New Hampshire standards alignment

• SS:HI:12:4.4

  Partially covered

  Examine how economic interactions have occurred on an increasingly global scale, e.g., mercantilism or North American Free Trade Agreement (NAFTA).

  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

  • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
  • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
  • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost
  • · 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
  • · 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: both of the standard's named examples are reached — NAFTA (through NAFTA→USMCA and its labor-side Rapid Response Mechanism) in depth, and mercantilism through the colonial commodity systems — plus the modern global value chains that show where goods grow and who earns from them.

• SS:HI:12:4.5

  Partially covered

  Explain how the economy over time has shaped the distribution of wealth, e.g., the development of the middle class or the recent outsourcing of United States’ jobs.

  Covered by

  • Chocolate — Food of the Gods
  • My Daily Altar — Season Synthesis
  • Coffee — The Daily Global Connection
  • Tea — The Way of Tea

  • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
  • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
  • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost
  • · Ep 3 · The Commodity Trap
  • · Ep 7 · Who Captures the Value
  • · Ep 21 · The Smile Curve, Confirmed
  • · Ep 1 · Follow the Money: Bean to Cup
  • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
  • · Ep 12 · The Jimador's Share
  • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)

  What we do and don't cover: Partial: one of the standard's examples — the outsourcing of U.S. jobs — is taught through NAFTA→USMCA, and how the economy distributes wealth is taught through commodity value chains (the smile curve, the commodity trap that keeps producers poor). The development of the American middle class is not the worked case.

• SS:HI:12:5.5

  Partially covered

  Analyze how religious ideas of morality have impacted social change, e.g., the Abolitionist Movement or the debate over legalized abortion.

  Covered by

  • Sugar — The Sweet Revolution

  • · Ep 8 · Prohibition, the Experiment That Failed
  • · Ep 8 · Selling Prohibition (the rhetoric that drove the 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: religious-moral reform driving social change is taught through the temperance movement behind Prohibition (a church-led moral crusade) and through abolition and the resistance to plantation slavery — one of the standard's two named examples. The debate over legalized abortion is not taught.

• SS:WH:12:2.1

  Partially covered

  Describe how traders and merchants have been instrumental in spreading ideas and beliefs to new areas, e.g., Arab traders in Africa, Europeans to Australia and Micronesia, or Western business representatives in East Asia.

  Covered by

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

  • · Ep 2 · The Roads Tea Traveled
  • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
  • · Ep 2 · The Tea Plant and Its Climate Zones
  • · Ep 3 · The Big Producers and the Cacao Varieties
  • · Ep 4 · From New Guinea to the New World
  • · Ep 9 · Wine, Power, and the Sacred

  What we do and don't cover: Partial: how traders spread goods, crops, and beliefs is taught through the commodity trade networks — the Tea Horse Road and Maritime Silk Road, the agricultural hearths and crop exchange, and wine as an object of power and the sacred. The standard's specific regional examples are not each covered.

• SS:WH:12:2.3

  Partially covered

  Assess the impact of migrations of peoples on the receiving societies, e.g., Chinese to Southeast Asia, Europeans to Latin America, or formerly colonized peoples to Europe.

  Covered by

  • Chocolate — Food of the Gods
  • Sugar — The Sweet Revolution

  • · Ep 3 · Conquest and the Great Reversal
  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 11 · The Triangular Trade
  • · Ep 12 · Burning the Books (the destruction of the Mesoamerican codices)
  • · Ep 15 · From Sacred to Commodity
  • · Ep 3 · Food of the Gods (cacao as Maya/Aztec currency and sacrament)
  • · Ep 12 · The Sacred Plant (Aztec governance of pulque)
  • · Ep 12 · Burning the Books

  What we do and don't cover: Partial: one of the standard's three named examples — Europeans to Latin America — is taught in depth through the conquest, the Columbian Exchange, and the colonization of Mesoamerica and its impact on the receiving (and conquered) societies. The other migrations are not covered.

• SS:WH:12:4.1

  Partially covered

  Analyze various systems of distributing wealth, e.g., feudalism, free market economies, or the welfare state.

  Covered by

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

  • · Ep 5 · The Reciprocity Economy
  • · Ep 6 · Ceremony Meets the Market
  • · Ep 7 · Two Ways of Doing Economics
  • · 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

  What we do and don't cover: Partial: two systems of distributing wealth are contrasted directly and at length — traditional (reciprocity) economies and free-market economies — and how a market value chain actually distributes wealth is taught through the smile curve and the commodity trap. Feudalism and the welfare state are not taught.

• SS:WH:12:4.2

  Partially covered

  Analyze the impact of the Industrial Revolution around the world, e.g., the emergence of the factory system or the search for markets in Asia and Africa.

  Covered by

  • Tea — The Way of Tea
  • Guayusa & Kola Nut — Forest Wisdom
  • Kava — The Root of Peace

  • · 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 17 · Lin Zexu's Letter
  • · 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

  What we do and don't cover: Partial: both of the standard's named examples are taught — the search for markets in Asia and Africa through European imperialism and the Opium Wars, and the factory system through Gilded Age industrialization and its labor movement. A general treatment of the Industrial Revolution is not the arc.

• SS:WH:12:4.3

  Partially covered

  Analyze the development and impact of various labor systems, e.g., slavery, the medieval guilds, or wage labor.

  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
  • · Ep 4 · Whose Voice Tells the Story (Equiano, 1789; Mary Prince, 1831)
  • · 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

  What we do and don't cover: Partial: two of the standard's three named labor systems are taught in depth — plantation slavery (through the Middle Passage's primary sources and the resistance to it) and wage labor (through the Gilded Age union movement). The medieval guilds are not taught.

• SS:EC:12:2.3

  Partially covered

  Interpret demand and supply schedules/graphs including the influences on price elasticity, e.g., the impact of downloading music from the internet.

  Covered by

  • Coffee — The Daily Global Connection
  • Sugar — The Sweet Revolution

  • · Ep 1 · Price Shocks and Why You Keep Buying
  • · Ep 4 · From Luxury to the Cheapest Calorie

  What we do and don't cover: Partial: price elasticity is taught through a worked commodity case — a Brazilian frost moving world coffee prices, and why inelastic demand absorbs the spike. The formal demand/supply schedules and graphs the standard names are not the method.

• SS:EC:12:5.3

  Partially covered

  Examine how various national economic policies have led to changes in the international economy, e.g., mercantilism or privatization.

  Covered by

  • Sugar — The Sweet Revolution

  • · Ep 4 · The Hidden Costs of Cheap Sugar
  • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
  • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
  • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost

  What we do and don't cover: Partial: national economic policy reshaping the international economy is taught through worked cases — the U.S. sugar program's quotas, price supports, and tariffs, the NAFTA→USMCA trade agreement, and the mercantilism of the colonial commodity systems (one of the standard's named examples). Privatization is not taught.

• 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

  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.

• 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

• CCSS.ELA-Literacy.WHST.11-12.7

  Covered

  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

  Covered by

  • Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources
  • · 19 · Your assignment: find a listing, then find the address today
  • · 20 · Your assignment: write one block
  • · 21 · Your assignment: write one firm
  • · 21 · Your assignment: test one connection of your own
  • · 17 · Your assignment: one schoolhouse, and the budget line that raised it
  • · 20 · Your assignment: write one property

  Note: The Coffee episode ships a graded assignment; the route series and the positive-track courses each close with a research capstone (find a listing, write one firm, test one connection) in which the student runs a self-directed inquiry and synthesizes multiple sources.

• CCSS.ELA-Literacy.WHST.11-12.8

  Covered

  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

  Covered by

  • Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, Option B, 3+ peer-reviewed sources and an APA bibliography
  • · Ep 1 · Assignment, Option C, interview ethics: informed consent, right to review
  • · 19 · Your assignment: find a listing, then find the address today
  • · 20 · Your assignment: write one block
  • · 21 · Your assignment: write one firm
  • · 21 · Your assignment: test one connection of your own
  • · 17 · Your assignment: one schoolhouse, and the budget line that raised it
  • · 20 · Your assignment: write one property

  Note: The route and positive-track capstones require the student to locate a primary record, corroborate it across independent sources, weigh each source's limits, and write it up with citations: the whole of this standard.

• 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

  What we do and don't cover: Full in the BVC Nathan Green lesson, where the documentary and oral records openly disagree. 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.

• HS-ESS3-1

  Partially covered

  Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

  Covered by

  • Coffee — The Daily Global Connection
  • Chocolate — Food of the Gods
  • Kava — The Root of Peace

  • · Ep 1 · Climate Change Is Redrawing the Map
  • · Ep 3 · A Two-Degree Threat
  • · Ep 6 · Why Volcanic Soil Only
  • · Ep 10 · Karst Limestone and Bourbon
  • · Ep 1 · Assignment, Option B, assess a producing country's climate viability and defend the assessment

  What we do and don't cover: Read this one carefully before you rely on it. This is NOT a science course, it has no laboratory work, no investigations and no scientific modelling. What it does have is precisely the content of HS-ESS3-1: resource availability and climate change shaping what humans do and where. The lessons supply the evidence; the STUDENT constructs the explanation only in the Coffee project (Option B). If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it, it does not discharge it.

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 Hampshire College and Career Ready (Common Core) mathematics standard.
• Science — one partial claim, via the shared NGSS file. New Hampshire adopted the NGSS in November 2016 as its science standards, 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.
• New Hampshire's own state structure is taught more fully than any one 2006 indicator captures. New Hampshire Civics teaches the Constitution of 1784 and 'Live Free or Die,' the 400-member House of Representatives (roughly one representative per 3,300 residents, legislators paid $100 a year — a citizen legislature), the elected five-member Executive Council that shares executive power with a 2-year Governor who has no Lieutenant Governor, the appointed-to-70 judiciary confirmed by that Council, the first-in-the-nation presidential primary, the absence of any statewide citizen initiative, and the town meeting — all from New Hampshire's own sources. SS:CV:12:2.1 (the New Hampshire Constitution), SS:CV:12:2.3 (the New Hampshire judiciary), and SS:CV:12:1.1 (structures at various levels) host most of it, but the 2006 Civics indicators are deliberately example-based concept statements, not a New Hampshire-government checklist, so the Executive Council, the 400-member House, and the first-in-the-nation primary have no code of their own.
• The Civics indicators on world affairs and foreign policy. The entire third Civics standard — SS:CV:12:3.1 (the United States' response to environmental, economic, and technological issues in world affairs), SS:CV:12:3.2 (the relationship between domestic and foreign policy), and SS:CV:12:3.3 (the impact of the United States' contributions to democratic ideals on world affairs) — is about the United States in the world. The catalog's civics is domestic structure and participation, so we do not claim these.
• The Geography strand — checked, thin overlap, not claimed. The Grades 9-12 Geography strand (SS:GE:12) is human-environment and spatial geography. The catalog's growing-belts and resource-map content is geographic, but its overlap with the Geography indicators is adjacency-level at best, so we do not stretch it into a claim; where that content maps squarely — how trade and commodity distribution shape economies — it is claimed under the World History and Economics strands instead.
• The US/NH History, World History, and Economics indicators we checked and rejected. Across the three history/economics strands, the indicators the courses do not genuinely teach are not claimed: in US/NH History, SS:HI:12:1.2 and 1.4 (religion in political life; sectionalism), all of SS:HI:12:2 (foreign policy and international relations), SS:HI:12:3.1/3.3/3.4 (intellectual movements, group influences on the arts, the spread of American culture), SS:HI:12:4.1/4.3 (westward movement; technology simplifying/complicating work), and SS:HI:12:5.1-5.4 (unity vs. pluralism, gender roles, attitudes toward diversity, social class); in World History, SS:WH:12:1.1-1.3/1.5, all of SS:WH:12:2.2/2.4 and 3, SS:WH:12:4.4/4.5, and all of SS:WH:12:5; and in Economics, the market-mechanics (SS:EC:12:1, 2.1/2.2/2.4/2.5), business-cycle (SS:EC:12:3), monetary/fiscal (SS:EC:12:4), comparative-advantage and currency (SS:EC:12:5.1/5.2), and personal-finance (SS:EC:12:6) standards. Where the catalog's globalization content could touch two near-duplicate indicators, it is claimed once under the closest fit rather than padded.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. New Hampshire's closest frameworks for these (its digital-literacy/computer-science and world-languages standards) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no New Hampshire claims this pass.