Indiana standards alignment

• USG.5.3

  Covered

  Identify and describe the civil and constitutional rights found in the United States Constitution and Bill of Rights, describe how they are expanded by decisions of the United States Supreme Court. Analyze and evaluate landmark cases of the Supreme Court concerning civil rights and liberties of individuals. (E)

  Covered by

  • The Bill of Rights: Know Your Rights
  • The Supreme Court & the Judicial Branch

  • · 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

  Note: The landmark-case work is real, not name-dropping: Tinker, Brandenburg, Mapp, Terry, New Jersey v. T.L.O., Riley, and Carpenter are each taught as a rule a student can apply, and the companion course explains how precedent expands rights over time.

• USG.5.4

  Covered

  Identify when it is constitutional for our government to limit the rights of individuals and explain the reasons why the government would want to do this. (E)

  Covered by

  • The Bill of Rights: Know Your Rights

  • · 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

  Note: The limits are the course's method: time-place-and-manner rules, incitement (imminent lawless action), the school-speech cases, and the reasonable-suspicion standard — each with the government's reason for the limit.

• USG.2.3

  Partially covered

  Analyze and interpret central ideas on government, individual rights, and the common good in founding documents of the United States. (E)

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • The Bill of Rights: Know Your Rights

  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
  • · The Bill of Rights: Know Your Rights, Lesson 1 · What is the Bill of Rights?

  What we do and don't cover: Partial: the Constitution and the Bill of Rights — two founding documents — are analyzed clause by clause for ideas on government, rights, and the common good. The Declaration of Independence and other founding-era documents are not treated in depth.

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.