Missouri standards alignment

• 9-12.GV.1.CC.D

  Covered

  Using an inquiry lens, develop compelling questions about government, determine helpful resources and consider multiple points of views represented in the resources.

  Covered by

  • BVC: Psychedelics — The Mushroom's Message
  • BVC: Coffee — The Daily Global Connection
  • BVC: Sugar — The Sweet Revolution
  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Coca — White Lines
  • BVC: Tea — The Way of Tea
  • BVC: Rum — Sweet Poison
  • BVC: Tobacco — Sacred Smoke

  • · Missouri Civics, Lesson 2 · Missouri's plural executive: six statewide officers
  • · Missouri Civics, Lesson 3 · The General Assembly and how a bill becomes law
  • · 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
  • · 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

  Note: "Consider multiple points of view represented in the resources" is the source-literacy method run across the catalog — reading each source for its point of view, bias, and omission, and putting differing accounts of the same events side by side.

• 9-12.GV.1.PC.A

  Covered

  Using a government lens, describe how peoples’ perspectives shaped the sources/artifacts they created.

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Coca — White Lines
  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Rum — Sweet Poison
  • BVC: Tobacco — Sacred Smoke
  • BVC: Beer — Liquid Bread
  • BVC: Opioids — The Poppy's Promise

  • · 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
  • · 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 · 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)

  Note: How an author's perspective shaped the source they created — the euphemism of a planter's account against the first-person accounts of formerly enslaved writers — is analyzed directly.

• 9-12.GV.1.CC.C

  Partially covered

  Develop a research plan, identify appropriate resources for investigating social studies topics, and create and present a research product which applies an aspect of government to a contemporary issue.

  Covered by

  • BVC: Coffee — The Daily Global Connection

  • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
  • · Ep 1 · Assignment, Option B, climate-vulnerability report, 3+ peer-reviewed sources, APA bibliography
  • · Ep 1 · Assignment, Option D, primary-source research paper with an APA bibliography
  • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources

  What we do and don't cover: The research process — a plan, appropriate sources, and a presented product with APA citation — is taught and shipped as a graded assignment only in the Coffee episode, whose topic is a commodity rather than a government issue; tracking a live bill applies research to a contemporary government issue, but no single graded government research product ships, so this is partial.

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 Missouri Learning Standards mathematics expectation.
• Science — Missouri's OWN standards (not the NGSS): deferred, not denied. Missouri adopted its own Missouri Learning Standards for science (grade-level expectations), NOT the Next Generation Science Standards, so the shared NGSS mapping this catalog uses in NGSS states does not apply in Missouri. The catalog's climate/resource content (resources, hazards, and climate shaping human activity) would find an analog in Missouri's Earth/environmental-science GLEs, but this pass mapped only the High School Government course; Missouri's science GLEs are deferred (verbatim-or-nothing), not claimed unverified.
• English/Language Arts — Missouri-specific after the Common Core exit: deferred. Missouri withdrew from the Common Core and adopted its own Missouri Learning Standards for English Language Arts, under Missouri-specific codes (including the grade 11-12 Reading Informational Text and Writing expectations). The catalog's ELA-literacy strengths — evaluating an author's point of view and evidence, analyzing rhetoric, and sustained research with citation, which we map VERBATIM to the Common Core RH/RI/WHST strands in states that kept them — would map to Missouri's own 11-12 reading and writing GLEs, but transcribing and verifying those verbatim is deferred this pass and published here rather than claimed unverified.
• Missouri's American History, World History, Geography, and Economics courses — deferred. The High School Government course is one of six in the 6-12 GLE document (the others being 6-8/9-12 American History, 6-8/9-12 World History, and 6-8 Geography), laid out side by side in a six-column grid. The catalog's commodity, colonial, labor, and civil-rights history and its commodity economics WOULD map to the 9-12 American/World History and Economics GLEs, as they do in other states, but we mapped the Government course this pass and defer the rest. Those courses sit in adjacent columns of the same grid, which risks cross-column bleed on transcription; we verified the Government column against the PDF and deferred the others rather than risk citing text we cannot cleanly verify.
• Missouri's initiative and referendum have no discrete Government GLE. The Missouri flagship teaches the initiative and referendum as a headline feature, and Missouri's Government course names them nowhere as a discrete standard. They are claimed here only through 9-12.GV.4.GS.B (a citizen "engaging with and using local, state, and federal governments to shape decision-making"), which they fit squarely, rather than as a standard of their own.
• The founding-content and political-science Government GLEs we checked and rejected. 9-12.GV.1.CC.A/CC.B (chronological tools; historical context and perspectives as inquiry skills), 9-12.GV.1.GS.A/GS.B and 9-12.GV.1.G.A/G.B (the broad "analyze laws/policies" and "powers and responsibilities" inquiry-tool duplicates, and maps of the original 13 colonies), 9-12.GV.1.EC.A (opportunity costs) and 9-12.GV.1.PC.B (social structures and stratification); all of Theme 2's named founding content — 9-12.GV.2.CC.A-D, 9-12.GV.2.GS.A/GS.B, 9-12.GV.2.G.A, 9-12.GV.2.EC.A, 9-12.GV.2.PC.A (colonial self-rule, the Declaration's Enlightenment influences, the Constitutional Convention's prior models, democratic-vs-authoritarian comparison, the codification of law, natural law and social contract, North American geography, founding-era economic theory, and founding-era divisions); 9-12.GV.3.CC.A-C and 9-12.GV.3.GS.B (the Convention debates resolved, ratification concerns, the changing size/powers of the branches over time, and the Articles vs Constitution implementing the Declaration's ideals); 9-12.GV.3.EC.A/EC.B and 9-12.GV.3.PC.A/PC.B (trade/monetary/tax policy under the Articles vs Constitution, government's changing economic role, founding-era political philosophies, and the impact of government decision-making); and 9-12.GV.4.CC.A-C, 9-12.GV.4.GS.A, 9-12.GV.4.G.A, 9-12.GV.4.EC.A, 9-12.GV.4.PC.A-C (the branch power balance over time, an "active" judiciary/legislature/executive, political parties and interest groups, electoral results by demographic, taxation and spending, and public opinion) — the courses do not genuinely teach these, or teach them too thinly to claim, so we do not claim them.