Arkansas standards alignment

• C.2.CIV.9

  Covered

  Analyze the reasons for checks and balances, separation of powers, and federalism within the Constitution to limit government power and protect individual liberty.

  Covered by

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

  • · 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 1 · What is federalism, and why split power at all?

• C.3.CIV.8

  Partially covered

  Examine the amendments to the U.S. Constitution in order to determine how the roles of citizens and the federal and state governments have changed over time: Bill of Rights, incorporation of states' rights into government, due process, citizenship and equal protection (14th Amendment), voting rights (e.g., 15th Amendment, 19th Amendment, 24th Amendment, 26th Amendment).

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • Citizenship & Naturalization Basics
  • The Supreme Court & the Judicial Branch

  • · US Constitution 101, Lesson 9 · Changing the Constitution: Article V and key later amendments
  • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)
  • · 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
  • · 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 Bill of Rights, the key later amendments, and the 14th Amendment's citizenship clause are taught well, and precedent's expansion of rights is its own lesson. The incorporation doctrine and due process, which the standard names, are not taught in depth.

• C.2.USG.15

  Covered

  Analyze the purposes of government as explained in the Preamble to the U.S. Constitution.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 2 · The Preamble: who, and why

  Note: The lesson works the Preamble clause by clause — establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare — as the purposes of the government the rest of the document builds.

• C.2.USG.16

  Covered

  Evaluate the rationale for the organization of articles of the U.S. Constitution.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article

• C.2.USG.17

  Covered

  Analyze the purposes of the Bill of Rights.

  Covered by

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

  • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)
  • · The Bill of Rights: Know Your Rights, Lesson 1 · What is the Bill of Rights?

• C.2.USG.1

  Covered

  Analyze the purpose, organization, powers, and function of the legislative branch of government, including the legislative process and the role of the Senate in giving states equal representation, using Article I of the Constitution and other primary and secondary sources.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • US Civics 101: How American Government Works

  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
  • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
  • · US Civics 101, Lesson 3 · How a bill becomes a law

  Note: Article I gets its own lessons, and the legislative process gets an entire course — committees, the Rules Committee, the filibuster, presentment, veto override.

• C.2.USG.5

  Covered

  Analyze the reasons for and effectiveness of a system of checks and balances within the federal government.

  Covered by

  • US Constitution 101: The Document That Builds the Government

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

• C.2.USG.11

  Covered

  Examine the reasons and processes for amending the U.S. Constitution, including the role of Congress, state legislatures, and convention of the states (Article V).

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 9 · Changing the Constitution: Article V and key later amendments

• C.2.USG.14

  Partially covered

  Analyze the underlying causes and events that led the Founders to replace the Articles of Confederation with the U.S. Constitution, including Shays' Rebellion, the perceived weaknesses of the Articles of Confederation, and disputes between states.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation

  What we do and don't cover: Partial: WHY the Articles failed and how that led to 1787 is taught directly. Shays' Rebellion and the interstate disputes, which the standard names as events, are not worked by name.

• C.2.USG.2

  Partially covered

  Analyze the purpose, organization, powers, and function of the executive branch of government, including the electoral college process, duties of the President, and supporting executive branch agencies using Article II of the Constitution and other primary and secondary sources.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • Voting & Elections 101

  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
  • · Voting & Elections 101, Lesson 4 · The Electoral College: how it works
  • · Voting & Elections 101, Lesson 5 · Why the Electoral College exists

  What we do and don't cover: Partial: Article II and the Electoral College (mechanics AND original purpose) are taught thoroughly. The supporting executive-branch agencies the standard names are not covered 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 Arkansas mathematics standard.
• The Arkansas Civics flagship's structure lessons have no Arkansas standard to cite. Arkansas Civics: How Your State Government Works teaches the 1874 constitution, the seven separately elected executives, the nonpartisan ELECTED Supreme Court (Amendment 80), and the quorum-court county system — from Arkansas's own official sources. But Arkansas's 2022 Civics and U.S. Government standards are overwhelmingly FEDERAL: we searched both documents and found no structure-of-Arkansas-government standard for those lessons to meet. The course backs the state halves of C.4.CIV.1 (lawmaking, initiatives) and C.3.CIV.13 (elections); the rest of its Arkansas content has no code to cite. The gap is in the standards, not the course.
• Health — the 2019 standards print no citable codes, and the content does not match. Arkansas's 2019 Health & Safety standards are competency statements ('I can…') organized by domain and level, with no printed codes — and the Grades 9-12 objectives are content-domain statements (nutrition, alcohol/tobacco/drugs, disease prevention, mental health) that our health courses do not teach. Unlike Indiana and Arizona, whose health frameworks carry skill standards for evaluating health information and goal-setting, Arkansas gives our health claims no honest home. We cite none; the goal-setting and product-claims work maps through the PE course frameworks instead, where Arkansas DID write codes.
• Personal finance — nothing. Arkansas bundles personal finance into its Economics course (Act 480/466 requirements). The catalog does not teach personal finance, so we claim no PF standard.
• Arkansas Economics has no home for the reciprocity-economy content. The curriculum contrasts traditional (reciprocity) and market economies directly and at length, but E.3.ECON.1's allocation-method list (price, auction, lottery, first come, contest, fiat) has no gift/reciprocity entry, and no other 2022 Economics standard covers economic systems. That content maps in Arkansas through World Geography's G.3.WG.5 (attitudes toward resources) instead. E.3.ECON.6/7 (degrees of market competition) are rejected for the same reason as Indiana's market-structure standards: named in our lessons, never taught as a unit. E.5.ECON.1 (comparative advantage) is not taught by name.
• Most of the Civics and U.S. Government standards we checked. C.2.CIV.1 and H.5.USH.1 (flag etiquette), C.2.CIV.3 (the seven-ideology comparison), C.2.CIV.4 (the Federalist Papers as rationale), C.3.CIV.2/3/5 (non-citizen roles, citizenship demographics, the Census), C.3.CIV.11 (Arkansas student-law topics), C.3.CIV.12/14/15/16 (parties, PACs, media influence, gerrymandering — our media-literacy course is consumer protection, not political media analysis), C.4.CIV.5/6 (intergovernmental policy conflict; criminal vs. civil law), C.3.USG.1-6 (Enlightenment thinkers and the Declaration as persuasive argument), C.2.USG.6/7/10/12/13 (the Cabinet, the bureaucracy, Full Faith and Credit, fiscal policy), and C.4.USG.3-6 (judicial philosophies and current-issues application) — the courses do not genuinely teach these, so we do not claim them.
• U.S. History Since 1929 starts too late for half our labor history. The Gilded Age labor movement (the Knights, Haymarket, Homestead, Pullman), the Triangle fire, and the Great Migration's first decades all predate 1929, so Arkansas's U.S. History course cannot reach them — the window is the course's, not ours. Taft-Hartley (1947) and PATCO (1981) fall inside the window, but H.5.USH.20's policy list does not name labor policy and H.5.USH.22's Reagan-era list does not name PATCO, so we do not claim either. The Migration and Jim Crow map through African-American History, where Arkansas's standards name them.
• World History standards we checked and rejected. H.6.WH.10 (industrialization's development and expansion), H.6.WH.21-24 (World War I and II, the Holocaust), H.6.WH.30-32 (Cold War interdependence, late-20th-century catastrophes and costs of war), and H.6.WH.34 (human-made and natural disasters) — case-study adjacency is not coverage, so we claim none of them.
• PE performance and participation standards — all of them. Every PFL and RS standard that asks a student to DEMONSTRATE motor skill, participate, perform dance, or exhibit behavior during activity (all of Content Standard 1, the participation halves of Standard 3, Standards 4 and 5's in-activity conduct) is out of reach of an online course, however good its knowledge content. We claim knowledge- and planning-side standards only, and we say so on each entry.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Arkansas'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 Arkansas claims this pass.