Indiana standards alignment

• USH.2.5

  Partially covered

  Analyze the development of “separate but equal” policies culminating in the Plessy v. Ferguson (1896) case. Explain the historical significance of the denial of African American rights in the South and the effects of these policies in future years. (E)

  Covered by

  • The Great Migration: How Six Million People Remade America

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

  What we do and don't cover: Partial: the standard's second sentence — the denial of African American rights in the South and its effects in future years — is the course's core, taught for twelve lessons. The first sentence's case-law development culminating in Plessy is referenced, not analyzed case by case.

• USH.3.4

  Partially covered

  Explain the importance of social and cultural movements within the Progressive Era, including significant individuals/groups such as Booker T. Washington, Ida B. Wells, W.E.B. DuBois, NAACP, muckrakers, and Upton Sinclair, and including movements such as the Harlem Renaissance, Women's Suffrage, labor movements, and socialist movement. (E)

  Covered by

  • The Great Migration: How Six Million People Remade America
  • The History of Unions: America and the World

  • · The Great Migration, Lesson 6 · The Black press as engine: the Chicago Defender
  • · The Great Migration, Lesson 7 · The Harlem Renaissance & the New Negro
  • · 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)

  What we do and don't cover: Partial: of the movements the standard names, the Harlem Renaissance, the labor movement, and the socialist movement (through Debs) are taught in depth, and the NAACP appears in context. Women's Suffrage and the named individuals Washington, Wells, and DuBois are not taught — do not present this as covering USH.3.4 whole.

• USH.3.6

  Partially covered

  Describe the experiences of migrants from Europe, Asia, and the southern United States as they encountered and interacted with their new communities.

  Covered by

  • The Great Migration: How Six Million People Remade America

  • · 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

  What we do and don't cover: Partial: the southern-United-States third of the standard is the entire course — six million migrants, their routes, and what arrival actually looked like, city by city. The experiences of European and Asian migrants are not taught.

• USH.7.1

  Partially covered

  Explain the efforts of groups of African Americans, Native Americans, Hispanic Americans, and women to assert their social and civic rights in the years following World War II. (E)

  Covered by

  • The Great Migration: How Six Million People Remade America
  • The History of Unions: America and the World

  • · The Great Migration, Lesson 11 · Politics & civil rights
  • · 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: African American civil-rights organizing is covered from an angle most curricula skip — the Black urban vote the Migration created, and A. Philip Randolph through the 1968 Memphis sanitation strike. The standard also names Native Americans, Hispanic Americans, and women, none of whom are covered here.

• USH.10.2

  Partially covered

  Locate and analyze primary sources and secondary sources related to an event or issue of the past; discover possible limitations in various kinds of historical evidence and differing secondary opinions.

  Covered by

  • The Great Migration: How Six Million People Remade America

  • · 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)

  What we do and don't cover: Partial: sources are pointed to their actual archives (National Archives, Census Bureau, the Schomburg Center) rather than quoted from memory, and the course turns a widely repeated but unsupported statistic into an explicit limitations-of-evidence lesson. Sustained student-run source analysis is prompted by activities but not assessed.

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 Indiana mathematics standard.
• Science — almost nothing. There is no laboratory work, no investigation and no scientific modelling here. Indiana is not an NGSS state; we checked and claim no Indiana science standard. (Our one partial NGSS claim is for Washington, D.C., where NGSS applies.)
• Most of the U.S. Government standards we checked. USG.1.4 (types of government: monarchy, oligarchy, totalitarianism, anarchy), USG.1.5 (unitary vs confederate vs federal), USG.1.6 (constitutionalism, rule of law, limited government, popular sovereignty as named principles), USG.2.2 (compromise at the Constitutional Convention), USG.2.4-2.6 (founding ideas, civic identity, and civic values as a set), USG.3.1 (the four-part characterization of U.S. government), USG.3.3 (enumerated/implied/DENIED powers in BOTH constitutions — our course teaches enumerated/implied/reserved/concurrent, U.S. only), USG.3.9 (Benjamin Harrison), USG.3.10 (political parties' progression and ideologies), USG.3.13 (media influence on public opinion — our media-literacy course is consumer protection, not political media analysis), all of USG.4 (foreign affairs), and USG.5.8 — the courses do not genuinely teach these, so we do not claim them.
• Indiana Economics has no standard on unions. We checked the 2026 Economics document (and the 2023 edition) for the labor-history courses: Indiana's Economics standards contain no standard on labor unions or collective bargaining, so we cite none. The absence is in the standards, not the lessons.
• USH.8.6 (deindustrialization) for the unions course. The History of Unions reads union decline honestly (PATCO, automation vs. trade) but does not teach the causes and consequences of deindustrialization as such. Close, but not the standard.
• PE performance standards — all of them. Every indicator that asks a student to DEMONSTRATE motor skill, participate, or exhibit behavior during physical activity (all of Standard 1, the participation indicators of Standard 3, and Standard 4's etiquette-in-play) is out of reach of an online course, however good its knowledge content. We claim knowledge-side indicators only.
• Health standards for the marketing course beyond HS.3.1. HS.2.3 (evaluate the effect of media and social media on health behaviors) was considered: Spotting Misleading Marketing evaluates marketing claims about health products, which is HS.3.1's skill, not an analysis of media's effect on health behavior. We claim the one that fits.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Indiana's closest frameworks (K-12 Computer Science, World Languages, Employability Skills) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Indiana claims this pass. They are queued for a later mapping pass.
• E.4.1, E.4.2, E.3.2, USH.9.3 — the Commodity Map rejections, still rejected. Public goods are never taught; corrective (Pigouvian) taxation is never taught as a policy tool; the four market structures are named, never taught as a unit; and “media in the democratic process” is too thin to stand up. See the source file for the full reasoning.