Vermont standards alignment

• D2.Civ.4.9-12

  Covered

  Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • State vs Federal Power: How American Government Is Divided

  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power
  • · State vs Federal Power, Lesson 2 · Three kinds of power: enumerated, implied, reserved
  • · State vs Federal Power, Lesson 3 · The enumerated powers: Article I, § 8 (the Necessary and Proper Clause)
  • · State vs Federal Power, Lesson 6 · Concurrent powers: what both levels share
  • · State vs Federal Power, Lesson 7 · McCulloch v. Maryland (1819): implied powers and supremacy

  Note: The U.S. Constitution's system of powers, responsibilities, and limits is taught article by article — Articles I-III, separation of powers and checks and balances, and the enumerated/implied/reserved powers taxonomy that is still contested.

• D2.His.6.9-12

  Covered

  Analyze the ways in which the perspectives of those writing history shaped the history that they produced.

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom

  • · 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
  • · Ep 4 · Whose Voice Tells the Story

  Note: This is the Whose Voice method taught directly: a planter's euphemism and passive voice read against two first-person accounts by formerly enslaved writers, and reading a text for what its author leaves out — perspective shaping the record.

• D2.Geo.3.9-12

  Covered

  Use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace

  • · 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
  • · Ep 1 · Assignment, Option A, map the supply chain of 3 items from your morning routine
  • · Ep 1 · Assignment, Option B, Coffee Belt climate report, with maps and data tables

  Note: The Commodity Map is this indicator: every episode pinned at its origin, the Growing Belts analyzed by latitude band and country, and the Coffee project has the student prepare maps and data tables of spatial patterns at multiple scales.

• D2.Geo.4.9-12

  Covered

  Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Chocolate — Food of the Gods
  • BVC: Kava — The Root of Peace
  • BVC: Tea — The Way of Tea
  • BVC: Sugar — The Sweet Revolution
  • BVC: Guayusa & Kola Nut — Forest Wisdom

  • · Ep 1 · Climate Change Is Redrawing the Map
  • · Ep 3 · A Two-Degree Threat
  • · Ep 6 · Why Volcanic Soil Only
  • · Ep 10 · Karst Limestone and Bourbon
  • · Ep 1 · Assignment, Option B, assess a producing country's climate viability and defend the assessment
  • · 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

  Note: Reciprocal human-physical interaction is the curriculum's method — volcanic soil and altitude deciding what grows, resource availability and climate shaping where and how people produce and trade.

• D2.Eco.7.9-12

  Covered

  Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes.

  Covered by

  • BVC: Sugar — The Sweet Revolution

  • · Ep 4 · The Hidden Costs of Cheap Sugar
  • · Ep 8 · Prohibition, the Experiment That Failed
  • · Ep 8 · Selling Prohibition (the rhetoric that drove the movement)
  • · Ep 18 · Bolivia's Bet (Bolivia's legal coca model against U.S.-funded eradication)
  • · Ep 18 · The Balloon Effect
  • · Ep 17 · Where the Poppy Grows (Afghanistan and the Golden Crescent)
  • · Ep 16 · The Justice Gap

  Note: Government policies that shape markets are evaluated for benefits and costs in real depth: the U.S. sugar program's quotas and tariffs (stable prices vs. a multi-billion-dollar consumer cost), Prohibition, and the War on Drugs and its balloon effect.

• D2.Civ.1.9-12

  Partially covered

  Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.

  Covered by

  • Vermont Civics: How Your State Government Works
  • US Constitution 101: The Document That Builds the Government
  • State vs Federal Power: How American Government Is Divided
  • US, State & Local Government: Who Does What

  • · Vermont Civics, Lesson 2 · A part-time citizen Legislature in the smallest capital
  • · Vermont Civics, Lesson 3 · Two-year terms, a plural executive, and the majority rule
  • · Vermont Civics, Lesson 4 · Appointed judges the Legislature votes to keep
  • · Vermont Civics, Lesson 1 · The independent republic that banned adult slavery first
  • · Vermont Civics, Lesson 6 · Town Meeting Day and the town as the unit of government
  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
  • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
  • · US, State & Local Government, Lesson 5 · What LOCAL government handles (and why it VARIES)
  • · US, State & Local Government, Lesson 7 · The governments you forget: special districts & boards

  What we do and don't cover: This is the flagship's primary home: Vermont's own state and local institutions are taught in depth — the General Assembly (a 150-member House and 30-member Senate on 2-year terms), the plural executive with its 2-year gubernatorial term, the appointed judiciary the Legislature votes to retain, the 1777/1793 constitutional origin, and the town as Vermont's primary unit of local government (Town Meeting Day) — alongside the federal institutions and the federalism course. Partial because the same C3 indicator also names TRIBAL and INTERNATIONAL institutions, which the courses do not teach.

• D2.Civ.2.9-12

  Partially covered

  Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans' participation over time, and alternative models from other countries, past and present.

  Covered by

  • Citizenship & Naturalization Basics
  • Voting & Elections 101

  • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
  • · Voting & Elections 101, Lesson 1 · Registering to vote
  • · Citizenship & Naturalization Basics, Lesson 1 · Who is a U.S. citizen? Birthright and the 14th Amendment
  • · Citizenship & Naturalization Basics, Lesson 3 · Becoming a citizen: naturalization eligibility

  What we do and don't cover: Partial: the role of the citizen — the responsibilities of citizenship, registering and voting, and how one becomes a citizen — is taught as practice. The standard's comparative theories of democracy and its survey of how American participation has changed over time and against other countries' models are not the course's method.

• D2.Civ.5.9-12

  Partially covered

  Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

  Covered by

  • Vermont Civics: How Your State Government Works
  • US, State & Local Government: Who Does What
  • How a Bill Becomes Law (Federal): From Idea to Public Law

  • · Vermont Civics, Lesson 6 · Town Meeting Day and the town as the unit of government
  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
  • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard

  What we do and don't cover: Partial: how Vermonters and their institutions address problems is taught as practice — Town Meeting Day's direct vote on the town budget, showing up at the selectboard and school board, and tracking a live bill in Montpelier — at the local and state levels. The tribal, national, and international levels the indicator also names are not all covered.

• D2.Civ.11.9-12

  Partially covered

  Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.

  Covered by

  • Vermont Civics: How Your State Government Works
  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • US Civics 101: How American Government Works

  • · Vermont Civics, Lesson 5 · How a bill becomes law, and why there is no ballot initiative
  • · Vermont Civics, Lesson 6 · Town Meeting Day and the town as the unit of government
  • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
  • · US Civics 101, Lesson 3 · How a bill becomes a law

  What we do and don't cover: Partial: two of Vermont's decision-making procedures are taught in real depth — how a bill becomes a Vermont law in the General Assembly (with the two-thirds veto override) and how a town decides its budget directly at town meeting, alongside the full federal bill process. The international level the indicator also names is not taught.

• D2.Civ.12.9-12

  Partially covered

  Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.

  Covered by

  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • Vermont Civics: How Your State Government Works
  • How to Help a Campaign: A Practical, Non-Partisan Guide

  • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
  • · Vermont Civics, Lesson 6 · Town Meeting Day and the town as the unit of government
  • · How to Help a Campaign, Lesson 10 · Helping ballot measures and local causes

  What we do and don't cover: Partial: using and challenging law to address public issues is taught as practice — tracking and testifying on a live bill, working local causes, and Vermont's own on-ramps — at the local and state levels. The national and international law the indicator also names is not the worked material.

• D2.Civ.14.9-12

  Partially covered

  Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

  Covered by

  • Vermont Civics: How Your State Government Works
  • BVC: Sugar — The Sweet Revolution
  • The History of Unions: America and the World

  • · Vermont Civics, Lesson 1 · The independent republic that banned adult slavery first
  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution
  • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
  • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement

  What we do and don't cover: Partial: means of changing society and protecting rights are taught through Vermont's own 1777 constitution — the first in America to prohibit adult slavery — and through the catalog's resistance and labor/civil-rights history (plantation resistance, the union movement to Randolph and Memphis). It is not a general survey of every historical and emerging social-change movement.

• D2.His.11.9-12

  Partially covered

  Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • Spotting Misleading Marketing

  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification
  • · 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

  What we do and don't cover: Partial: critiquing a source by its maker, purpose, and audience is the media/source-literacy method run in every episode — modelled source evaluation, reading claims for fallacy, and reading a widely repeated statistic for its limitations. The student performs the full critique for a specific inquiry only in the Coffee project.

• D2.His.14.9-12

  Partially covered

  Analyze multiple and complex causes and effects of events in the past.

  Covered by

  • Poland: Solidarność, When a Union Brought Down a State

  • · Ep 17 · The Opium Wars
  • · Ep 17 · Lin Zexu's Letter
  • · Ep 11 · The Haitian Revolution
  • · Ep 11 · The Debt of Freedom
  • · Ep 11 · The Black Jacobins (C.L.R. James)
  • · Poland: Solidarność, Lesson 3 · A workers' state with a worker problem
  • · Poland: Solidarność, Lesson 7 · 13 December 1981: the state answers (martial law)
  • · Poland: Solidarność, Lesson 8 · 1989: a union negotiates a state out of existence

  What we do and don't cover: Partial: complex causation is worked for major events — the Opium Wars, the Haitian Revolution, and martial-law Poland — with intended and unintended consequences. It is not a general survey of causation across eras.

• D2.His.16.9-12

  Partially covered

  Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

  Covered by

  • BVC: Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, Option D, a 1,200-1,500 word research paper with a required counterargument section
  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification

  What we do and don't cover: Partial: integrating multiple sources into a reasoned argument is modelled throughout and required of the student in the Coffee episode's graded research paper. Where that project runs it meets this indicator squarely; the rest of the catalog models it rather than assessing it.

• D2.Geo.9.9-12

  Partially covered

  Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Chocolate — Food of the Gods
  • BVC: Kava — The Root of Peace

  • · Ep 1 · Climate Change Is Redrawing the Map
  • · Ep 3 · A Two-Degree Threat
  • · Ep 6 · Islands Under Pressure
  • · Ep 8 · Beer Geography Is Shifting

  What we do and don't cover: Partial: published climate forecasts and their implications for growers, land use, and production regions are analyzed in depth (coffee, cacao, kava, beer). Climate-driven human migration and settlement, which the indicator also names, are touched, not worked.

• D2.Eco.3.9-12

  Partially covered

  Analyze the ways in which incentives influence what is produced and distributed in a market system.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Sugar — The Sweet Revolution
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace

  • · Ep 1 · Price Shocks and Why You Keep Buying
  • · Ep 4 · From Luxury to the Cheapest Calorie
  • · 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: what gets produced and distributed is taught through real commodity markets — climate and soil deciding where crops can grow, supply shocks and inelastic demand moving prices — rather than as a general markets unit on incentives.

• D2.Eco.4.9-12

  Partially covered

  Evaluate the extent to which competition among sellers and among buyers exists in specific markets.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: My Daily Altar — Season Synthesis

  • · 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
  • · Ep 7 · Who Captures the Value

  What we do and don't cover: Partial: competition in specific markets is evaluated along real commodity chains — who captures value, and why producers stay poor in the commodity trap — but not as a systematic market-structure unit across sellers and buyers.

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:

• Vermont has NO state-specific social-studies code — it adopted the national C3 Framework. This is the honest heart of Vermont's page. Vermont does not publish its own detailed social-studies standards or codes; in 2017 the Vermont State Board of Education adopted the national College, Career, and Civic Life (C3) Framework (NCSS, 2013) as Vermont's social-studies standards. So — unlike Rhode Island (whose SSHS.CVC.4.5 names Rhode Island and the Narragansett) or Michigan (whose C3.2 names state, local, and tribal governments) — there is NO Vermont-specific standard that names Vermont's own government. The C3 civics indicators we cite (D2.Civ.1, D2.Civ.5, D2.Civ.11) are GENERAL and reach “local” and “state” institutions, which is where the flagship's Vermont-structure lessons map; the depth on Vermont's 2-year terms, its majority-vote-or-the-Legislature-decides rule, its legislative judicial retention, Town Meeting Day, and its lack of a statewide initiative is in the course, not in any Vermont code. We do not invent Vermont codes to fill the gap.
• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Vermont Common Core mathematics standard.
• Science — one partial claim, via the shared NGSS file. Vermont was an NGSS Lead State and adopted the NGSS in 2013, 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.
• Tribal, national, and international levels named in the C3 civics indicators. D2.Civ.1, D2.Civ.5, D2.Civ.11, and D2.Civ.12 each name tribal, national, and/or international institutions and laws alongside local and state ones. Vermont Civics teaches Vermont's own state and local government (and the BVC/federal courses teach the national level), but the courses do not teach tribal governments or international institutions, so each of those indicators is claimed as PARTIAL with the gap called out on the entry, never stretched to full.
• The C3 Framework's Dimensions 1, 3, and 4 — deferred, not denied. This pass maps the C3 Framework's Dimension 2 disciplinary indicators (Civics, Economics, Geography, History), which decoded cleanly and were verified verbatim. Dimension 1 (Developing Questions and Planning Inquiries), Dimension 3 (Evaluating Sources and Using Evidence), and Dimension 4 (Communicating Conclusions and Taking Informed Action) — the inquiry arc the catalog's source-literacy and Coffee-project research would also map to — were not separately retrieved verbatim this pass. Our rule is fetch-and-verify-or-don't-cite, so they are deferred rather than mapped from memory.
• C3 Dimension 2 indicators we checked and did not claim. Within the disciplines we did map, the indicators the courses do not genuinely teach are not claimed: in Civics, D2.Civ.3 (constitutions, laws, and treaties on maintaining national/international order), D2.Civ.6 (relationships among governments, civil societies, and markets), D2.Civ.7-D2.Civ.10 (civic virtues, deliberative processes, and democratic principles as dispositions), and D2.Civ.13 (public policy in terms of intended/unintended outcomes) beyond the economic-policy angle already claimed under D2.Eco.7; in Economics, the personal-finance, national-economy, and monetary/fiscal-policy indicators (D2.Eco.1-2, D2.Eco.5-6, D2.Eco.8-13, D2.Eco.15) and comparative advantage by name (D2.Eco.14); in Geography, the geospatial-technology, settlement, and globalization indicators (D2.Geo.1-2, D2.Geo.5-8, D2.Geo.10-12); and in History, the historiography, sourcing, and argument indicators the courses touch but do not systematically teach (e.g., D2.His.1-5, D2.His.7-10, D2.His.12-13, D2.His.15, D2.His.17). The gap is in the catalog, not the framework.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Vermont's closest frameworks for these (its educational-technology / computer-science and world-languages guidance) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Vermont claims this pass.