the unconscious feminine in the masculine psyche) and animus (the unconscious masculine in the feminine psyche; these gendered terms come from Jung's mid-20th-century framework and require careful contextualization); the self (the integrated whole that the individuation process moves toward); the wise old man, the great mother, the trickster, the hero, the maiden. Students learn each archetype in its Jungian-source location, then identify literary characters and patterns that exhibit archetypal structure. Procedure: identify candidate archetypal figures in a text, distinguish surface-archetype from genuine archetypal function, hold the archetypal reading as one lens. Sabachtan-seminar variant: students argue whether a character genuinely enacts an archetype or merely resembles one. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Jung exists before and beyond polymyth; this lens uses Jung without capturing him. Hesse's Demian works because the novel is explicitly structured around individuation; Le Guin's A Wizard of Earthsea works because the shadow-confrontation is the novel's central archetypal arc. IB Lang and Lit, AP Lit (open question free-response), Cambridge 9695 (partial) all reward archetypal reading. Assessment is an archetypal essay (1200 to 1500 words). Connects to A12 (Frye Anatomy of Criticism, the literary-critical extension), F2 (Character Analysis), F4 (Symbolism and Motif). ------------------------------------------------------------------------ TITLE: Archetypal Criticism Frye Anatomy of Criticism ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies Northrop Frye's archetypal-mythic criticism from Anatomy of Criticism: Four Essays (Princeton University Press 1957). Frye taught at Victoria College in the University of Toronto from 1939; was Principal of Victoria College from 1959 to 1967; served as Chancellor of Victoria University from 1978 until his death on 23 January 1991. Anatomy of Criticism organizes literature around four mythoi (mode-narratives): comedy (the spring mythos; integration; ending in society reformed); romance (the summer mythos; the quest; ending in successful return); tragedy (the autumn mythos; fall; ending in death or expulsion); irony or satire (the winter mythos; the antihero; ending in stasis or repetition). Each mythos has its phases (six per mythos), characters (e.g., the eiron and the alazon), and characteristic structures. Students map a literary text onto Frye's mythoi and phases, identify which mode the text inhabits, distinguish single-mode texts from mode-mixing texts. Procedure: identify the text's mode (comic, romantic, tragic, ironic), locate the phase within the mode, map characters to Frye's character-types, evaluate what the mode-mapping reveals. Sabachtan-seminar variant: students argue which mythos a contested text best fits. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Frye exists before and beyond polymyth. Shakespeare's The Tempest works because the play is canonically read as romance with comic resolution (Frye himself wrote A Natural Perspective: The Development of Shakespearean Comedy and Romance 1965). IB Lang and Lit (Intertextuality area of exploration), AP Lit (open question free-response), Cambridge 9695 all reward Frye's framework as a recognized critical-theoretical tradition. Assessment is a Frye-mythos essay (1200 to 1500 words). A12 is Canadian-critical-theory flagship: Frye is the most influential Canadian literary critic. Connects to A11 (Jungian Lineage, where Jung-Frye continuity sits), F4 (Symbolism and Motif), F7 (Plot Structure). ------------------------------------------------------------------------ TITLE: Reader-Response in Depth ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module deepens reader-response theory (I3 introduces it) by engaging two major frameworks: Wolfgang Iser's implied-reader theory (The Act of Reading 1976; the text contains gaps and indeterminacies the reader fills; the implied reader is the position the text constructs for its actual readers to occupy) and Stanley Fish's interpretive-communities theory (Is There a Text in This Class? 1980; the meaning of a text is constituted by the interpretive community that reads it; what counts as evidence is community-determined). Students learn the distinction between text-constructed reader positions (Iser) and community-constructed reading practices (Fish), apply both to a single text. Procedure: identify the implied reader the text constructs (what background does the text assume; what gaps does it expect the reader to fill), then identify the interpretive-community position the student-reader actually occupies, then analyze the gap and what it reveals. Sabachtan-seminar variant: students bring two different interpretive-community readings of the same passage and the seminar evaluates what each community makes visible. One short story plus recorded reader transcripts works because the transcripts make community-difference observable. IB Lang and Lit Readers Writers Texts area of exploration, AP Lit (partial), Cambridge 9695 AO3 Personal Response all reward this lens. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Iser and Fish exist before and beyond polymyth. Assessment is a reader-response essay (1200 to 1500 words). Connects to I3 (Reader-Response Basics), F1 (Close Reading where gap-filling begins), A1 (Psychoanalytic Criticism where reader-psychology overlaps). ------------------------------------------------------------------------ TITLE: Narratology ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module applies Gerard Genette's narratology from Narrative Discourse (1972). Genette's framework distinguishes story (the events as they would unfold chronologically) from discourse (how the narrative presents the events). Five analytic categories: order (the chronological versus narrative sequence; analepsis is flashback, prolepsis is flashforward); duration (scene equals story-time; summary compresses; pause expands; ellipsis omits); frequency (singulative tells once what happened once; iterative tells once what happened repeatedly; repetitive tells multiple times what happened once); mood (focalization: who sees; external, internal, zero-focalized); voice (who speaks; heterodiegetic, homodiegetic, autodiegetic). Students learn each category, apply to a complex narrative, distinguish surface-feature description from genuine narratological insight. Procedure: select one chapter or short story, map order-duration-frequency-mood-voice, identify the most consequential narratological decision, articulate what it does that no other choice would do. Sabachtan-seminar variant: students argue which Genettian category is most load-bearing for one text. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Genette exists before and beyond polymyth. Faulkner's As I Lay Dying works because the novel deploys focalization-rotation (fifteen narrators), temporal-distortion, and voice-distinction to such extent that narratological vocabulary becomes necessary not optional. IB Lang and Lit (Time and Space, Readers Writers Texts), AP Lit (NAR Big Idea, STR Big Idea), Cambridge 9695 AO2 all reward this lens. Assessment is a narratological analysis (1200 to 1500 words). Connects to F6 (Narrative Point of View, the introductory form), F7 (Plot Structure), A5 (Structuralist Analysis, the related tradition). ------------------------------------------------------------------------ TITLE: Intertextuality Advanced ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module traces intertextual relations between paired or grouped texts at advanced level. Where F10 and I5 introduce comparative analysis, A15 develops the theoretical scaffolding: Julia Kristeva's intertextuality concept (Word, Dialogue, and Novel 1966; every text is constituted by its absorption and transformation of other texts); Genette's transtextuality typology (Palimpsests 1982; five categories including intertextuality, paratextuality, metatextuality, hypertextuality, architextuality); Harold Bloom's anxiety of influence (1973; the strong poet's relation to predecessors). Concepts in scope: allusion (overt reference), parody (imitation with critical distance), pastiche (imitation without critique), revision (the later text rewrites the earlier), echo and palimpsest. Students learn to identify intertextual relations, distinguish reference from full intertextual engagement, analyze what the later text does to the earlier. Procedure: select two texts with an intertextual relation (preferably one canonical and one responding to the canonical), identify the relation type, map specific intertextual moves, build a claim about what the responding text accomplishes by engaging the earlier. Sabachtan-seminar variant: students argue whether a contested reference is genuine intertextual engagement or incidental allusion. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: Kristeva, Genette, Bloom exist before and beyond polymyth. Rhys's Wide Sargasso Sea paired with Bronte's Jane Eyre works because Rhys explicitly writes back to Bronte from Antoinette/Bertha's position; the intertextual relation is the novel's organizing principle. IB Lang and Lit (Intertextuality area of exploration is the primary fit), AP Lit, Cambridge 9695 all reward this lens. Assessment is an intertextual essay (1200 to 1500 words). Connects to J11 (Western Canon to Global Literatures), J2 (Shakespeare to Modern Equivalent), J4 through J17 (most comparative modules deploy intertextuality). ------------------------------------------------------------------------ TITLE: Modernism and Postmodernism ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module distinguishes modernist and postmodernist aesthetic and epistemic stances. Modernism (roughly 1890 to 1945, with extended phases): the crisis of representation; the fragment as form; the loss of stable narrative authority; the elevation of style; the turn inward to subjectivity; canonical figures: Eliot, Joyce, Woolf, Pound, Stein, Faulkner. Postmodernism (roughly 1945 to 2000, contested boundaries): the rejection of master narratives (Lyotard, The Postmodern Condition 1979); pastiche and irony; the play of surfaces; the simulacrum (Baudrillard); historiographic metafiction (Hutcheon); intertextuality and self-reference; canonical figures: Pynchon, DeLillo, Barthelme, Calvino, Atwood, Coetzee. Students learn the period-distinctions, identify which stance a text inhabits, distinguish chronological-period from aesthetic-stance (some late texts are modernist; some early texts anticipate postmodernism). Procedure: identify the text's representational stance (does it strive for representation; does it play with representation; does it deny representation), name the period-aesthetic, locate the text within or against the period. Sabachtan-seminar variant: students argue whether a contested text is modernist, postmodernist, or transitional. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: modernism and postmodernism are critical-historical periods, not polymyth-derived. Eliot's The Waste Land works as paradigmatic high-modernism; Atwood's Oryx and Crake works as postmodern-speculative with metafictional elements. IB Lang and Lit (Time and Space), AP Lit, Cambridge 9695 all reward period-aesthetic analysis. Assessment is a period-comparison essay (1200 to 1500 words). Connects to I1 (Historical Context), J5 (Victorian to Twentieth-Century Novel), J14 (Modernist to Postmodernist comparative module). ------------------------------------------------------------------------ TITLE: Advanced Poetic Forms ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module teaches advanced poetic forms: sonnet (Petrarchan and Shakespearean; 14 lines; iambic pentameter; rhyme schemes); villanelle (19 lines; two repeating rhymes; refrain pattern); ode (Pindaric, Horatian, irregular; serious meditative form); sestina (39 lines; six end-words repeating in fixed pattern; envoi); ghazal (couplets with refrain; Persian and Arabic origin); free verse (form determined by content rather than predetermined pattern; not absence of form but custom form). Students learn each form structurally (count lines, identify rhyme scheme, mark meter), compose in each form (or in a chosen subset), analyze published poems in each form for how the form-constraint shapes the content. Procedure: study the form, attempt composition, analyze a master example, revise composition with form-attention. Sabachtan-seminar variant: students bring their own compositions for workshop critique with form-attention. Plath's Ariel and Angelou's And Still I Rise work because both deploy form-decisions (Plath's tightly-controlled stanzas; Angelou's refrain-driven structure) to such effect that form-attention is necessary. Cambridge 9695 Paper 1 includes poetry analysis with attention to form. IB Lang and Lit (Readers Writers Texts area of exploration), AP Lit (Poetry Big Idea structures), Cambridge 9695 all reward formal poetic analysis. Assessment is an original poem (in chosen form) plus a 600-word analytical commentary on the form-content relation. OSSD achievement-chart: Application is dominant; Knowledge-and-Understanding plus Thinking weighted. Connects to F9 (Literary Devices Survey), I8 (Expanded Vocabulary and Diction), all J-tier modules involving poetry comparison. ------------------------------------------------------------------------ TITLE: Advanced Prose and Dramatic Analysis ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module covers advanced prose forms (bildungsroman, metafiction, magic realism, picaresque, frame narrative, epistolary, fragmentary, stream-of-consciousness) plus dramatic analysis at advanced level (Shakespearean dramatic structure; modern dramatic structure; soliloquy and dramatic monologue; stage directions as text; the dramaturgical question of what a play does that fiction cannot). Where F7 introduces plot structure, A19 develops genre-specific structural analysis. Bildungsroman tracks character-formation; metafiction is fiction about fiction (Calvino, Borges, Atwood); magic realism integrates the magical and the real without marking transitions (Garcia Marquez, Allende, Morrison); epistolary uses letters; fragmentary refuses narrative coherence as formal claim; stream-of-consciousness models the flow of mental experience (Woolf, Joyce). For drama: identify the dramatic structure (Aristotelian unities, Brechtian alienation, absurdist anti-structure); analyze the soliloquy as character-revelation device; treat stage directions as authorial commentary. Procedure: select a prose work in one of the advanced forms, or a drama, identify the formal-generic features, analyze what the form does that other forms could not, evaluate the form-content match. Sabachtan-seminar variant: students argue whether a text fully inhabits a form or fuses forms. Albee's Who's Afraid of Virginia Woolf works for dramatic analysis (the four-act structure; the soliloquy-equivalents in long monologues; the violent dramatic-irony); Soyinka's Kongi's Harvest works because Soyinka deploys both Western dramatic structure and Yoruba ritual-performance simultaneously. IB Lang and Lit, AP Lit (Drama Big Idea structures), Cambridge 9695 Paper 3 (Drama) all reward this analysis. Assessment is a genre-analysis essay or dramaturgical close reading (1200 to 1500 words). Connects to F7 (Plot Structure), F2 (Character Analysis for character-formation focus), A16 (Modernism and Postmodernism where formal-experiment lives), J3 (Greek Tragedy to Modern Drama). ------------------------------------------------------------------------ TITLE: Comparative Essay Technique ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module extends F10 (introductory comparative analysis) and I5 (compare-contrast essay) into university-prep-level comparative work. Students master the analytical move that distinguishes weak comparison (lists of similarities) from strong comparison (difference within similarity, or unexpected commonality across surface divergence). Procedure: select two substantial texts with a non-obvious shared element, generate a comparative thesis that names what the comparison reveals about each text separately and about the shared element, outline using either point-by-point or integrated structure (integrated weaves both texts in each paragraph; point-by-point alternates), draft with at least one quotation per text per body section, revise for thesis-coherence. Sabachtan-seminar variant: students pressure-test each other's comparative theses with the "so what" question (what does this comparison reveal that single-text reading would not). Any two studied texts work as practice material. IB Lang and Lit Paper 2 is comparative-essay-focused, AP Lit free-response Q3 (open question) often invites comparison, Cambridge 9695 AO1 plus AO2 reward sustained comparative work. Assessment is a comparative essay (1200 words minimum) demonstrating thesis-driven comparison. OSSD achievement-chart: Application dominant. Connects to F10 (Comparative Analysis Introduction), I5 (Compare-Contrast Essay), all J-tier specific-pairing modules (J2 through J20). ------------------------------------------------------------------------ TITLE: Shakespeare to Modern Equivalent ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module pairs a Shakespeare play with a modern adaptation, response, or equivalent. Procedure: identify what the modern text takes from Shakespeare (plot, character, theme, language, dramatic structure) and what it transforms or contests, map specific scene-to-scene or character-to-character correspondences, evaluate what the modern text accomplishes by engaging Shakespeare (homage, critique, deconstruction, recontextualization). Students learn that intertextual engagement with canonical figures is itself an analytical move worth analyzing. Sabachtan-seminar variant: students argue whether the modern text honors or undoes the Shakespeare source. Hamlet paired with Stoppard's Rosencrantz and Guildenstern Are Dead (1966) works because Stoppard takes two minor Hamlet characters and centers them, transforming a tragedy of decision into a comedy of helplessness; the engagement is theatrical, philosophical, and structural. Other pairings: Macbeth with Joe Macbeth (1955) or Throne of Blood (1957) or Scotland PA (2001); Othello with O (2001) or Desdemona (Morrison); Tempest with Une Tempete (Cesaire, treated separately in J11). IB Lang and Lit Intertextuality area of exploration, AP Lit (open question), Cambridge 9695 Paper 1 (Drama) all reward this analytic work. Assessment is a comparative essay (1200 to 1500 words). Connects to A15 (Intertextuality Advanced), J11 (Western Canon to Global Literatures). ------------------------------------------------------------------------ TITLE: Greek Tragedy to Modern Drama ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares classical tragic structure with twentieth-century drama. Greek tragedy (Sophocles, Aeschylus, Euripides; fifth century BCE) operates through the Aristotelian unities (time, place, action), the chorus as collective consciousness, the protagonist's hamartia (the error that produces tragic outcome), peripeteia (reversal), anagnorisis (recognition), and catharsis (the audience's emotional purification). Twentieth-century drama transforms or rejects these conventions: O'Neill's family tragedies extend the duration; Williams's plays foreground psychology over fate; Beckett refuses recognition and resolution; Brecht's epic theater rejects catharsis explicitly. Students analyze structural continuities and ruptures, identify what the modern text accomplishes by engaging or refusing classical structure. Sabachtan-seminar variant: students argue whether a modern play is tragedy in any meaningful sense or whether the form has been transformed beyond classical recognition. Sophocles Oedipus Rex paired with O'Neill's Long Day's Journey Into Night (1956) works because O'Neill consciously deploys classical-tragic shape (unity of time, family-doom, recognition) within domestic-modern register; the comparison surfaces what unity-of-time enables in both ancient and modern context. IB Lang and Lit (Time and Space; Intertextuality), AP Lit (open question), Cambridge 9695 Paper 1 (Drama) all reward this comparison. Assessment is a comparative essay (1200 to 1500 words). Connects to F7 (Plot Structure), A19 (Advanced Prose and Dramatic Analysis), J11 (Western Canon to Global Literatures). ------------------------------------------------------------------------ TITLE: Romantic Poets to Modernists ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares Romantic poetic treatments of nature and self (Wordsworth, Coleridge, Keats, Shelley, Blake; roughly 1789 to 1832) with Modernist treatments (Eliot, Pound, H.D., Stevens, Frost as ambivalent modern; roughly 1910 to 1945). Romantic stance: the imagination as creative power; nature as moral teacher; the lyric I in unified subjectivity; the visionary fragment elevated. Modernist stance: the fragment as condition rather than achievement; the I in crisis or dispersed; nature commodified or vanished; impersonality as artistic ideal (Eliot's Tradition and the Individual Talent 1919). Students compare period-specific treatments of the same subject (nature, self, time, transcendence) and identify what each period makes possible and what each forecloses. Sabachtan-seminar variant: students argue whether modernism rejects romanticism wholesale or constitutes a transformed continuation. Wordsworth Tintern Abbey (1798) paired with Eliot The Love Song of J. Alfred Prufrock (1915) works because both are first-person speakers contemplating selfhood through landscape, but Prufrock's landscape is urban-modernist and the speaker's self-knowledge has collapsed into ironic self-spectacle. IB Lang and Lit (Time and Space), AP Lit (Poetry units), Cambridge 9695 all reward this comparison. Assessment is a comparative essay (1200 to 1500 words). Connects to A16 (Modernism and Postmodernism), J5 (Victorian to Twentieth-Century, the parallel prose tradition). ------------------------------------------------------------------------ TITLE: Victorian Novel to Twentieth-Century Novel ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares Victorian realist narrative (1837 to 1901; Dickens, Eliot, the Brontes, Thackeray, Gaskell, Hardy) with twentieth-century narrative experiment (Woolf, Joyce, Faulkner, modernist and later). Victorian realism operates through the omniscient narrator, sustained psychological-social mapping, the marriage-plot as thematic-structural backbone, the bildungsroman tracking character formation through socio-economic conditions. Twentieth-century experiment fragments the narrator, foregrounds psychology over external event, dissolves the marriage-plot or treats it ironically, makes form a content-making move. Students compare a Victorian novel with a twentieth-century one on a shared concern (character interiority; the social position of women; the city; class mobility) and analyze what each century's narrative apparatus makes possible. Sabachtan-seminar variant: students argue whether the twentieth-century novel is responding to Victorian conventions or simply doing different work. Eliot's Middlemarch (1871-72) paired with Woolf's Mrs Dalloway (1925) works because both novels stage one geographical scene (provincial English town for Eliot; one London day for Woolf) and use that scene to map social and psychological structures; the structural choice (multi-plot Eliot; single-day stream-of-consciousness Woolf) shapes everything. IB Lang and Lit, AP Lit, Cambridge 9695 (Middlemarch is among canonical Victorian texts) all reward this comparison. Assessment is a comparative essay (1200 to 1500 words). Connects to J4, A14 (Narratology), A16 (Modernism and Postmodernism). ------------------------------------------------------------------------ TITLE: Beat Generation to Contemporary Poetry ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares Beat-era poetics (Ginsberg, Kerouac, Corso, Diane di Prima, Bob Kaufman; 1950s and 1960s) with contemporary poetry and spoken word. Beat aesthetic: long-breath line (Ginsberg's Howl 1956 famously deploys Whitmanian-extended line), oral-performance origin, anti-establishment political stance, expanded subject-matter (drugs, sex, mental health, marginalized voice), Buddhist and other non-Western philosophical influence. Contemporary work picks up and transforms: Rupi Kaur's short fragmentary form (Milk and Honey 2014; instagram-poetry as form); spoken-word performance retains Beat orality but in different political registers; contemporary poets of color extend Beat marginal-voice work into specific identity-political articulation. Students compare specific Beat poems with specific contemporary poems on shared concerns (witness, the body, generational rage, ecstatic vision). Sabachtan-seminar variant: students argue what contemporary poetry takes from the Beats and what it has refused. CROSS-CURRICULUM CAVEAT. Beat-era and contemporary poetry sit partially in all four frameworks; AP Lit and Cambridge 9695 rarely set Beat or post-2000 work as exam texts. The module is best run as a comparative exercise rather than as exam-preparation. Ginsberg Howl paired with Kaur Milk and Honey works because of the form-extreme contrast (long-line versus short-fragment) and shared political-witness orientation. Assessment is a comparative essay (1000 to 1200 words). Connects to F11 (Foundational Literary Vocabulary), I7 (Persuasive Essay; political-witness extension), J7 (Modernist Poetry to Slam Spoken Word). ------------------------------------------------------------------------ TITLE: Modernist Poetry to Slam Spoken Word ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares formal Modernist verse with performance-based spoken word and slam poetry. Modernist verse operates through the published text as primary artifact; spoken word operates through live performance with the text as score-for-performance. Modernist allusive density (Eliot's The Waste Land 1922 layers references across multiple languages and traditions); spoken-word allusive density (Sarah Kay, Andrea Gibson, contemporary spoken-word artists) layers vernacular reference, current-event reference, and personal-narrative reference. Both forms reward repeated encounter but for structurally different reasons (Modernist verse rewards re-reading; spoken word rewards re-listening and live-encounter). Students compare specific texts/performances on shared concerns (witness, the body, language-difficulty, political address). Sabachtan-seminar variant: students argue what each form can do that the other cannot. CROSS-CURRICULUM CAVEAT. Spoken word corpus is not stably anthologized; rely on living performance archives (Button Poetry, IndieFeed, Canadian Festival of Spoken Word). AP Lit and Cambridge 9695 rarely include spoken-word exam texts; this module is comparative-exercise rather than exam-prep. Eliot The Waste Land paired with Sarah Kay or Button Poetry performance recordings works because the contrast surfaces what each form's medium-strength is (per the Library-of-mediums rule committed in ml*). Assessment is a comparative essay plus performance critique (1200 to 1500 words; the performance critique handles the spoken-word side). Connects to J6 (Beat to Contemporary), A16 (Modernism and Postmodernism), I14 (Media Literacy Basics for performance-as-media analysis). ------------------------------------------------------------------------ TITLE: Poetry to Prose Cross-Genre ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares a poem and a prose passage treating the same theme. Cross-genre comparison surfaces what each medium does that the other cannot: poetry's compression and line-break-affordance; prose's accumulative texture and embedded-clause-affordance. Students learn that genre is not neutral container but active formal-decision that shapes content. Procedure: pick a poem and a prose passage (selected, not a full novel) on shared theme, identify the genre-specific moves each makes (line-break versus paragraph-break; image-cluster versus narrative-progression; lyric-time versus narrative-time), build a thesis about how the form-decision shapes the meaning. Sabachtan-seminar variant: students argue whether prose and poetry can ever say the same thing or whether the genre-difference makes the content always different. Heaney's bog poems (North 1975) paired with Ondaatje's In the Skin of a Lion (1987) works because both engage Irish-Canadian historical-political memory through different genres; the comparison surfaces what poetic compression versus prose-fictional extension each accomplish. IB Lang and Lit (Readers Writers Texts), AP Lit (units across poetry and fiction), Cambridge 9695 (cross-section work) all reward this comparison. Assessment is a comparative essay (1200 to 1500 words). Connects to A18 (Advanced Poetic Forms), A19 (Advanced Prose and Dramatic Analysis), F9 (Literary Devices Survey). ------------------------------------------------------------------------ TITLE: Novel to Film Adaptation ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares a novel with its film adaptation, attending to medium-specific affordances. Where the Library-of-mediums rule (ml* methodology entry T59) establishes the principle, J9 puts it in practice. Procedure: identify what the novel-medium does that film cannot (free indirect discourse; interior monologue; passage-of-time through prose summary; unreliable narration through textual layering); identify what film does that the novel cannot (visual composition; performance and casting; soundtrack; editing-rhythm; shot-juxtaposition); analyze specific adaptation-decisions and what each gains or loses. Students learn that adaptation is not betrayal nor faithfulness but medium-translation. Sabachtan-seminar variant: students bring adaptation-decisions they consider successful or unsuccessful and defend with medium-strength analysis. Atwood's The Handmaid's Tale (novel 1985; Hulu series 2017 to 2025) works because the adaptation's choices (visual signaling through colored uniforms; extension of plot beyond novel's ending; Offred renamed June for visibility) are visible and analytically tractable; the comparison surfaces what novel's first-person ambiguity versus television's external-visibility each accomplish. IB Lang and Lit (non-literary texts in Language and Literature stream), AP Lit (partial), Cambridge 9695 (partial). Assessment is an adaptation essay (1200 to 1500 words). Connects to A15 (Intertextuality Advanced), I14 (Media Literacy Basics), J10 (Play to Screenplay, the parallel comparison). ------------------------------------------------------------------------ TITLE: Play to Screenplay ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares a stage play with its film or screenplay adaptation. Stage-medium affordances: live presence, unidirectional time (no editing-cut), the audience's collective experience, stagecraft constraints (limited locations; visible scene-changes; embodied performance). Film-medium affordances: location flexibility, editing-control of time and POV, close-up access to face and gesture, soundtrack, the audience's individual experience. Students learn that play-to-screen translation involves continuous medium-strength decisions. Procedure: identify what the play's stage-staging accomplishes; identify what the film's filmic-staging accomplishes; analyze specific scene-translations. Sabachtan-seminar variant: students bring scenes where the medium-translation visibly changes meaning and the seminar evaluates. Shakespeare's Macbeth paired with Justin Kurzel's 2015 film adaptation works because Kurzel makes specific filmic decisions (the visual horror of Macbeth's child-loss extended beyond the play; landscape-as-character through Scottish exterior shooting; the witches positioned within the broader landscape rather than as discrete supernatural intervention) that surface what film can do with material the play marks but does not show. IB Lang and Lit, AP Lit, Cambridge 9695 (Drama Paper 1 and Shakespeare Paper 3 work supports this). Assessment is a comparative essay (1200 to 1500 words). Connects to A19 (Advanced Prose and Dramatic Analysis), I14 (Media Literacy Basics), J9 (Novel to Film Adaptation). ------------------------------------------------------------------------ TITLE: Western Canon to Global Literatures ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares a canonical Western text with a global counterpart that responds to, transforms, or contests it. Postcolonial intertextuality is the dominant frame: works from former colonies that engage canonical Western texts (Wide Sargasso Sea responding to Jane Eyre; Une Tempete responding to The Tempest; Petals of Blood responding to Heart of Darkness; Indian and African novelists engaging the English novel tradition). Students learn to identify the engagement-type (rewriting; counter-narrative; structural appropriation; thematic contestation), analyze what the global text accomplishes by engaging the Western source. Sabachtan-seminar variant: students argue whether the global text is best read as derivative-of-canonical or as autonomous-with-intertextual-element. CRITICAL FRAMEWORK NOTES. Slot 28 USE-not-REDUCTION: both Western canonical text and global responding text are honored as independent traditions; this module reads the relation between them, not one as polymyth-anchor for the other. Shakespeare's The Tempest paired with Cesaire's Une Tempete (1969) works because Cesaire explicitly rewrites the play from Caliban's position, transforming Caliban from caricature to political subject; the rewriting illuminates what The Tempest does politically that Shakespeare's contemporaries may not have seen. IB Lang and Lit (Intertextuality; Culture), AP Lit, Cambridge 9695 (partial; canonical-comparison-essay format). Assessment is a comparative essay (1200 to 1500 words). Connects to A3 (Postcolonial Criticism, the lens), A15 (Intertextuality Advanced), J17 (World Literature Survey). ------------------------------------------------------------------------ TITLE: Medieval to Renaissance ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares medieval and Renaissance treatments of allegory, love, and meaning-making. Medieval mode: allegory as primary; multiple-levels-of-reading (literal, allegorical, moral, anagogical); Christian metaphysics as background; love as caritas (divine charity) or romance-courtly (Romance of the Rose; Troubadour tradition). Renaissance mode (roughly 1400 to 1660 in successive national waves): humanism foregrounds classical antiquity; allegory remains but becomes one mode among many; love expands to include Neoplatonic, Petrarchan, and self-conscious-fictional registers. Students analyze period-specific moves and the gradients of transition. Sabachtan-seminar variant: students argue whether a Renaissance text inherits medieval allegorical practice or breaks from it. Chaucer's Wife of Bath's Prologue and Tale (Canterbury Tales c. 1387 to 1400; the Wife's prologue is a vernacular argument for women's experiential authority; the tale is a fairy-tale-romance) paired with Spenser's Amoretti (1595; sonnet sequence in Petrarchan tradition combined with Protestant marital theology) works because Chaucer is late-medieval-transitional and Spenser is high-Renaissance, but both deploy allegorical-meaning-making within love-and-gender discourses. IB Lang and Lit (Time and Space), AP Lit (partial), Cambridge 9695 (Wife of Bath is among Cambridge canonical-medieval texts). Assessment is a period-comparison essay (1200 to 1500 words). Connects to I1 (Historical Context), J13 (18th to 19th Century, the parallel-period transition), J5 (Victorian to Twentieth-Century). ------------------------------------------------------------------------ TITLE: Eighteenth Century to Nineteenth Century ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares Enlightenment satire (1660 to 1800; Swift, Pope, Voltaire, Defoe) with nineteenth-century realism and Romanticism. Enlightenment satire: reason as critical instrument; the rhetorical mode of irony deployed against folly and vice; the public-political address; the periodical essay as form; the novel's emergence (Defoe, Richardson, Fielding) as both realism and satire. Nineteenth-century divides between Romanticism (early; Wordsworth and Coleridge 1798; nature, imagination, the lyric self) and Victorian realism (mid- to late; Austen as transitional, Dickens, Eliot, Hardy). Students analyze the shift in dominant mode: from satirical critique of public folly to interiorized exploration of feeling and social-economic mapping. Sabachtan-seminar variant: students argue whether a transitional text (Austen, Byron) belongs primarily to Enlightenment satire or Romantic interiority. Swift's A Modest Proposal (1729) paired with Austen's Pride and Prejudice (1813) works because Swift's pure-satirical-mode and Austen's social-realist-with-ironic-edge mode both deploy irony but to different ends: Swift's irony attacks colonial-economic logic; Austen's irony domesticates social observation. IB Lang and Lit (Time and Space), AP Lit, Cambridge 9695 (Austen is canonical) all reward this comparison. Assessment is a comparative essay (1200 to 1500 words). Connects to J12 (Medieval to Renaissance), J4 (Romantic to Modernist), I7 (Persuasive Essay; rhetorical-tradition continuity). ------------------------------------------------------------------------ TITLE: Modernist to Postmodernist ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares modernist crisis-of-meaning texts with postmodern play-with-meaning texts (this module operationalizes A16 in comparative-essay form). Modernist crisis: meaning is in jeopardy but the text still strives to find or salvage it (Eliot's mythic-method; Joyce's epic-frame); the text mourns. Postmodern play: meaning's instability becomes the medium; the text plays where the modernist mourned (Pynchon's paranoid-encyclopedic narrative; Calvino's metafiction; Barthelme's fragments). Students learn to distinguish loss-of-meaning-as-tragedy from loss-of-meaning-as-condition. Sabachtan-seminar variant: students argue whether the postmodern stance is liberation-from or continuation-of the modernist crisis. Woolf's To the Lighthouse (1927) paired with Pynchon's The Crying of Lot 49 (1966) works because both novels stage characters' struggle with meaning-amid-multiplicity, but Woolf's struggle is grave while Pynchon's is conspiratorially-playful; both end in irresolution but the registers differ utterly. IB Lang and Lit (Time and Space), AP Lit (open question; both novels are eligible), Cambridge 9695 (partial; both are canonical modernist and postmodernist respectively). Assessment is a comparative essay (1200 to 1500 words). Connects to A16 (Modernism and Postmodernism, the underlying analysis), J5 (Victorian to Twentieth-Century, the predecessor comparison), J15 (Comparative Thematic Unit). ------------------------------------------------------------------------ TITLE: Comparative Thematic Unit ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module builds a four-text thematic cluster around one global issue. Students select an issue (migration, climate, inheritance, gender violence, technological alienation, generational rupture) and assemble four texts that engage it from different cultural-geographical positions, then write integrative criticism. Procedure: research candidate texts, select for diversity (geographic, generic, period, cultural position), develop a thesis that links all four around the chosen issue, structure the essay so each text gets full treatment while contributing to the larger argument. Sabachtan-seminar variant: cluster-selection peer review; students bring proposed four-text clusters and the seminar evaluates whether the four texts genuinely cluster or whether the chosen issue is too narrow or too broad. Four texts on migration: Hamid's Exit West (Pakistan/UK; magical-realist doors); Adichie's Americanah (Nigeria/US; realist-political); Lahiri's Interpreter of Maladies (India/US; short-fiction cluster); Diaz's The Brief Wondrous Life of Oscar Wao (Dominican-Republic/US; multivocal-encyclopedic) work because all four engage migration but through radically different formal-aesthetic decisions. IB Lang and Lit (Time and Space; Culture; works in translation accepted), AP Lit (free response open question; multiple texts permitted), Cambridge 9695 (themes-cluster format works for coursework option). Assessment is a curated unit plan plus integrative essay (1500 to 2000 words combined). Connects to A3 (Postcolonial Criticism), J17 (World Literature Survey), J19 (Indigenous Literature Comparisons). ------------------------------------------------------------------------ TITLE: Comparative Formal Unit ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module builds a four-text cluster sharing one form rather than one theme. Form-based comparison reveals what a formal-convention does across very different content. Candidate forms: epistolary novel (texts told through letters or emails); frame narrative (a story containing other stories); first-person retrospective with concealment (the narrator knows more than they say); multiple-narrators rotating (Faulkner, Bram Stoker, contemporary novels); fragmentary or aphoristic; verse novel; experimental-typographic. Students select a form, locate four texts in that form across very different content, analyze what the form does across all four. Sabachtan-seminar variant: students argue what their chosen form makes possible that no other form does, with examples from each of their four texts. An epistolary cluster (Shelley Frankenstein 1818 with frame-letters and embedded testimony; Walker The Color Purple 1982 with letters to God and sister; Adichie's Americanah uses blog posts as quasi-epistolary; Lahiri's letters between continents) works because the four texts share form across centuries and continents. IB Lang and Lit (Readers Writers Texts), AP Lit (open question), Cambridge 9695 all reward formal comparison. Assessment is a formal-comparison essay (1500 to 2000 words). Connects to A19 (Advanced Prose and Dramatic Analysis), A14 (Narratology), J15 (Thematic-cluster comparison parallel). ------------------------------------------------------------------------ TITLE: World Literature Survey ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module surveys four works in translation across four continents, training students to read globally and engage with works whose original language they cannot read. Students learn to engage translated text seriously: read the translator's note; understand that translation is interpretation; identify what the translation might be losing or transforming; assess the work on its own terms within the cultural-historical context. Procedure: select four works from four continents (or four cultural-linguistic regions), build a survey-portfolio with one essay per work plus an integrative reflection on translation and cultural translation. Sabachtan-seminar variant: students discuss what reading-in-translation foregrounds (humility about cultural reach; attention to context; openness to forms that may not match anglophone conventions). Garcia Marquez One Hundred Years of Solitude (Colombia/Spanish 1967); Murakami Norwegian Wood (Japan/Japanese 1987); Adichie Half of a Yellow Sun (Nigeria/English which complicates the translation premise but anchors Africa); Pamuk Snow (Turkey/Turkish 2002) work as a four-continent cluster (South America, East Asia, Africa, West Asia). IB Lang and Lit (works in translation are required), AP Lit (partial; permitted but not required), Cambridge 9695 (canonical-anglophone-focused, works in translation partial). Assessment is a survey portfolio (3 to 4 essays plus reflection; 2000 to 2500 words total). Connects to J11 (Western Canon to Global Literatures), J15 (Comparative Thematic Unit), J19 (Indigenous Literature where translation includes oral-to-print). ------------------------------------------------------------------------ TITLE: Canadian Context Comparisons ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u, cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares Canadian-authored texts across region or period. Canadian literature reaches across geographic regions (Maritimes, Quebec, Ontario, Prairies, West Coast, North) and historical periods (settler-colonial, mid-twentieth-century-realist, contemporary plural). Students learn to identify regional voice, distinguish English-Canadian and Quebecois traditions when applicable, recognize the colonial-settler tension within Canadian-English literature. Procedure: select two Canadian-authored texts from different regions or periods, identify regional or period markers, build a comparative argument that holds the Canadian frame as productive rather than reducing both texts to it. Sabachtan-seminar variant: students argue whether the Canadian frame illuminates each text or imposes a forced unity. CRITICAL FRAMEWORK NOTES. CC-engagement: this module is OSSD-ENG3U and ENG4U primary, with Canadian-content explicit in those courses (Atwood, Munro, Findley, Ondaatje, Davies, Laurence, Wiebe). Atwood's Surfacing (1972) paired with Laurence's The Stone Angel (1964) works because both novels engage Canadian landscape and women's interiority but from different regions (Surfacing northern Quebec; Stone Angel prairie Manitoba) and different historical-aesthetic moments. IB Lang and Lit (Time and Space), AP Lit (partial), Cambridge 9695 (no Canadian focus). Assessment is a comparative essay (1200 to 1500 words). Connects to I2 (Cultural Context), J19 (Indigenous Literature Comparisons, the adjacent module with NBE3U primary anchor), J20 (Oral Tradition to Print). ------------------------------------------------------------------------ TITLE: Indigenous Literature Comparisons ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares two Indigenous-authored works across nation, genre, or period. Indigenous literatures in present-day Canada include works from First Nations, Metis, and Inuit traditions; works in English, French, and Indigenous languages; oral, written, performance, and multimedia forms. Students learn to engage Indigenous-authored work on its own terms, recognize the diversity of Indigenous nations and traditions within Canada (not one Indigenous-Canadian tradition but many), distinguish authored-by-Indigenous-writers work from settler-authored-about-Indigenous work. Procedure: select two texts by Indigenous authors from different nations or genres, research the specific cultural and political context for each, develop a comparative argument that respects the works' own internal frames. Sabachtan-seminar variant: students discuss the responsibilities of non-Indigenous readers reading Indigenous-authored work. CRITICAL FRAMEWORK NOTES. NBE3U (Understanding Contemporary First Nations Metis and Inuit Voices) is the primary Grade 11 anchor for this work in Ontario; the course was adopted as mandatory replacement for ENG3U by 32 of 72 Ontario district school boards including Toronto District School Board (vote 18-3, February 1 2023). Maracle's Ravensong (1993; Sto:lo author; Pacific Coast setting; influenza-epidemic narrative) paired with Robinson's Son of a Trickster (2017; Haisla-Heiltsuk author; British Columbia setting; trickster-realism) works because both writers come from West Coast Indigenous traditions but write in different generic registers (Maracle in historical-realist; Robinson in contemporary-magical-realist). IB Lang and Lit (Culture; Time and Space), AP Lit (partial; open-question free-response), Cambridge 9695 (no Canadian-Indigenous focus). Assessment is a comparative essay plus community-response reflection (1500 to 2000 words combined). Strongly recommended: consultation with Indigenous educators or NBE3U-trained teaching staff on text-selection and assessment. Connects to J18 (Canadian Context), J20 (Oral Tradition to Print). ------------------------------------------------------------------------ TITLE: Oral Tradition to Print and Digital Forms ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng3u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module compares oral-traditional narrative practices with print and digital remediation. Indigenous oral traditions, African storytelling traditions, classical-Greek oral-epic tradition (Homer), medieval European oral cycles all preserve narrative across generations through formulaic and performance-based techniques that are NOT primitive precursors to writing but distinct media with their own affordances. Students learn the medium-strengths of oral tradition (community-validated truth; formula-based memorability; performance-as-text; living-update across each performance) and what print and digital remediation lose, transform, or preserve. Procedure: select an oral-tradition source (transcribed or recorded) and a print or digital remediation, identify what each medium accomplishes, evaluate the remediation-decisions. Sabachtan-seminar variant: students discuss whether the medium-shift from oral to print is loss, transformation, or new-medium-creation. CRITICAL FRAMEWORK NOTES. NBE3U primary anchor for Indigenous oral traditions; this module connects to the broader Library-of-mediums rule (ml* methodology committed T59). Thomas King's The Truth About Stories (CBC Massey Lectures 2003; later published as book) paired with traditional cycles (transcribed, recorded, or community-shared as appropriate) works because King explicitly theorizes the oral-to-print transition while practicing it. IB Lang and Lit (Intertextuality; non-literary texts in Language and Literature stream), AP Lit (partial; open question), Cambridge 9695 (partial; oral tradition rarely on exam but accepted in coursework). Assessment is an adaptation or remediation project (could be student-authored remediation plus analytical commentary, 1500 to 2000 words). Connects to I14 (Media Literacy Basics), J9 (Novel to Film Adaptation), J19 (Indigenous Literature Comparisons). ------------------------------------------------------------------------ TITLE: Independent Study Unit Design ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module trains students to design a multi-week independent literary inquiry (the OSSD term is Independent Study Unit, ISU; IB uses Higher Level Essay; AP uses the open-question portfolio approach; Cambridge has coursework options at A Level). The design itself is the assessable artifact: students propose what they will study, what lens they will apply, what evidence they will gather, and what final product they will produce. Procedure: identify a focused interpretive question (not too broad: "what does Atwood's MaddAddam trilogy do with biotech and gender" is workable; "literature and society" is not); select an anchor text or text set; choose a critical lens; map the evidence-territory; plan the final product (essay, multimedia, oral defense, hybrid); set milestone deadlines. Sabachtan-seminar variant: ISU proposal peer review where peers stress-test the proposal for focus, feasibility, and originality. Student-chosen anchor text works because investment is highest when topic-choice is owned. IB HL Essay (1500 to 1800 words), AP Lit (partial; coursework can incorporate), Cambridge 9695 (partial; A Level coursework option). Assessment is the ISU proposal plus advisor approval signature (the proposal itself is graded for clarity, focus, feasibility, and the soundness of the chosen lens). Connects to A8 (Research Paper Extended), S2 (Research Thesis Development), S10 (Final Portfolio Assembly). ------------------------------------------------------------------------ TITLE: Research Thesis Development ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module develops the capacity to generate and refine an original, defensible literary thesis. A defensible thesis meets three criteria: it is non-obvious (a reader could plausibly disagree); it is supportable (textual evidence exists to defend it); it is operative (it does work in the essay rather than serving as ornament). Students learn the iterative-revision discipline: draft a thesis, run it against the three criteria, identify which criterion fails, revise. Common failures: too broad (cannot be defended in the available word-count); too narrow (becomes mere description); too obvious (no one would disagree, so why argue); too vague (no clear claim to test). Procedure: state a candidate thesis in one complete sentence; identify the implied counter-thesis (what would a reader who disagreed claim); test whether textual evidence supports the candidate over the counter; revise. Sabachtan-seminar variant: thesis-pressure-test workshops where peers play the counter-thesis position. Student-chosen author or text works as the source. IB Lang and Lit (every paper), AP Lit (free-response Q3), Cambridge 9695 (every essay paper) all depend on this skill. Assessment is a thesis statement plus a one-page research plan showing how the thesis will be defended. Connects to F3 (Theme Identification, the introductory form), F13 (Basic Argumentation), I6 (Analytical Essay), S4 (Defending an Interpretive Claim). ------------------------------------------------------------------------ TITLE: Literary Criticism as Discipline ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module surveys the historical development of literary criticism as an academic discipline. Scope: pre-disciplinary criticism (Aristotle's Poetics as inaugural; medieval and Renaissance commentary traditions); the formation of English as university discipline (late nineteenth century; F.R. Leavis and the Cambridge School; the American New Criticism); the theory-revolution (1960s and 1970s; structuralism; deconstruction; feminism; postcolonialism; psychoanalysis; reader-response); the post-theory period (1990s onward; the return to historicism; cognitive criticism; world-literature studies; digital humanities). Students learn that what counts as legitimate literary analysis is itself historically constructed and contested. Procedure: read an Eagleton-primer overview; identify one period in depth (e.g., New Criticism, post-structuralism, postcolonial criticism); locate one canonical critical text from that period and analyze its methodological assumptions; situate the student's own analytical practice in the discipline's history. Sabachtan-seminar variant: students argue which moment in the discipline's history they find most operative for their own reading. Eagleton's Literary Theory: An Introduction (1983, revised 2008) and Frye's Anatomy of Criticism (1957) work as anchor texts. IB Lang and Lit (Critical Theory thread), AP Lit (partial; meta-disciplinary knowledge supports open-question writing), Cambridge 9695 AO5 (Evaluation of Opinion) directly rewards this kind of meta-disciplinary work. Assessment is a discipline-history essay (1200 to 1500 words). Connects to I9 (Survey of Critical Theory), every A-tier module (each A-tier module exists within the discipline's history). ------------------------------------------------------------------------ TITLE: Defending an Interpretive Claim ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module trains students to defend a literary interpretation against alternative readings, both in writing and orally. Defending is not winning: the goal is articulating one's reading well enough that disagreement becomes productive rather than mere opinion-clash. Procedure: state the interpretation as a defensible thesis; identify at least two alternative interpretations that a competent reader could hold; for each alternative, name what makes it plausible AND what makes the student's interpretation stronger (with textual evidence); when challenged, distinguish disagreement-about-interpretation from disagreement-about-evidence; concede where the alternative has merit; hold where the student's reading is best-supported. Sabachtan-seminar variant: defense-rounds where one student presents an interpretation and peers articulate alternative readings; the student then defends or revises in real time. Student-chosen passage works as the focal artifact (a passage focused enough that multiple defensible readings exist within reasonable analytical scope). IB Lang and Lit Individual Oral (which is exactly this skill), AP Lit free-response (which requires defending one reading against implicit counter-readings), Cambridge 9695 AO3 (Personal Response) and AO5 (Evaluation of Opinion) directly reward this work. Assessment is an oral defense (recorded; 10 to 15 minutes) plus a 400-word written rebuttal to specific counter-readings raised. Connects to S2 (Research Thesis Development), I7 (Persuasive Essay), I15 (Sabachtan Socratic Dialogic Method), S9 (Oral Defense, the formal capstone). ------------------------------------------------------------------------ TITLE: Cross-Curriculum Portfolio Assembly ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module curates the student's cumulative work into a portfolio demonstrating mastery across OSSD, IB, AP, and Cambridge criteria. The portfolio is itself a critical-rhetorical act: it asks the student to argue, through selection and arrangement, that they have met the criteria. Procedure: identify the criteria each framework applies (OSSD achievement-chart four categories; IB Lang and Lit assessment objectives; AP Lit course skills; Cambridge 9695 assessment objectives); for each criterion, locate the strongest work in the student's body of coursework; arrange the selected work with a reflective metanarrative that walks a reader through what each piece demonstrates and why; revise weaker pieces if time permits; ensure cross-framework portability where possible. Sabachtan-seminar variant: portfolio-review workshops where peers serve as external assessors and identify gaps or weaknesses. Student's own coursework is the substrate. IB Lang and Lit Learner Portfolio (mandatory ongoing artifact), AP Lit (partial; coursework support), Cambridge 9695 (partial; coursework option). Assessment is the curated portfolio plus reflective metanarrative (the metanarrative is typically 1500 to 2000 words and is itself a piece of analytical writing about the student's own analytical practice). Connects to S10 (Final Portfolio Assembly, the more polished capstone), S2 (Research Thesis Development), all I-tier and A-tier modules (the portfolio displays them). ------------------------------------------------------------------------ TITLE: University English Readiness ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module diagnoses student readiness for first-year university English and provides targeted remediation. University-level English assumes specific competencies often underdeveloped at the secondary level: sustained close reading of difficult primary texts; multi-source research with proper academic citation; argumentation against unfamiliar critical positions; long-form essay writing (3000 to 5000 words); seminar participation as substantive co-thinker. Attendance alone fails the standard.. Procedure: review sample first-year syllabi from target universities (Toronto, McGill, UBC, McMaster, Queen's for Ontario context; Yale, Princeton, Stanford, UChicago for US context; Oxford, Cambridge, Edinburgh, UCL for UK context); identify the competencies the syllabus assumes; assess the student's current proficiency against each; design a remediation plan for gaps. Sabachtan-seminar variant: students who have completed first-year university English visit and discuss what they wish they had known. First-year university syllabus samples (publicly available on university course-page archives) work as the diagnostic instrument. IB Lang and Lit (designed for university preparation), AP Lit (designed for university preparation), Cambridge 9695 (designed for university preparation) all aim at this readiness. Assessment is a diagnostic report plus remediation plan (1000 to 1500 words). Connects to S1 (Independent Study Unit Design which models university research), A8 (Research Paper Extended), S7 (Academic Integrity). ------------------------------------------------------------------------ TITLE: Academic Integrity and Source Evaluation ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module trains students in academic-integrity standards and source-evaluation as practical disciplines. Rule-following is the surface. Judgment about when each rule applies is the substance. Academic integrity has three components: attribution (giving credit through citation for direct quotations, for borrowed ideas, and for borrowed argumentative structures); originality (the student's contribution must be present and identifiable); transparency (the student's process must be disclosable; AI-assistance, collaboration, source-use must be acknowledged where institutional policy requires). Source-evaluation uses the CRAAP framework or equivalent: Currency (when was the source published; is currency relevant); Relevance (does the source address the student's specific question); Authority (what credentials does the author have; what institutional or peer-review structure backs the source); Accuracy (does the source's claims survive cross-checking; does it cite its own sources); Purpose (is the source informing, persuading, selling, advocating). Procedure: take case studies of academic-integrity violations (plagiarism, undisclosed AI use, undisclosed collaboration); analyze what went wrong; build a source-evaluation portfolio for the student's research project. Sabachtan-seminar variant: students bring contested cases (close paraphrase; collaborative drafting; AI-assistance) and the seminar arbitrates. Plagiarism case studies plus the CRAAP framework work as instructional substrate. IB Lang and Lit (academic-honesty policy is enforced), AP Lit (partial; the exam is closed-book but coursework expects integrity), Cambridge 9695 (partial; coursework option). Assessment is a source-evaluation portfolio (4 to 6 sources annotated with CRAAP analysis each). Connects to I12 (Citation Conventions), A8 (Research Paper Extended). ------------------------------------------------------------------------ TITLE: Original Creative-Critical Synthesis ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module produces a creative piece accompanied by an analytical commentary, demonstrating the student's capacity to make and to think about making. The creative piece can be in any genre (poem, short story, dramatic scene, hybrid text, multimedia); the commentary explains what the student attempted, what choices they made, what worked and what did not, and how the piece relates to the literary traditions they have studied. Procedure: select a creative project, draft and revise it through multiple iterations, draft the commentary alongside the creative piece (not as afterthought), submit both. Sabachtan-seminar variant: workshop sessions where peers respond to creative drafts and the commentary is revised in light of peer-response. Student's original creative work is the substrate. IB Lang and Lit (Learner Portfolio accepts creative work; HL Essay can be on a creative-critical topic), AP Lit (partial; creative work not directly assessed but informs analytical writing), Cambridge 9695 (partial; coursework option supports). Assessment is the creative piece (length appropriate to genre) plus an 800-word commentary that analyzes the student's own choices. Connects to A18 (Advanced Poetic Forms, where original poetry is built), A19 (Advanced Prose and Dramatic Analysis), all F-tier and I-tier modules (the analytical vocabulary the commentary deploys). ------------------------------------------------------------------------ TITLE: Oral Defense ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module trains the student to deliver and defend a 10 to 15-minute oral presentation on a literary thesis. The oral defense is the spoken-form parallel to the analytical essay: same intellectual work, different medium, with the additional demands of voice, pacing, audience-management, and live-response to questions. Procedure: prepare a thesis (15 to 30 seconds of opening), three supporting claims with evidence (3 to 4 minutes each), a conclusion (1 to 2 minutes), and prepared responses to anticipated counter-questions. Practice with timing and prosodic awareness (where to slow down, where to emphasize). Sabachtan-seminar variant: defense-practice rounds with peer audience asking real questions; rotation through facilitator role. Student-chosen text or text-set is the focal object. CRITICAL FRAMEWORK NOTES. IB Lang and Lit Individual Oral is exactly this format (10 minutes plus 5 minutes of teacher questioning); AP Lit has no oral assessment so this is OSSD-IB primary; Cambridge 9695 has optional oral coursework. Assessment is the recorded oral defense plus a 5-minute Q-and-A response. OSSD achievement-chart: Communication is dominant; Application and Thinking weighted. Connects to I13 (Oral Communication and Seminar), I15 (Sabachtan Socratic Dialogic Method), S4 (Defending an Interpretive Claim). ------------------------------------------------------------------------ TITLE: Final Portfolio Assembly ROLE: both LINKS: mc_links=[e1, mc-twenty-lens-fitmap]; cc_links=[cc-eng4u]; ml_crossref="Sabachtan Socratic Dialogic Method; Library-of-mediums rule (Sanderson play-to-medium-strengths applied to AI-delivered story-game content); Teaching-stack dependency rule (mc-bb-cc boundary architecture)" Module assembles the final cross-curriculum portfolio for grading or external submission. Where S5 introduces portfolio curation as a skill, S10 produces the final-quality artifact: revised pieces, polished metanarrative, cross-curriculum criteria explicitly mapped, professional presentation. Procedure: review the S5 draft portfolio; identify pieces that need revision; revise to professional standard; finalize the metanarrative; format for the specific submission context (university English honors application; IB Learner Portfolio submission; AP Lit coursework portfolio if institutionally adopted; Cambridge 9695 A Level coursework portfolio if institutionally adopted; OSSD ENG4U culminating task). Sabachtan-seminar variant: final portfolio defense; students present their portfolio to a panel (peers, teacher, possibly external reader) and respond to questions. Cumulative course work is the substrate. IB Learner Portfolio is the most direct fit; OSSD ENG4U culminating task accepts portfolio format; AP Lit and Cambridge 9695 are partial-fit where institutional coursework options exist. Assessment is the final portfolio plus reflective cover essay (2000 to 2500 words for the cover essay; portfolio length varies). OSSD achievement-chart: all four categories fully engaged. Connects to S5 (Cross-Curriculum Portfolio Assembly), S1 through S9 (each capstone module is portfolio-relevant), the entire 76-module modulecanon scaffold. ######################################################################## SECTION: PENDING (14 entries) ######################################################################## ------------------------------------------------------------------------ TITLE: OSSD English specific-expectation extraction (ENG2D / ENG3U / ENG4U; verbatim 2007 course descriptions confirmed; specific expectations gated) ROLE: both LINKS: mc_links=[cit-002, cit-022, cit-026, e1, e7, mc-ossd-achievement-chart, mc-ossd-evidence, mc-ossd-strands, pen-013]; cc_links=[cc-eng-j7, cc-eng1d, cc-eng2d, cc-eng3u, cc-eng3c, cc-eng4u, cc-eng4c, cc-cite-mc, cc-pen-002, cc-pen-003, cc-pen-005] OSSD English specific-expectation extraction. Line-by-line pull from 2007 Revised secondary documents (cit-022 Grades 11-12, cit-026 Grades 9-10) plus 2023 ENL1W (cit-002) for the verbatim per-course specific expectations under each strand. Each course produces a spreadsheet keyed by [Strand].[Overall].[Specific] code. Estimated 4-6 hours focused extraction per course. UPDATE 2026-05-09: the following items are CONFIRMED-NO-LONGER-PENDING through the wf-e4bd302b research pass. (1) Four-strand structural mapping for 2007 secondary courses (Oral Communication / Reading and Literature Studies / Writing / Media Studies); cross-document context at mc-ossd-strands. (2) Per-strand overall expectations enumerated in e1.desc and mc-ossd-strands. (3) Achievement chart structure (four categories WITH definitions, four levels with percentage ranges 50-59 / 60-69 / 70-79 / 80-100, Level 3 provincial standard, 70/30 final-grade split); cross-document context at mc-ossd-achievement-chart. (4) Triangulation evidence-of-learning framework (observations / conversations / student products per Growing Success 2010 page 39); cross-document context at mc-ossd-evidence. (5) Six-category Learning Skills (Responsibility / Organization / Independent Work / Collaboration / Initiative / Self-Regulation) superseding the older 2007 ENG1D five-category list. (6) Verbatim ENG1D 2007 course description deployed in e1.desc. VERBATIM 2007 COURSE DESCRIPTIONS for ENG2D ENG2P ENG3U ENG3C ENG4U ENG4C captured below as research-confirmed grounding for any future per-course module deployment. ENG2D Grade 10 Academic per cit-026 pp 69-82 prerequisite Grade 9 English: This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparation course. ENG2P Grade 10 Applied per cit-026 pp 83-98 prerequisite Grade 9 English: extends the range of oral communication, reading, writing, and media literacy skills students need for success in secondary school and daily life; students study and create informational, literary, and graphic texts with focus on consolidation of strategies and processes that help interpret texts and communicate clearly; intended to prepare students for the compulsory Grade 11 college or workplace preparation course. ENG3U Grade 11 University Preparation per cit-022 pp 41-58 prerequisite ENG2D: emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life; students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms; an important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively; intended to prepare students for the compulsory Grade 12 university or college preparation course. ENG3C Grade 11 College Preparation per cit-022 pp 59-74 prerequisite ENG2P or ENG2D: emphasizes literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life; students study content form and style of informational and graphic texts plus literary texts from Canada and other countries; create oral written and media texts for practical and academic purposes; focus on using language with precision and clarity; intended to prepare students for the compulsory Grade 12 college preparation course. ENG4U Grade 12 University Preparation per cit-022 pp 91-108 prerequisite ENG3U: This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace. ENG4C Grade 12 College Preparation per cit-022 pp 109-126 prerequisite ENG3C: This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a variety of informational and graphic texts, as well as literary texts from various countries and cultures, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity and developing greater control in writing. The course is intended to prepare students for college or the workplace. REMAINING PENDING: per-course verbatim SPECIFIC expectations under each Overall Expectation (organized by sub-organizers like Listening to Understand sub-organizers Purpose / Active Listening Strategies / Comprehension Strategies / etc.); estimated 4-6 hours per course focused PDF extraction; gated on user authorization. The gated work fills cc-pen-001 four-strand specific-expectation tables that cc* campaigns reference for in-fiction-to-curriculum mapping. ------------------------------------------------------------------------ TITLE: Campaign Codex content-state and architectural boundary ROLE: both LINKS: mc_links=[cit-008, e1, pen-010]; cc_links=[cc-eng2p] Campaign Codex is the D&D-based OSSD English curriculum spanning ENG1D through ENG4U. Saul ruling required: does Campaign Codex live as mc* curriculum modules, as bb* dimensional-traveling pedagogy, or split across both with cross-references. This is decision point 5 of the X2 design proposal. Until ruling lands, Campaign Codex floats and OSSD English unit-mapping waits. PARTIAL-RESOLVE 2026-05-04: cc* (campaigncodex.html) now exists as peer file to mc*; cross-references shipped (mc* OSSD cmap entry note + e1 OSSD English module cc_crossref field; bb* sibling-file list lists cc*). The cc*-existence portion is resolved. The X2-decision part (full architectural ruling on whether OSSD English D&D content lives in cc* alone, in cc* + mc* with bidirectional crossrefs, or in cc* + bb*) remains gated on user ruling. ------------------------------------------------------------------------ TITLE: Leizu pentagon angles (L1) ROLE: both Visual feedback required from Saul on the five-elements pentagon orientation on /leizu/. Currently audit-listed as blocked-on-user. ------------------------------------------------------------------------ TITLE: L3 themes per course assignment review ROLE: both Starter file at _L3_LEIZU_THEMES.md proposes about 150 candidate theme-tags across the 24 courses (4-8 per course). Saul reviews and approves final assignments. Once approved, themes extend each module entrys tag string in mc*. ------------------------------------------------------------------------ TITLE: ml* cross-references per module ROLE: both LINKS: mc_links=[e4, s4] Each module entry has ml_crossref slot empty at v1. Filling requires reading the relevant ml* entry titles and confirming each modules grounding methodology. Examples drafted in seed _pending notes (e.g. e4 Academic writing grounds in CITES+LOGOI; s4 Equity grounds in standpoint-epistemology and psychologism-audit). DRAFT-SHIPPED 2026-05-04 — ml_crossref values added to all 24 module entries based on _pending hints (12 modules) + standard polymyth grounding for the subject domain (12 modules). Substitutions made for non-existent ml* terms (claim-counterclaim-implication → ironmanning+ouroborosanalyses+sabachtan; first-person-evidence → CITES+LOGOI+sabachtan). Pending user validation pass; reject-individual-proposals option remains open. ------------------------------------------------------------------------ TITLE: bb* cross-references per module (partial fill: unit-001 ↔ e2 wired 2026-05-09) ROLE: both LINKS: bb_links=[unit-001]; mc_links=[cmap-meth, cmap-ossd, e2, e4, e6, meth-7, meth-9, pen-005, pen-017] Each module entry had bb_crossref slot empty at v1. Fills as bb* dimensional content lands for each subject (D&D campaigns mapped to ENG codes, character-creation as e4 Academic writing exercise, etc.). REFINEMENT 2026-05-04: dependency narrowed. cc*-existence portion of pen-005 resolved; this entry now depends only on pen-005’s X2 architectural ruling subcomponent (whether bb_crossref values per module should point to bb* dimensions directly, to cc* for the OSSD English subset, or to both). UPDATE 2026-05-09: ID-level bidirectional bb_links/mc_links schema established alongside cc_links/mc_links across mc*↔cc* and bb*↔cc* deployments. First bb*↔mc* ID-level pair wired: bb-unit-001 (Comparative-ethics teaching unit, ENG3U/ENG4U) ↔ mc-e2 (IB English A). Remaining descriptive bb* prose-mentions in mc* (e6 ESL, a1 Critical AI Literacy, pen-005, cmap-ossd, cmap-meth, pen-017, meth-7, meth-9) await migration to ID-level once specific bb* anchor entries are identified or created. Same architectural pattern blocks ml_crossref descriptive-prose-to-ID-level migration; resolution likely shared. ------------------------------------------------------------------------ TITLE: AP curriculum module set extraction ROLE: both LINKS: mc_links=[cit-014, cit-016, cit-017, cit-018, cit-019, cit-020, cit-021] AP English Lang/Lit, AP World/US/European History, AP Art History, AP Comparative Government and Politics primary documents at apcentral.collegeboard.org. Extract Course-Exam-Description (CED) PDFs for each course; pull learning objectives by Big Idea + Unit. Estimated 6-10 hours for a starter set covering 4-6 priority subjects. FULLY-VERIFIED 2026-05-04 — cit-014 (English Lang) + cit-016 (English Lit) + cit-017 (US History) + cit-018 (World History Modern) + cit-019 (European History) + cit-020 (Art History) + cit-021 (Comparative Government). All 7 priority AP courses now citation-locked at the Big-Ideas + Units + Skills armature level. Module-level extraction (writing per-course mc* module entries with learning objectives, ml* crossrefs, assessment guidance) remains gated on user authorization to spend the time, but no longer gated on citation-availability. ------------------------------------------------------------------------ TITLE: IB MYP module set scaffolding ROLE: both IB MYP guides per subject group (8 groups), accessible via IB Programme Resource Centre (paywalled) or external syllabus summaries. Criterion-referenced assessment structure (4 criteria per subject) requires per-subject criterion mapping. Personal Project structure for Year 5 students. ------------------------------------------------------------------------ TITLE: K-8 elementary module scaffolding (Grade 7 Language partially filled) ROLE: both LINKS: mc_links=[cit-013, e7, pen-001] If Leizu extends to younger students, K-8 literacy/numeracy/social-studies/science modules required. Ontario Elementary Curriculum documents (Language 2023 revised; Mathematics 2020 revised; Social Studies / History / Geography 1-6 and 7-8 revised 2018; Science and Technology 2022 revised) provide the curriculum structure. VERIFIED 2026-05-04 — cit-013 (Ontario K-8 Curriculum). Language 2023 + Math 2020 + Social Studies 2018 + Science and Technology 2022 all confirmed and locked. Curriculum portal at dcp.edu.gov.on.ca provides browsable expectations by grade and strand. Math 2020 six-strand structure (Social-Emotional / Number / Algebra / Data / Spatial / Financial Literacy) confirmed. Citation lock complete; full K-8 module scaffolding pass remains gated on user authorization to extract grade-by-grade specific expectations into mc* module entries (estimated 8-12 hours for K-8 baseline). UPDATE 2026-05-09 — e7 Ontario Elementary Language (Grades 1-8) added anchoring cmp-001 Hughes Thank You Mam Grade 7 portion at structural-overall-expectations depth. Verbatim Grade 7 specific expectations remain pending parallel-gated under pen-001 secondary extraction. Grades 1-6 and Grade 8 Language module-content scaffolding remain. Math, Social Studies, Science and Technology, FSL, and other elementary-subject mc* modules entirely pending. UPDATE 2026-05-09b: Grade 7 strand-A/B/C/D sub-organizer inventory now in e7.desc (sub-organizers per A1 Transferable Skills A2 Digital Media Literacy A3 Applications-Connections-Contributions; B1 Oral and Non-Verbal Communication B2 Language Foundations B3 Language Conventions; C1 Knowledge about Texts C2 Comprehension Strategies C3 Critical Thinking; D1 Developing Ideas D2 Creating Texts D3 Publishing Presenting Reflecting). Hughes Thank You Mam expectation-mapping deployed in e7.desc covering C1 C2 C3 D1 D2 B1 A1 with C1.7 FNMI text-creator pairing flagged as outstanding. Grade 7 verbatim specific expectations remain gated parallel to pen-001 secondary extraction. ------------------------------------------------------------------------ TITLE: Uni-prep per-region supplemental guides ROLE: both LINKS: mc_links=[cit-023, e3] Per-region admissions-system documentation: OUAC (Canada), UCAS (UK), Common App + UC system (US), gaokao (China), Cambridge / Oxford supplementals, US-Ivy supplementals. Per-test prep curriculum for SAT / ACT / CLT / IELTS / TOEFL / A-Levels / Advanced subsidiary qualifications. VERIFIED 2026-05-04 — cit-023 (university admissions systems by region). Per-region admissions infrastructure citation-locked: OUAC for Ontario, UCAS for UK, Common App + UC system + Coalition for US, gaokao for China, Parcoursup for France, plus the no-centralized-system regions (Australia, New Zealand, Singapore, most non-Ontario Canada). Per-test prep curriculum (SAT/ACT/IELTS/TOEFL/A-Levels/Cambridge Pre-U) remains a separate module-extraction pass not yet started. Citation lock complete; the per-region supplemental-guide modules (e3 module bigger sibling) remain gated on user authorization to spend the time. ------------------------------------------------------------------------ TITLE: CEFR per-level objectives mapping for ESL Intensive ROLE: both LINKS: mc_links=[cit-011, e6] CEFR can-do statements per level (A1-C2) across 4 skills (reading / writing / listening / speaking). Source: Council of Europe Companion Volume (2020 update) or original Common Reference 2001. Map e6 ESL Intensive deep-mastery curriculum against CEFR levels for placement and exit-criteria documentation. VERIFIED 2026-05-04 — cit-011 (CEFR Companion Volume 2020). Six-level structure (A1/A2/B1/B2/C1/C2 plus Pre-A1 added 2020) confirmed. Authors North + Piccardo + Goodier; Council of Europe Publishing. Canonical PDF URL locked. Per-level can-do descriptors across communicative activities (reception, production, interaction, mediation; four skills) accessible from the Companion Volume document. e6 ESL Intensive level-mapping pass remains pending: requires per-CEFR-level extraction of relevant descriptor scales paired with e6’s deep-mastery 14-session content map for placement and exit-criteria documentation. Citation lock complete; mapping pass still gated on user direction or substantial AI extraction work. ------------------------------------------------------------------------ TITLE: PLAR documentation for Leizu credits ROLE: both LINKS: mc_links=[cit-012] Ontario PLAR (Prior Learning Assessment and Recognition) policy documents for granting credit toward adult OSSD diploma based on prior learning. Cross-applies to ACE (Academic and Career Entrance) for adult literacy entry-level. Required if Leizu wants to grant transferable credits to adult students. VERIFIED 2026-05-04 — cit-012 (PPM 132 + PPM 129). Mature student definition + equivalency caps (16 Gr 9-10 + 10 Gr 11-12) + challenge process + no-fee provisions all locked. Required referenced docs identified for Leizu adult-credit pathway. Implementation gating: Leizu would need to register as an inspected private school OR partner with a publicly-funded board to grant transferable credits via PLAR. Citation lock complete; the implementation-pathway question (registration OR partnership) is the next decision. ------------------------------------------------------------------------ TITLE: Polymyth-methodology curriculum module set ROLE: both LINKS: mc_links=[cmap-meth, meth-1, meth-9, pen-010] Module sequence teaching the polymyth framework explicitly: Foundation (CITES+LOGOI / Q5 / mephistodata) / Intermediate (gorgonification scanners / sabachtan three-stage / idiomary diagnosis) / Advanced (ml* deep reading / ouroborosanalyses practice / bb* dimensional pedagogy). Each module needs learning objectives, ml* cross-references, assessment design (how does a teacher verify a student has learned to spot Q5 vs contrarianism?). 8-12 module entries plausible. DRAFT-SHIPPED 2026-05-04 — 9 module entries (meth-1 through meth-9) drafted following cmap-meth’s three-tier structure: 3 Foundation modules (Rule #1 CITES+LOGOI, Q5 detection, mephistodata default), 3 Intermediate modules (gorgonification scanner, sabachtan three-stage engagement, idiomary scanning), 3 Advanced modules (ml* deep reading, ouroborosanalyses, bb* dimensional pedagogy). Each module specifies learning_objectives, ml_crossref, assessment design, duration, and body content. cmap-meth modules list updated to reflect all 9 ids. AWAITING RAINBOWSOL CONFIRMATION on (1) module sequence and tier assignments, (2) curriculum-code tagging if deploying within OSSD/IB/AP frames, (3) whether to expand to 12 modules with additional Intermediate or Advanced entries, (4) assessment-design approval per module. ------------------------------------------------------------------------ TITLE: mc* render defect: framework and resolved sections never display (pass-4 CL capture 2026-06-06) ROLE: both LINKS: mc_links=[mc-ossd-overview, mc-ossd-achievement-chart, mc-ossd-evidence, mc-ossd-strands]; cc_links=[cc-pending-orphan-sections] VERIFIED DEFECT, discovered by the 2026-06-06 pass-4 live-state audit. The mc* renderer dispatches by section with branches for module, pending, citation, and cmap only; entries carrying s framework (13 entries) or s resolved (4 entries) fall through to an empty string and never display on the page. The 13 framework entries are the cross-referenced canon layer: module bodies route readers to mc-ossd-achievement-chart, mc-ossd-evidence, mc-ossd-strands, mc-ossd-overview, and the file footer itself advertises mc-twenty-lens-fitmap as a v2.2 commit, yet the page renders none of them. The txt mirror preserves the framework entries, so their record is intact and the page display is their only gap; the resolved entries are excluded by the mirror script section list as well, making resolved invisible on BOTH surfaces, page and mirror, which strengthens the deliberate-concealment reading or marks a second gap for the same ruling. The resolved section is probably deliberate concealment on the bb retracted pattern (closed items hidden from display, preserved in record); treat only framework as the live gap unless ruled otherwise. The count bar computes from SEED at render, so no stale numbers exist here, the missing render branch is the whole defect. DECISION PENDING, two options: add a framework render branch with its own tab and count; or fold framework entries into the module view with a framework badge. SIBLING DEFECT same day at cc* cc-pending-orphan-sections (116 entries outside five tabs); whichever render pattern wins there should be reused here for consistency across the star files. ######################################################################## SECTION: CMAP (11 entries) ######################################################################## ------------------------------------------------------------------------ TITLE: OSSD — Ontario Secondary School Diploma ROLE: both LINKS: mc_links=[pen-010]; cc_links=[cc-eng1d, cc-eng2d, cc-eng2p, cc-eng3u, cc-eng3c, cc-eng4u, cc-eng4c, cc-cite-mc] Name: Ontario Secondary School Diploma Jurisdiction: Ontario, Canada Governing body: Ontario Ministry of Education Structure: Grades 9-12 streamed (Academic / Applied / Open / Workplace / Mixed); 30 credits minimum (18 compulsory + 12 elective); Ontario Secondary School Literacy Test (OSSLT); 40 community-involvement hours; culminating diploma at Grade 12. Modules: e1, p2, s1, s2, s3, s4, h2, h3, h4 Citations: cit-022, cit-002, cit-003, cit-004 Pending for coverage: pen-001, pen-003, pen-004, pen-006 The catalog's most-mapped curriculum system. Most existing module entries route through OSSD. For the Grade 9-12 OSSD English sequence specifically (ENG1D through ENG4U), cc* (campaigncodex.html) provides a D&D-based delivery vehicle as a peer file to mc*; it bridges bb* dimensional pedagogy and mc* academic curriculum-mapping for that course strand. Framework-level OSSD English context at mc-ossd-overview (course-code ladder) / mc-ossd-strands (elementary-vs-secondary structure) / mc-ossd-achievement-chart (categories levels 70-30 split) / mc-ossd-evidence (Growing Success triangulation). bb-curriculum bridge: see mc-bb-curriculum-bridge for the architectural overview. OSSD plug-in routes through all four English course strands plus history, social science, philosophy, arts, and discipline-specific courses. cmp-001 worked example at cc-cmp001-curriculum-strand-crosswalk. ------------------------------------------------------------------------ TITLE: IB DP — International Baccalaureate Diploma Programme ROLE: both Name: IB Diploma Programme Jurisdiction: International (160+ countries) Governing body: International Baccalaureate Organization (IBO, Geneva) Structure: Two-year programme (ages 16-19); 6 subject groups (Studies in Lang+Lit / Lang Acquisition / Individuals+Societies / Sciences / Mathematics / Arts); 3 core elements (Theory of Knowledge / Extended Essay / Creativity-Activity-Service); HL/SL distinction (240/150 hours); diploma points 1-7 per subject + 3 bonus. Modules: e2, p1, s5, h1, h4, e5, p5 Pending for coverage: pen-002, pen-011 Cross-references to IB MYP for incoming students; cross-references to university-prep for outgoing. bb-curriculum bridge: see mc-bb-curriculum-bridge for the architectural overview. IB DP plug-in routes through Language A Lang and Lit (all four parts), History Paper 3 regional options, Theory of Knowledge, Music IA, Visual Arts comparative study, Extended Essay subject-areas, CAS hours. ------------------------------------------------------------------------ TITLE: IB MYP — Middle Years Programme ROLE: both Name: IB Middle Years Programme Jurisdiction: International Governing body: International Baccalaureate Organization Structure: Five-year programme (ages 11-16, MYP 1-5); 8 subject groups (Lang+Lit / Lang Acquisition / Individuals+Societies / Sciences / Mathematics / Arts / Physical+Health Education / Design); criterion-referenced assessment (4 criteria per subject); MYP Personal Project (Year 5, 25 hours); optional MYP eAssessment Year 5 (external, leads to IB MYP Certificate). Pending for coverage: pen-012 No mc* modules currently map to MYP. Future module set required if Leizu extends to ages 11-15 students. bb-curriculum bridge: see mc-bb-curriculum-bridge for the architectural overview. IB MYP plug-in routes through Language and Literature criteria, Individuals and Societies, Arts, interdisciplinary units, Approaches to Learning skills. ------------------------------------------------------------------------ TITLE: AP — Advanced Placement (College Board) ROLE: both Name: AP — Advanced Placement Jurisdiction: United States primary (also accepted internationally) Governing body: College Board (NYC) Structure: 38+ subject exams covering high-school-college-bridge content; standardized May testing window; college-credit-equivalent (varies per university); 1-5 score scale; AP Capstone Diploma path (AP Seminar + AP Research + 4 AP exams). Pending for coverage: pen-011 No mc* modules currently map to AP. Highest-priority gaps: AP English Language and Composition / AP English Literature / AP World History: Modern / AP US History / AP European History / AP Comparative Government and Politics / AP Art History. bb-curriculum bridge: see mc-bb-curriculum-bridge for the architectural overview. AP plug-in routes through English Language and Composition, English Literature, US History, World History, Music Theory, Art History, Seminar and Capstone, Comparative Government, Studio Art. ------------------------------------------------------------------------ TITLE: K-12 — Pre-secondary scaffolding ROLE: both LINKS: cc_links=[cc-eng-j7, cc-cite-mc] Name: K-12 (Kindergarten through Grade 12) Jurisdiction: North America primary (varies by state/province) Governing body: State/provincial ministries of education Structure: 13-year span (ages 5-18); elementary (K-5/6), middle (6-8 / 7-8), secondary (9-12). The OSSD/IB-DP/AP systems are the secondary segment of K-12; this map catalogs the K-8 pre-secondary segment for completeness. Modules: e7 Citations: cit-013 Pending for coverage: pen-013 e7 Ontario Elementary Language (Grades 1-8) added 2026-05 anchoring cmp-001 Hughes Thank You Mam Grade 7 campaign. Grades 1-6 and Grade 8 module-content scaffolding remains; broader K-8 module set across math science social studies French-as-a-Second-Language and other elementary subjects remains pending pen-013. Framework-level elementary-vs-secondary strand context at mc-ossd-strands; achievement-chart context at mc-ossd-achievement-chart; evidence framework at mc-ossd-evidence. bb-curriculum bridge: see mc-bb-curriculum-bridge for the architectural overview. K-12 plug-in routes through US Common Core ELA, NCSS social studies, NGSS science, NCAS arts, UK National Curriculum, provincial K-8 standards. Grade 7 cmp-001 default mode is the canonical K-12 instantiation. ------------------------------------------------------------------------ TITLE: Uni-prep — University admissions and undergraduate preparation ROLE: both Name: University-admissions and undergraduate preparation Jurisdiction: International (per-region admissions systems) Governing body: Per-jurisdiction (OUAC Canada, UCAS UK, Common App + UC system US, gaokao China, etc) Structure: Admissions-test prep (SAT / ACT / CLT in US; A-Levels / Cambridge / IELTS / TOEFL international; OUAC supplementary in Canada; LNAT / BMAT specialized UK); personal statements + supplemental essays; portfolios for arts/architecture; reference-letter coordination; gap-year-and-bridge programs. Modules: e3, p5 Pending for coverage: pen-014 Two existing modules address this layer: e3 (university admissions writing) and p5 (Continental philosophy for admissions-bound students). Per-region supplemental guides and per-test prep modules pending. bb-curriculum bridge: see mc-bb-curriculum-bridge for the architectural overview. Uni-prep plug-in routes deliverables into CommonApp Personal Insight responses, Coalition Application essays, UC Personal Insight Questions, UCAS personal statements, IB Extended Essay supervisor-relationships. ------------------------------------------------------------------------ TITLE: CEFR — Common European Framework of Reference for Languages ROLE: both Name: CEFR — Common European Framework of Reference Jurisdiction: European primary, widely adopted internationally Governing body: Council of Europe (Strasbourg) Structure: Six-level scale: A1 (Beginner) / A2 (Elementary) / B1 (Intermediate) / B2 (Upper-Intermediate) / C1 (Advanced) / C2 (Mastery). Can-do statements per level across 4 skills (reading / writing / listening / speaking). Standardized proficiency assessment (DELF / DELE / Goethe-Zertifikat / TestDaF / HSK alignment / etc). Modules: e6 Pending for coverage: pen-015 e6 ESL Intensive currently flagged for CEFR alignment; per-CEFR-level objectives mapping pending. Cross-cutting layer that intersects with OSSD ESL streams, IB Language Acquisition, AP World Languages, university admissions language requirements (TOEFL/IELTS for international students). bb-curriculum bridge: see mc-bb-curriculum-bridge for the architectural overview. CEFR plug-in deploys bb* as a language-immersion vehicle. Reading A2-C2 through period-document engagement. Listening through documented-radio surfaces. Writing through deliverables calibrated to CEFR level. Speaking through in-session dialogue. Multilingual: Leizu operates EN, 繁體中文, 简体中文, FA, FR. ------------------------------------------------------------------------ TITLE: Adult-ed — Continuing education and adult learning ROLE: both Name: Adult education and continuing learning Jurisdiction: Varies (Ontario adult-OSSD; provincial/state adult-ed programs) Governing body: Per-jurisdiction (Ontario Ministry has Adult Day School / PLAR pathways) Structure: PLAR (Prior Learning Assessment and Recognition) for credit; ACE (Academic and Career Entrance) program for adult literacy; adult-OSSD credit programs (often part-time / evening); ESL for adult immigrants (LINC in Canada); professional-development continuing-ed (varying credit hours). Modules: e6 Pending for coverage: pen-016 e6 ESL Intensive currently addresses adult ESL track. PLAR documentation for Leizu credits, adult-specific module set (study-skills-for-returning-adults, time-management, etc) pending. bb-curriculum bridge: see mc-bb-curriculum-bridge for the architectural overview. Adult-ed plug-in deploys bb* at full intensity. ADULT-only project deliverables (Hegel seminar, race-gender-class integrative scholarship, retrospective frames). Workshop / seminar / solo-tutoring formats. ------------------------------------------------------------------------ TITLE: Polymyth-Methodology — Framework taught as curriculum ROLE: both LINKS: mc_links=[pen-010, pen-017] Name: Polymyth methodology curriculum Jurisdiction: Independent / Saul-authored Governing body: Saul Nassau / Rainbowsol Structure: The polymyth framework taught as a sequence of modules. Foundation: Rule #1 CITES+LOGOI; Q5 detection; mephistodata default. Intermediate: gorgonification scanner training; sabachtan engagement methodology (sequential: benefit-of-doubt / internal-logic / witch-identification); idiomary scanning. Advanced: ml* methodology entries as study material; ouroborosanalyses practice; bb* dimensional pedagogy as praxis. Modules: meth-1, meth-2, meth-3, meth-4, meth-5, meth-6, meth-7, meth-8, meth-9 Pending for coverage: pen-017 No mc* modules currently teach the framework explicitly. Full polymyth-methodology module set pending. Cross-cuts every other curriculum: a polymyth-trained student of OSSD English brings different reading-discipline than a non-trained one. Could deploy as standalone curriculum OR as cross-cutting methodology layer applied to other curriculums. bb-curriculum bridge: see mc-bb-curriculum-bridge for the architectural overview. The bb* dimensional pedagogy is the praxis-substrate for meth-9 (advanced module). Polymyth-methodology students deploy methodology through running bb* campaigns. ------------------------------------------------------------------------ TITLE: bb-curriculum bridge — how the bb* / polymythdnd / TTRPG-synthesis maps to curriculum systems ROLE: both LINKS: bb_links=[methodology, dm-010, dm-011, character-creation]; mc_links=[cmap-ossd, cmap-ib-dp, cmap-ib-myp, cmap-ap, cmap-k12, cmap-uni, cmap-cefr, cmap-adult, cmap-meth, mc-cohort-agnostic-discipline, pen-010, pen-017]; cc_links=[cc-cmp001-curriculum-strand-crosswalk, cc-cmp001-project-catalog, cc-cmp001-engine-brief] Name: bb-curriculum bridge architectural overview Jurisdiction: Framework-architectural Governing body: Polymyth framework / Saul Nassau Structure: Three-substrate coordination (cc*/mc*/bb*) plus campaign-runtime AI-engine instantiation. cc* paints the dimension. mc* aligns to academic curriculum. bb* governs game mechanics. The teacher orchestrates the three at session-runtime. Modules: meth-9 The mc* curriculum-bridge entry. Documents how the bb* (bookwormburrows / polymythdnd / TTRPG-synthesis) game-framework operates as a delivery vehicle that plugs into the curriculum systems documented in cmap-* and routes deliverables into the academic strands documented in mc* module entries. ONE THING, MULTIPLE NAMES. bb* (file shorthand), bookwormburrows (full name), polymythdnd (D&D-derivation shorthand), TTRPG-synthesis (genre-architectural shorthand), the game (operational shorthand), pedagogical-dimensional-traveling-game (full descriptive name). All refer to the same construct: a tabletop-RPG-derived pedagogical architecture in which students (Sanpaitai) burrow into a dimension instantiated by a primary text plus historical-contextual substrate, encounter canonical and conditional NPCs, make Sanpaitai choices that surface project-deliverable options, and produce academic artifacts (essays, letters, listening journals, photo-text compositions, eyewitness depositions, debate briefs, oral-history transcripts, period-newspaper articles, sermon-analyses, comparative-geography essays, business-history briefs, ekphrastic compositions, surgical-protocol studies, et cetera) that are then assessed against the curriculum strand the cohort is enrolled in. THE THREE-SUBSTRATE COORDINATION. cc* (campaigncodex). Per-campaign content substrate. Documents primary text, historical context, NPCs, settings, scenes, project-catalog, age-band restriction, curriculum-strand crosswalk, ghost-exegesis, narrative-architecture, runcards, parametric session templates. Currently cmp-001 (Hughes Thank You M am 1958) is the canonical exemplar at 163 cc* entries. mc* (modulecanon). Per-module and per-cohort academic substrate. Documents specific curriculum-system expectations, achievement charts, module sequences, learning objectives, assessment rubrics, citations. Currently 196 mc* entries spanning OSSD English, IB DP, AP, K-12, university prep, CEFR, adult-ed, and polymyth-methodology curricula. bb* (bookwormburrows). The game-framework substrate. Documents methodology, character creation (bookworm-card pull), dimensional immersion mechanics, session structure, DM directives (dm-* entries), bookworm developmental arc (bookworm to silkworm to cocoon to hegelianegirl to self-named emergence to eggs-on-mulberry recursion), Sanpaitai pedagogy, Mephistodata logging, tier calibration (dm-010), burrow ritual (dm-011). 113 bb* entries. THE BRIDGE FUNCTION. A teacher running a cmp-001 session for a cohort: pulls the bb* dm-* entries that govern the session mechanics, pulls the cc* campaign substrate that paints the dimension, and pulls the mc* module specification that aligns the deliverable to the cohort curriculum standard. Three-substrate-search via cc*/mc*/bb* lookup interfaces yields full session-prep. CURRICULUM-SYSTEM-SPECIFIC BRIDGE NOTES. OSSD (Ontario Secondary School Diploma). The bb* framework plugs into all four core English course strands (B Reading and Literature Studies / C Writing / D Media Studies / oral communication via in-session dialogue). Plus history (CHA3U Americas twentieth-century / CHY4U World History / CHV2O Civics), social science (HSC4M World Cultures / HSP3M Anthropology Psychology Sociology), philosophy (HZT4U), arts (AMU3M / AVI3O), and discipline-specific courses (BBB4M International Business, CLN4U Law, CIA4U Economics, CPW4U Politics, SBI4U Biology, PPL3O Health). cmp-001 project-catalog deliverables route across this entire course-spread. See cc-cmp001-curriculum-strand-crosswalk for the worked example. IB DP (International Baccalaureate Diploma Programme). bb* plugs into Language A Lang and Lit (all four parts: Readers Writers and Texts; Language and Mass Communication; Literature texts and contexts; literary genres). Plus History Paper 3 regional options (Americas civil-rights option for cmp-001 specifically). Plus Theory of Knowledge (epistemological framing of NPC dialogue, source-critical analysis of period documents, knowledge-question formation through dimensional immersion). Plus Music individual investigation. Plus Visual Arts comparative study. Plus Extended Essay subject-area research routed through dimensional-immersion preparation phase. IB CAS hours can route through campaign-design and DM-running activity. IB MYP (Middle Years Programme). bb* maps to MYP Language and Literature criteria (analyzing / organizing / producing text / using language), MYP Individuals and Societies (knowing and understanding / investigating / communicating / thinking critically), MYP Arts (knowing and understanding / developing skills / thinking creatively / responding), MYP interdisciplinary units (the cmp-001 architecture itself models interdisciplinarity at unit-level). Approaches to Learning skills (thinking, social, communication, self-management, research) develop through Sanpaitai routing decisions. AP (Advanced Placement, College Board). bb* routes into AP English Language and Composition (rhetorical analysis through NPC dialogue, synthesis essay through multi-source dimensional substrate), AP English Literature (close reading through canonical-text dimensional engagement), AP US History and AP World History (period-faithful eyewitness work, document-based question preparation, long essay through campaign-deliverable architecture), AP Music Theory (listening journal compositions), AP Art History (ekphrastic and photo-text compositions), AP Seminar and Capstone (research methodology, source-criticism, multi-disciplinary integration), AP Comparative Government (institutional and diplomatic-protocol study), AP Studio Art (photographic-substrate response). K-12 (US Common Core ELA, NCSS social studies standards, NGSS science, NCAS arts; UK National Curriculum English, History; provincial K-8 standards across Canada). bb* maps to elementary-grade reading-comprehension and writing standards through JUNIOR-band scaffolded deliverables, middle-grade interdisciplinary unit standards through MID-band project routing, secondary standards through bridging into OSSD or IB or AP frameworks. Grade 7 cmp-001 default mode is the canonical K-12 instantiation per cc-eng-ossd through cc-eng4u substrate. UNI-PREP (University admissions and undergraduate preparation). bb* deliverables function as portfolio artifacts (CommonApp Personal Insight responses can route through cmp-001 P001-02 retroactive apology letter or P-SS0-14 race-gender-class integrative essay). Coalition Application essays similarly. UC Personal Insight Questions for California-system applicants. UK UCAS personal statement (especially via the source-critical methodology that bb* trains). IB Extended Essay supervisor-relationship can route through campaign-design partnership. CEFR (Common European Framework of Reference for Languages). bb* is a language-immersion vehicle. The Sanpaitai burrows into a dimension that operates in the target language. Reading comprehension (A2 through C2) through period-document engagement. Listening comprehension through documented-radio surfaces (Mahalia Newport 1958 recording in cmp-001), period film clips, NPC dialogue. Writing production through deliverables calibrated to CEFR level. Speaking through in-session dialogue with NPCs (DM voices). The framework natively supports multilingual instantiation: Leizu Academy operates EN, 繁體中文, 简体中文, FA, FR. ADULT-ED (Continuing education and adult learning). bb* deploys to adult learners with full register intensity unmuted. The Leizu Academy adult-tutee bracket reads the ADULT-only project deliverables (P001-12 Hegel master-slave seminar, P-SS0-14 race-gender-class integrative scholarship, P002-13 Powell-Rustin retrospective). Workshop format. Seminar format. Solo-tutoring format. The dimensional-immersion vehicle is age-band-agnostic at the framework level; the calibration happens at the project-catalog filter per cc-cmp001-age-band-restriction-matrix. POLYMYTH-METHODOLOGY-AS-CURRICULUM. cmap-meth treats polymyth-methodology as a self-contained nine-module curriculum (meth-1 through meth-9). bb* dim-* and dm-* entries serve as praxis-substrate for meth-9 (bb* dimensional pedagogy as praxis). Student of the polymyth framework reading meth-1 through meth-8 (Rule #1 CITES+LOGOI, Q5 detection, gorgonification scanner training, sabachtan engagement methodology, idiomary scanning, ml* methodology entries, ouroborosanalyses practice) lands at meth-9 to deploy the methodology in lived pedagogical practice via running bb* campaigns. BRIDGE EXEMPLAR. cmp-001 (Hughes Thank You M am, central Harlem September 1958) is the canonical exemplar of three-substrate coordination. Per cc-cmp001-curriculum-strand-crosswalk: 43 audit-tweaked projects map to twenty-plus Ontario course codes, seven IB DP routes, nine AP courses, four IB MYP criterion-sets, multiple K-12 grade-band standards, CEFR levels B2 through C2 in English (with multilingual extension routes), and ADULT-only seminar slots. The cmp-001 substrate carries 163 cc* entries spanning campaign content (overview, canon, window, lead-up, NPCs, settings, scenes, project-catalog, runcards, parametric session templates), AI-engine-briefing, age-band restriction matrix, project-trigger conditions, curriculum-strand crosswalk, and ghost-exegesis-applications. REMAINING COVERAGE GAPS. Per the 2026-05-16 audit pass: cmap-ib-myp, cmap-ib-dp, cmap-ap, cmap-k12, cmap-uni, cmap-cefr, cmap-adult are still curriculum-side-only stubs at ~750-1000 chars each. The note-field bb-bridge references added per this commit are one-line acknowledgments; expansion to per-curriculum-system detailed module-level mapping is pending per pen-* slot. SECOND CAMPAIGN BRIDGE. Future campaigns will instantiate this bridge per their primary-text and historical-period substrate. cmp-002 onward will produce additional cc-cmpNNN-curriculum-strand-crosswalk entries that mirror the cmp-001 worked example. The architectural bridge documented here is campaign-agnostic. CROSS-REFERENCES. cmap-ossd, cmap-ib-dp, cmap-ib-myp, cmap-ap, cmap-k12, cmap-uni, cmap-cefr, cmap-adult, cmap-meth (all curriculum-side documents). cc-cmp001-curriculum-strand-crosswalk (cmp-001 worked example). cc-cmp001-project-catalog (the 43 audit-tweaked projects). cc-cmp001-engine-brief (one-page AI-engine briefing). bb* methodology entry. bb* dm-010 (tier calibration). bb* dm-011 (burrow ritual). bb* character-creation (bookworm-card pull). mc-cohort-agnostic-discipline (the architectural ruling that keeps mc* structural and cohort-specific expectations teacher-side). meth-1 through meth-9 (polymyth-methodology nine-module curriculum). pen-010 (cmap-OSSD coverage gap). pen-017 (cmap-meth coverage gap). ORIGIN. 2026-05-16. Per Saul Nassau verdict that the TTRPG-synthesis-to-curricula bridge was missing from mc*. Single unified architectural-overview entry. Per-curriculum detailed module-level mapping pending. ------------------------------------------------------------------------ TITLE: Three-substrate boundary — cc* / mc* / bb* ownership and coordination rules ROLE: both LINKS: bb_links=[methodology, dm-009, dm-010, dm-011]; mc_links=[mc-bb-curriculum-bridge, mc-cohort-agnostic-discipline, cmap-ossd, cmap-meth]; cc_links=[cc-cmp001-engine-brief, cc-cmp001-project-catalog, cc-cmp001-curriculum-strand-crosswalk] Name: Three-substrate boundary architectural ruling Jurisdiction: Framework-architectural Governing body: Polymyth framework / Saul Nassau Structure: cc* owns per-campaign content; mc* owns per-curriculum and module academic substrate plus architectural rulings; bb* owns game-framework mechanics. Seven rules plus four edge-case clarifications govern the boundary. Modules: meth-9 Three-substrate boundary architectural ruling. Documents which file each kind of substrate belongs in, where the boundaries are, and how the three coordinate. CC* (CAMPAIGNCODEX). PER-CAMPAIGN CONTENT SUBSTRATE. Owns: primary text, historical context, period documents, settings, scenes, NPC dossiers, NPC image-mood entries, project-catalog (the deliverable opportunity matrix for a given campaign), runcards (per-session DM-facing guides), parametric session templates, age-band restriction matrix, ghost-exegesis-applications, narrative-architecture, AI-engine session-start briefing, deliverable rubric templates, curriculum-strand crosswalk (cmp-NNN-specific worked example). File: campaigncodex/index.html plus campaigncodex.txt. Slug prefix: cc-cmpNNN-* per campaign. Search interface: cc* page search box plus four section tabs (Campaign, Courses, Citation, Pending). First exemplar: cmp-001 Hughes Thank You M am 1958 at 163-plus entries. MC* (MODULECANON). PER-MODULE AND PER-CURRICULUM ACADEMIC SUBSTRATE. Owns: curriculum-system metadata (cmap-* entries), course-strand mappings, learning-objective sequences, achievement charts, module specifications (h1-h5, e1-e7, p1-p5, a1-a3, s1-s5, meth-1 through meth-9), cohort-agnostic-discipline ruling (the architectural principle that mc* documents structural expectations rather than cohort-specific instantiations), polymyth-methodology curriculum (cmap-meth and meth-1 through meth-9), curriculum-bridge architectural overview (mc-bb-curriculum-bridge), three-substrate boundary ruling (this entry). File: modulecanon/index.html plus modulecanon.txt. Search interface: mc* page interface. Architectural rulings live here. BB* (BOOKWORMBURROWS). GAME-FRAMEWORK SUBSTRATE. Owns: methodology entry, character-creation framework (bookworm-card pull, hero-list-via-determinate-negation), bookworm developmental arc (bookworm-silkworm-cocoon-hegelianegirl-emergence-eggs-on-mulberry-recursion), dimension immersion mechanics, session structure, DM directives (dm-* entries), credit / xp protocols (dm-031 evidence-record), tier calibration (dm-010), burrow ritual (dm-011), four-axis quality rubric underlying rule (dm-009), Mephistodata logging, Sanpaitai pedagogy. 113 entries. File: bookwormburrows/index.html plus bookwormburrows.txt. Search interface: bb* page interface. BOUNDARY RULES. Rule 1. Campaign content (text, scenes, NPCs, projects, runcards, deliverable rubrics) lives in cc*. NEVER in bb* or mc*. Rule 2. Game-framework mechanics (DM directives, character-creation, session-structure, the underlying four-axis rubric rule) live in bb*. NEVER in cc* or mc*. Rule 3. Academic-curriculum metadata (cmap-*, mc-ossd-*, module specs, achievement charts, learning-objective sequences) live in mc*. NEVER in cc* or bb*. Rule 4. ARCHITECTURAL RULINGS that span multiple substrates (this entry, mc-bb-curriculum-bridge, mc-cohort-agnostic-discipline) live in mc*. mc* is the framework s reference shelf. Rule 5. PER-CAMPAIGN INSTANTIATIONS of rubric templates, curriculum-strand crosswalks, project catalogs live in cc*. The mc* level holds the GENERAL FRAMEWORK; the cc* level holds the CAMPAIGN-SPECIFIC INSTANTIATION. Rule 6. CROSS-LINKS run across substrates via cc_links, mc_links, bb_links, ml_crossref fields. Each substrate references the others without merging them. Rule 7. Worked examples (cmp-001 as the canonical first campaign) demonstrate the rule. Future campaigns (cmp-002, cmp-003) repeat the pattern in cc* with parallel slugs (cc-cmpNNN-project-catalog, cc-cmpNNN-rubric-essay, etcetera). EDGE CASES. Edge 1. Where a rubric template generalizes across campaigns (e.g. cc-cmp001-rubric-essay is portable to cmp-002), it remains in cc* per Rule 5 with a note that the template is campaign-portable. Promotion to mc* level is permissible only if the template applies across all campaigns without per-campaign adjustment. Edge 2. Where bb* mechanics need cmp-001-specific tuning (e.g. age-band calibration specific to the Hughes Thank You M am text), the tuning lives in cc* (cc-cmp001-age-band-restriction-matrix) and references bb* (dm-010 tier calibration). The general rule stays in bb*; the campaign instantiation lives in cc*. Edge 3. Where mc* curriculum-mapping needs cmp-001-specific worked example (cc-cmp001-curriculum-strand-crosswalk maps 43 cmp-001 projects to OSSD strands), the worked example lives in cc*. The general curriculum metadata (cmap-ossd) lives in mc* and references the cc* worked example via cc_links. Edge 4. Where ghost-exegesis spans multiple substrates (ghost is a polymyth-framework concept rooted in ml*, applied in cc* per cmp-NNN, surfaced in bb* dimensional mechanics), the per-campaign ghost-application entries live in cc* (cc-cmp001-ghost-exegesis-applications) and reference ml* upstream and bb* downstream. CROSS-REFERENCES. mc-bb-curriculum-bridge. mc-cohort-agnostic-discipline. cc-cmp001-engine-brief. cc-cmp001-project-catalog. cc-cmp001-curriculum-strand-crosswalk. bb* methodology entry. bb* dm-009 (four-axis rubric rule). bb* dm-010 (tier calibration). cmap-meth. ORIGIN. 2026-05-16. Per Saul Nassau pre-planning latitude, architectural ruling consolidating the implicit three-substrate boundary that has governed the build to date. ######################################################################## SECTION: CITATION (81 entries) ######################################################################## ------------------------------------------------------------------------ TITLE: ENL1W de-streamed Grade 9 English (2023 revision) ROLE: both LINKS: mc_links=[cit-022, cit-026, e1, pen-001] Ontario de-streaming reform. Grade 9 Academic and Applied English collapsed into a single de-streamed credit, ENL1W, effective 2023. Prerequisite for ENG2D and ENG2P. ------------------------------------------------------------------------ TITLE: Canadian and World Studies 9-10 (Revised 2018) and 11-12 (Revised 2015) ROLE: both Ontario Ministry of Education curriculum policy for History / Geography / Civics / Politics / Law / Economics. Sources for CHC2D / CHC2P / CGC1D / CHV2O (9-10 doc) and CHY4U / CHW3M / CGW4U / CPW4U / etc. (11-12 doc). PDFs at edu.gov.on.ca. ------------------------------------------------------------------------ TITLE: Social Sciences and Humanities 9-12 (Revised 2013) ROLE: both Ontario Ministry of Education curriculum policy for Philosophy / Equity / Family Studies / Anthropology Psychology Sociology. Source for HZB3M / HZT4U / HSE4M / HSP3U / HSP3C. PDF at edu.gov.on.ca. ------------------------------------------------------------------------ TITLE: Growing Success: Assessment Evaluation and Reporting in Ontario Schools (2010) ROLE: both LINKS: mc_links=[e1, e7, pen-003, pen-004]; cc_links=[cc-pen-006] Ontario Ministry of Education, Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12. Released May 2010, effective September 2010. Authoritative policy document for OSSD assessment. Achievement Chart four categories (Knowledge and Understanding / Thinking / Communication / Application) defined p. 17 and applied per-subject in each subject’s curriculum policy document. Triangulated assessment evidence model (observations / conversations / student products) defined p. 39 verbatim: "observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning." Canonical PDF: https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf. Government landing page with post-2010 updates: https://www.ontario.ca/page/growing-success-assessment-evaluation-and-reporting-ontario-schools-kindergarten-grade-12. Notable updates since 2010: 2016 Kindergarten Addendum; 2023 Language curriculum reporting policy supersedes p. 57; 2020 Mathematics curriculum reporting supersedes p. 58. ------------------------------------------------------------------------ TITLE: IB English A subject guide [SUPERSEDED 2026-05-16 by cit-015] ROLE: both LINKS: mc_links=[pen-002, cit-015] SUPERSEDED 2026-05-16 by cit-015 which carries the verified extracted content for the same source. Original entry preserved per Rule 6 CONSOLIDATION NOT DELETION. ORIGINAL ENTRY BODY. International Baccalaureate Diploma Programme English A Language and Literature plus Literature subject guide. Source for three-area-of-exploration structure, Paper structures, IO requirements, HL Essay specs. Pull pending see pen-002. Route fresh inquiries to cit-015. ------------------------------------------------------------------------ TITLE: IB Theory of Knowledge subject guide (2022 first-assessment) ROLE: both LINKS: mc_links=[p1] International Baccalaureate Diploma Programme TOK subject guide. Current cycle uses the 2022-onward syllabus with IA exhibition + essay structure. Pull pending: see p1 module _pending note. ------------------------------------------------------------------------ TITLE: Zagal and Deterding eds. Role-Playing Game Studies: Transmedia Foundations ROLE: both LINKS: mc_links=[pen-005]; cc_links=[cc-pen-006] Routledge 2018. Canonical edited volume in TTRPG-as-literacy scholarship. Foundational reference for any Campaign Codex theoretical grounding (pen-005). Cross-referenced from O4 D&D research starter. ------------------------------------------------------------------------ TITLE: Bowman and Standiford "Educational Larp in the Middle School Classroom" ROLE: both LINKS: cc_links=[cc-pen-006] International Journal of Role-playing 5(1) 2015. Empirical case study. Bowman is the leading scholar in TTRPG-as-pedagogy. Cross-referenced from O4. ------------------------------------------------------------------------ TITLE: First Nations, Métis and Inuit Studies, The Ontario Curriculum, Grades 9-12, 2019 (Revised) ROLE: both LINKS: mc_links=[pen-006] Ontario Ministry of Education curriculum policy. Includes Grade 11 university-preparation course NBE3U (English: Understanding Contemporary First Nations, Métis, and Inuit Voices) plus college-preparation NBE3C and workplace-preparation NBE3E. Page 18 explicitly states: "The Grade 11 course ‘English: Understanding Contemporary First Nations, Métis, and Inuit Voices’ may be used to meet the Grade 11 English compulsory credit requirement." Substitutes for ENG3U / ENG3C / ENG3E in compulsory English credit count. Universities accept NBE3U and ENG3U as equivalent for admission. French-language equivalent NBF3U substitutes for FRA3U/C/E. Many Ontario school boards (TDSB Feb 2023, Algonquin Lakeshore Catholic, Thunder Bay Catholic, Upper Canada, etc.) have replaced ENG3U entirely with NBE3U. Source PDF accessible via edu.gov.on.ca curriculum portal. ------------------------------------------------------------------------ TITLE: CEFR Companion Volume 2020 (Council of Europe) ROLE: both LINKS: mc_links=[pen-015] North B., Piccardo E., Goodier T. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment — Companion Volume. Strasbourg: Council of Europe Publishing, Language Policy Programme, Education Policy Division. Replaces and updates the original 2001 CEFR. Six proficiency levels organized in three bands: A1 + A2 (Basic User), B1 + B2 (Independent User), C1 + C2 (Proficient User). New Pre-A1 level introduced in 2020. Levels defined through can-do descriptors organized by communicative activity (reception / production / interaction / mediation across the four skills). Canonical PDF freely available at https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Authoritative reference for any language-proficiency placement, exit-criteria, or level-mapping work. ------------------------------------------------------------------------ TITLE: Ontario PLAR — Policy/Program Memoranda 132 + 129 ROLE: both LINKS: mc_links=[pen-016] Ontario Ministry of Education. Policy/Program Memorandum 132: Prior Learning Assessment and Recognition for Mature Students — Revised Mandatory Requirements (effective February 1, 2022). Companion: PPM 129: PLAR for regular day school students. Mature student definition: at least 18 years on or after January 1 of current school year, enrolled in OSSD program. Equivalency process: up to 16 Grade 9-10 credits + up to 10 Grade 11-12 credits granted by principal following assessment of credentials and individual subject-based assessments. Challenge process for Grade 11-12 courses developed from Ontario curriculum 2000+. Maximum 4 challenge credits for regular day school students; no such cap for mature students. No fees per Education Act subsection 32(1) and clause 170(1)(6); Ontario Regulation 285 (Continuing Education) prohibits charging mature students PLAR fees. PPM 132: https://www.ontario.ca/document/education-ontario-policy-and-program-direction/policyprogram-memorandum-132. PPM 129: https://www.ontario.ca/document/education-ontario-policy-and-program-direction/policyprogram-memorandum-129. Required reference for any Leizu adult-credit pathway. ------------------------------------------------------------------------ TITLE: Ontario Elementary Curriculum (Language 2023 + Mathematics 2020 + supporting docs) ROLE: both LINKS: mc_links=[e7, mc-ossd-achievement-chart, mc-ossd-evidence, pen-013]; cc_links=[cc-cmp001-fnmi-pairing] Ontario Ministry of Education K-8 curriculum policy documents. The Ontario Curriculum, Grades 1-8: Language, 2023 (replaces 2006 Language; aligned with science of reading direct/explicit/systematic instruction approach). The Ontario Curriculum, Grades 1-8: Mathematics, 2020 (replaces 2005 Math; introduces six strands A-F including new Social-Emotional Learning strand A and Financial Literacy strand F; spans MTH1W de-streamed Grade 9 articulation). Social Studies Grades 1-6 + History/Geography Grades 7-8, Revised 2018. Science and Technology Grades 1-8, Revised 2022. Curriculum portal (browsable expectations by grade and strand): https://www.dcp.edu.gov.on.ca/en/curriculum. Ontario.ca math page: https://www.ontario.ca/page/math-curriculum-grades-1-8. Required reference for any K-8 module scaffolding work. ------------------------------------------------------------------------ TITLE: AP English Language and Composition CED 2020 (College Board) ROLE: both LINKS: mc_links=[pen-011] College Board (2020). AP English Language and Composition Course and Exam Description (CED). 2020 edition (current; effective Fall 2019). Year-long course equivalent to an introductory college-level rhetoric and composition course. Conceptual framework organized around 4 Big Ideas: RHS (Rhetorical Situation), CLE (Claims and Evidence), REO (Reasoning and Organization), STL (Style). Each Big Idea has Enduring Understandings (e.g., RHS-1: "Individuals write within a particular situation and make strategic writing choices based on that situation"; CLE-1: "Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments"). Course organized into 9 units. Exam: 45 multiple-choice questions (45% of score) + 3 free-response prompts (Synthesis Question, Rhetorical Analysis, Argument Essay; 55% of score). Canonical PDF: https://apcentral.collegeboard.org/media/pdf/ap-english-language-and-composition-course-and-exam-description.pdf. Required reference for AP English Lang module mapping. Companion CEDs for AP English Literature, AP World/US/European History, AP Art History, AP Comparative Government still pending extraction. ------------------------------------------------------------------------ TITLE: IB Language A: Language and Literature subject guide (first assessment 2021) ROLE: both LINKS: mc_links=[pen-002] International Baccalaureate Organization. Language A: Language and Literature Guide — first assessment 2021. IBO Geneva. Three areas of exploration: (1) Readers, Writers, and Texts, (2) Time and Space, (3) Intertextuality — Connecting Texts. Six skill areas inherited from MYP foundation: listening, speaking, reading, writing, viewing, presenting. SL and HL versions; HL adds longer essay component. Assessment model: external (Paper 1 guided literary analysis, Paper 2 comparative essay) plus internal (Individual Oral on global issue across one literary work and one non-literary text). Companion sister-course: Language A: Literature (literary texts only). Both fulfill DP Studies in Language and Literature group requirement; bilingual diploma possible by taking two Language A courses in different languages. Subject brief: https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/curriculum.brief-languagea.language.and.literature-eng.pdf. Full guide accessible via IB Programme Resource Centre (paywalled) or via Cambridge/Pearson coursebooks aligned to 2019 syllabus revision. ------------------------------------------------------------------------ TITLE: AP English Literature and Composition CED (2019 release; effective Fall 2019) ROLE: both LINKS: mc_links=[pen-011] College Board (2019). AP English Literature and Composition Course and Exam Description. 6 Big Ideas: Character (CHR), Setting (SET), Structure (STR), Narration (NAR), Figurative Language (FIG), Literary Argumentation (LAN). 9 units alternating Short Fiction (Units 1, 4, 7), Poetry (Units 2, 5, 8), Longer Fiction or Drama (Units 3, 6, 9). 7 course skills (Character, Setting, Structure, Narration, Figurative Language, Literary Argumentation, plus reading/writing skills). Exam: 55 multiple-choice questions on 5 passage sets (45% of score) plus 3 free-response prompts (Poetry analysis, Prose analysis, Literary argument; analytic rubrics introduced 2019; 55% of score). Canonical PDF: https://apcentral.collegeboard.org/media/pdf/ap-english-literature-and-composition-course-and-exam-description.pdf. ------------------------------------------------------------------------ TITLE: AP United States History CED ROLE: both LINKS: mc_links=[pen-011] College Board. AP U.S. History Course and Exam Description. 9 chronological units spanning 1491 to present. 8 themes that spiral across all units: American and National Identity (NAT), Work, Exchange, and Technology (WXT), Geography and the Environment (GEO), Migration and Settlement (MIG), Politics and Power (PCE), America in the World (WOR), American and Regional Culture (ARC), Social Structures (SOC). 6 historical thinking skills: Developments and Processes, Sourcing and Situation, Claims and Evidence in Sources, Contextualization, Making Connections, Argumentation. 4 reasoning processes: Causation, Comparison, Continuity and Change Over Time (CCOT), Periodization. Exam: 55 multiple-choice (40% score), 3 short-answer questions (20%), 1 document-based question with 7 documents (25%), 1 long essay question (15%). Canonical course portal: https://apcentral.collegeboard.org/courses/ap-united-states-history. Course overview PDF: https://apcentral.collegeboard.org/media/pdf/ap-us-history-course-overview.pdf. ------------------------------------------------------------------------ TITLE: AP World History: Modern CED ROLE: both LINKS: mc_links=[pen-011] College Board. AP World History: Modern Course and Exam Description. Effective Fall 2019; 2023-24 saw rubric updates to DBQ and LEQ scoring. 9 chronological units c. 1200 CE to present. 6 themes that spiral across units: Humans and the Environment (ENV), Cultural Developments and Interactions (CDI), Governance (GOV), Economic Systems (ECN), Social Interactions and Organization (SIO), Technology and Innovation (TEC). 6 historical thinking skills (same set as US History) plus 3 reasoning processes (Comparison, Causation, Continuity and Change Over Time). Exam structure parallel to US History (MCQ + SAQ + DBQ + LEQ). Canonical PDF: https://apcentral.collegeboard.org/media/pdf/ap-world-history-modern-course-and-exam-description.pdf. ------------------------------------------------------------------------ TITLE: AP European History CED ROLE: both LINKS: mc_links=[pen-011] College Body. AP European History Course and Exam Description. 9 chronological units 1450 to present, organized into 4 time periods. Themes spiral across units: Interaction of Europe and the World (INT), Economic and Commercial Developments (ECD), Cultural and Intellectual Developments (CID), States and Other Institutions of Power (SOP), Social Organization and Development (SCD), National and European Identity (NEI), Technological and Scientific Innovation (TSI). Same 6 historical thinking skills + 3 reasoning processes as World History. Exam structure parallel to US/World History. Canonical course portal: https://apcentral.collegeboard.org/courses/ap-european-history. ------------------------------------------------------------------------ TITLE: AP Art History CED 2020 ROLE: both LINKS: mc_links=[pen-011] College Board (2020). AP Art History Course and Exam Description. Influenced by Wiggins and McTighe Understanding by Design model. 5 Big Ideas: (1) Cultural practices or belief systems often affect art and art making (CUL), (2) Interactions with other cultures affect art and art making (INT), (3) Theories and interpretations of art are affected by other disciplines, technology, or availability of evidence (THR), (4) Use of and access to materials, processes, and techniques affect art and art making (PAA), (5) Purpose, intended audience, or patron often affect art and art making. 10 units of study covering global art history. 4 art historical thinking skills: Analyze visual elements; Analyze contextual elements and connect contextual + visual; Compare two or more works; Analyze the relationships between a work and a related artistic tradition/style/practice. Required image set of approximately 250 works. Exam: multiple-choice (~50% with image-based question sets) + 6 free-response (Long Essay Comparison, Long Essay Visual/Contextual Analysis, plus four short essays: Visual Analysis, Contextual Analysis, Attribution x2). Canonical PDF: https://apstudents.collegeboard.org/sites/default/files/2019-05/ap-art-history-course-and-exam-description.pdf. ------------------------------------------------------------------------ TITLE: AP Comparative Government and Politics CED ROLE: both LINKS: mc_links=[pen-011] College Board. AP Comparative Government and Politics Course and Exam Description. 6-country case-study approach: China, Iran, Mexico, Nigeria, Russia, United Kingdom. 5 commonly taught units. 5 Big Ideas: Power and Authority, Legitimacy and Stability, Democratization, Internal/External Forces, Methods of Political Analysis. 5 disciplinary practices: Concept Application, Country Comparison, Data Analysis, Source Analysis, Argumentation. Exam: 55 multiple-choice questions (50% score) + 4 free-response (Conceptual Analysis, Country Context, Comparative Analysis, Argument Essay). Canonical PDF: https://apcentral.collegeboard.org/media/pdf/ap-comparative-government-and-politics-course-and-exam-description.pdf. ------------------------------------------------------------------------ TITLE: Ontario English Grades 11-12 (2007 Revised) — four-strand structure ROLE: both LINKS: mc_links=[cit-002, cit-026, e1, mc-ossd-achievement-chart, pen-001] Ontario Ministry of Education. English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised). Active policy document for ENG3U / ENG3C / ENG3E / ENG4U / ENG4C / ENG4E (NOT ENL1W which is governed by the 2023 revision). Four core learning strands: (1) Oral Communication, (2) Reading and Literature Studies, (3) Writing, (4) Media Studies. Each course in the 11-12 sequence has overall expectations and specific expectations within each of these four strands. Companion document: English, The Ontario Curriculum, Grades 9 and 10, 2007 (Revised) governs ENG2D / ENG2P (Grade 10), with ENG1D having been retired in favor of ENL1W de-streamed Grade 9 (effective 2023). Canonical PDF for Grades 11-12: https://www.edu.gov.on.ca/eng/curriculum/secondary/english1112currb.pdf. Companion 9-10 PDF: https://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdf. Note: Grade 9 ENL1W (2023 revision) replaces the four-strand armature with a four-strand revised structure: (A) Literacy Connections and Applications, (B) Foundations of Language, (C) Comprehension: Understanding and Responding to Texts, (D) Composition: Expressing Ideas and Creating Texts. ENL1W cited separately in cit-002. ------------------------------------------------------------------------ TITLE: University admissions systems by region (multi-jurisdiction) ROLE: both LINKS: mc_links=[pen-014] Per-region undergraduate admissions infrastructure for the major destinations Leizu students target. CANADA: Ontario uses the Ontario Universities Application Centre (OUAC) at https://www.ouac.on.ca/ as centralized portal for the 21 Ontario universities; OUAC 101 for current Ontario high school students, OUAC 105 for international/mature/out-of-province; companion ontariocolleges.ca for Ontario colleges; OLSAS for Ontario Common Law programs; TEAS for consecutive B.Ed programs. Outside Ontario, Canadian universities require direct application per institution. UNITED KINGDOM: UCAS (Universities and Colleges Admissions Service) at https://www.ucas.com/ as single centralized portal; max 5 university choices per cycle; one personal statement (4000 chars; from 2026 cycle, replaced by three separate questions of ≥250 chars each); deadlines: Oxbridge/Cambridge/Medicine October 15, most programs January 15. UNITED STATES: Common Application (commonapp.org) accepts applications to 1,097+ member institutions; allows multiple supplemental essays per college (~6000 char personal statement); Coalition Application as Common App alternative; UC system uses dedicated UC Application; Early Decision/Action deadlines November 1-15; Regular Decision January 1-15; testing requirements (SAT/ACT) increasingly test-optional post-2020. AUSTRALIA: 43 universities; no centralized application system; direct application per institution. NEW ZEALAND: direct application per institution (e.g. eVision portal at University of Otago). SINGAPORE: direct application per institution. CHINA: gaokao (高考) as centralized national entrance examination; 970+ four-year universities; admission almost entirely score-based. EUROPE: Studienkolleg system in Germany; Studienplatztausch+Hochschulstart for German universities; Parcoursup for French universities (https://www.parcoursup.fr/); Studyportals as multi-country information aggregator. Required reference for any uni-prep module work; per-region supplemental-guide modules pending extraction. ------------------------------------------------------------------------ TITLE: D&D 5e Player’s Handbook (alignment text) ROLE: both LINKS: bb_links=[unit-001] Wizards of the Coast. Dungeons & Dragons Player’s Handbook, 5th edition. Renton WA: Wizards of the Coast, 2014. ISBN 978-0-7869-6560-1. The nine-alignment grid (Lawful Good / Neutral Good / Chaotic Good / Lawful Neutral / Neutral / Chaotic Neutral / Lawful Evil / Neutral Evil / Chaotic Evil) presented as creature moral attitude across two axes (law-vs-chaos plus good-vs-evil). Used in bb-unit-001 comparative-ethics teaching unit. Open-license SRD version available at dnd5e.info as Systems Reference Document 5.1. ------------------------------------------------------------------------ TITLE: Pathfinder 2nd Edition Remaster Player Core (edicts/anathema) ROLE: both LINKS: bb_links=[unit-001] Paizo Inc. Pathfinder Player Core (Remaster Edition). Redmond WA: Paizo Inc, 2023. ISBN 978-1-64078-558-3. Personal-philosophy code framework where edicts (behaviors encouraged) and anathema (behaviors prohibited) replace the older alignment system. Optional, character-personal, can change as the character grows. Used in bb-unit-001 comparative-ethics teaching unit. Free reference content available at 2e.aonprd.com/Rules.aspx?ID=2045 (Archives of Nethys, official Paizo-licensed reference). ------------------------------------------------------------------------ TITLE: Ontario English Grades 9 and 10 (2007 Revised) ROLE: both LINKS: mc_links=[cit-002, cit-022, e1, mc-ossd-achievement-chart, pen-001] Ontario Ministry of Education. The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised). Toronto: Queen’s Printer for Ontario, 2007. PDF at edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdf. Defines ENG1D (Grade 9 Academic, expired end 2022-23), ENG1P (Grade 9 Applied, expired end 2021-22), ENG2D (Grade 10 Academic, current), ENG2P (Grade 10 Applied, current). Four-strand structure shared with cit-022: Oral Communication / Reading and Literature Studies / Writing / Media Studies. Achievement chart pp. 22-25 (shared across Grades 9-12). ENG1D pp. 41-54, ENG2D pp. 69-82, ENG2P pp. 83-98. Companion to cit-022 (Grades 11-12). Companion to cit-002 (ENL1W de-streamed Grade 9 replacement effective September 2023). ------------------------------------------------------------------------ TITLE: Wright et al. "Imaginative Role-playing as a Medium for Moral Development" ROLE: both LINKS: cc_links=[cc-pen-006] Journal of Humanistic Psychology 60(1) 2020 pp. 1-31. Empirical D&D and moral reasoning. Cross-referenced from O4. ------------------------------------------------------------------------ TITLE: Wagamese, One Story, One Song (2011) ROLE: both LINKS: cc_links=[cc-cmp001-fnmi-pairing] Wagamese, Richard. One Story, One Song. Vancouver and Berkeley: Douglas & McIntyre / Heritage House, 2011. ISBN 978-1-77162-080-2. 240 pp. Collection of approximately 60 short non-fiction stories and personal essays organized by Ojibway storytelling principles. Wagamese (1955-2017) was Ojibway from the Wabaseemoong Independent Nations in northwestern Ontario, member of the Sturgeon Clan. Verified canonical Indigenous-Canadian author per Douglas & McIntyre, Goodminds.com (Indigenous-owned distributor at Brantford ON Six Nations Grand River Territory), and CBC Books. The collection includes the section on Wagamese Grade 5 teacher introducing him to Martin Luther King Jr — a structural pairing-bridge with cmp-001. Awards: 2012 National Aboriginal Achievement Award for Media and Communications, 2013 Molson Prize for the Arts. Available through Toronto Public Library system-wide. Used in cc-cmp001-fnmi-pairing primary recommendation for C1.7 specific expectation satisfaction. ------------------------------------------------------------------------ TITLE: Robertson, When We Were Alone (2016) ROLE: both LINKS: cc_links=[cc-cmp001-fnmi-pairing] Robertson, David A. (illustrated by Julie Flett). When We Were Alone. Winnipeg: Highwater Press / Portage & Main, 2016. ISBN 978-1-55379-673-2. 32 pp. Picture book for older readers; bilingual Swampy Cree / English edition also available (ISBN 978-1-55379-905-4). Robertson is from Norway House Cree Nation (Swampy Cree), verified canonical author per HighWater Press, darobertson.ca, Goodminds, Strong Nations, Wikipedia. Awards: 2017 Governor General Literary Award (Young People Literature, Illustrated Books), TD Canadian Children Literature Award finalist, nominated 2026 Hans Christian Andersen Award. Reading level Grade 1-3 / Lexile 600L (below typical Grade 7 850L-1100L target); recommended in cc-cmp001-fnmi-pairing as differentiated-reading-support secondary pairing or 5-minute illustrated complement to Hughes Thank You M am. ------------------------------------------------------------------------ TITLE: Robertson, The Barren Grounds (Misewa Saga 1) (2020) ROLE: both LINKS: cc_links=[cc-cmp001-fnmi-pairing] Robertson, David A. The Barren Grounds (The Misewa Saga, Book One). Toronto: Tundra Books / Puffin Canada (Penguin Random House Canada), 2020. ISBN 978-0-7352-6610-0 (hardcover) / 978-0-7352-6612-4 (paperback). 256 pp. Middle-grade Indigenous portal-fantasy novel. Reading level Lexile 680L, Bookroo Ages 10-13, Penguin Interest Level Grade 5-9 (within Grade 7 range). Awards: 2021 Governor General Literary Award shortlist, Kirkus / NPR / Quill and Quire best of 2020, Ontario Library Association Silver Birch Award shortlist. Themes shared with Hughes Thank You M am: displaced child finding mentorship from unexpected adult (Ochek the Fisher), food scarcity and survival, kinship across difference. Used in cc-cmp001-fnmi-pairing as secondary extension reading; Chapter 1 free preview at penguinrandomhouseelementaryeducation.com. ------------------------------------------------------------------------ TITLE: Garcia, Privilege Power and Dungeons and Dragons, 2017 ROLE: both LINKS: cc_links=[cc-pen-006, cc-eng4u] Garcia, Antero. Privilege, Power, and Dungeons and Dragons: How Systems Shape Racial and Gender Identities in Tabletop Role-Playing Games. Mind, Culture, and Activity, Volume 24, Issue 3, 2017, pp. 232-246. DOI 10.1080/10749039.2017.1293691. Garcia is Associate Professor at Stanford Graduate School of Education. Cultural-historical analysis of how D and D systems shape player assumptions about race and gender across 40 years of game evolution. Anchor citation for the equity-and-critical-literacy literature backing the cmp-001 plus broader D and D-frame Ontario English curriculum stress-test. Companion 2021 chapter at Teachers College Record (DOI 10.1177/016146812112301302) titled I piss a lot of people off when I play dwarves like dwarves extends the analysis. VERIFIED 2026-05-10 via tandfonline.com publisher page plus Stanford profile. ------------------------------------------------------------------------ TITLE: Trammell, Repairing Play A Black Phenomenology, MIT Press 2023 ROLE: both LINKS: cc_links=[cc-pen-006, cc-eng4u] Trammell, Aaron. Repairing Play: A Black Phenomenology. Cambridge MA: The MIT Press, 2023. Playful Thinking series. ISBN-13 9780262545273 (paperback, 144 pp), ISBN 9780262373883 (electronic). DOI 10.7551/mitpress/14656.001.0001. Trammell argues the dominant White-European philosophical tradition of play (Huizinga, Caillois) has been complicit in systemic erasure of BIPOC suffering and subjugation from the domain of leisure. Trammell is the citation deployed when a curriculum-defensibility skeptic asks whether D and D is racist; the answer is yes historically and here is the scholarship on repair. Trammell also has earlier work in Analog Game Studies on the orc-coding problem and Wizards of the Coast 2020 monstrous-races revisions. VERIFIED 2026-05-10 via direct.mit.edu plus penguinrandomhouse.com. ------------------------------------------------------------------------ TITLE: Bowman, The Functions of Role-playing Games, McFarland 2010 ROLE: both LINKS: cc_links=[cc-pen-006] Bowman, Sarah Lynne. The Functions of Role-playing Games: How Participants Create Community, Solve Problems, and Explore Identity. Jefferson NC: McFarland and Company, 2010. ISBN 978-0-7864-4710-7. Bowman is the foundational theorist of bleed (the spillover between player and character) and identity-alteration in role-playing. The 2010 book establishes the theoretical framework that role-play lets marginalized students try on power they do not have in the real classroom. Bowman has subsequent journal work in International Journal of Role-Playing and editorial work on IJRP issues 12 plus 14 plus 15 plus 16. Bowman 2015 essay Bleed: The Spillover Between Player and Character (Nordiclarp.org, March 2 2015) is the canonical bleed-framework primary statement; Hugaas 2024 in IJRP 15 extends it. VERIFIED 2026-05-10 via sarahlynnebowman.com publications page plus Uppsala University profile. ------------------------------------------------------------------------ TITLE: IB Diploma Programme Philosophy subject guide (first assessment 2025) ROLE: both International Baccalaureate Organization. Diploma Programme Philosophy guide, first assessment 2025. IBO Geneva. Core theme Being human, compulsory, 45 hours at SL and HL. Optional themes: Aesthetics, Epistemology, Ethics, Philosophy of religion, Philosophy of science, Political philosophy, and Social philosophy (new in 2025); SL studies one, HL studies two. Prescribed-text study, one text from the IB list, 40 hours at each level. HL extension topic Philosophy and contemporary issues. Internal assessment, a 2000-word philosophical analysis of a non-philosophical stimulus, 25 percent SL and 20 percent HL. IB list of prescribed texts, first assessment 2025: Bhagavad Gita; Confucius, The Analects; Lao Tzu, Tao Te Ching; Plato, The Republic Books IV to IX; Descartes, Meditations; Locke, Second Treatise on Government; Mill, On Liberty; Nietzsche, The Genealogy of Morals; Russell, The Problems of Philosophy; Arendt, The Human Condition; Beauvoir, The Ethics of Ambiguity; Taylor, The Ethics of Authenticity. INVENTORY CORRECTION: Aristotle Nicomachean Ethics was on pre-2025 lists and is removed in the 2023 revision; Beauvoir and Taylor are new. Four assessment objectives: AO1 Knowledge and understanding, AO2 Application and analysis, AO3 Synthesis and evaluation, AO4 Use and application of appropriate skills. Subject brief at ibo.org. The full guide markband prose is gated to Stage-2 retrieval. Source verified via the ibo.org subject brief, 2026-05-14. ------------------------------------------------------------------------ TITLE: IB Diploma Programme History subject guide (first assessment 2017) ROLE: both International Baccalaureate Organization. History guide, first examinations 2017. IBO Geneva. Operative through May 2027. The revised course launches February 2026 for first teaching August 2026, with first assessment May 2028. Six key historical concepts: change, continuity, causation, consequence, significance, perspectives. Structure: Prescribed Subjects (Paper 1, one of five, source-based), World History Topics (Paper 2, two of twelve), HL Options (Paper 3, one of four regional options, three sections each), and the Internal Assessment historical investigation of 1500 to 2200 words. Four assessment objectives: AO1 Knowledge and understanding, AO2 Application and analysis, AO3 Synthesis and evaluation, AO4 Use and application of appropriate skills. Paper 1 mark allocation: Q1a 3 marks, Q1b 2 marks, Q2 value-and-limitations 4 marks, Q3 compare-and-contrast 6 marks, Q4 mini-essay 9 marks. Paper 2 and Paper 3 essays are 15 marks each across six bands. The Internal Assessment is 25 marks: Criterion A identification and evaluation of sources 6 marks, Criterion B investigation 15 marks, Criterion C reflection 4 marks. Source verified via the IB-original guide PDF and the IB-hosted specimen Paper 2 markscheme, 2026-05-14. The full markband prose is gated to Stage-2 retrieval. ------------------------------------------------------------------------ TITLE: Cambridge International AS & A Level English Language 9093 and Literature in English 9695 (2024-2026 syllabus) ROLE: both Cambridge Assessment International Education. AS & A Level English Language syllabus 9093 and Literature in English syllabus 9695, 2024 to 2026 examination series. English Language 9093 five assessment objectives: AO1 read and demonstrate understanding of a wide variety of texts; AO2 write effectively, creatively, accurately and appropriately; AO3 analyse the ways writers and speakers choices of form, structure and language produce meaning and style; AO4 demonstrate understanding of linguistic issues, concepts, methods and approaches; AO5 analyse and synthesise language data from a variety of sources. Four papers: Reading, Writing, Language Analysis, Language Topics. Literature in English 9695 five assessment objectives: AO1 knowledge and understanding; AO2 analysis; AO3 personal response; AO4 communication; AO5 evaluation of opinion. Four papers: Drama and Poetry, Prose and Unseen, Shakespeare and Drama, Pre- and Post-1900 Poetry and Prose. Source verified via the cambridgeinternational.org syllabus PDFs, 2026-05-14. ------------------------------------------------------------------------ TITLE: Webb alignment model (Webb 1997, 1999, 2002) ROLE: both Webb, Norman L. Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education. Research Monograph No. 6, Council of Chief State School Officers and National Institute for Science Education, University of Wisconsin-Madison, 1997. Webb, Alignment of Science and Mathematics Standards and Assessments in Four States. Research Monograph No. 18, CCSSO, 1999. Webb, Depth-of-Knowledge Levels for Four Content Areas. Wisconsin Center for Education Research, 2002. Four operational alignment criteria: Categorical Concurrence, Depth-of-Knowledge Consistency, Range-of-Knowledge Correspondence, Balance of Representation. Depth of Knowledge levels: DOK 1 Recall and Reproduction, DOK 2 Skills and Concepts, DOK 3 Strategic Thinking, DOK 4 Extended Thinking. Reviewer-panel mechanics: 6 to 8 trained content reviewers, independent coding, intraclass-correlation reporting. The substrate for the mc* alignment methodology DOK component and reviewer mechanics. See mc-alignment-methodology. ------------------------------------------------------------------------ TITLE: Porter alignment index (Porter 2002) ROLE: both Porter, Andrew C. Measuring the Content of Instruction: Uses in Research and Practice. Educational Researcher 31(7), 2002, pages 3 to 14. DOI 10.3102/0013189X031007003. The alignment index P equals 1 minus the sum of absolute differences between corresponding cell proportions of two content-by-cognitive-demand matrices, divided by 2. P ranges 0 to 1, where 1 indicates identical proportional distributions. The index operates at the corpus level on a content-by-cognitive-demand matrix. The substrate for the mc* quarterly corpus-level alignment validation. It produces a single defensible per-curriculum coverage number rather than a per-cell judgement. See mc-alignment-methodology. ------------------------------------------------------------------------ TITLE: Ecctis qualification-alignment methodology (Ecctis 2022) ROLE: both Ecctis, formerly UK NARIC. DP Country Alignment Studies, commissioned by the International Baccalaureate Organization, October 2022, including Alignment of the Diploma Programme with the Ontario Secondary School Diploma. Cross-jurisdiction qualification benchmarking. Alignment is defined as the extent of similarities and differences between key selected criteria of two educational programmes. The structure is two-level, programme-level and subject-level. Four demand dimensions: cognitive skills evidenced in learning outcomes (the Revised Bloom Taxonomy), depth of knowledge (adapted from Webb), volume of work, and outstanding areas of subject demand. Three-way research-question framing: similarities, comparator-gaps, programme-gaps. Panels reach consensus on a single best descriptor. The substrate for the mc* cross-jurisdiction alignment framing and the honest non-equivalence handling. Note: the Ontario PDF was not directly retrievable to automated fetchers; quotations were reconstructed from search snippets and verbatim-identical parallel-country reports, flagged for direct retrieval before any external publication. See mc-alignment-methodology. ------------------------------------------------------------------------ TITLE: Anderson and Krathwohl revised Bloom taxonomy (2001) ROLE: both Anderson, Lorin W., and David R. Krathwohl, editors. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom Taxonomy of Educational Objectives. New York: Longman, 2001. The matrix crosses six cognitive processes (Remember, Understand, Apply, Analyze, Evaluate, Create) with four knowledge dimensions (Factual, Conceptual, Procedural, Metacognitive). It is the interlingua that lets differently-worded standards across systems be compared on a common metric. The substrate for the mc* curriculum_anchor bloom_cognitive_process and bloom_knowledge_dimension fields. It crosses with the Webb DOK scale in the Hess Cognitive Rigor Matrix. See mc-curriculum-anchor-schema. ------------------------------------------------------------------------ TITLE: 1EdTech CASE and Achievement Standards Network (URI standards) ROLE: both 1EdTech. Competencies and Academic Standards Exchange, CASE, specification version 1.1. Entities: CFDocument (a framework), CFItem (a competency or standard statement), CFAssociation (a typed cross-framework link, with types including exactMatchOf, isPartOf, isPeerOf, isRelatedTo, precedes). CASE is JSON-LD serialisable and each entity carries a dereferenceable URI. Achievement Standards Network, ASN, publishes persistent HTTP URIs for US state and national standards. Per the May 2026 D7 ruling mc* builds the higher-quality URI-resolvable version. CASE 1.1 is the canonical format for the mc* concept catalog and curriculum_anchors. ASN URIs are the authoritative identifiers where ASN covers the standard. CASE-style URIs are minted for everything ASN does not cover, including OSSD, IB DP, IB MYP, GCSE, Cambridge, and AP. The substrate for the mc* external_standard_id and case_association_type fields. See mc-curriculum-anchor-schema. ------------------------------------------------------------------------ TITLE: IB Language A: Language and Literature subject guide (first assessment 2026) ROLE: both International Baccalaureate Organization. Language A Language and Literature Guide, first assessment 2026. IBO Geneva. The operative guide for the May 2026 examination session onward, superseding the first-assessment-2021 guide recorded at cit-015 and cit-006. Retains the three areas of exploration (Readers Writers and Texts; Time and Space; Intertextuality Connecting Texts), the seven central concepts (identity, culture, creativity, communication, perspective, transformation, representation), and the five fields of inquiry that structure the Individual Oral. Assessment components: Paper 1 guided textual analysis, Paper 2 comparative essay, the Individual Oral on a global issue, and the HL Essay at Higher Level. Source for the IB column of the mc* twenty-lens fit-map (mc-twenty-lens-fitmap). Verified to exist as the operative guide as of May 2026. Verdict-level caveats are recorded in the fit-map entry, not here. ------------------------------------------------------------------------ TITLE: AP English Literature and Composition CED (effective Fall 2024) ROLE: both College Board. AP English Literature and Composition Course and Exam Description, effective Fall 2024. The operative CED for the May 2025 examination onward, superseding the 2019-release CED recorded at cit-016. Retains the six Big Ideas (Character CHR, Setting SET, Structure STR, Narration NAR, Figurative Language FIG, Literary Argumentation LAN) and the associated skill categories. Changes from the prior CED: multiple-choice questions reduced to four answer options beginning with the 2025 exam, and free-response scoring moved from holistic to analytic rubrics. The framework is text-internal. Per the CED framing, neither linguistic nor literary history is the principal focus, and critical perspectives are background a teacher may bring rather than named assessed operations. That text-internal scope is the reason the AP column of the mc* twenty-lens fit-map scores NO HOME on all critical-theory and context lenses. Source for the AP column of the fit-map (mc-twenty-lens-fitmap). Verified to exist as the operative CED as of May 2026. ------------------------------------------------------------------------ TITLE: Bergson 1889 Time and Free Will ROLE: both LINKS: mc_links=[pen-pending-user-authorship] AI-PROPOSED canonical citation number; user ratification pending. Henri Bergson, Essai sur les donnees immediates de la conscience (1889; English translation by F.L. Pogson as Time and Free Will: An Essay on the Immediate Data of Consciousness, 1910, Macmillan; subsequently Allen and Unwin). Bergson submitted this as his doctoral thesis at the University of Paris. Foundational source for duree (qualitative-experiential time as distinct from quantitative-clock time). Referenced across polymyth in the Hegel-Jung-Whitehead methodological engine work and in temporal-severance gorgonification analysis. ------------------------------------------------------------------------ TITLE: Costikyan 1994 I Have No Words and I Must Design ROLE: both LINKS: mc_links=[pen-pending-user-authorship] AI-PROPOSED canonical citation number; user ratification pending. Greg Costikyan, "I Have No Words & I Must Design," originally presented at the 1994 Computer Game Developers Conference; revised and republished in Tampere University of Technology Computer Games and Digital Cultures Conference Proceedings 2002 (ed. Frans Mayra). Foundational essay establishing game-design vocabulary distinct from narrative-fiction vocabulary. Referenced across polymyth in the Library-of-mediums rule (Sanderson play-to-medium-strengths) and in TTRPG-canonical-case work. CONTEMPORARY-WORK CAVEAT: user mentioned a separate Costikyan piece "Where Stories End and Games Begin" (purportedly Game Developer Magazine 1994 expanded 2000); that specific title-and-venue could not be re-verified this turn and may have been a paraphrase. User to confirm intended Costikyan source. ------------------------------------------------------------------------ TITLE: Second Person edited Harrigan and Wardrip-Fruin 2007 MIT Press ROLE: both LINKS: mc_links=[pen-pending-user-authorship] AI-PROPOSED canonical citation number; user ratification pending. Pat Harrigan and Noah Wardrip-Fruin (editors), Second Person: Role-Playing and Story in Games and Playable Media (MIT Press 2007; ISBN 978-0-262-08356-0). Edited essay collection including contributions from Will Hindmarch among other practitioners and theorists. Foundational source for treating TTRPG and digital-game story-design as serious media-specific work. Referenced across polymyth in Library-of-mediums rule and in bb* dimensional-pedagogy work. Specific Hindmarch essay-title pending user identification (Hindmarch contributed multiple pieces across the field; user may have intended a specific essay). ------------------------------------------------------------------------ TITLE: Sanderson BYU English 318R lectures 2010-2026 ROLE: both LINKS: mc_links=[pen-pending-user-authorship] AI-PROPOSED canonical citation number; user ratification pending. Brandon Sanderson, English 318R "Writing Science Fiction and Fantasy" lectures, Brigham Young University, annual offerings approximately 2004 onward. Specific recorded-lecture-series with widespread availability: 2010 BYU recording (early YouTube proliferation); 2016 BYU recording (TheStormlightWiki channel uploads); 2020 BYU recording (Brandon Sanderson official YouTube channel; full lecture series titled "Brandon Sanderson 318R Lectures 2020"). Recent 2025-2026 lectures available on the Sanderson YouTube channel. Source for the play-to-medium-strengths principle (a writer should pick the medium that best serves the story rather than fitting the story to a preferred medium), which the Library-of-mediums rule operationalizes for the polymyth context. SPECIFIC LECTURE-DATE CAVEAT: the Sanderson lectures cover similar material across years with iterative refinement; the play-to-medium-strengths principle is a recurrent theme. User to identify which specific lecture-year-and-segment carries the load if specific citation is needed. ------------------------------------------------------------------------ TITLE: J Z Smith 1982 Imagining Religion ROLE: both LINKS: mc_links=[pen-pending-user-authorship] AI-PROPOSED canonical citation number; user ratification pending. Jonathan Z. Smith, Imagining Religion: From Babylon to Jonestown (University of Chicago Press, 1982; ISBN 0-226-76358-4). Foundational text in religious-studies methodology. The Smith argument that religion as a category is the academic study creation (not a found object) intersects with polymyth slot-28 source-tradition USE-not-REDUCTION discipline. Referenced in sabachtan-method-related work and in the broader meta-disciplinary analysis of how academic categories function. ------------------------------------------------------------------------ TITLE: Asad 1993 Genealogies of Religion ROLE: both LINKS: mc_links=[pen-pending-user-authorship] AI-PROPOSED canonical citation number; user ratification pending. Talal Asad, Genealogies of Religion: Discipline and Reasons of Power in Christianity and Islam (Johns Hopkins University Press, 1993; ISBN 978-0-8018-4632-8). Foundational text in critical religious-studies and anthropology of religion. The Asad argument that the modern category of religion is a product of post-Reformation Western intellectual history (and thus cannot be neutrally applied cross-culturally) intersects with polymyth slot-28 source-tradition discipline. Referenced in sabachtan-related work and in the gnosticism-philosophy-seminar context. ------------------------------------------------------------------------ TITLE: radiojamesgames 2026 TTRPGs Need Genres ROLE: both LINKS: mc_links=[pen-pending-user-authorship] AI-PROPOSED canonical citation number; user ratification pending. radiojamesgames, "TTRPGs Need Genres" (blog post or essay, January 2026 per user reference in earlier conversation; specific URL and full author name pending user verification). Referenced in polymyth as a contemporary contribution to the TTRPG-canonical-case work that the Unnameability-of-cultural-form methodology entry engages. CONTEMPORARY-SOURCE CAVEAT: this is a 2026 post; if formal citation is needed, user to confirm the exact URL, author byline, and any subsequent revisions to the original post. ------------------------------------------------------------------------ TITLE: Miyazaki, Starting Point 1979-1996 ROLE: both Hayao Miyazaki, Starting Point: 1979-1996, trans. Beth Cary and Frederik L. Schodt, San Francisco: Viz Media, 2009 (orig. Shuppatsuten, Studio Ghibli, 1996). Primary source for the Ghibli method: the dignity of labour, animist attention to nature, and imagination built from stored observation rather than from other images. Page-level citations to be verified against the print edition. ------------------------------------------------------------------------ TITLE: Takeuchi et al., Satoyama (Springer 2003) ROLE: both Kazuhiko Takeuchi and others, editors, Satoyama: The Traditional Rural Landscape of Japan, Tokyo: Springer, 2003, ISBN 978-4-431-67861-8. The cultivated borderland between mountain wilderness and human village; the organising spatial concept of the world map. ------------------------------------------------------------------------ TITLE: Lave and Wenger, Situated Learning (1991) ROLE: both Jean Lave and Etienne Wenger, Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press, 1991, ISBN 9780521423748. Learning as social participation; the newcomer trajectory from legitimate peripheral participation to full participation, theorised through apprenticeship. Grounds the vocation-tier progression. ------------------------------------------------------------------------ TITLE: Napier, Anime from Akira to Howl (2005) ROLE: both Susan J. Napier, Anime from Akira to Howl's Moving Castle, New York: Palgrave Macmillan, 2005. Scholarly source for the Ghibli corpus. Documents Irontown as inspired generically by Chinese metalworking settlements plus a Shimane tatara furnace (pp. 232-234); the cautionary case for the citation discipline, cite the confirmed root and flag the fan attribution. ------------------------------------------------------------------------ TITLE: Vygotsky, Mind in Society (Harvard UP 1978) ROLE: both Lev S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes, edited by Cole, John-Steiner, Scribner and Souberman, Cambridge MA: Harvard University Press, 1978, ISBN 9780674576292. The zone of proximal development, the distance between what a learner does alone and what they do under guidance, defined p. 86. Grounds the soft-gate: at or above a region floor the work sits in the ZPD. ------------------------------------------------------------------------ TITLE: Wood, Bruner and Ross, scaffolding (1976) ROLE: both David Wood, Jerome S. Bruner and Gail Ross, The Role of Tutoring in Problem Solving, Journal of Child Psychology and Psychiatry 17(2), 1976, pp. 89-100. The origin of instructional scaffolding, the support that lets a learner accomplish what they could not unaided. Grounds the scaffolding that thins as the tier gap widens. ------------------------------------------------------------------------ TITLE: Kapur, Productive Failure (2008) ROLE: both Manu Kapur, Productive Failure, Cognition and Instruction 26(3), 2008, pp. 379-424, DOI 10.1080/07370000802212669. Struggling with ill-structured problems without support structures can outperform guided instruction on later transfer. Grounds the under-tier outcome: the failure is productive and genuine depth still scores. ------------------------------------------------------------------------ TITLE: Ryan and Deci, Self-Determination Theory (2000) ROLE: both Richard M. Ryan and Edward L. Deci, Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being, American Psychologist 55(1), 2000, pp. 68-78, DOI 10.1037/0003-066X.55.1.68. Three innate needs, competence, autonomy, and relatedness, condition intrinsic motivation. Grounds the open-world autonomy and the no-grinding rule. ------------------------------------------------------------------------ TITLE: Hase and Kenyon, heutagogy (2000) ROLE: both Stewart Hase and Chris Kenyon, From Andragogy to Heutagogy, ultiBASE, RMIT University, December 2000; developed in Self-Determined Learning: Heutagogy in Action, London: Bloomsbury, 2013, ISBN 9781441142771. Self-determined learning, in which the learner sets what, how, and how deeply to learn. Grounds the learner-set depth and path. ------------------------------------------------------------------------ TITLE: Knowles, andragogy (1984) ROLE: both Malcolm S. Knowles, Andragogy in Action, San Francisco: Jossey-Bass, 1984, with The Adult Learner: A Neglected Species, Houston: Gulf, 1973 and later editions. Adults are self-directed, experience-rich, problem-centred, and ready to learn what their roles demand. Grounds the adult self-directed assignment design. ------------------------------------------------------------------------ TITLE: Wiggins, Educative Assessment (1998) ROLE: both Grant Wiggins, Educative Assessment: Designing Assessments to Inform and Improve Student Performance, San Francisco: Jossey-Bass, 1998, ISBN 0787908487. Authentic assessment, tasks that replicate the real challenges of a field and are designed to improve performance rather than only audit it. Grounds mastery shown through made artefacts, not tests. ------------------------------------------------------------------------ TITLE: Toriyama Sekien, the four yokai catalogs 1776-1784 ROLE: both Toriyama Sekien, Gazu Hyakki Yagyo, 1776; Konjaku Gazu Zoku Hyakki, 1779; Konjaku Hyakki Shui, 1781; Hyakki Tsurezure Bukuro, 1784. The four illustrated yokai catalogs, public domain, digitized by Smithsonian Libraries, the Library of Congress, and the National Diet Library. Primary bestiary source for cmp-003; modern Mizuki Shigeru designs are excluded as copyrighted. ------------------------------------------------------------------------ TITLE: Yanagita, Tono Monogatari 1910 ROLE: both Yanagita Kunio, Tono Monogatari, 1910; in English as The Legends of Tono, translated by Ronald A. Morse. Foundational yokai ethnography; chapters 17 and 18 attest the zashiki-warashi prosperity pattern used in the cmp-003 bestiary. ------------------------------------------------------------------------ TITLE: Hearn, Kwaidan 1904 ROLE: both Lafcadio Hearn, Kwaidan: Stories and Studies of Strange Things, 1904. Public domain via Project Gutenberg. Source for the yuki-onna, rokurokubi, mujina, and jikininki entries in the cmp-003 bestiary. ------------------------------------------------------------------------ TITLE: Yoshino, How Do You Live 1937 (tr. Navasky 2021) ROLE: both Yoshino Genzaburo, How Do You Live, 1937; English translation by Bruno Navasky, Algonquin Young Readers, 2021. The ethics novel behind the 2023 film title; the cmp-003 capstone seminar text. ------------------------------------------------------------------------ TITLE: Dower, Embracing Defeat (Norton 1999) ROLE: both John W. Dower, Embracing Defeat: Japan in the Wake of World War II, W. W. Norton, 1999. Pulitzer-winning postwar history; anchor for the cmp-003 1945 home-front frame. ------------------------------------------------------------------------ TITLE: Johnston, The Modern Epidemic (Harvard 1995) ROLE: both William Johnston, The Modern Epidemic: A History of Tuberculosis in Japan, Harvard University Asia Center, 1995. Anchor for the interwar tuberculosis layer of cmp-003 frame C. ------------------------------------------------------------------------ TITLE: Burns, Kingdom of the Sick (U Hawaii 2019) ROLE: both Susan L. Burns, Kingdom of the Sick: A History of Leprosy and Japan, University of Hawaii Press, 2019. Anchor for outcaste status and leprosy segregation in cmp-003 frame A. ------------------------------------------------------------------------ TITLE: Vaporis, Breaking Barriers (Harvard 1994) ROLE: both Constantine Nomikos Vaporis, Breaking Barriers: Travel and the State in Early Modern Japan, Harvard University Asia Center, 1994. Named source for the open Edo travel and sekisho checkpoint gap in cmp-003. ------------------------------------------------------------------------ TITLE: Napier, Miyazakiworld (Yale 2018) ROLE: both Susan Napier, Miyazakiworld: A Life in Art, Yale University Press, 2018. Scholarly monograph on the corpus; maker-plane secondary anchor for cmp-003. Distinct from the 2005 Napier volume already filed. ------------------------------------------------------------------------ TITLE: Chamberlain, Ko-ji-ki translation 1882 (public domain) ROLE: both Basil Hall Chamberlain, A Translation of the Ko-ji-ki, Transactions of the Asiatic Society of Japan, Vol. 10 Supplement, 1882. Public domain, verbatim-quotable; full text on Wikisource and sacred-texts. The Kojiki (712, compiled by O no Yasumaro) is itself public domain. The cmp-003 public-domain spine source for creation, Yomi, Amaterasu, Orochi, Inaba. Philippi 1968 and Heldt 2014 translations are in copyright, cite-only. ------------------------------------------------------------------------ TITLE: Aston, Nihongi translation 1896 (public domain) ROLE: both W. G. Aston, Nihongi: Chronicles of Japan from the Earliest Times to A.D. 697, Transactions and Proceedings of the Japan Society, Supplement I, 1896. Public domain, verbatim-quotable. The Nihon Shoki (720) text is public domain; its value for cmp-003 is the multiple variant versions of each myth plus the Susano-o tree-creation passage seating the shinboku threshold class. ------------------------------------------------------------------------ TITLE: Frazer, The Golden Bough ch. 22 (public domain, Gutenberg 3623) ROLE: both Sir James George Frazer, The Golden Bough, Chapter 22, Tabooed Words, section 1, Personal Names Tabooed; third edition 1911, abridged edition 1922. Public domain; Project Gutenberg ebook 3623. The verbatim-quotable in-game rule text for the cmp-003 name-theft mechanic: the name-person link as a real and substantial bond through which magic may be wrought. Insulates the mechanic from the Earthsea and Spirited Away expressions, both behind living-rights termini. ------------------------------------------------------------------------ TITLE: Plutschow, Japan’s Name Culture 1995 (in copyright) ROLE: both Herbert E. Plutschow, Japan’s Name Culture: The Significance of Names in a Religious, Political and Social Context, Japan Library / Curzon Press, 1995, ISBN 1-873410-42-5. The first comprehensive English study of Japanese names; anchors the imina true-name taboo, azana, okurina, genpuku conferral, henki shared characters, and name-disclosure-as-submission for cmp-003. IN COPYRIGHT, cite-only; page-level quotation pending library access. ------------------------------------------------------------------------ TITLE: Philippi, Norito 1959/1990 (in copyright; Engishiki text PD) ROLE: both Donald L. Philippi, Norito: A Translation of the Ancient Japanese Ritual Prayers, Institute for Japanese Culture and Classics, Kokugakuin University, 1959; reprinted Princeton University Press 1990, ISBN 0-691-01489-2, preface Joseph M. Kitagawa. The only widely available English translation of the norito. IN COPYRIGHT, cite and paraphrase. The Engishiki (927 CE), preserving 27 representative norito, is itself public-domain text and seats the cmp-003 barrier-speech mechanic. ------------------------------------------------------------------------ TITLE: Farris, Japan’s Medieval Population 2006 / Daily Life and Demographics 2009 (in copyright) ROLE: both W. Wayne Farris, Japan’s Medieval Population: Famine, Fertility, and Warfare in a Transformative Age, University of Hawai’i Press 2006; and Daily Life and Demographics in Ancient Japan, University of Michigan 2009. Anchor for the cmp-003 Heian economy: coinage cessation circa 1000 CE, rice as primary unit of exchange, toraisen inflow from the 12th century. Page-level precision pending print volumes. IN COPYRIGHT, cite-only. ------------------------------------------------------------------------ TITLE: Havens, Valley of Darkness 1978 (in copyright) ROLE: both Thomas R. H. Havens, Valley of Darkness: The Japanese People and World War Two, W. W. Norton 1978. Anchor for the cmp-003 1945 frame: civilian caloric decline (about 17 percent by 1944, the 1,680-calorie summer 1945 figure pending page level), tonarigumi of 8 to 9 households handling ration distribution, sugar and soap scarcity after 1943, festival suspension under total war. IN COPYRIGHT, cite-only. ------------------------------------------------------------------------ TITLE: Adamek, A Good Son Is Sad 2012/2015 (in copyright): the bihui anchor ROLE: both Piotr Adamek, A Good Son Is Sad If He Hears the Name of His Father: The Tabooing of Names in China as a Way of Implementing Social Values, Monumenta Serica Monograph Series, Routledge / Sankt Augustin, from the 2012 Leiden dissertation, ISBN 9781909662698. First book-length treatment of the Chinese naming taboo (first Western study Haenisch 1932). Closes the cmp-003 bihui citation gap behind the imina stack. Secondary anchor: Wilkinson, Chinese History: A New Manual, Harvard. IN COPYRIGHT, cite-only. ------------------------------------------------------------------------ TITLE: Shively and McCullough eds., Cambridge History of Japan vol. 2, 1999 (in copyright) ROLE: both Donald H. Shively and William H. McCullough, eds., The Cambridge History of Japan, Volume 2: Heian Japan, Cambridge University Press 1999. Anchor for cmp-003 Heian-kyo spatial resolution (Suzaku Avenue about 84 m, Nijo about 52 m, cho blocks about 120 m square, pp. 105-107) and the court economy. IN COPYRIGHT, cite-only. Companion spatial anchor: Matthew Stavros, Kyoto: An Urban History, Hawai’i 2014. ------------------------------------------------------------------------ TITLE: Miyake, Shugendo: Essays on the Structure of Japanese Folk Religion 2001 (in copyright) ROLE: both Hitoshi Miyake, Shugendo: Essays on the Structure of Japanese Folk Religion, University of Michigan Center for Japanese Studies 2001. Anchor for the cmp-003 shugendo class: nyubu mountain-entry as symbolic death and rebirth, the jikkai ten-realms mapping, implement symbolism, the 1872 abolition. Companion: H. Byron Earhart, A Religious Study of the Mount Haguro Sect of Shugendo, Sophia University 1970. IN COPYRIGHT, cite-only. ------------------------------------------------------------------------ TITLE: Johnston, The Modern Epidemic 1995 (in copyright) ROLE: both William Johnston, The Modern Epidemic: A History of Tuberculosis in Japan, Harvard East Asian Monographs 1995, ISBN 9780674579125. Anchor for cmp-003 interwar lived fear: the epidemic curve from circa 1895, the joko textile-worker vector, sanatorium culture, stigma, and the Hori Tatsuo literary substrate beneath the Nahoko storyline. Mortality statistics appendix 1886-1989. IN COPYRIGHT, cite-only. ------------------------------------------------------------------------ TITLE: Silverberg, Erotic Grotesque Nonsense 2006 (in copyright) ROLE: both Miriam Silverberg, Erotic Grotesque Nonsense: The Mass Culture of Japanese Modern Times, University of California Press 2006, ISBN 9780520222731. Anchor for the cmp-003 interwar texture: moga and mobo, the jokyu cafe waitress, Asakusa, department stores, ero-guro-nansensu, drawing on Kon Wajiro’s modernology and Gonda Yasunosuke. Fills the flagged-thin interwar dossier with Gordon (labor) and Sand (domestic interior). IN COPYRIGHT, cite-only. ======================================================================== END OF MODULECANON FILE ========================================================================