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Nevada standards alignment

Designed for high school. Below is every Nevadastandard these courses cover: the exact code, the standard's own words, and the lesson that covers it. Where we only cover part of a standard, it says so, and says which part.

43
standards mapped
10
fully covered
33
partially covered
5
frameworks

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Read this before you rely on it

  • We mapped this ourselves. This alignment was done by Learn.WitUS against the published standards. It has not been reviewed, endorsed, or approved by Nevada's education authority or by anyone else.
  • Every code was fetched, then transcribed word for word. Each framework below shows the date its codes and text were retrieved from the publisher.
  • Standards get revised.A code can be renumbered or its wording changed without notice, and some states publish more than one live edition of the same document. Confirm anything you file against your own jurisdiction's current requirements, using the source links below.
  • We would rather claim less. Where the courses only partly cover a standard, this page says partially covered and explains the gap. Standards we considered and could not honestly claim are listed at the bottom, with the reasons.

Nevada · Social Studies

Nevada Academic Content Standards for Social Studies — Grade 9-12 Civics & Economics

Nevada Academic Content Standards for Social Studies, Revised September 2018 · Grade 9-12 Civics & Economics · Nevada Department of Education (NDE) / Nevada State Board of Education · retrieved 2026-07-19

Nevada's Grade 9-12 Civics & Economics course is the anchor for the Nevada Civics flagship, folding civics and economics into one course (codes SS.9-12.CE.<n>). Two standards are specifically about Nevada — SS.9-12.CE.19 (compare the U.S. and Nevada constitutions) and SS.9-12.CE.18 (Nevada politics) — with SS.9-12.CE.51 on Nevada's economy; these host the flagship's own-state structure. The federal C-ladder (CE.27, .28, .29, .32, .33, .36) carries the general civics ladder, the Exchange/Markets and Global Economy standards (CE.43, .44, .52, .53) carry the commodity economics, and two inquiry standards (CE.3, .5) host the source-evaluation method. Transcribed verbatim from the NDE 2018 Social Studies Standards (see the file header for the mirror/provenance note).

Read the source document →

  • SS.9-12.CE.27

    Covered
    Examine the roles and responsibilities of the three branches of government.

    Covered by

    • · US Civics 101, Lesson 1 · Purpose of government and the three branches
    • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
    • · Nevada Civics, Lesson 3 · The executive and a Legislature that meets every other year

    Note: The purpose and structure of the three federal branches (Articles I-III) are taught directly, and the flagship adds Nevada's own branches — the plural executive, the biennial Legislature, and the elected judiciary.

  • SS.9-12.CE.28

    Covered
    Analyze the system of checks and balances and separation of powers historically and in current events.

    Covered by

    • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
    • · US Constitution 101, Lesson 7 · Federalism: state and federal power

    Note: Separation of powers and checks and balances are taught head-on as the design of the U.S. Constitution; the standard's application to specific current events is student work built on that content.

  • SS.9-12.CE.24

    Covered
    Analyze ways in which individuals can participate in the process of creating positive changes for their communities by taking informed civic action.

    Covered by

    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · How to Run for Office · the whole course (eligibility, ballot access, money rules, and after Election Day)
    • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)
    • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
    • · Nevada Civics, Lesson 5 · Local government and how to take part

    Note: Multiple concrete pathways for civic action are taught as practice: showing up at every level of government, running for office, helping a campaign lawfully, tracking a live bill, and Nevada's own on-ramps (same-day and automatic registration, mailed ballots, the initiative and referendum).

  • SS.9-12.CE.19

    Partially covered
    Compare and contrast the U.S. and Nevada constitutions.

    Covered by

    • · Nevada Civics, Lesson 1 · “None of These Candidates”: a ballot option found only in Nevada
    • · Nevada Civics, Lesson 4 · Direct democracy: the two-election rule for citizen amendments

    What we do and don't cover: Partial: the flagship teaches Nevada's Constitution of 1864 and its distinctive features — the “None of These Candidates” statewide ballot option and the two-election rule for citizen constitutional amendments — set against the U.S. Constitution the general civics courses teach. A clause-by-clause compare-and-contrast of the two documents is not the course's method.

  • SS.9-12.CE.18

    Partially covered
    Analyze and evaluate current issues, major legislation, and policies in Nevada politics.

    Covered by

    • · Nevada Civics, Lesson 2 · Gaming regulation and why Nevada has no income tax
    • · Nevada Civics, Lesson 4 · Direct democracy: the two-election rule for citizen amendments
    • · Nevada Civics, Lesson 3 · The executive and a Legislature that meets every other year

    What we do and don't cover: Partial: Nevada's own politics are taught — gaming regulation and the no-income-tax structure, the two-election amendment rule, and the biennial 120-day citizen Legislature. The standard's “analyze and evaluate current issues” performance on live legislation is set up rather than assessed.

  • SS.9-12.CE.51

    Partially covered
    Analyze how national and global economic issues and systems impact Nevada’s economy.

    Covered by

    • · Nevada Civics, Lesson 2 · Gaming regulation and why Nevada has no income tax

    What we do and don't cover: Partial: the flagship teaches how one industry — gaming and tourism — shapes Nevada's tax structure, budget, and institutions, and how the state's fortunes rise and fall with tourism. A general analysis of national and global economic systems' impact on Nevada is not.

  • SS.9-12.CE.29

    Partially covered
    Analyze the legislative processes involved in the creation of laws and regulations at the local, state, and national levels.

    Covered by

    • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
    • · US Civics 101, Lesson 3 · How a bill becomes a law
    • · Nevada Civics, Lesson 4 · Direct democracy: the two-election rule for citizen amendments
    • · 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: Partial: the federal lawmaking process is taught end to end (committees through veto override) and Nevada's own biennial process is taught in the flagship; local lawmaking is introduced through what local government handles but not as a step-by-step process.

  • SS.9-12.CE.32

    Partially covered
    Evaluate how the U.S. Constitution establishes the powers and responsibilities of local, state, and tribal governments.

    Covered by

    • · 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
    • · Nevada Civics, Lesson 5 · Local government and how to take part

    What we do and don't cover: Partial: federalism — how the Constitution divides power between the national and state governments — and what state and local governments do (including Nevada's 16 counties plus Carson City) are taught. Tribal governments are not covered by these courses.

  • SS.9-12.CE.33

    Partially covered
    Analyze the collection and purpose of local, state, and federal taxes.

    Covered by

    • · Nevada Civics, Lesson 2 · Gaming regulation and why Nevada has no income tax

    What we do and don't cover: Partial: the flagship teaches Nevada's distinctive tax structure — gaming taxes and fees plus tourism-related and sales taxes in place of a state personal income tax. A general treatment of the collection and purpose of local, state, and federal taxes is not.

  • SS.9-12.CE.36

    Partially covered
    Examine the structure of the U.S. justice system with special attention to due process protections, legal rights, and the judicial process in criminal and civil cases.

    Covered by

    • · The Supreme Court & the Judicial Branch, Lesson 1 · The federal judiciary: from district courts to the Supreme Court
    • · The Supreme Court & the Judicial Branch, Lesson 7 · Checks on the Court
    • · Jury Duty & the Courts · the whole course (the citizen's side of the court system)
    • · Know Your Rights, Lessons 2-5 · speech, religion, press, assembly, including at school and online
    • · Know Your Rights, Lessons 6-8 · the 4th Amendment: searches, stops, and your digital life
    • · Nevada Civics, Lesson 3 · The executive and a Legislature that meets every other year

    What we do and don't cover: Partial: the structure of the federal judiciary, the judicial process from the citizen's side (jury service in criminal and civil cases), the landmark rights cases, and Nevada's own elected courts are taught. The due process clause doctrine specifically is not taught in depth.

  • SS.9-12.CE.23

    Partially covered
    Evaluate the ways in which citizens or associations have used the Constitution to influence or take action to fight for civil liberties and social justice.

    Covered by

    • · Know Your Rights, Lessons 2-5 · speech, religion, press, assembly, including at school and online
    • · Know Your Rights, Lessons 6-8 · the 4th Amendment: searches, stops, and your digital life
    • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent

    What we do and don't cover: Partial: the landmark rights cases — citizens using the Constitution and the courts to expand civil liberties, and how precedent works — are taught as usable rules. A broader survey of associations' civil-rights and social-justice action is not.

  • SS.9-12.CE.35

    Partially covered
    Critique the historical debate surrounding majority rule vs. minority rights within the U.S.

    Covered by

    • · Know Your Rights, Lesson 2 · Freedom of speech: what's protected, and what isn't
    • · Know Your Rights, Lesson 5 · Speech and religion at school, and online
    • · Know Your Rights, Lesson 7 · Police stops, reasonable suspicion, and your privacy

    What we do and don't cover: Partial: the substance of the majority-rule-versus-minority-rights tension — when government may constitutionally limit rights, and why — is taught through the rights curriculum. The historical debate itself, traced over time, is not.

  • SS.9-12.CE.43

    Partially covered
    Analyze the determining factors that influence production and distribution in a market system.

    Covered by

    • · 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
    • · 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: production and distribution are analyzed through real commodity value chains — where commodities grow and why, and who is paid what along the chain (the smile curve). A general market-system unit is not.

  • SS.9-12.CE.44

    Partially covered
    Explain how changes in supply and demand cause changes of goods, services, labor, credit, price, and foreign currencies.

    Covered by

    • · 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 supply-and-demand effect on price is taught through a worked commodity case — a Brazilian frost moving world coffee prices, and why inelastic demand absorbs the spike. The standard's fuller list (labor, credit, foreign currencies) is not worked.

  • SS.9-12.CE.52

    Partially covered
    Analyze how governments throughout the world influence international trade of goods and services.

    Covered by

    • · 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: government influence on trade is taught through worked cases — the U.S. sugar program's import quotas, price supports, and tariffs, and the NAFTA→USMCA trade agreement from the labor side. A general treatment of world trade policy is not.

  • SS.9-12.CE.53

    Partially covered
    Explain how globalization has impacted various aspects of economic growth, labor markets, rights of citizens, the environment, resources, and income distribution in different nations.

    Covered by

    • · 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
    • · Ep 3 · The Commodity Trap
    • · Ep 7 · Who Captures the Value
    • · Ep 21 · The Smile Curve, Confirmed

    What we do and don't cover: Partial: globalization's impact on labor markets and income distribution is taught through NAFTA→USMCA (the Rapid Response Mechanism and its limits) and the commodity trap's downstream value capture. The environmental and citizen-rights clauses are not worked.

  • SS.9-12.CE.3

    Partially covered
    Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

    Covered by

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

    What we do and don't cover: Partial: multi-source evaluation using origin, authority, and corroborative value — differing accounts of the same event set side by side, with a checkable bibliography — is modeled throughout the BVC curriculum. The standard's full inquiry-selection process for a student's own research question is exercised only where a graded project runs.

  • SS.9-12.CE.5

    Partially covered
    Seek multiple media sources when investigating current issues and evaluate the credibility and reliability of each.

    Covered by

    • · Ep 19 · Peer Review Versus Press Release
    • · Every course's Sources bibliography, with per-claim verification
    • · 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: evaluating the credibility and reliability of sources — reading messages for omission, fallacy, and misleading statistics, and checking claims against a bibliography — is the media-literacy method. Investigating a live current issue across multiple media sources is set up rather than assessed.

Nevada · Social Studies

Nevada Academic Content Standards for Social Studies — Grade 9-12 U.S. History (1877-Present)

Nevada Academic Content Standards for Social Studies, Revised September 2018 · Grade 9-12 U.S. History (1877-Present) · Nevada Department of Education (NDE) / Nevada State Board of Education · retrieved 2026-07-19

Nevada's Grade 9-12 U.S. History course (1877-Present), coded SS.9-12.US.<n>, spans the Gilded Age through the present. The BVC labor, migration, civil-rights, and trade history maps to its reform-movement, resistance, migration, and economic-policy standards. Nevada's own Nevada-history standards (SS.9-12.US.20-22), the war/diplomacy standards, and the identity/contributions standards are not claimed (see notClaimed). Transcribed verbatim from the NDE 2018 Social Studies Standards.

Read the source document →

  • SS.9-12.US.14

    Partially covered
    Evaluate the impact of individuals and reform movements on the struggle for greater civil rights and liberties.

    Covered by

    • · 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
    • · 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

    What we do and don't cover: Partial: the labor movement's reformers and the labor-to-civil-rights line — A. Philip Randolph, the Brotherhood of Sleeping Car Porters, and the March on Washington — are taught in depth. The full sweep of civil-rights reform movements is not.

  • SS.9-12.US.16

    Partially covered
    Interpret events from a variety of historical and cultural perspectives, including but not limited to: suffragettes, civil rights activists, nationalists, progressives, political activists, immigrant groups.

    Covered by

    • · 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
    • · The Great Migration, Lesson 11 · Politics & civil rights

    What we do and don't cover: Partial: events are interpreted from multiple perspectives through the “Whose Voice” method and the Great Migration's civil-rights politics. The standard's specific list of actors (suffragettes, progressives) is not each covered.

  • SS.9-12.US.26

    Partially covered
    Examine how and why diverse groups have been denied equality and opportunity, both institutionally and informally.

    Covered by

    • · The Great Migration, Lesson 2 · The Jim Crow South: what people were fleeing
    • · The Great Migration, Lesson 12 · The long shadow, and the return
    • · The Great Migration, Lesson 11 · Politics & civil rights

    What we do and don't cover: Partial: institutional denial of equality is taught through Jim Crow and its long shadow and the push factors of the Great Migration. A comprehensive survey across all diverse groups is not.

  • SS.9-12.US.27

    Partially covered
    Analyze how resistance movements organized and responded to oppression and infringement of civil liberties, and evaluate the impact of the responses.

    Covered by

    • · 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)
    • · 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: how resistance movements organized is taught in depth for the labor movement — the Knights, the AFL, Haymarket, Homestead, Pullman, the Triangle fire and Debs — and the labor-to-civil-rights line. Other resistance movements are not the worked cases.

  • SS.9-12.US.41

    Partially covered
    Analyze how diffusion of ideas, technologies, and cultural practices have influenced migration and immigration patterns and the distribution of human population.

    Covered by

    • · The Great Migration, Lesson 4 · Routes and railroads: the three streams
    • · The Great Migration, Lesson 5 · Arrival: Chicago, Detroit, New York, and the Pacific Northwest
    • · The Great Migration, Lesson 9 · Faith, family & mutual aid
    • · The Great Migration · every lesson carries a primary-source pointer to its real archive
    • · The Great Migration, Lesson 5 · Arrival (the Philadelphia “500% growth” claim, checked against the raw census figures it fails)
    • · The Great Migration, Lesson 6 · The Black press as engine: the Chicago Defender
    • · The Great Migration, Lesson 7 · The Harlem Renaissance & the New Negro

    What we do and don't cover: Partial: internal migration and population redistribution are taught in depth through the Great Migration — its streams and arrival, its primary sources, and the Harlem Renaissance it made possible. International immigration patterns are not the focus.

  • SS.9-12.US.43

    Partially covered
    Examine the effect of individuals, communities, businesses, and government on the economic policies and decisions of the U.S. over time.

    Covered by

    • · The History of Unions, Lesson 9 · 1935: the year organizing became a right (the Wagner Act)
    • · The History of Unions, Lesson 10 · The hole in the law: who the Wagner Act left out
    • · The History of Unions, Lesson 13 · Taft-Hartley, 1947: what the law took back
    • · The History of Unions, Lesson 14 · PATCO, 1981, and reading the decline honestly
    • · 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

    What we do and don't cover: Partial: government and organized labor's effect on economic policy is taught in depth — the Wagner Act, Taft-Hartley, and PATCO — as the advances and retreats of U.S. labor law. A general treatment of U.S. economic policy is not.

  • SS.9-12.US.44

    Partially covered
    Evaluate multiple factors that impact the U.S. economy over time, including but not limited to: trade, resources, labor, and monetary system.

    Covered by

    • · 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
    • · 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

    What we do and don't cover: Partial: two of the standard's named factors are taught in depth — trade (NAFTA→USMCA) and labor (the union movement's arc). Resources and the monetary system are not worked.

  • SS.9-12.US.45

    Partially covered
    Evaluate the U.S. role and response to globalization and the impact on the U.S. economy - including trade policy, embargoes, exchange rates, and trade agreements.

    Covered by

    • · 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
    • · Ep 4 · The Hidden Costs of Cheap Sugar

    What we do and don't cover: Partial: trade agreements (NAFTA→USMCA) and trade policy (the U.S. sugar program's quotas and tariffs) are taught as worked cases. Embargoes and exchange rates are not.

Nevada · Social Studies

Nevada Academic Content Standards for Social Studies — Grade 9-12 World History & Geography (1300-Present)

Nevada Academic Content Standards for Social Studies, Revised September 2018 · Grade 9-12 World History & Geography (1300-Present) · Nevada Department of Education (NDE) / Nevada State Board of Education · retrieved 2026-07-19

Nevada's Grade 9-12 World History & Geography course (1300-Present), coded SS.9-12.WH.<n>. Its standards are framed as historical-thinking and thematic skills; the BVC commodity, colonial, labor, and Cold-War history exercises several of them on specific cases. Nevada's regime-change, war, religion, and identity standards are not claimed (see notClaimed). Transcribed verbatim from the NDE 2018 Social Studies Standards.

Read the source document →

  • SS.9-12.WH.17

    Covered
    Interpret historical events from a variety of historical and cultural perspectives, including but not limited to: capitalists vs. laborers, imperialists vs. indigenous groups, positions of power, class, race, ethnicity, and gender.

    Covered by

    • · 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 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

    Note: Two of the standard's named framings are the curriculum's core method: imperialists versus indigenous groups (European imperialism seen from the perspective of the colonized) and capitalists versus laborers (the plantation economy and the labor movement), taught through the “Whose Voice” side-by-side reading of differing accounts.

  • SS.9-12.WH.26

    Partially covered
    Explore the positive and negative consequences of cultural interaction and diffusion.

    Covered by

    • · 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
    • · Ep 2 · The Roads Tea Traveled

    What we do and don't cover: Partial: cultural interaction and diffusion are taught through the Columbian Exchange (crops and diseases across the Atlantic, with its consequences for native populations), agricultural hearths and crop exchange, and commodity trade networks (the Tea Horse Road, the Maritime Silk Road). The standard's full breadth is not.

  • SS.9-12.WH.31

    Partially covered
    Examine various systems, laws, and policies of governance across world history, including but not limited to: feudalism, mercantilism, absolutism, fascism, communism, and constitutional democracy.

    Covered by

    • · 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
    • · Poland: Solidarność, Lesson 9 · What winning cost: shock therapy
    • · 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: two of the standard's named systems are taught in depth — communism and the transition to constitutional democracy, through Poland from Solidarność to the 1989 negotiated exit — and mercantilism appears through the colonial commodity systems. Feudalism, absolutism, and fascism are not taught.

  • SS.9-12.WH.37

    Partially covered
    Compare different economic and labor systems within and across societies.

    Covered by

    • · Ep 5 · The Reciprocity Economy
    • · Ep 6 · Ceremony Meets the Market
    • · Ep 7 · Two Ways of Doing Economics
    • · 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

    What we do and don't cover: Partial: traditional (reciprocity) and market economies are contrasted directly and at length, and the labor system is taught through the union movement. A full comparison across the world's economic and labor systems is not.

  • SS.9-12.WH.38

    Partially covered
    Examine the ways in which trade, commerce, and industrialization impact individuals, groups, and nations.

    Covered by

    • · 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
    • · 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 7 · Who Captures the Value

    What we do and don't cover: Partial: the impact of trade and commerce is taught through commodity value chains — where goods grow, how that distribution drives trade, who earns from it, and the commodity trap that keeps producers poor. Industrialization's broader impact is not the focus.

Nevada · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

Grades 11-12 · Common Core State Standards Initiative · retrieved 2026-07-13

The Nevada State Board of Education adopted the Common Core State Standards in October 2010 as the Nevada Academic Content Standards (NVACS). Nevada adopted the CCSS as published, so the shared Common Core ELA file is adopted verbatim, keeping the canonical CCSS codes; the text here is the CCSS publisher's verbatim wording (thecorestandards.org). We claim no mathematics standards.

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Nevada · Science

Next Generation Science Standards (NGSS)

HS-ESS1 Earth's Place in the Universe; HS-ESS2 Earth's Systems; HS-ESS3 Earth and Human Activity · NGSS Lead States / nextgenscience.org · retrieved 2026-08-10

Nevada adopted the Next Generation Science Standards in February 2014 as the Nevada Academic Content Standards for Science (NVACSS), adopted by the Nevada State Board of Education. HS-ESS3-1, the one performance expectation we cite, is a standard NGSS PE, so the shared NGSS file is adopted verbatim. This is not a science course, so we claim exactly one NGSS performance expectation, partially — see the note on it.

Read the source document →

  • HS-ESS1-3

    Covered
    Communicate scientific ideas about the way stars, over their life cycle, produce elements.

    Covered by

    • · 7 · Reading a star: the HR diagram
    • · 13 · What stars make

    Note: Lesson 13 is this expectation. It gives the mechanism without equations (hydrogen to helium, heavier elements as the core contracts and heats, the stop at iron because fusion past it no longer releases net energy, and the extreme conditions of stellar death for what comes after), and then sets out the four independent lines of evidence that support it. Communicating the idea IS the lesson, which is why this one is full rather than partial.

  • HS-ESS2-2

    Partially covered
    Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

    Covered by

    • · 2 · Where a river's water comes from
    • · 6 · Sediment, and what a dam does to it
    • · 9 · Why the oxygen runs out
    • · 10 · A thousand miles of nitrogen

    What we do and don't cover: The best NGSS fit in the catalog for a feedback argument. The River and the Watershed is built out of them: paving a watershed raises flood peaks AND lowers baseflow through one mechanism (lesson 2); a dam trapping sediment starves the channel below and stops resupplying the delta a thousand miles away (lesson 6); fertiliser on an Indiana field ends as an oxygen-depleted zone in the Gulf (lessons 9 and 10). PARTIAL because of the first verb: the learner ANALYZES geoscience data only in the capstone, where they read a USGS gauge record and an EPA impairment listing for their own watershed. The lessons supply the analysis; the student repeats it once.

  • HS-ESS2-5

    Partially covered
    Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

    Covered by

    • · 5 · The river shapes the land
    • · 6 · Sediment, and what a dam does to it
    • · 9 · Why the oxygen runs out

    What we do and don't cover: PARTIAL, and the gap is the entire first half of the sentence. The CONTENT is taught directly and at length: water's properties drive erosion and deposition, meanders, cut banks and point bars (lesson 5), sediment transport and what a dam does to it (lesson 6), and density stratification, which is why the Gulf hypoxic zone persists through the summer (lesson 9). But the learner never PLANS AND CONDUCTS AN INVESTIGATION. There is no laboratory work in this catalog and no fieldwork is required to finish this course. If your science requirement is assessed on students conducting investigations, this contributes and does not discharge. Course 4 of this track teaches how to design one; running it is still the student's own project.

  • HS-ESS1-2

    Partially covered
    Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

    Covered by

    • · 5 · Light itself
    • · 11 · Redshift and an expanding universe
    • · 12 · The Hubble tension
    • · 16 · Capstone: trace a number down the ladder

    What we do and don't cover: The strongest CONTENT match in this catalog: the performance expectation names light spectra, the motion of distant galaxies, and the composition of matter, and those are lessons 5, 11 and 13 of How We Know What's Out There. PARTIAL, and the missing piece is the practice rather than the content: the course supplies and examines the evidence, and the student is asked to construct an explanation only in the graded capstone, where they trace a published number down the chain of inference. If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it and does not discharge it.

  • HS-ESS1-1

    Partially covered
    Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.

    Covered by

    • · 7 · Reading a star: the HR diagram
    • · 13 · What stars make

    What we do and don't cover: PARTIAL, and the gap is the verb. Fusion as the sun's energy source and the arc of a star's life are taught (lessons 7 and 13, via the main sequence and stellar evolution), but the student never DEVELOPS A MODEL, which is the performance the expectation actually requires. Do not round this up.

  • HS-ESS3-1

    Partially covered
    Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

    Covered by

    • · 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

    What we do and don't cover: Read this one carefully before you rely on it. This is NOT a science course, it has no laboratory work, no investigations and no scientific modelling. What it does have is precisely the content of HS-ESS3-1: resource availability and climate change shaping what humans do and where. The lessons supply the evidence; the STUDENT constructs the explanation only in the Coffee project (Option B). If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it, it does not discharge 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 Nevada Academic Content Standard for mathematics.
  • Science — one partial claim, via the shared NGSS file. Nevada adopted the NGSS in February 2014 as the Nevada Academic Content Standards for Science, 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.
  • Nevada's own Nevada-history and civics detail that no single code captures. The Civics & Economics and U.S. History courses each carry Nevada-history standards (SS.9-12.CE.18/19, SS.9-12.US.20-22). CE.18 and CE.19 host the flagship as partial, but the Nevada Civics course teaches more of Nevada's own structure than any one code captures — the “None of These Candidates” ballot option, the biennial 120-day Legislature, the two-election amendment rule, the Gaming Control Board and Gaming Commission, the no-income-tax structure, and Carson City's consolidated city-county status. US.20-22 (Nevada's history and the evolution of Nevada's economy from 1877) are Nevada-specific history the catalog does not teach.
  • The political-media standards. SS.9-12.CE.30 and SS.9-12.CE.31 (the roles of U.S. media in shaping policy and political discourse, and the role of special-interest groups, lobbyists, and PACs), and SS.9-12.US.34 (the effects of media in shaping public perception and policies), are political-media and interest-group analysis. Our media-literacy course is consumer protection — reading ads and claims for omission and fallacy — not political-media analysis, so we do not claim these; the source-evaluation skill they share is claimed instead under the inquiry standards SS.9-12.CE.3 and SS.9-12.CE.5.
  • The disciplinary-skill and civic-disposition standards we checked and rejected. The disciplinary-skill standards that ask students to construct compelling/supporting questions, construct and present their own arguments, participate in rigorous academic discussions, and take deliberative action (SS.9-12.CE.1, .2, .4, .6-.12, and their US/WH equivalents) are procedures the courses exercise but do not deliver as a unit. On the content side, the Civics & Economics standards on political identity and ideology, founding-document interpretation over time, international relations, gerrymandering and redistricting, political behavior of population centers, immigration's effect on politics, and comparative political systems (SS.9-12.CE.13, .15-.17, .20, .21, .25, .26, .34, .37-.42), and the National Economy / Financial Literacy standards (SS.9-12.CE.45-.50, all of SS.9-12.FL) are not genuinely taught, so we do not claim them.
  • Most World History & Geography and U.S. History standards. The World History & Geography standards not mapped above (SS.9-12.WH.13-16, .18-25, .27-36, .39, .40) and the U.S. History standards not mapped above (SS.9-12.US.13, .15, .17-25, .28-42) are content or historical-thinking standards the courses do not exercise cleanly enough to claim. Where the catalog's globalization content overlaps SS.9-12.WH.40 and SS.9-12.US.42, it is claimed once under the closest fit (CE.53 / US.45) rather than padded across every near-duplicate.
  • The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Nevada's closest frameworks (Computer Science, World Languages) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Nevada claims this pass.

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