Indiana standards alignment

• E.2.6

  Covered

  Analyze the earnings of workers in different industries using factors such as product value, worker productivity, and market structure.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: Tequila & Mezcal — Heart of the Agave
  • BVC: The Toast — Season Synthesis
  • BVC: The Full Spectrum — Who Draws the Line?

  • · 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

  Note: This is the curriculum's spine. Every episode traces who is paid what along one commodity's chain, and the series names the pattern (the smile curve) and tests it across all 21 episodes.

• GE.8.1

  Covered

  Define and explain the impact of trade barriers, such as quotas and tariffs, and analyze why countries erect them.

  Covered by

  • BVC: Sugar — The Sweet Revolution

  • · Ep 4 · The Hidden Costs of Cheap Sugar

  Note: The lesson works the U.S. sugar program specifically: import quotas, price supports and tariffs, why they exist, and the roughly $3.5bn/yr they cost consumers by holding U.S. prices ~40% above world prices (Congressional Budget Office, 2023). IDOE's 2023 edition numbers this same standard E.8.1; the 2026 edition prints it as GE.8.1.

• E.1.6

  Partially covered

  Describe and compare the various economic systems (i.e., traditional, market, command, mixed, feudal, mercantile) and explain their strengths and weaknesses.

  Covered by

  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace
  • BVC: My Daily Altar — Season Synthesis

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

  What we do and don't cover: Partial, and deliberately so: the curriculum contrasts TRADITIONAL and MARKET economies directly and at length (and touches the mercantile system through the triangular trade). It does not teach command, mixed, or feudal systems. A teacher using this for E.1.6 must cover those three elsewhere.

• E.2.5

  Partially covered

  Describe how price elasticity of supply and price elasticity of demand send signals to buyers and sellers.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: 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 of DEMAND is taught explicitly and well (coffee's inelastic demand absorbing a ~70% price spike). Price elasticity of SUPPLY is not taught as a named concept.

• GHW.8.1

  Covered

  Use maps to show the location and distribution of Earth's resources, and analyze how this distribution affects trade between and among countries and regions.

  Covered by

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

  • · 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

  Note: This standard is, almost word for word, what the Commodity Map is for.

• GHW.1.2

  Covered

  Analyze agricultural hearths and exchanges of crops among regions. Evaluate the impact of agriculture on the subsequent development of cultural hearths in various regions of the world.

  Covered by

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

  • · 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

• GHW.12.1

  Covered

  Analyze global climate change forecasts for different parts of Earth and the implications of these changes for humans.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Chocolate — Food of the Gods
  • BVC: Kava — The Root of Peace
  • BVC: Beer — Liquid Bread

  • · Ep 1 · Climate Change Is Redrawing the Map
  • · Ep 3 · A Two-Degree Threat
  • · Ep 6 · Islands Under Pressure
  • · Ep 8 · Beer Geography Is Shifting

• GHW.4.1

  Covered

  Analyze and assess ways that colonialism and imperialism have persisted and continue to evolve in the contemporary world.

  Covered by

  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: My Daily Altar — Season Synthesis
  • BVC: Rum — Sweet Poison

  • · Ep 3 · Conquest and the Great Reversal
  • · Ep 5 · How Coca-Cola Got Its Name (biopiracy)
  • · Ep 7 · The Same Story, Six Times
  • · Ep 11 · The Debt of Freedom (the 1825 French indemnity and Haiti's modern poverty)

• GHW.9.3

  Partially covered

  Distinguish and assess the human and physical factors associated with the spread of selected epidemics and/or pandemics over time, and propose strategies for limiting the spread of diseases.

  Covered by

  • BVC: Opioids — The Poppy's Promise

  • · Ep 17 · The Scott County Lesson
  • · Ep 17 · Treatment Versus Punishment

  What we do and don't cover: Partial: one epidemic, worked in real depth — the 2015 Scott County, Indiana HIV outbreak, its human and structural causes, and harm reduction as the strategy for limiting spread (roughly 200:1 in favour of prevention over treatment cost). The standard says “epidemics and/or pandemics”; a teacher wanting breadth will want a second case.

• GHW.8.2

  Partially covered

  Prepare graphic representations, such as maps, tables, and timelines, to describe the global movement of goods and services between and among countries and world regions over time. Analyze and assess the patterns and networks of economic interdependence or lack of interdependence.

  Covered by

  • BVC: Coffee — The Daily Global Connection

  • · 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

  What we do and don't cover: Partial, and the distinction matters: the curriculum SHOWS these maps everywhere, but this standard asks the STUDENT to prepare them. That student-produced work exists only in the Coffee episode's project, which is the one episode that currently ships a graded assignment.

• GHW.6.4

  Partially covered

  Compare and contrast the impact of the Industrial Revolution on developed countries with the economic processes acting upon less developed and developing countries in the contemporary world.

  Covered by

  • BVC: Chocolate — Food of the Gods
  • BVC: My Daily Altar — Season Synthesis
  • BVC: The Full Spectrum — Who Draws the Line?

  • · Ep 3 · The Commodity Trap
  • · Ep 7 · Who Captures the Value
  • · Ep 21 · The Smile Curve, Confirmed

  What we do and don't cover: Partial: the “economic processes acting upon less developed and developing countries” half is covered thoroughly (why cacao farmers stay poor while the chocolate market grows). The Industrial Revolution itself is not taught head-on, so the comparison is one-sided without additional material.

• WH.4.4

  Covered

  Explain consequences of the conquests and colonization as a result of the worldwide voyages of exploration, including the transatlantic slave trade, Columbian Exchange, and the effects on native populations in the Americas.

  Covered by

  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution
  • BVC: Rum — Sweet Poison
  • BVC: Tequila & Mezcal — Heart of the Agave
  • BVC: Tobacco — Sacred Smoke

  • · 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

• WH.5.5

  Covered

  Analyze the causes and consequences of European imperialism upon the indigenous peoples of Africa, Asia, and Oceania.

  Covered by

  • BVC: Tea — The Way of Tea
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace
  • BVC: Opioids — The Poppy's Promise
  • BVC: Khat — The Afternoon Leaf

  • · 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

  Note: All three regions the standard names are covered: Africa (Ep 5, Ep 20), Asia (Ep 2, Ep 17), Oceania (Ep 6).

• WH.3.1

  Partially covered

  Analyze the impact of trade networks, such as the Silk Road and Indian Ocean trade network.

  Covered by

  • BVC: Tea — The Way of Tea

  • · Ep 2 · The Roads Tea Traveled

  What we do and don't cover: Partial: the episode maps and analyses the Tea Horse Road and the Maritime Silk Road, and why the route still matters. It is a trade-network lesson told through one commodity — it is not a general treatment of the Silk Road or the Indian Ocean network.

• WH.1.1

  Partially covered

  Describe and evaluate social, cultural, and economic changes of small agriculture communities which led to the development of large agricultural settlements, such as the movement from hunting and gathering societies to civilization.

  Covered by

  • BVC: Beer — Liquid Bread

  • · Ep 8 · Liquid Bread and the First Cities (the Code of Hammurabi, c. 1754 BCE, legislates beer)

  What we do and don't cover: Partial: the episode makes the grain-to-cities argument and grounds it in the Code of Hammurabi (c. 1754 BCE), which legislates beer. It approaches the transition to civilization through one commodity rather than surveying it.

• USH.4.2

  Partially covered

  Assess the causes of the resurgence of social movements, reform movements, and vigilante groups, including the Ku Klux Klan, the Red Scare, and Prohibition.

  Covered by

  • BVC: Beer — Liquid Bread

  • · Ep 8 · Prohibition, the Experiment That Failed
  • · Ep 8 · Selling Prohibition (the rhetoric that drove the movement)

  What we do and don't cover: Partial, and only one third of it: Prohibition is covered — its causes, its rhetoric and its results. The Ku Klux Klan and the Red Scare are not taught. Do not present this as covering USH.4.2 whole.

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 Indiana mathematics standard.
• Science — almost nothing. There is no laboratory work, no investigation and no scientific modelling here. Indiana is not an NGSS state; we checked and claim no Indiana science standard. (Our one partial NGSS claim is for Washington, D.C., where NGSS applies.)
• Most of the U.S. Government standards we checked. USG.1.4 (types of government: monarchy, oligarchy, totalitarianism, anarchy), USG.1.5 (unitary vs confederate vs federal), USG.1.6 (constitutionalism, rule of law, limited government, popular sovereignty as named principles), USG.2.2 (compromise at the Constitutional Convention), USG.2.4-2.6 (founding ideas, civic identity, and civic values as a set), USG.3.1 (the four-part characterization of U.S. government), USG.3.3 (enumerated/implied/DENIED powers in BOTH constitutions — our course teaches enumerated/implied/reserved/concurrent, U.S. only), USG.3.9 (Benjamin Harrison), USG.3.10 (political parties' progression and ideologies), USG.3.13 (media influence on public opinion — our media-literacy course is consumer protection, not political media analysis), all of USG.4 (foreign affairs), and USG.5.8 — the courses do not genuinely teach these, so we do not claim them.
• Indiana Economics has no standard on unions. We checked the 2026 Economics document (and the 2023 edition) for the labor-history courses: Indiana's Economics standards contain no standard on labor unions or collective bargaining, so we cite none. The absence is in the standards, not the lessons.
• USH.8.6 (deindustrialization) for the unions course. The History of Unions reads union decline honestly (PATCO, automation vs. trade) but does not teach the causes and consequences of deindustrialization as such. Close, but not the standard.
• PE performance standards — all of them. Every indicator that asks a student to DEMONSTRATE motor skill, participate, or exhibit behavior during physical activity (all of Standard 1, the participation indicators of Standard 3, and Standard 4's etiquette-in-play) is out of reach of an online course, however good its knowledge content. We claim knowledge-side indicators only.
• Health standards for the marketing course beyond HS.3.1. HS.2.3 (evaluate the effect of media and social media on health behaviors) was considered: Spotting Misleading Marketing evaluates marketing claims about health products, which is HS.3.1's skill, not an analysis of media's effect on health behavior. We claim the one that fits.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Indiana's closest frameworks (K-12 Computer Science, World Languages, Employability Skills) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Indiana claims this pass. They are queued for a later mapping pass.
• E.4.1, E.4.2, E.3.2, USH.9.3 — the Commodity Map rejections, still rejected. Public goods are never taught; corrective (Pigouvian) taxation is never taught as a policy tool; the four market structures are named, never taught as a unit; and “media in the democratic process” is too thin to stand up. See the source file for the full reasoning.