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ElementaryMBA

New Jersey standards alignment

Designed for high school. Below is every New Jerseystandard these courses cover: the exact code, the standard's own words, and the lesson that covers it. Where we only cover part of a standard, it says so, and says which part.

2
standards mapped
0
fully covered
2
partially covered
1
frameworks

Read this before you rely on it

  • We mapped this ourselves. This alignment was done by ElementaryMBA against the published standards. It has not been reviewed, endorsed, or approved by New Jersey's education authority or by anyone else.
  • Every code was fetched, then transcribed word for word. Each framework below shows the date its codes and text were retrieved from the publisher.
  • Standards get revised.A code can be renumbered or its wording changed without notice, and some states publish more than one live edition of the same document. Confirm anything you file against your own jurisdiction's current requirements, using the source links below.
  • We would rather claim less. Where the courses only partly cover a standard, this page says partially covered and explains the gap. Standards we considered and could not honestly claim are listed at the bottom, with the reasons.

Subject

Filtering by course: My Daily Altar — Season Synthesis

Showing 2 standards in Social Studies covered by My Daily Altar — Season Synthesis. Clear filters

New Jersey · Social Studies

New Jersey Student Learning Standards for Social Studies — 6.2 World History/Global Studies, by the End of Grade 12

2020 (NJSLS-Social Studies) · New Jersey Department of Education (NJDOE) · retrieved 2026-07-18

New Jersey's Grade 12 World History standards are an unusually close match for the Commodity Map: they name essential commodities (sugar, cotton), mercantilism, imperialism, the Atlantic slave trade, the Columbian exchange, and the lingering effects of colonialism explicitly.

Read the source document →

  • 6.2.12.EconGE.3.c

    Partially covered
    Compare the impact of imperialism on economic development in Africa, Asia, and Latin America regarding barriers or opportunities for future development and political independence.

    Covered by

    • · Ep 2 · Who Grows the Tea (colonial and plantation labour)
    • · Ep 5 · Whose Knowledge Is It
    • · Ep 6 · Kava Governs
    • · Ep 17 · The Opium Wars
    • · Ep 20 · The Ban Against the Evidence
    • · Ep 3 · The Commodity Trap
    • · Ep 7 · Who Captures the Value
    • · Ep 21 · The Smile Curve, Confirmed

    What we do and don't cover: Partial: imperialism's economic legacy — the commodity trap that keeps producing regions poor while value accrues downstream — is taught in depth across Africa, Asia, and Latin America. A formal comparison of development barriers is not attempted.

  • 6.2.12.HistoryCC.5.d

    Partially covered
    Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.

    Covered by

    • · Ep 3 · Conquest and the Great Reversal
    • · Ep 5 · How Coca-Cola Got Its Name (biopiracy)
    • · Ep 7 · The Same Story, Six Times
    • · Ep 11 · The Debt of Freedom (the 1825 French indemnity and Haiti's modern poverty)
    • · Ep 3 · The Commodity Trap
    • · Ep 7 · Who Captures the Value
    • · Ep 21 · The Smile Curve, Confirmed

    What we do and don't cover: Partial: how colonialism persists and evolves in the present — the commodity trap, and why producer nations struggle to move up the value chain — is taught in depth. The national-identity strand is not the courses' focus.

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 New Jersey mathematics standard.
  • Science — almost nothing. There is no laboratory work, no investigation and no scientific modelling here. New Jersey adopted the NGSS verbatim (as NJSLS-Science, 2014), and we claim a single NGSS performance expectation, partially, explaining exactly why on the entry itself. It is not a science course and we will not sell it as one.
  • The flagship's distinctive New Jersey structure has mostly no code to cite. New Jersey Civics teaches the deliberately strong Governor (who appoints the Attorney General, Secretary of State, and Treasurer rather than voters electing them), the Lieutenant Governor created only in 2010, the appointed judiciary that earns tenure to age 70, the 40-district Legislature on its 2-4-4 Senate cycle, the absence of any citizen initiative, and the 21 counties whose boards were renamed from “Chosen Freeholders” to “county commissioners” in 2020-2021. New Jersey's 2020 standards reach the New Jersey Constitution of 1776 and 1947 (6.1.12.CivicsPI.2.a, .13.a), which the flagship backs, but the strong-governor design, the appointed judiciary, the no-initiative rule, and the county renaming have no New Jersey-specific code. The gap is in the standards, not the course.
  • The Opium Wars, the sugar-vs-other-commodities split, and the War on Drugs. The catalog teaches the Opium Wars and the War on Drugs in depth, and covers sugar thoroughly. New Jersey's world-history standard names sugar and cotton (6.2.12.EconGE.1.a), so we claim the sugar content there — but it does not name the Opium Wars, and New Jersey's Active Citizenship history standards reach contemporary drug policy only through the broad “current foreign policy issue” framing (6.3.12.HistoryCA.12), which the courses do not squarely meet. We leave those unclaimed rather than stretch.
  • The Amistad and climate-change teaching mandates. New Jersey law requires the Amistad curriculum (the history of the African slave trade and of African Americans) and climate-change education across subjects. These are instructional mandates layered onto the standards, not separate coded standards, so there is no distinct code to cite; the catalog's slavery, abolition, and climate content is claimed through the coded 6.1/6.2 standards above.
  • The wider catalog — health, PE, AI-literacy, and languages. New Jersey's relevant frameworks for these (Comprehensive Health and Physical Education; Computer Science and Design Thinking; World Languages) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no New Jersey claims this pass.

See it for yourself

Don't take the mapping on trust. Open the lesson and check it against the standard. Every course publishes its sources too.

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