Georgia standards alignment

• 9-12.T.C.2

  Covered

  Evaluate how authors' and/or speakers' perspectives influence texts and how circumstances shape their creation.

  Covered by

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

  • · Ep 4 · Blood-Sweetened Luxury (the abolitionist sugar boycott)
  • · Ep 8 · Selling Prohibition
  • · Ep 15 · Torches of Freedom
  • · Ep 17 · Lin Zexu's Letter (using Britain's own values against its opium policy)
  • · 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

  Note: Author perspective is analyzed across the primary texts the curriculum works — abolitionist pamphlets, Lin Zexu's letter, Torches of Freedom — and the Whose Voice lessons put authors' differing accounts of the same events side by side.

• 9-12.T.T.3

  Covered

  Evaluate and apply argumentative techniques to enhance text's appeal to audiences or achieve specific purposes.

  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
  • · Ep 4 · Blood-Sweetened Luxury (the abolitionist sugar boycott)
  • · Ep 8 · Selling Prohibition
  • · Ep 17 · Lin Zexu's Letter (using Britain's own values against its opium policy)

  Note: The persuasive primary texts are analyzed for exactly this — how style and content make an argument land — from the abolitionist sugar boycott to Lin Zexu's letter to Queen Victoria.

• 9-12.T.C.1

  Covered

  Analyze the impact of purpose and audience on a wide variety of texts.

  Covered by

  • Coffee — The Daily Global Connection
  • Tea — The Way of Tea
  • Chocolate — Food of the Gods
  • Sugar — The Sweet Revolution

  • · Ep 1 · Reading a Coffee Ad
  • · Ep 2 · Reading a Tea Ad
  • · Ep 3 · Reading a Chocolate Ad
  • · Ep 4 · Whose Voice Tells the Story (reading a text for what it leaves out)
  • · Ep 11 · Tiki and the Tropical Paradise
  • · Ep 15 · The Language of Doubt
  • · Ep 8 · Reading a Craft Beer Label
  • · Ep 15 · Torches of Freedom
  • · Ep 16 · Reefer Madness and the Language of Fear
  • · Ep 18 · Just Say No

  Note: Reading ads and campaign language for their purpose and audience — what they include, exclude, and whom they target — runs through every BVC episode's media-literacy lesson.

• 9-12.T.RA.1

  Partially covered

  Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses.

  Covered by

  • Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources
  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification

  What we do and don't cover: Partial: the Coffee episode ships a graded 2-3 week research project requiring synthesis across credible sources, and source evaluation is modelled throughout. But the student conducts the research only in that one project.

• 9-12.T.RA.2

  Partially covered

  Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics.

  Covered by

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

  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification
  • · 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

  What we do and don't cover: Partial: multi-source evaluation and cross-source connections are modelled constantly and published as a checkable bibliography, and the Whose Voice lessons make connections across conflicting sources. Sustained student-run curation is prompted, not assessed.

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 Georgia mathematics standard.
• Science — Georgia's own GSE Science (NOT NGSS), deferred not denied. We verified that Georgia's science standards are the Georgia Standards of Excellence for Science — Georgia's own, NOT the NGSS. We did not fetch and transcribe them this pass, and our rule is fetch-or-don't-cite, so Georgia carries no science claim here. The climate-and-resources content the NGSS states pick up through HS-ESS3-1 maps instead to Georgia social studies (World Geography SSWG1 and SSWG5, World History SSWH16). Georgia's high-school Environmental Science standards are the candidate home for a future pass.
• American Government/Civics standards checked and rejected. SSCG2 (the political-philosophy genealogy — the Magna Carta through Hobbes, Locke, Rousseau, and Montesquieu, as named texts), SSCG9 (the impeachment and removal process), and SSCG11 (the federal bureaucracy, its departments and agencies, and the Cabinet) are not genuinely taught, so we do not claim them.
• Economics — most of the personal-finance course, macroeconomics, and the market-structure standards. This entry used to reject the whole personal-finance domain, SSEPF1-10, on the ground that the catalog taught none of it. That changed on 2026-08-28 and the correction is recorded here rather than deleted: SSEPF3 (comparing financial institutions, and comparing cash, debit, prepaid and mobile payment), SSEPF9 (how consumers are protected by rules and regulations), SSEPF2 (element (e) alone, reconciling a checking account and accounting for unposted transactions), SSEPF10 (sources of and protection against identity theft, element (c) in full and (b) in part, with (a) and (d) expressly refused on its own entry) and SSEPF1 (major life decisions) are now claimed, partially, and supersede the blanket rejection. SSEPF9's element (c) also grew, from one of its five named statutes to three, and its entry says which two are still missing. FIVE of the ten are now claimed, all partially: SSEPF1, SSEPF2, SSEPF3, SSEPF9 and SSEPF10. The other five remain unclaimed and are named so the gap stays visible: SSEPF4 (interest rates), SSEPF5 (taxes), SSEPF6 (credit), SSEPF7 (insurance) and SSEPF8 (investing).
• SSEPF5, the taxes standard — read on 2026-08-29 with a whole tax course in the catalog, and still refused. This one deserves its own entry, because from 2026-08-29 the catalog contains MONEY-05 (`taxes-and-filing`), an eighteen-lesson course entirely about federal individual income tax, and a Georgia teacher would reasonably expect SSEPF5 to follow. It does not, and the reason is that Georgia's standard asks for something this course deliberately is not. SSEPF5 reads "Explain how changes in taxation can have an impact on an individual's spending and saving choices," and its two elements are (a) "Describe income, sales, property, capital gains, and estate taxes in the U.S." and (b) "Describe the difference between progressive, regressive, and proportional taxes." ELEMENT (a) NAMES FIVE TAXES AND THIS CATALOG TEACHES ONE. MONEY-05 covers the federal individual income tax and the chapter 21 payroll taxes on wages; it teaches no sales tax, no property tax, no capital gains tax and no estate tax, and it teaches no state or local tax at all. ELEMENT (b) IS A TAXONOMY THE COURSE DOES NOT BUILD. It works the mechanics of withholding, filing, credits and refunds, and it deliberately prints no rate schedule, so it never sets progressive, regressive and proportional side by side as categories. AND THE STEM IS ABOUT SPENDING AND SAVING CHOICES, which is behaviour: MONEY-05 states in three separate lessons that it gives no tax advice and makes no recommendation about what anyone should do with their money, so a standard whose verb reaches a student's choices is exactly the kind this catalog will not claim. Transcribed and re-read from the Georgia Department of Education's Personal Finance and Economics standards document (December 9, 2021) on 2026-08-29. Nothing here is claimed, so no code entry appears above, per fetch-or-do-not-cite.
• World and U.S. history beyond the mapped standards. Georgia's SSWH and SSUSH are full surveys. This catalog teaches world and U.S. history in specific places — exploration and the Columbian Exchange, imperialism and the Opium Wars, the Haitian Revolution, the Gilded Age unions, the Great Migration, Prohibition and the Harlem Renaissance, the Wagner Act, and Poland's exit from communism — not as surveys, so the remaining ancient/medieval, world-war, and U.S.-survey standards are not claimed.
• The direct-democracy tools SSCG17e names — Georgia does not have the initiative. Georgia's own SSCG17e lists "the initiative, referendum, and recall" as limitations citizens may exercise on state and local government. But Georgia has NO statewide citizen initiative: the flagship teaches that absence and the legislative-referral path (a two-thirds vote of each house, then voter ratification) honestly, rather than describing a tool Georgia does not provide. So the standard is claimed (partial) for what Georgia's civics actually is, not padded to look like a direct-democracy state.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Georgia's closest frameworks (Computer Science, World Languages) have not been fetched and verified this pass. Our rule is fetch-or-don't-cite, so these courses carry no Georgia claims here.