North Carolina standards alignment

• CL.H.1.5

  Covered

  Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.

  Covered by

  • Sugar — The Sweet Revolution

  • · The Great Migration, Lesson 6 · The Black press as engine: the Chicago Defender
  • · The Great Migration, Lesson 7 · The Harlem Renaissance & the New Negro
  • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
  • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
  • · The Great Migration, Lesson 11 · Politics & civil rights
  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution

  Note: Taught as agency, not victimhood: the Black press as an engine of change, Randolph to Memphis, the Black urban vote, and plantation resistance and the Maroons.

• CL.C&G.3.2

  Partially covered

  Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.

  Covered by

  • Sugar — The Sweet Revolution

  • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
  • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
  • · The Great Migration, Lesson 11 · Politics & civil rights
  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution

  What we do and don't cover: Partial: strategies against discrimination and disenfranchisement are taught through specific movements — plantation resistance and the Maroons, Randolph to Memphis, the Black urban vote the Great Migration created — but not as a systematic comparison of strategies.

• CL.C&G.4.6

  Partially covered

  Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.

  Covered by

  • Sugar — The Sweet Revolution

  • · The Great Migration, Lesson 2 · The Jim Crow South: what people were fleeing
  • · The Great Migration, Lesson 12 · The long shadow, and the return
  • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
  • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution

  What we do and don't cover: Partial: access to justice is taught through where it was denied and fought for — Jim Crow, the plantation economy, unions' own colour bar — not as a comprehensive audit across all the named groups. (Transcribed as printed, including the document's double space in 'extent to'.)

• CL.B.1.4

  Partially covered

  Explain how individual values and societal norms contribute to institutional discrimination and the marginalization of minority groups living under the American system of government.

  Covered by

  • Sugar — The Sweet Revolution

  • · The Great Migration, Lesson 2 · The Jim Crow South: what people were fleeing
  • · The Great Migration, Lesson 12 · The long shadow, and the return
  • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
  • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution

  What we do and don't cover: Partial: taught through specific institutions — Jim Crow, the plantation economy, and unions' own colour bar — rather than a general treatment of institutional discrimination.

• CL.E.1.1

  Partially covered

  Explain how the role federal and state governments play in economic decision-making impacts economic mobility, status, and quality of life of individuals living in America.

  Covered by

  • Sugar — The Sweet Revolution

  • · The History of Unions, Lesson 9 · 1935: the year organizing became a right (the Wagner Act)
  • · The History of Unions, Lesson 10 · The hole in the law: who the Wagner Act left out
  • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
  • · The History of Unions, Lesson 5 · Haymarket, 1886
  • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes
  • · Ep 4 · The Hidden Costs of Cheap Sugar

  What we do and don't cover: Partial: government's role in the economy is taught through labor law (the Wagner Act's regime and who it excluded, the Gilded-Age fight that led there) and the U.S. sugar program; the link to 'economic mobility, status, and quality of life' is drawn but not measured.

• CL.E.1.2

  Partially covered

  Summarize the role of the United States and North Carolina in the world economy.

  Covered by

  • Coffee — The Daily Global Connection
  • Tea — The Way of Tea
  • Chocolate — Food of the Gods
  • My Daily Altar — Season Synthesis
  • Sugar — The Sweet Revolution
  • Guayusa & Kola Nut — Forest Wisdom
  • Kava — The Root of Peace

  • · Ep 1 · Follow the Money: Bean to Cup
  • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
  • · Ep 3 · The Commodity Trap
  • · Ep 12 · The Jimador's Share
  • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
  • · Ep 21 · The Smile Curve, Confirmed
  • · Ep 7 · Who Captures the Value
  • · Ep 4 · The Hidden Costs of Cheap Sugar
  • · The Commodity Map itself, every episode pinned at its origin
  • · The Growing Belts map, production regions by latitude band and country
  • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
  • · Ep 3 · The Cacao Tree and the Narrowest Belt
  • · Ep 6 · Why Volcanic Soil Only

  What we do and don't cover: Partial: the United States' role in the global commodity economy is taught in real depth (value chains, the sugar program, the growing belts that drive trade); North Carolina's specific role in the world economy is not.

• CL.H.1.2

  Partially covered

  Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, and religious groups.

  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
  • · The Great Migration · every lesson carries a primary-source pointer to its real archive
  • · The Great Migration, Lesson 5 · Arrival (the Philadelphia “500% growth” claim, checked against the raw census figures it fails)

  What we do and don't cover: Partial: comparing competing narratives is the Whose Voice method (a planter's account read against Equiano and Mary Prince) and the Great Migration's primary-source pointers; narratives specific to North Carolina's development are not.

• CL.H.1.6

  Partially covered

  Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice, and discrimination within the American system of government over time.

  Covered by

  • Sugar — The Sweet Revolution

  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution
  • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
  • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
  • · The Great Migration, Lesson 11 · Politics & civil rights

  What we do and don't cover: Partial: resilience and resistance are taught through plantation resistance and the Maroons, Randolph to Memphis, and the vote the Great Migration created; 'within the American system of government' frames some but not all of these.

• I.1.3 · Gathering and Evaluating Sources

  Partially covered

  Determine the origin, context, and bias of primary and secondary sources.

  Covered by

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

  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification
  • · 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 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: North Carolina's Inquiry strand is content-neutral and applied across the course; these source-analysis skills are modelled in every BVC episode (reading an ad for what it omits, weighing accounts against each other) but sustained student-run analysis is graded only in the Coffee project. Cited at the sub-indicator (bullet) level, as the indicator's category stem is short.

• I.1.4 · Developing Claims and Using Evidence

  Partially covered

  Analyze data from charts, graphs, timelines, and maps.

  Covered by

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

  • · Ep 1 · Assignment, Option A, map the supply chain of 3 items from your morning routine
  • · Ep 1 · Assignment, Option B, Coffee Belt climate report, with maps and data tables
  • · The Commodity Map itself, every episode pinned at its origin
  • · The Growing Belts map, production regions by latitude band and country
  • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
  • · Ep 3 · The Cacao Tree and the Narrowest Belt
  • · Ep 6 · Why Volcanic Soil Only

  What we do and don't cover: Partial: analyzing maps and data is the Commodity Map itself and the Coffee project's mapping option (maps and data tables of production regions); a broader charts-and-timelines program is not. Cited at the sub-indicator (bullet) level.

• I.1.5 · Communicating Ideas

  Partially covered

  Support arguments with evidence and reasoning while considering counterclaims.

  Covered by

  • Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, Option D, a 1,200-1,500 word research paper with a required counterargument section
  • · Ep 15 · Doubt Is Our Product
  • · Ep 19 · Peer Review Versus Press Release
  • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)

  What we do and don't cover: Partial: the Coffee project's Option D requires exactly this, with a required counterargument section, and the fallacy-analysis lessons teach evaluating reasoning — but the graded argument is one optional project in one episode. Cited at the sub-indicator (bullet) level.

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 North Carolina mathematics standard.
• North Carolina's ELA and Science standards — deferred, not denied. North Carolina writes its own 2017 English Language Arts SCOS (Common Core-derived, but with North Carolina's own text and numbering) and its own K-12 Science standards (North Carolina is NOT an NGSS state). Our rule is fetch-or-don't-cite: NCDPI's own PDFs on files.nc.gov and dpi.nc.gov refused our tooling (HTTP 403) this pass, and we will not transcribe standard text from a non-authoritative third-party alignment document, so these courses carry no North Carolina claims yet. The BVC media-literacy, rhetoric, and research-project work that maps to them elsewhere is real; it is the North Carolina text we have not yet retrieved from an acceptable source.
• The flagship's most distinctive lesson — how a bill becomes a North Carolina law — has no home in these standards. North Carolina's Civic Literacy standards are thematic (founding principles, rights, the evolution of government); they contain NO lawmaking-process objective. So the North Carolina flagship's signature lesson — how a bill becomes a North Carolina law, including that the governor had no veto until 1997 (North Carolina was the last state to grant one) and that a veto is overridden by three-fifths, not two-thirds — has no North Carolina Civic Literacy standard to cite, and we do not stretch one to fit. The gap is in the standards, not the lesson.
• The Geography strand (CL.G.1.1–CL.G.1.3). The Civic Literacy Geography objectives are specific: how views on freedom and equality shape legislation on immigration, migration, and the environment (CL.G.1.1); the geopolitical and environmental factors affecting civic participation and voting by region (CL.G.1.2); and how the United States works with international governments on global environmental issues (CL.G.1.3). Our migration and climate content does not sit inside those policy frames, so we claim none of them.
• Comparative government and the political-process objectives we do not teach. CL.C&G.2.4 (comparing the U.S. federal government to various governments around the world) and CL.C&G.3.4 (comparing American citizenship to membership in other governments) ask for comparative-government work the catalog does not do. CL.C&G.3.5 (how the two-party system shaped the political landscape) and CL.C&G.3.6 (the relationship between the media and government) are likewise not taught — our media-literacy work is consumer protection, not political-media analysis, the same gap flagged for Arizona's HS.C3.3.
• Inquiry indicators I.1.1 and I.1.2 (Compelling and Supporting Questions). The question-formulation indicators (identifying issues and framing compelling and supporting questions) describe a classroom inquiry process the courses prompt but do not run or assess, so we do not claim them; we claim the source-analysis, data-analysis, argument, and informed-action indicators the catalog genuinely exercises.