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Better Vice Club

New Mexico standards alignment

Designed for high school. Below is every New Mexicostandard 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.

9
standards mapped
2
fully covered
7
partially covered
3
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 Mexico'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: Sugar — The Sweet Revolution

Showing 9 standards in Social Studies covered by BVC: Sugar — The Sweet Revolution. Clear filters

New Mexico · Social Studies

New Mexico Social Studies Standards — High School Civics

New Mexico Social Studies Standards, February 2022 (effective 2023) · High School Civics · New Mexico Public Education Department (NMPED) · retrieved 2026-07-19

New Mexico's High School Civics course is the anchor for the New Mexico Civics flagship. Three standards are specifically about New Mexico — 9-12.Civ.29 (New Mexico's constitution), 9-12.Civ.30 (New Mexico's diverse populations), and 9-12.Civ.31 (New Mexico's government entities) — and host the flagship's own-state structure; the federal C-ladder (9-12.Civ.13-15, 23, 24, 28, 45, 47, 49) carries the general civics ladder, and two inquiry standards (9-12.Civ.3, .10) host the source-evaluation method. The document prints code 23 with a space (“9-12 Civ.23”); we render it in the strand's consistent 9-12.Civ.23 form. Transcribed verbatim from the NMPED 2022 Social Studies Standards (see the file header for the mirror/provenance note).

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  • 9-12.Civ.3

    Partially covered
    Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

    Covered by

    • · 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 using origin, authority, and corroborative value — differing accounts of the same event set side by side, with a checkable bibliography — is modeled throughout the BVC curriculum. The standard's full inquiry-selection process for a student's own research question is exercised only where a graded project runs.

New Mexico · Social Studies

New Mexico Social Studies Standards — High School Economics

New Mexico Social Studies Standards, February 2022 (effective 2023) · High School Economics · New Mexico Public Education Department (NMPED) · retrieved 2026-07-19

New Mexico's High School Economics course, coded 9-12.Econ.<n>. The BVC commodity curriculum's economics — value chains, market price, comparative economic systems, globalization, and trade — maps to the trade-and-markets standards; New Mexico's personal-financial-literacy and market-structure standards are not claimed (see notClaimed). Transcribed verbatim from the NMPED 2022 Social Studies Standards.

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New Mexico · Social Studies

New Mexico Social Studies Standards — High School World History

New Mexico Social Studies Standards, February 2022 (effective 2023) · High School World History · New Mexico Public Education Department (NMPED) · retrieved 2026-07-19

New Mexico's High School World History course, coded 9-12.WH.<n>. Its standards are framed as historical-thinking skills applied to world history; the BVC commodity, colonial, labor, and Cold-War history exercises several of them on specific cases. New Mexico's own New Mexico History (9-12.NMH), Geography, and Ethnic/Cultural/Identity strands are not claimed (see notClaimed). Transcribed verbatim from the NMPED 2022 Social Studies Standards.

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  • 9-12.WH.26

    Covered
    Analyze and evaluate the values and limitations of primary and secondary sources of information (including digital) with attention to the source, its context, reliability, and usefulness.

    Covered by

    • · Ep 19 · Peer Review Versus Press Release
    • · Every course's Sources bibliography, with per-claim verification
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Whose Voice Tells the Story (Equiano, 1789; Mary Prince, 1831)
    • · 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: Analyzing primary and secondary sources for their values and limitations — context, reliability, usefulness — is modeled throughout, including the primary-source accounts of formerly enslaved writers and the analysis of author rhetoric in effective primary texts.

  • 9-12.WH.29

    Covered
    Use a variety of source materials to compare and contrast treatments of the same topic.

    Covered by

    • · 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 4 · Whose Voice Tells the Story

    Note: Comparing differing accounts of the same event side by side, and reading a text for what it leaves out against first-person accounts, is the “Whose Voice” method run repeatedly across the curriculum.

  • 9-12.WH.12

    Partially covered
    Evaluate methods people use to create, change, expand, or oppose systems of power and authority.

    Covered by

    • · 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 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution
    • · Ep 11 · The Debt of Freedom
    • · Ep 11 · The Black Jacobins (C.L.R. James)
    • · 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: methods of building and opposing power are taught through colonial and plantation systems, the resistance to them (Maroon communities, the Haitian Revolution), and the Gilded Age labor movement. The standard is a broad skill the courses exercise on specific cases rather than survey.

  • 9-12.WH.16

    Partially covered
    Identify, evaluate, and explain the causes, characteristics, and impact of diffusion: the spread of ideas, beliefs, religions, cultural practices and traits, language, artifacts, methods, technologies, and diseases across space and over time.

    Covered by

    • · 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 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 2 · The Roads Tea Traveled

    What we do and don't cover: Partial: diffusion is taught through the Columbian Exchange (crops and diseases across the Atlantic), agricultural hearths and the exchange of crops among regions, and commodity trade networks (the Tea Horse Road and the Maritime Silk Road). The standard's fuller list — religions, artifacts, language — is not the focus.

  • 9-12.WH.30

    Partially covered
    Examine historical events from the perspectives of diverse groups, including Indigenous peoples, national, regional, racial, ethnic, class, and gender, sexual orientation, and differently abled.

    Covered by

    • · 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 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Whose Voice Tells the Story (Equiano, 1789; Mary Prince, 1831)
    • · 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

    What we do and don't cover: Partial: events are examined from the perspectives of the colonized and enslaved — the Whose Voice method, formerly enslaved writers' accounts, and imperialism seen from the perspective of indigenous peoples. The standard's fuller list of groups (gender, sexual orientation, differently abled) is not covered.

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 Mexico Common Core mathematics standard.
  • Science — one partial claim, via the shared NGSS file. New Mexico adopted the NGSS in 2018 as the NM STEM Ready! 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. The six New Mexico-specific standards added to the NGSS are New Mexico's own; none is HS-ESS3-1, and this catalog has no laboratory work, investigation, or modelling, so we claim nothing there.
  • The New Mexico History (NMH) strand — not the catalog's content. New Mexico's High School New Mexico History course (9-12.NMH) is about New Mexico's own past: the Treaty of Guadalupe Hidalgo and its Article IX/X guarantees, the Homestead Act's effect on New Mexico, the boarding-school system and its ramifications on Indigenous peoples, the path to 1912 statehood, the Dust Bowl in New Mexico, and the atomic bomb and Cold-War testing sites born in New Mexico. The flagship civics course and the BVC curriculum do not teach this state-specific history, so we claim none of it. The New Mexico Civics course names the sovereign tribal nations but does not teach federal Indian policy or tribal sovereignty's interpretation over time (9-12.Civ.20, 9-12.NMH.26).
  • Geography and Ethnic, Cultural, and Identity Studies strands — not claimed. New Mexico's Geography strand (location/place/region, movement and systems, human-environment interaction) and its Ethnic, Cultural, and Identity Studies strand are not genuinely taught by these courses as their own content, so we claim neither. Where the BVC curriculum touches geographic diffusion, it is claimed under World History 9-12.WH.16, not the Geography strand.
  • The political-media civics standards. 9-12.Civ.42 (the effects of media organizations, including internet social platforms, on elections and social movements) and 9-12.Civ.43 (bias in the media and its impact on government decision making) are political-media analysis. Our media-literacy course is consumer protection — reading ads and claims for omission and fallacy — not political-media analysis, so we do not claim these; the source-evaluation skill they share is claimed instead under the inquiry standards 9-12.Civ.3 and 9-12.Civ.10.
  • Most of the High School Civics inquiry standards, and the federal-heavy content standards we checked. The inquiry standards 9-12.Civ.1, .2, .4-.9, .11, .12 (constructing compelling/supporting questions, argument and explanation construction, taking informed action as named skills) are procedures the courses exercise but do not deliver as a unit. On the content side, 9-12.Civ.16-.22 (groups without formal power, equality/equity/justice as named concepts, government-civil-society-market relationships, comparative systems, Indigenous-U.S. relations over time, and foreign policy), 9-12.Civ.25-.27 (using and challenging laws, public-policy outcomes, means of changing societies), and 9-12.Civ.32-.44/.46/.48 (civic dispositions and democratic principles as named concepts, founding-document interpretation over time, political socialization, leadership case studies, and the political-media standards) are not genuinely taught, so we do not claim them.
  • Economics standards beyond trade and commodity markets. New Mexico's High School Economics course also covers personal financial literacy, cost-benefit and marginal analysis, market structures and competition, financial institutions and money, government market intervention, fiscal and monetary policy, and macroeconomic indicators (9-12.Econ.13-.17, .19, .22-.39, .41, .42, .45-onward). This catalog teaches commodity markets, comparative economic systems, and the labor side of trade — not personal finance or macroeconomic measurement — so it claims only the trade-and-markets standards mapped above.
  • Most World History standards, and the New Mexico's-own-structure detail no single code captures. New Mexico's World History standards not mapped above (9-12.WH.1-.11, .14, .15, .17-.25, .27, .28, .31) are historical-thinking and content skills the courses do not exercise cleanly enough to claim. And the New Mexico Civics flagship teaches more of New Mexico's own structure than any one code captures — the only unpaid state legislature in the nation, the appoint-then-partisan-elect-then-retain judiciary, and the powerful Commissioner of Public Lands — with 9-12.Civ.29/30/31 hosting most of it.
  • The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. New Mexico's closest frameworks (Computer Science, World Languages) have not been fetched and verified yet — and web.ped.nm.gov's captcha challenge blocked automated retrieval this pass. Our rule is fetch-or-don't-cite, so these courses carry no New Mexico 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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