South Dakota standards alignment

• 9-12.C.16.D

  Covered

  The student explains how search engines, traditional media, and social media companies and users can influence public opinion in an election.

  Covered by

  • BVC: Psychedelics — The Mushroom's Message
  • BVC: Coffee — The Daily Global Connection
  • BVC: Chocolate — Food of the Gods
  • BVC: Beer — Liquid Bread
  • BVC: Tobacco — Sacred Smoke
  • BVC: Cannabis — The Green Revolution
  • BVC: Coca — White Lines
  • BVC: Khat — The Afternoon Leaf

  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification
  • · Ep 1 · Reading a Coffee Ad
  • · Ep 3 · Reading a Chocolate Ad
  • · Ep 8 · Reading a Craft Beer Label
  • · Ep 15 · Torches of Freedom
  • · Ep 16 · Reefer Madness and the Language of Fear
  • · Ep 18 · Just Say No
  • · Ep 15 · Doubt Is Our Product
  • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)
  • · Spotting Misleading Marketing, Lesson 8 · Misleading statistics and charts
  • · Spotting Misleading Marketing, Lesson 4 · Fake urgency, fake scarcity, and fake discounts

  Note: Squarely met by the BVC media-literacy method: reading a message from any source (search, traditional, or social media) for credibility, bias, omission, misleading statistics, and recurring fallacy is modelled and practiced across the catalog.

• 9-12.C.13.A

  Partially covered

  The student explains the basic concepts of supply and demand and their effects on price.

  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: the commodity courses teach price elasticity of demand and price shocks explicitly (inelastic coffee demand under a price spike) — a genuine piece of supply and demand and its effect on price — but not the full supply-and-demand model.

• 9-12.C.13.B

  Partially covered

  The student explains how the American economy has historically been characterized as free market or capitalist, meaning that the laws allow individuals to possess more goods or currency than they need to survive; and to invest, produce, distribute, and buy and sell goods and services by making their own agreements with one another.

  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: the catalog contrasts market economies with traditional/reciprocity economies at length, teaching what a market (free-enterprise) economy is; it does not teach the specific historical framing of American capitalism this standard names.

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:

• The founding-philosophy and primary-source-reading core of the civics course (9-12.C.2-4, most of 9-12.C.5) — not claimed. The bulk of South Dakota's civics course is a close reading of founding thought and documents: 9-12.C.2 (the modern way of life), 9-12.C.3 (Greek, Roman, and English influences, the Magna Carta and Mayflower Compact, Locke's Second Treatise), 9-12.C.4 (the Declaration of Independence clause by clause), and the political-philosophy indicators in 9-12.C.5 (human nature, majority tyranny, Montesquieu, the Federalist essays 9/10/51/78 as assigned reading). The catalog teaches the Constitution's structure and the federal ladder, but not this assigned-primary-source, natural-rights-philosophy curriculum, so we do not claim it.
• The Second Amendment (9-12.C.7.F) — not claimed. 9-12.C.7.F is entirely about the Second Amendment. The catalog's Know Your Rights course teaches the First and Fourth Amendments as applied rights but not the Second, so this indicator is not claimed. The gap is in the course, not the standard.
• Slavery, the Civil War, civil rights, Progressivism, and the governing-institutions/policy history (9-12.C.8-14) — deferred, not denied. 9-12.C.8-9 (slavery and the Civil War through Douglass, Lincoln's Peoria and Cooper-Union-era speeches, the Emancipation Proclamation, and the Gettysburg Address), 9-12.C.10 (civil rights through the Declaration of Sentiments, Niagara's Declaration of Principles, Brown v. Board, and King's "I Have a Dream"), 9-12.C.11 (20th-century Progressivism), 9-12.C.12 (governing institutions and federal-state cases), 9-12.C.13's policy and Supreme-Court-case indicators, and 9-12.C.14 (foreign policy) are document-and-case-driven history standards. The catalog's Great Migration, History of Unions, and commodity-history courses TOUCH some of this content (the Jim Crow South, poll taxes, the Reconstruction amendments), but they do not deliver it as this civics course's assigned readings and case lists, so — verbatim-or-nothing on coverage — we defer these rather than claim a civics match we cannot make cleanly.
• The regime-comparison capstone (9-12.C.18) — not claimed. 9-12.C.18 compares the American experiment to monarchy, aristocracy, direct democracy, Progressivism, totalitarianism, communism, socialism, fascism, oligarchy, and imperialism, and to the French Revolution. The catalog teaches American constitutional structure, not a comparative-regime capstone, so we do not claim it.
• The civics skills standard 9-12.C.1 — not separately claimed. 9-12.C.1 asks students to identify the state's own current officeholders and local tribal leaders (9-12.C.1.A) and to write informative and persuasive essays on American government (9-12.C.1.B-C). The flagship teaches the structure of South Dakota's offices and civic writing is practiced, but we do not transcribe or separately claim this skills standard (its officeholder list is a long, roster-dependent enumeration we will not cite verbatim as a fixed standard text).
• English/Language Arts — deferred (South Dakota's ELA is its own document, Common-Core-derived). South Dakota adopted the Common Core in 2010 but maintains its own English Language Arts standards, so the shared Common Core ELA file is not blind-aliased; the rule is compare-before-aliasing. South Dakota's own ELA reading/writing standards were not fetched-and-verified this pass, so we defer them rather than assume the shared text still matches South Dakota's printed codes. The catalog's source-evaluation and media-literacy work is instead claimed against South Dakota's own civics media-literacy standard, 9-12.C.16.D.
• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no South Dakota mathematics standard (South Dakota's math standards, like its ELA, are South Dakota's own Common-Core-derived document).
• Science — deferred (South Dakota's 2015 science standards are NGSS-based but its own document). The South Dakota Science Standards (2015) are NGSS-based but South Dakota's own document, so the shared NGSS file is not blind-aliased and the rule is compare-before-aliasing. The one Earth-science-adjacent claim the catalog could support (climate and resources shaping human activity) is deferred until South Dakota's own science document is fetched and its performance-expectation text is confirmed to match the shared NGSS wording.
• South Dakota's other social-studies disciplines (World History, U.S. History, World Geography, Economics) — deferred, not denied. The catalog's commodity, colonial, labor, civil-rights, and migration history and its Commodity Map geography WOULD map to South Dakota's 9-12 World History (9-12.WH), U.S. History (9-12.USH), World Geography (9-12.WG), and Economics (9-12.E) standards, as they do in other states. We mapped the United States Government/American Civics course this pass (the flagship's home) and DEFER the history, geography, and economics disciplines to a later pass rather than claim standards we have not yet transcribed and verified.