Arizona standards alignment

• HS.H3.5

  Covered

  Explain how different labor systems developed and affected societies over time.

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • The History of Unions: America and the World
  • Mexico: The Protection Contract, and the Trade Deal That Came for It

  • · 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 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 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
  • · 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

  Note: Labor systems over time is what this catalog does best: enslaved plantation labor and the resistance to it, industrial wage labor and the union movement, the Wagner Act's legal regime and who it excluded, and the NAFTA→USMCA cross-border labor order.

• HS.H4.1

  Covered

  Examine how historically marginalized groups have affected change on political and social institutions.

  Covered by

  • The Great Migration: How Six Million People Remade America
  • The History of Unions: America and the World
  • BVC: Sugar — The Sweet Revolution

  • · 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
  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution
  • · The Great Migration, Lesson 6 · The Black press as engine: the Chicago Defender
  • · The Great Migration, Lesson 7 · The Harlem Renaissance & the New Negro

  Note: Taught as agency, not victimhood: the Black urban vote the Great Migration created, Randolph to Memphis, the Maroons and the Haitian Revolution, and the Black press as an engine of change.

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 Arizona mathematics standard.
• Science — two partial claims, no more. Arizona is not an NGSS state; we verified that against the 2018 Arizona Science Standards document itself rather than assuming it. There is no laboratory work, no investigation, and no modelling in this catalog, so we claim exactly two Earth-science standards, partially, and explain the limit on each entry.
• HS.C2.5 — the Arizona-rights comparison our Arizona course does not make. HS.C2.5 asks students to compare the rights guaranteed in the Arizona Constitution to those in the U.S. Constitution. Arizona Civics teaches Arizona's structure and direct democracy, not a clause-by-clause rights comparison — so despite being our Arizona flagship, it does not meet this standard and we do not claim it. HS.C2.6 (contributions of individuals and groups, including Arizonans) is likewise not taught.
• Most of the Civics and Economics anchors we checked. HS.C1.1-C1.4 (civic virtues and deliberative processes as named content), HS.C2.2, HS.C3.3 (parties, interest groups, and media's impact on institutions — our media-literacy course is consumer protection, not political media analysis), HS.C3.4 (international order), HS.C4.4-C4.7 (public-policy decision analysis and in-classroom deliberation), all of HS.E1 (financial literacy), HS.E2 (scarcity and incentives as named concepts), HS.E3.1/E3.3/E3.4, HS.E4 (the domestic economy, fiscal and monetary policy), and HS.E5.2/E5.4 — the courses do not genuinely teach these, so we do not claim them.
• Arizona's Economics anchors have no economic-systems standard. The curriculum contrasts traditional (reciprocity) and market economies directly and at length, but Arizona's high-school Economics anchors (HS.E1-E5) contain no economic-systems standard for it to meet — the closest homes are financial literacy and market mechanics. The gap is in the standards, not the lessons.
• Arizona's 2016 ELA standards have no media-bias standard. Indiana's 9-10.CC.8 and 11-12.CC.8 (analyze bias in media; analyze media's impact on the public) are where our media-literacy work maps. Arizona's 2016 ELA standards contain no comparable standard — we searched the 9-10 and 11-12 documents. The closest, 11-12.SL.2, is about integrating sources, and we claim it for what it is. The gap is in the standards, not the lessons.
• PE Standard 2 — no honest home for the sport-strategy courses. Arizona's high-school Standard 2 outcomes are specific: dance forms (S2.H1.L1, S2.H4), biomechanics vocabulary (S2.H2), practice planning (S2.H3), and the historical role of games in society (S2.H1.L2). None of them is the concepts-strategies-tactics knowledge our golf, tennis, football, pickleball, lacrosse, and croquet courses teach in depth, so — unlike Indiana, whose HSL1.2.1.A names exactly that — Arizona gets no Standard 2 claim. And every outcome that asks a student to DEMONSTRATE motor skill or participate is out of reach of an online course; we claim knowledge-side outcomes only.
• Health strands beyond 1, 3, and 6. Strand 2 (analyzing influences), Strand 4 (interpersonal communication), Strand 5 (decision-making), Strand 7 (practicing health behaviors, as observed practice), and Strand 8 (advocacy) were checked against the Grades 9-12 performance objectives and are not genuinely taught by these courses. Strand 6 Concept 2 PO 3 (a long-term personal health plan) was considered and rejected: the blueprint is a 90-day plan, and we will not stretch '90 days' into 'long-term'.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Arizona's closest frameworks (Computer Science, World and Native Languages, Educational Technology) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Arizona claims this pass.