Indiana standards alignment

• USG.1.3

  Covered

  Interpret and analyze the purposes and functions of government found in the Preamble of the United States Constitution. (E)

  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.

• USG.3.4

  Covered

  Explain the relationships among branches of the United States government and Indiana government, which involve separation and sharing of powers as a means to limited government. (E)

  Covered by

  • US Civics 101: How American Government Works
  • US Constitution 101: The Document That Builds the Government
  • Indiana Civics: How Your State Government Works

  • · US Civics 101, Lesson 1 · Purpose of government and the three branches
  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
  • · Indiana Civics, Lesson 2 · The three branches, and Indiana's deliberately weak governor

  Note: Both halves are covered: the federal branches and their checks on each other, and Indiana's own three branches — including how Indiana's constitution deliberately weakens its governor relative to its General Assembly.

• USG.2.1

  Partially covered

  Summarize the colonial, revolutionary, and Founding-era experiences and events that led to the writing, ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791).

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation
  • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)

  What we do and don't cover: Partial: the Founding-era half is covered — why the Articles of Confederation failed and how that led to the 1787 Constitution and the Bill of Rights. The colonial and revolutionary experiences before that are not taught.

• 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.

• USG.3.2

  Partially covered

  Explain the constitutional principles of federalism, separation of powers, the system of checks and balances, and republican government. Provide examples of these principles in the governments of the United States and Indiana. (E)

  Covered by

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

  • · 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?
  • · Indiana Civics, Lesson 2 · The three branches, and Indiana's deliberately weak governor

  What we do and don't cover: Partial: three of the four named principles — federalism, separation of powers, checks and balances — are taught thoroughly, with examples in both the United States government and Indiana's. “Republican government” is not taught as a named principle.

• USG.3.6

  Partially covered

  Describe the procedures for amending the United States and Indiana Constitutions, and analyze why it is so difficult to amend these Constitutions.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • Indiana Civics: How Your State Government Works

  • · US Constitution 101, Lesson 9 · Changing the Constitution: Article V and key later amendments
  • · Indiana Civics, Lesson 1 · Indiana's constitution: the 1851 rulebook
  • · Indiana Civics, Lesson 6 · Elections in Indiana (no statewide citizen initiative)

  What we do and don't cover: Partial: Article V is taught in full, including why the federal bar is so high. On the Indiana side the course teaches who may propose amendments (only the General Assembly — Indiana has no citizen initiative) but not the full two-session-plus-ratification procedure.

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.