New Hampshire standards alignment

• 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: Sugar — The Sweet Revolution
  • What the River Carries
  • Sold Down the River
  • The Delta, and the Way North
  • The Ohio, and the Line
  • What an Expedition Is
  • How to Research: Finding Out Whether It's True
  • The Green Book: How to Read a Route
  • Indiana Avenue: A District and What Replaced It
  • The Gym and the Color Line
  • Two Racetracks
  • Mudsock: How a Rivalry Marks a Boundary
  • The President's House
  • Fort Harrison: The Federal Footprint
  • Washington, DC: Where the Instrument Was Blessed
  • Philadelphia: The University and the Block
  • Seattle: The Modern Bookend
  • Baltimore: The Whole Chain
  • Pittsburgh: Where the Playbook Was Written
  • How the Tools Traveled
  • Exported: How Others Studied American Race Law
  • The Schoolhouse Network
  • Where We Rested
  • What They Built: Black Business Districts
  • Brazil: State-Chartered Unions, a Union-Made President, and the 2017 Rupture
  • Chile: A Labor System Designed to Be Weak
  • Germany: Workers on the Board
  • India: When Most Workers Have No Employer
  • South Africa: The Union That Helped End Apartheid, Then Joined the Government
  • South Korea: Democracy, the Chaebol, and the Lawsuit as a Weapon
  • Sweden & Denmark: The Wage Floor That Isn't a Law
  • Africa Before Colonization: The Documented Record
  • Asia Before European Colonization: The Center of Gravity
  • Pre-Columbian Mesoamerica: Cities, Calendars, and the People Who Are Still Here
  • Pan-Africanism: The Idea, the Movement, the Reckoning
  • Afrocentricity: How to Evaluate a Contested Paradigm
  • Training the Colonizer: The Knowledge That Was Taken
  • The Great Migration: How Six Million People Remade America (and the World)
  • Clean: A Global History of Bathing and Soap
  • District of Columbia Civics: How Your Government Works
  • Who Has the Power to Do This?
  • What a Business Entity Actually Is
  • The Local Layer
  • Financing Without Access
  • The US Forms: Sole Prop to Corporation
  • The Middle Layer: States, Provinces, and Regions
  • Forms of Government, Honestly
  • How Countries Constitute Themselves
  • Cooperatives
  • How Other Countries Form Businesses
  • Tribal Nations and Indigenous Governance
  • Governments Without States
  • How Power Changes Hands
  • Governance: Who Actually Decides
  • Capstone: Map Your Own Stack
  • Capstone: Choose a Form and Defend It
  • Deep Time and the Dinosaur Renaissance

  • · 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
  • · 12 · Brontosaurus: the animal that was, was not, and may be again
  • · 15 · Bakker, warm blood, and an argument that was won in parts
  • · 18 · Chicxulub: what confirmed it, and what is still argued
  • · 19 · Claim and evidence, across two hundred years

  What we do and don't cover: Full in the BVC Nathan Green lesson, where the documentary and oral records openly disagree, and full in Deep Time and the Dinosaur Renaissance, which makes discrepancy the organising exercise: Tschopp et al. 2015 taught as a proposal with later analyses on both sides, two disagreeing 2019 papers on Deccan tempo, and a 41-author review paired with the formal published comments disputing it. 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 New Hampshire College and Career Ready (Common Core) mathematics standard.
• Science — one partial claim, via the shared NGSS file. New Hampshire adopted the NGSS in November 2016 as its science standards, 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.
• New Hampshire's own state structure is taught more fully than any one 2006 indicator captures. New Hampshire Civics teaches the Constitution of 1784 and 'Live Free or Die,' the 400-member House of Representatives (roughly one representative per 3,300 residents, legislators paid $100 a year — a citizen legislature), the elected five-member Executive Council that shares executive power with a 2-year Governor who has no Lieutenant Governor, the appointed-to-70 judiciary confirmed by that Council, the first-in-the-nation presidential primary, the absence of any statewide citizen initiative, and the town meeting — all from New Hampshire's own sources. SS:CV:12:2.1 (the New Hampshire Constitution), SS:CV:12:2.3 (the New Hampshire judiciary), and SS:CV:12:1.1 (structures at various levels) host most of it, but the 2006 Civics indicators are deliberately example-based concept statements, not a New Hampshire-government checklist, so the Executive Council, the 400-member House, and the first-in-the-nation primary have no code of their own.
• The Civics indicators on world affairs and foreign policy. The entire third Civics standard — SS:CV:12:3.1 (the United States' response to environmental, economic, and technological issues in world affairs), SS:CV:12:3.2 (the relationship between domestic and foreign policy), and SS:CV:12:3.3 (the impact of the United States' contributions to democratic ideals on world affairs) — is about the United States in the world. The catalog's civics is domestic structure and participation, so we do not claim these.
• The Geography strand — checked, thin overlap, not claimed. The Grades 9-12 Geography strand (SS:GE:12) is human-environment and spatial geography. The catalog's growing-belts and resource-map content is geographic, but its overlap with the Geography indicators is adjacency-level at best, so we do not stretch it into a claim; where that content maps squarely — how trade and commodity distribution shape economies — it is claimed under the World History and Economics strands instead.
• The US/NH History, World History, and Economics indicators we checked and rejected. Across the three history/economics strands, the indicators the courses do not genuinely teach are not claimed: in US/NH History, SS:HI:12:1.2 and 1.4 (religion in political life; sectionalism), all of SS:HI:12:2 (foreign policy and international relations), SS:HI:12:3.1/3.3/3.4 (intellectual movements, group influences on the arts, the spread of American culture), SS:HI:12:4.1/4.3 (westward movement; technology simplifying/complicating work), and SS:HI:12:5.1-5.4 (unity vs. pluralism, gender roles, attitudes toward diversity, social class); in World History, SS:WH:12:1.1-1.3/1.5, all of SS:WH:12:2.2/2.4 and 3, SS:WH:12:4.4/4.5, and all of SS:WH:12:5; and in Economics, the market-mechanics (SS:EC:12:1, 2.1/2.2/2.4/2.5), business-cycle (SS:EC:12:3), monetary/fiscal (SS:EC:12:4), comparative-advantage and currency (SS:EC:12:5.1/5.2), and personal-finance (SS:EC:12:6) standards. Where the catalog's globalization content could touch two near-duplicate indicators, it is claimed once under the closest fit rather than padded.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. New Hampshire's closest frameworks for these (its digital-literacy/computer-science and world-languages standards) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no New Hampshire claims this pass.