New York standards alignment

• 9.10c

  Partially covered

  The decimation of indigenous populations in the Americas influenced the growth of the Atlantic slave trade. The trade of enslaved peoples resulted in exploitation, death, and the creation of wealth.

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • BVC: Rum — Sweet Poison

  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution
  • · Ep 4 · The Sugar Islands
  • · Ep 4 · From New Guinea to the New World
  • · Ep 11 · Waste-Product Economics
  • · Ep 4 · Whose Voice Tells the Story (Equiano, 1789; Mary Prince, 1831)

  What we do and don't cover: Partial: the labor-demand-to-slave-trade link this standard names is taught in depth through the sugar economy — the demand for sugar labor driving the Atlantic slave trade, and the Middle Passage. The framework's Content Specifications also ask for silver mining and the European/African roles in building the trade, which the courses do not work systematically.

• 9.10b

  Partially covered

  Transatlantic exploration led to the Encounter, colonization of the Americas, and the Columbian exchange.

  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
  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea

  • · 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

  What we do and don't cover: Partial: the Columbian exchange itself — the exchange of crops and animals across the world, taught through the commodities that moved — is covered. The standard's exploration, disease, and comparative-demography specifications are not the courses' focus.

• 9.10d

  Partially covered

  European colonization in the Americas and trade interactions with Africa led to instability, decline, and near destruction of once-stable political and cultural systems.

  Covered by

  • BVC: Chocolate — Food of the Gods
  • BVC: Tequila & Mezcal — Heart of the Agave

  • · Ep 3 · Food of the Gods (cacao as Maya/Aztec currency and sacrament)
  • · Ep 3 · Conquest and the Great Reversal
  • · Ep 12 · The Sacred Plant (Aztec governance of pulque)
  • · Ep 12 · Burning the Books

  What we do and don't cover: Partial: Mesoamerica (Maya and Aztec) and the impact of Spanish colonization are taught in real depth, through the plants those societies governed. The standard's Content Specifications name the Inca as well, and the Inca are not covered.

• 10.4a

  Partially covered

  European industrialized states and Japan sought to play a dominant role in the world and to control natural resources for political, economic, and cultural reasons.

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

  • · 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
  • · 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

  What we do and don't cover: Partial: imperial control of natural resources across Africa and Asia is exactly the Commodity Map's method — the cash-crop and resource systems the imperial powers ran, taught from multiple perspectives. The standard's specific direct/indirect-rule case list (South Africa, Congo, India, Indochina, China) is not worked territory by territory.

• 10.4b

  Partially covered

  Those who faced being colonized engaged in varying forms of resistance and adaptation to colonial rule with varying degrees of success.

  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
  • BVC: Sugar — The Sweet Revolution
  • BVC: Rum — Sweet Poison

  • · 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

  What we do and don't cover: Partial: resistance to imperial and colonial systems is taught — from Maroon communities to revolution and abolition — but the standard's named African and Chinese examples (Zulu, Ethiopia, Taiping/Boxer Rebellions) are not the courses' cases.

• 11.5b

  Partially covered

  Rapid industrialization and urbanization created significant challenges and societal problems that were addressed by a variety of reform efforts.

  Covered by

  • BVC: Beer — Liquid Bread

  • · 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
  • · The History of Unions, Lesson 8 · The Triangle fire, 1911, and what it actually changed
  • · The History of Unions, Lesson 6 · Homestead, Pullman (Eugene Debs and the socialist movement)
  • · 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: two of this Key Idea's named reform efforts are taught at real depth — the 1870-1920 union movement (the Knights, the AFL, the ARU, the ILGWU through the Triangle fire) and the temperance/prohibition movement leading to the Eighteenth Amendment. The standard also spans the Grange and Populists, woman's suffrage, and the wider Progressive reforms, which the courses do not cover.

• 11.7a

  Partially covered

  The 1920s was a time of cultural change in the country, characterized by clashes between modern and traditional values.

  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: the impact of Prohibition on American society — one of this standard's named topics — is taught as passed and as experienced. The Roaring Twenties, the Quota Acts, the Klan's resurgence, and the Scopes trial are not.

• 12.G5d

  Partially covered

  Active and engaged citizens must be effective media consumers in order to be able to find, monitor, and evaluate information on political issues. The media have different venues, which have particular strengths and serve distinct and shared purposes. Knowing how to critically evaluate a media source is fundamental to being an informed citizen.

  Covered by

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

  • · Spotting Misleading Marketing, Lesson 3 · Weasel words and what the fine print takes back
  • · Spotting Misleading Marketing, Lesson 5 · Fake reviews, astroturfing, and undisclosed #ads
  • · 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)

  What we do and don't cover: Partial: critically evaluating a media source — reading for omission and source reliability, spotting misleading claims and statistics — is taught as a consumer skill. The standard's specific focus on political-issue media is not the courses' angle.

• 12.E2c

  Partially covered

  Businesses choose what to supply in the product market, based on product market prices, available technology, and prices of factors of production. The prices of those factors are determined based on supply and demand in the factor market. The supply and demand of each factor market is directly related to employment. Debates surround various ways to minimize unemployment (frictional, structural, cyclical).

  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?

  • · 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
  • · 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

  What we do and don't cover: Partial: the labor factor market is taught through real cases — the union movement's fight over wages and conditions, and who is paid what along a commodity value chain (the smile curve). The standard's formal unemployment taxonomy (frictional, structural, cyclical) is not taught.

• 12.E2b

  Partially covered

  The choices of buyers and sellers in the marketplace determine supply and demand, market prices, allocation of scarce resources, and the goods and services that are produced. In a perfect world, consumers influence product availability and price through their purchasing power in the product market. Product market supply and demand determine product availability and pricing.

  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: supply and demand are taught through real commodity markets — a frost in Brazil moving world coffee prices, and why inelastic demand absorbs the spike — not as a general market-mechanics unit with curve-shifting exercises.

• 12.E4d

  Partially covered

  Trade policies and agreements (tariffs, quotas, embargoes) set the rules for trade between the United States and other nations. Agreeing on such rules is very difficult because each nation has different interests, and each nation has special interest groups trying to influence the negotiations.

  Covered by

  • BVC: Sugar — The Sweet Revolution

  • · Ep 4 · The Hidden Costs of Cheap Sugar
  • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
  • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
  • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost

  What we do and don't cover: Partial: trade policy is taught through two worked cases — the U.S. sugar program's quotas and tariffs with their winners and losers, and NAFTA→USMCA's labor rules and their limits. A general treatment of trade agreements is not attempted.

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 York Next Generation mathematics standard.
• Science — one partial claim, via the shared NGSS file. New York adopted the NGSS verbatim as the P-12 Science Learning Standards (NYSSLS, December 2016), so our one honest science claim — HS-ESS3-1, partial — comes through the shared NGSS mapping with the limit stated on the entry. We verified the performance-expectation text against NYSED's own High School science document; it is identical to the NGSS. There is no laboratory work, no investigation, and no modelling in this catalog, and we will not claim more.
• The Opium Wars and the Haitian Revolution — New York's framework never names them. The catalog teaches both in depth (the Opium Wars and Lin Zexu's letter; the Haitian Revolution through to the 1825 indemnity). We searched the full Grades 9-12 Social Studies Framework and it contains no Key Idea on either — unlike Washington, D.C., whose standards name them explicitly (WH2.53, WH2.40). The gap is in New York's standards, not the lessons.
• The New York Civics flagship's structure lessons have mostly no New York code to cite. New York Civics: How Your State Government Works teaches New York's 1894 constitution and its automatic 20-year convention question, the plural executive (a separately-elected Attorney General and Comptroller), the famously inverted court names (the “Supreme Court” is the TRIAL court), the 62 counties with New York City's five borough-counties, and the absence of any statewide citizen initiative — from New York's own official sources. But the Grade 12 Participation in Government framework is overwhelmingly FEDERAL: state government enters only through 12.G1b (state constitutions and their localities), 12.G4d (which names New York's party system), and the public-policy standards 12.G5a/12.G5c — which the course backs. The inverted court names, the plural executive, the 20-year convention question, and the no-initiative rule have no code to cite. The gap is in the standards, not the course.
• The Great Migration and the labor movement have no single Key Idea of their own. Two entire courses teach the Great Migration and the American labor movement, but New York's framework distributes their content across Key Ideas about their eras (11.4a's Reconstruction, 11.5b's Progressive-Era reform, 11.6c's WWI effects, 11.10a's civil-rights movement, and the economics standard 12.E3b) rather than giving either its own standard. We map only where the framework names their people and events, and we mark those partial. The catalog's depth on both exceeds what any one New York Key Idea asks.
• Personal finance and macroeconomic measurement (Economics 12.E1, 12.E4a-c). Budgeting, credit, investment, inflation, GDP/GNP/CPI, and fiscal and monetary policy were checked against the Grade 12 Economics framework and are not genuinely taught by these courses. We claim only the labor-market, market-mechanics, and trade-policy standards the catalog actually reaches.
• The rest of the Grade 11 U.S. History framework. Colonial and constitutional foundations (11.1-11.2), expansion and sectionalism (11.3), the rise of American power and WWI beyond the Great Migration (11.6), World War II (11.8), the Cold War beyond the Eastern-Europe collapse (11.9a-c), the post-1965 domestic movements (11.10b-c), and the globalizing world (11.11) are not genuinely taught by this catalog, so we do not claim them.
• The science/technical (RST) literacy strand and the general ELA reading/writing standards. New York publishes a separate Reading in Science and Technical Subjects (RST) literacy strand and a general ELA reading/writing set. This catalog's honest literacy home is the Reading and Writing in History/Social Studies (RH/WHST) strand, mapped above; the RST science-literacy standards and the general ELA standards are not claimed here.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. New York's closest frameworks (the Computer Science and Digital Fluency Standards, and the World Languages standards) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no New York claims this pass.