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Better Vice Club

New Hampshire standards alignment

Designed for high school. Below is every New Hampshirestandard 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.

8
standards mapped
2
fully covered
6
partially covered
5
frameworks

Read this before you rely on it

  • We mapped this ourselves. This alignment was done by Better Vice Club against the published standards. It has not been reviewed, endorsed, or approved by New Hampshire'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: BVC: Coffee — The Daily Global Connection

Showing 8 standards covered by BVC: Coffee — The Daily Global Connection. Clear filters

New Hampshire · Social Studies

K-12 Social Studies New Hampshire Curriculum Framework — Grades 9-12 US / NH History (SS:HI)

K-12 Social Studies New Hampshire Curriculum Framework, June 2006 · Grades 9-12 US / NH History (SS:HI) · New Hampshire Department of Education (NH DOE) / State Board of Education · retrieved 2026-07-19

New Hampshire's Grades 9-12 US / NH History strand (SS:HI) is theme-based — the framework itself directs an effective study to 'focus on broad themes, important concepts, major issues and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts.' The catalog's labor, migration, civil-rights, industrial, and trade history exercises several of its indicators on specific worked cases; each is claimed partially with the reach stated. Transcribed verbatim from the 2006 NH DOE Framework.

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New Hampshire · Social Studies

K-12 Social Studies New Hampshire Curriculum Framework — Grades 9-12 World History (SS:WH)

K-12 Social Studies New Hampshire Curriculum Framework, June 2006 · Grades 9-12 World History (SS:WH) · New Hampshire Department of Education (NH DOE) / State Board of Education · retrieved 2026-07-19

New Hampshire's Grades 9-12 World History strand (SS:WH), like the US/NH History strand, is theme-based rather than a chronology. The catalog's commodity, colonial, imperial, labor, and Cold-War history exercises several of its indicators on specific worked cases; each is claimed partially. Transcribed verbatim from the 2006 NH DOE Framework.

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New Hampshire · Social Studies

K-12 Social Studies New Hampshire Curriculum Framework — Grades 9-12 Economics (SS:EC)

K-12 Social Studies New Hampshire Curriculum Framework, June 2006 · Grades 9-12 Economics (SS:EC) · New Hampshire Department of Education (NH DOE) / State Board of Education · retrieved 2026-07-19

New Hampshire's Grades 9-12 Economics strand (SS:EC) runs from basic concepts through international trade and personal finance. This catalog does economics only where its commodity history touches it — price behavior in a real market, and national trade policy in the international economy — so we claim exactly two indicators, partially, and reject the market-mechanics, macroeconomic, and personal-finance standards (see notClaimed). Transcribed verbatim from the 2006 NH DOE Framework.

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  • 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

    • · 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.

New Hampshire · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

Grades 11-12 · Common Core State Standards Initiative · retrieved 2026-07-13

The New Hampshire State Board of Education adopted the Common Core State Standards for English language arts and mathematics on July 13, 2010, and implements them within the NH College and Career Ready Standards (NH CCRS). New Hampshire adopted the standards as published and did not renumber them, so the shared Common Core ELA file is adopted verbatim with no aliases; the literacy-in-history/social-studies (RH), informational-reading (RI), and writing-in-history (WHST) grade 11-12 strands are the ones this catalog touches, and the text here is the CCSS publisher's verbatim wording (thecorestandards.org). We claim no mathematics standards.

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  • 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

    • · 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

    • · 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.

New Hampshire · Science

Next Generation Science Standards (NGSS)

HS-ESS3 Earth and Human Activity · NGSS Lead States / nextgenscience.org · retrieved 2026-07-13

In November 2016 the New Hampshire State Board of Education adopted the Next Generation Science Standards as the state's science standards (New Hampshire's College- and Career-Ready Science Standards), using the NGSS codes verbatim. HS-ESS3-1, the one performance expectation we cite, is a standard NGSS PE, so the shared NGSS file is adopted verbatim. This is not a science course, so we claim exactly one NGSS performance expectation, partially — see the note on it.

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  • 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

    • · 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.

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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