Kansas standards alignment

• 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

  • BVC: Sugar — The Sweet Revolution
  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Coca — White Lines

  • · 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.

• RH.11-12.8

  Covered

  Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

  Covered by

  • BVC: Tobacco — Sacred Smoke
  • BVC: Psychedelics — The Mushroom's Message
  • BVC: Khat — The Afternoon Leaf

  • · Ep 15 · Doubt Is Our Product
  • · Ep 19 · Peer Review Versus Press Release
  • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)
  • · 3 · The test: four questions before you draw an edge
  • · 10 · The source: what Berman v. Parker authorised
  • · 1 · The claim, and the two ways it gets abused
  • · 6 · How to hold a contested claim: the Black Rice debate
  • · 2 · The Olmec: heads, rubber, and a live debate
  • · Afrocentricity: How to Evaluate a Contested Paradigm

  Note: The BVC value-chain course teaches fallacy-spotting; the route series, the labor and precolonial courses, and Afrocentricity make testing a claim against its sources (corroborating, challenging, or downgrading it) the explicit method of the course.

• 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

  • BVC: Sugar — The Sweet Revolution
  • BVC: Tobacco — Sacred Smoke
  • BVC: Opioids — The Poppy's Promise
  • BVC: Cannabis — The Green Revolution

  • · Ep 4 · Blood-Sweetened Luxury
  • · Ep 15 · Torches of Freedom
  • · Ep 17 · Lin Zexu's Letter
  • · Ep 16 · Three Sentences, Three Policies

• 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

  • BVC: 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.

• 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

  • BVC: 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.

• 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

  • BVC: Whiskey — Fire Water
  • BVC: 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.

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:

• Kansas assesses SKILLS, not content — so Kansas's own structure has no code of its own. Kansas's standards are the five thematic Standards and their benchmarks, and KSDE states outright that assessments focus on the Standards and Benchmarks, not specific content, and that the government course's content outline is not a list of required items. So Kansas — unlike Oklahoma or Utah — publishes NO standard that names its plural executive, its 125-member House and 40-member Senate, its merit-selection Supreme Court, its absence of a citizen initiative, its strong home rule, or its 105 counties. The Kansas Civics flagship teaches all of these in depth, but as the CONTENT through which the benchmark skills are exercised; we map them onto the benchmarks (above) rather than inventing content codes Kansas does not publish.
• Standard 3 (beliefs, ideas, and diversity) — not claimed. Standard 3 and its benchmarks (3.1-3.4) ask students to recognize, analyze, investigate, and apply the significant beliefs, contributions, and ideas of diverse peoples and groups. The Kansas Civics flagship and the general civics ladder teach government structure and civic practice, not a survey of diverse beliefs and contributions, so we do not claim Standard 3. (The catalog's history courses touch this content in other states' content-bearing frameworks, but Kansas's skills framework is the wrong home for it here.)
• The other benchmarks under Standards 1, 2, 4, and 5 — not claimed. Within the standards we do touch, we claim only the benchmarks whose skill the flagship genuinely exercises. The analyze/draw-conclusions and use/apply benchmarks we did not map (1.2, 1.3, 2.2, 4.3, 4.4, 5.2, 5.3, 5.4) call for sustained, graded analysis or the construction of a personal/community/state narrative that this catalog prompts but does not deliver as assessed work. We leave them unclaimed rather than round a prompt up to a performance.
• The federal-heavy and policy units of Kansas's US Government course. Kansas's HS United States Government course suggests units on Principles and Foundations of the U.S. Constitution, the Structure and Function of the Federal Government, Human and Civil Rights, Domestic and Foreign Policy, and Politics/Interest Groups/Media. The general civics ladder (US Civics 101, US Constitution 101, the three-branches courses, Know Your Rights) covers much of the first three, but Domestic and Foreign Policy (fiscal policy, GDP, treaties, NATO/UN, the Monroe Doctrine) is economics/international-relations content this catalog does not teach, so we do not claim those units.
• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Kansas College and Career Ready (KCCRS / Common Core) mathematics standard.
• Science — one partial claim, via the shared NGSS file. Kansas adopted the NGSS verbatim as the Kansas College and Career Ready Standards for Science (June 11, 2013), 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.
• A 2020 revision exists — confirm current codes. Kansas published a 2020 revision of the History, Government, and Social Studies Standards with the same five-standard design (five standards and four associated benchmarks, measured by a Classroom-Based Assessment). We cite the 2013 edition here; a teacher should confirm the current benchmark wording against KSDE's present document before filing.