Nevada standards alignment

• CCSS.ELA-Literacy.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.

• CCSS.ELA-Literacy.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.

• CCSS.ELA-Literacy.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

• 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

  • 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.

• 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

  • 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.

• CCSS.ELA-Literacy.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:

• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Nevada Academic Content Standard for mathematics.
• Science — one partial claim, via the shared NGSS file. Nevada adopted the NGSS in February 2014 as the Nevada Academic Content Standards for Science, 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.
• Nevada's own Nevada-history and civics detail that no single code captures. The Civics & Economics and U.S. History courses each carry Nevada-history standards (SS.9-12.CE.18/19, SS.9-12.US.20-22). CE.18 and CE.19 host the flagship as partial, but the Nevada Civics course teaches more of Nevada's own structure than any one code captures — the “None of These Candidates” ballot option, the biennial 120-day Legislature, the two-election amendment rule, the Gaming Control Board and Gaming Commission, the no-income-tax structure, and Carson City's consolidated city-county status. US.20-22 (Nevada's history and the evolution of Nevada's economy from 1877) are Nevada-specific history the catalog does not teach.
• The political-media standards. SS.9-12.CE.30 and SS.9-12.CE.31 (the roles of U.S. media in shaping policy and political discourse, and the role of special-interest groups, lobbyists, and PACs), and SS.9-12.US.34 (the effects of media in shaping public perception and policies), are political-media and interest-group 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 SS.9-12.CE.3 and SS.9-12.CE.5.
• The disciplinary-skill and civic-disposition standards we checked and rejected. The disciplinary-skill standards that ask students to construct compelling/supporting questions, construct and present their own arguments, participate in rigorous academic discussions, and take deliberative action (SS.9-12.CE.1, .2, .4, .6-.12, and their US/WH equivalents) are procedures the courses exercise but do not deliver as a unit. On the content side, the Civics & Economics standards on political identity and ideology, founding-document interpretation over time, international relations, gerrymandering and redistricting, political behavior of population centers, immigration's effect on politics, and comparative political systems (SS.9-12.CE.13, .15-.17, .20, .21, .25, .26, .34, .37-.42), and the National Economy / Financial Literacy standards (SS.9-12.CE.45-.50, all of SS.9-12.FL) are not genuinely taught, so we do not claim them.
• Most World History & Geography and U.S. History standards. The World History & Geography standards not mapped above (SS.9-12.WH.13-16, .18-25, .27-36, .39, .40) and the U.S. History standards not mapped above (SS.9-12.US.13, .15, .17-25, .28-42) are content or historical-thinking standards the courses do not exercise cleanly enough to claim. Where the catalog's globalization content overlaps SS.9-12.WH.40 and SS.9-12.US.42, it is claimed once under the closest fit (CE.53 / US.45) rather than padded across every near-duplicate.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Nevada's closest frameworks (Computer Science, World Languages) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Nevada claims this pass.