Nevada standards alignment

• CCSS.ELA-Literacy.RH.11-12.6

  Covered

  Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

  Covered by

  • Sugar — The Sweet Revolution
  • Chocolate — Food of the Gods
  • Guayusa & Kola Nut — Forest Wisdom

  • · Ep 4 · Whose Voice Tells the Story, Beckford (1790) against Equiano (1789) and Mary Prince (1831) on the same plantation world
  • · Ep 3 · Two Ways of Seeing a Bean
  • · Ep 5 · Two Ways of Knowing
  • · Ep 18 · Whose Voice
  • · 2 · Three objects that look alike and are not
  • · 7 · Decoration, warning, advertisement
  • · 13 · How Africa's map emptied out
  • · 4 · The griffin argument, held open
  • · 3 · The cyclops and the dwarf elephant
  • · 5 · How they wrote it: what "may have inspired" is doing
  • · 8 · Geocentrism was good science
  • · 11 · Wegener was right, and he was dismissed
  • · 13 · They laughed at Galileo
  • · 4 · Where the flat-earth story came from

  Note: The strongest single alignment on this page. Ep 4 puts a planter's euphemism and passive voice directly against two first-person accounts by formerly enslaved writers, and teaches the student to assess each author's claims and evidence. Monsters at the Edge of the Map runs the same assessment on documents rather than testimony: three contemporary map genres set against each other, then the reasons (cost, buyer, argument, inheritance) an element appears at all.

• CCSS.ELA-Literacy.RI.11-12.6

  Covered

  Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

  Covered by

  • Sugar — The Sweet Revolution

  • · Ep 4 · Blood-Sweetened Luxury
  • · Ep 15 · Torches of Freedom
  • · Ep 17 · Lin Zexu's Letter
  • · Ep 16 · Three Sentences, Three Policies
  • · 1 · Five genres, one discovery
  • · 4 · The paper: hedges, consistent with, and what a scientist will not say
  • · 5 · The press release: the institution's voice
  • · 6 · The headline: where suggests becomes proves

• CCSS.ELA-Literacy.RH.11-12.9

  Partially covered

  Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

  Covered by

  • Sugar — The Sweet Revolution

  • · Ep 10 · The Oral History That Survived (recovering Nathan “Nearest” Green's erased role)
  • · Ep 4 · Whose Voice Tells the Story
  • · 2 · How we know: reading a record the enslavers wrote
  • · 2 · The center of gravity: the claim, its sources, and its caveats
  • · 9 · Reading density: what a thick section and a thin one mean
  • · 8 · The Lula record, stated as dated fact
  • · Africa Before Colonization: The Documented Record
  • · 12 · Brontosaurus: the animal that was, was not, and may be again
  • · 15 · Bakker, warm blood, and an argument that was won in parts
  • · 18 · Chicxulub: what confirmed it, and what is still argued
  • · 19 · Claim and evidence, across two hundred years

  What we do and don't cover: Full in the BVC Nathan Green lesson, where the documentary and oral records openly disagree, and full in Deep Time and the Dinosaur Renaissance, which makes discrepancy the organising exercise: Tschopp et al. 2015 taught as a proposal with later analyses on both sides, two disagreeing 2019 papers on Deccan tempo, and a 41-author review paired with the formal published comments disputing it. Partial across the catalog-wide claim: every one of those courses integrates cited primary and secondary sources into a coherent account (the standard's first clause), and the route, labor, and contested-scholarship courses also foreground where the sources disagree, but the narrative histories (bathing, hoodoo) integrate sources without making discrepancy-resolution a systematic exercise.

What we don't claim

A standards page is only worth reading if the omissions are honest too. We looked at these and left them out:

• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Nevada Academic Content Standard for mathematics.
• Science — one partial claim, via the shared NGSS file. Nevada adopted the NGSS in February 2014 as the Nevada Academic Content Standards for Science, so our one honest science claim — HS-ESS3-1, partial — comes through the shared NGSS mapping with the limit stated on the entry. There is no laboratory work, investigation, or modelling in this catalog, and we will not claim more.
• Nevada's own Nevada-history and civics detail that no single code captures. The Civics & Economics and U.S. History courses each carry Nevada-history standards (SS.9-12.CE.18/19, SS.9-12.US.20-22). CE.18 and CE.19 host the flagship as partial, but the Nevada Civics course teaches more of Nevada's own structure than any one code captures — the “None of These Candidates” ballot option, the biennial 120-day Legislature, the two-election amendment rule, the Gaming Control Board and Gaming Commission, the no-income-tax structure, and Carson City's consolidated city-county status. US.20-22 (Nevada's history and the evolution of Nevada's economy from 1877) are Nevada-specific history the catalog does not teach.
• The political-media standards. SS.9-12.CE.30 and SS.9-12.CE.31 (the roles of U.S. media in shaping policy and political discourse, and the role of special-interest groups, lobbyists, and PACs), and SS.9-12.US.34 (the effects of media in shaping public perception and policies), are political-media and interest-group analysis. Our media-literacy course is consumer protection — reading ads and claims for omission and fallacy — not political-media analysis, so we do not claim these; the source-evaluation skill they share is claimed instead under the inquiry standards SS.9-12.CE.3 and SS.9-12.CE.5.
• The disciplinary-skill and civic-disposition standards we checked and rejected. The disciplinary-skill standards that ask students to construct compelling/supporting questions, construct and present their own arguments, participate in rigorous academic discussions, and take deliberative action (SS.9-12.CE.1, .2, .4, .6-.12, and their US/WH equivalents) are procedures the courses exercise but do not deliver as a unit. On the content side, the Civics & Economics standards on political identity and ideology, founding-document interpretation over time, international relations, gerrymandering and redistricting, political behavior of population centers, immigration's effect on politics, and comparative political systems (SS.9-12.CE.13, .15-.17, .20, .21, .25, .26, .34, .37-.42) and the National Economy standards (SS.9-12.CE.45-.50) are not genuinely taught, so we do not claim them.
• Financial Literacy (SS.9-12.FL) — this rejection has been superseded, in part. Until 2026-08-28 this list said all of SS.9-12.FL was not genuinely taught, and that was accurate: the catalog had no personal-finance instruction at all. It now has one course, MONEY-01, on how a consumer credit decision is made, and three of the strand's thirteen standards are claimed above — SS.9-12.FL.6 in full, SS.9-12.FL.3 and SS.9-12.FL.5 in part, each with its limit stated on the entry. The other ten are still not claimed and the reasons are specific rather than general. SS.9-12.FL.2 is taxes and SS.9-12.FL.11 through .13 are careers and Nevada's own postsecondary financing programmes, none of which this catalog teaches. SS.9-12.FL.4 is developing a personal financial plan and a savings plan, and SS.9-12.FL.1 is developing financial goals; the course teaches how institutions decide, and it gives no financial advice and no planning instruction, so claiming a goal-setting or budgeting standard would misdescribe it. SS.9-12.FL.8 is identity theft and fraud, SS.9-12.FL.9 is investing and securities, and SS.9-12.FL.10 is insurance, three domains the course does not enter. SS.912.FL.7, whose code Nevada prints without the hyphen the rest of the strand carries, asks for a comparison of loan types with attention to compounding frequency, which the course does not teach either. Two of those gaps are on the roadmap rather than out of scope: MONEY-03 covers debt and collections and MONEY-04 covers predatory products, and this entry will shrink again when they ship.
• Most World History & Geography and U.S. History standards. The World History & Geography standards not mapped above (SS.9-12.WH.13-16, .18-25, .27-36, .39, .40) and the U.S. History standards not mapped above (SS.9-12.US.13, .15, .17-25, .28-42) are content or historical-thinking standards the courses do not exercise cleanly enough to claim. Where the catalog's globalization content overlaps SS.9-12.WH.40 and SS.9-12.US.42, it is claimed once under the closest fit (CE.53 / US.45) rather than padded across every near-duplicate.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Nevada's closest frameworks (Computer Science, World Languages) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Nevada claims this pass.