North Dakota standards alignment

• E.6_12.7.2

  Partially covered

  Evaluate the effect of taxes and other factors on income.

  Covered by

  • Taxes, and the Money Taken Before You See It

  • · 1 · The money is taken before you ever see it
  • · 2 · The withholding certificate is the one dial you hold
  • · 3 · A refund is not a gift, and a balance due is not a fine
  • · 18 · Capstone: read your own paperwork, and look one thing up properly
  • · 7 · The distinction that decides whether a credit can pay you
  • · 8 · The earned income credit, and what it is actually for
  • · 9 · What a disallowed claim costs, and who else is on the hook
  • · 10 · A date Congress wrote for two credits and nobody else
  • · 11 · Who the hold lands on, by the design of the credits
  • · 12 · The refund can be reduced before it ever reaches you

  What we do and don't cover: Partial, and the partiality is in the words "other factors" rather than in the word "taxes". THE TAX HALF IS TAUGHT IN DEPTH AND FROM THE STATUTE. On income coming in: federal income tax withholding is a duty 26 U.S.C. 3402(a)(1) places on the employer rather than on the worker, FICA is a separate tax under a separate chapter imposed by 26 U.S.C. 3101, only the first is credited back to the earner at filing under 26 U.S.C. 31(a)(1), and the course works gross pay to net pay by hand on a labelled pay statement so the effect is arithmetic rather than assertion. On income going the other way: 26 U.S.C. 6401(b)(1) deems the excess of a refundable credit over the tax to be an overpayment, which is the mechanism by which the tax system ADDS to a household's income rather than subtracting from it, and the earned income credit is taught as a wage subsidy conditioned on earnings under 26 U.S.C. 32(c)(2)(A). The course also teaches when that money actually arrives, from the 26 U.S.C. 6402(m) hold and the 6402(c) through (f) offsets. NOT COVERED, and named so the gap stays visible: the "other factors" clause, which is open-ended and which no course here systematically treats; the guiding-topics column's state and local deductions, since this catalog teaches no state or local tax at all; and the benchmark's verb where it is read as policy evaluation, because MONEY-05 states in three separate lessons that it gives no tax advice and makes no judgement about whether a rule is good. It analyses the effect; it does not recommend a response to it.

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 North Dakota mathematics standard.
• English Language Arts — considered, deferred, not claimed this pass. North Dakota adopted its OWN English Language Arts & Literacy standards (2023), with North Dakota's own codes and wording — North Dakota is not mapped through our shared Common Core file. The catalog's media-literacy, rhetoric, and source-evaluation teaching would in principle map to North Dakota's grade-11/12 informational-reading and research standards, but we have not fetched and verified that document this pass. Our rule is fetch-or-don't-cite, so ELA is deferred until the verbatim North Dakota text is in hand.
• Science — considered, deferred, not claimed this pass. North Dakota's 2019 science standards are North Dakota's own, derived from the NRC Framework rather than adopted verbatim from NGSS. The catalog's one honest science idea — resource availability and climate shaping human activity — would in principle map to a North Dakota science code, but verbatim-or-nothing means we will not alias the shared NGSS file to a North Dakota code we have not confirmed against North Dakota's own printed wording. Science is deferred until that verbatim text is retrieved.
• North Dakota's own state structure is taught more fully than any one benchmark names. North Dakota Civics teaches the Constitution of 1889, the two national 'onlys' (the only state with no voter registration; the only state-owned bank, the Bank of North Dakota, plus a state-owned Mill and Elevator), the farmer-populist Nonpartisan League, the strong initiative/referendum/recall, the large plural executive, the part-time biennial 94-Representative/47-Senator Legislative Assembly capped at 80 days per biennium, the elected nonpartisan Supreme Court, and the 53 counties — all from North Dakota's own sources. The Civics & Government benchmarks that name state and local government (C.6_12.2.4, C.6_12.2.5) and citizen influence (C.6_12.4.1, C.6_12.4.3) host most of it, but North Dakota's standards are broad U.S.-system anchors, not a North-Dakota-government checklist, so its no-registration voting, its state bank, and its biennial Legislature have no benchmark of their own.
• Civics benchmarks on political philosophy, forms of government, and British-colonial roots. Benchmarks the catalog's civics does not genuinely teach are not claimed: C.6_12.1.1 (evaluate the thoughts of major political philosophers — Locke, Hobbes, Montesquieu, Marx), C.6_12.1.2 (the influence of British and colonial history — Magna Carta, the English Bill of Rights, the Mayflower Compact), and C.6_12.2.1 (differentiate and compare forms and origins of governments — monarchy, oligarchy, fascism, theocracy). These are named in the constitution course as background, not worked as their own content.
• Economics — the scarcity, institutions, macroeconomics, and Personal Finance strands. Beyond the trade, price, government-role, and economic-systems benchmarks claimed above, the Economics strand's other standards are not the substance of this catalog's commodity history and are left unclaimed: C-adjacent E.6_12.1 (scarcity, opportunity cost, and the factors of production), E.6_12.3.1/E.6_12.3.2 (the formal law of supply and demand, and perfect versus imperfect competition), E.6_12.4.1/E.6_12.4.3 (the stock market and financial institutions; the functions of money), and E.6_12.5 (macroeconomic measurements — GDP, inflation, unemployment). The Personal Finance strand used to be rejected here in full; see the entry below.
• Personal Finance (E.6_12.7) — this rejection has been superseded, for one benchmark. Until 2026-08-28 this list rejected the entire ♦ NDCC 15.1-21 Personal Finance strand with the reason that the catalog does not teach it, and that was accurate. MONEY-01 now teaches how a consumer credit decision is made, and E.6_12.7.4 is claimed above as a partial, with the borrower-rights half taught in more depth than the benchmark asks and the cost side taught through the annual percentage rate. Its uncovered parts are named on the entry: the benefits comparison, the survey of types of credit and debt, compound against simple interest, and borrower responsibilities. SUPERSEDED AGAIN ON 2026-08-29, when MONEY-05 (`taxes-and-filing`) shipped: E.6_12.7.2, "Evaluate the effect of taxes and other factors on income", which this entry previously said was not in the catalog, is now claimed above as a partial. The tax half is taught from the Code, on both directions of the effect: what chapter 24 and chapter 21 take out of a paycheck and which of the two is credited back at filing, and how 26 U.S.C. 6401(b)(1) lets a refundable credit add to a household's income rather than only reduce its tax. What stays uncovered on that benchmark is named on its own entry: the open-ended "other factors" clause, state and local deductions, and the benchmark's verb where it is read as policy evaluation, which the course refuses because it gives no tax advice. The other three benchmarks are still not claimed and the reasons are specific rather than general. E.6_12.7.1 is career choices and standard of living, which is not in this catalog. E.6_12.7.3 asks students to develop short- and long-term financial goals, and E.6_12.7.5 asks them to develop strategies to avoid and manage debt; both are planning and behaviour, and MONEY-01 states in three separate lessons that it gives no financial advice, so claiming either would misdescribe what a teacher receives. E.6_12.7.5's guiding topics do name credit scores, which the course teaches at length, but guiding topics are the document's own explicitly non-required column and the benchmark's verb is not taught, so it is left unclaimed rather than stretched. The strand statement E.6_12.7 itself is deliberately not claimed, because "evaluate the elements of responsible personal finance" promises a teacher the whole subject.
• Geography — the geographic-tools and region/culture benchmarks. The Geography strand's tool-and-inquiry benchmarks (G.6_12.4 — maps, globes, GIS/GPS, and the skills of geographic inquiry) and its region/culture benchmarks (G.6_12.3.1-3 — comparing cultures, analyzing regions, and how perception shapes places) are not the catalog's focus; where its content maps squarely — climate and resources deciding where commodities grow, and resource-driven conflict — it is claimed under the physical-processes, human-environment, and cultural-conflict benchmarks above rather than padded into these.
• United States and World History — the eras and skills anchors not claimed above. North Dakota's history strands apply six skills anchors across five U.S. eras and four world eras. We claim only the source-analysis anchors and the specific era benchmarks the wider catalog genuinely reaches (labor and the Gilded Age, the Great Migration and Civil Rights, Prohibition, agriculture and the first cities, the Columbian Exchange and imperialism, the Haitian Revolution, and globalization). The Revolution and founding, the Civil War and Reconstruction, the World Wars and the Cold War, the post-1990 era, and the science/technology and religion/ideology anchors are not this catalog's focus and are left unclaimed rather than stretched.
• North Dakota Studies, Sociology, and Psychology — nothing. North Dakota's Social Studies standards include a distinctive North Dakota Studies strand (state and tribal history — including the required 'North Dakota Tribal Government' study) and 6-12 Sociology and Psychology strands. This catalog teaches North Dakota's state government (the civics flagship) but not North Dakota's own history at these standards' depth, and it teaches no sociology or psychology, so these strands are not claimed.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. North Dakota's closest frameworks for these (its Computer Science and Cybersecurity standards and its world-languages standards) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no North Dakota claims this pass.