Arkansas standards alignment

• C.4.CIV.1

  Covered

  Investigate various methods for creating federal, state, and local laws, including the legislative process, ballot initiatives, and referendums.

  Covered by

  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • US Civics 101: How American Government Works
  • Arkansas Civics: How Your State Government Works

  • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
  • · US Civics 101, Lesson 3 · How a bill becomes a law
  • · Arkansas Civics, Lesson 4 · How a bill becomes an Arkansas law
  • · Arkansas Civics, Lesson 7 · The citizen initiative: recently tightened & in flux (flagged)

  Note: All three named methods, at both levels the courses reach: the federal legislative process (an entire course), the Arkansas General Assembly's process with its simple-majority override, and Amendment 7's ballot initiatives and referendums — taught honestly, with the recently tightened petition rules flagged as in flux.

• C.3.CIV.13

  Covered

  Analyze the election process in federal, state, and local governments including voter registration, primary elections, and general elections.

  Covered by

  • Voting & Elections 101
  • Arkansas Civics: How Your State Government Works

  • · Voting & Elections 101, Lessons 1-3 · registration, primaries and caucuses, how you vote
  • · Voting & Elections 101, Lesson 7 · Counting, canvassing, and certifying the vote
  • · Voting & Elections 101, Lesson 8 · Verify your own registration and rules
  • · Arkansas Civics, Lesson 6 · Elections in Arkansas: ID, early voting, and a 30-day deadline
  • · Arkansas Civics, Lesson 8 · Get involved where you live in Arkansas

  Note: Registration, primaries and caucuses, voting methods, counting and certifying get a full course; Arkansas's specifics (photo ID, no-excuse early voting but excuse-required mail voting, the 30-day registration deadline) get their own lesson.

• C.2.CIV.2

  Covered

  Analyze the establishment and purposes of government and relate it to everyday life experiences including law enforcement, public schools, and city planning.

  Covered by

  • US Civics 101: How American Government Works
  • US, State & Local Government: Who Does What
  • Arkansas Civics: How Your State Government Works

  • · US Civics 101, Lesson 1 · Purpose of government and the three branches
  • · US, State & Local Government, Lesson 5 · What LOCAL government handles (and why it VARIES)
  • · US, State & Local Government, Lesson 7 · The governments you forget: special districts & boards
  • · Arkansas Civics, Lesson 5 · Local government in Arkansas: 75 counties, quorum courts, no townships
  • · Arkansas Civics, Lesson 8 · Get involved where you live in Arkansas (quorum court and city council)

  Note: The purposes of government are taught directly, and the everyday-life half is the local-government courses' method: what counties, cities, and special districts actually run — with Arkansas's own vocabulary (the county judge who is an executive, the quorum court that is a legislature).

• C.2.CIV.8

  Covered

  Differentiate among delegated, implied (i.e., Necessary and Proper Clause), concurrent, and reserved powers (i.e., Tenth Amendment).

  Covered by

  • State vs Federal Power: How American Government Is Divided

  • · State vs Federal Power, Lesson 2 · Three kinds of power: enumerated, implied, reserved
  • · State vs Federal Power, Lesson 3 · The enumerated powers: Article I, § 8 (the Necessary and Proper Clause)
  • · State vs Federal Power, Lesson 6 · Concurrent powers: what both levels share
  • · State vs Federal Power, Lesson 7 · McCulloch v. Maryland (1819): implied powers and supremacy

  Note: Taught by name, clause by clause: enumerated/delegated powers (Article I, § 8), implied powers through the Necessary and Proper Clause, reserved powers through the Tenth Amendment, and concurrent powers — with McCulloch v. Maryland confirming the implied-powers doctrine.

• 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.4

  Covered

  Analyze the requirements to be a U.S. citizen, including naturalization and the different routes non-citizens can take to become citizens.

  Covered by

  • Citizenship & Naturalization Basics

  • · 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

  Note: The 14th Amendment, jus soli, citizenship through parents, and naturalization eligibility, step by step.

• C.4.CIV.3

  Covered

  Analyze the role the U.S. Supreme Court has on the law-making process.

  Covered by

  • US Civics 101: How American Government Works
  • The Supreme Court & the Judicial Branch

  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)
  • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent

  Note: Judicial review taught by name through Marbury, and how precedent — majority, concurrence, dissent — makes rules that bind future lawmaking.

• C.4.CIV.4

  Covered

  Identify intended and unintended consequences of public policies.

  Covered by

  • BVC: Sugar — The Sweet Revolution

  • · Ep 4 · The Hidden Costs of Cheap Sugar
  • · Ep 8 · Prohibition, the Experiment That Failed
  • · Ep 8 · Selling Prohibition (the rhetoric that drove the movement)
  • · Ep 18 · Bolivia's Bet (Bolivia's legal coca model against U.S.-funded eradication)
  • · Ep 18 · The Balloon Effect
  • · Ep 17 · Where the Poppy Grows (Afghanistan and the Golden Crescent)
  • · Ep 16 · The Justice Gap

  Note: Three public policies worked at depth, each with both columns: the U.S. sugar program (intended: stable domestic prices; unintended: ~$3.5bn/yr consumer cost), Prohibition (its results against its rhetoric), and the War on Drugs (the balloon effect is an unintended-consequences lesson by name).

• C.3.CIV.1

  Partially covered

  Evaluate rights and responsibilities of citizens in the United States using the Bill of Rights and various Supreme Court decisions: free exercise of religion (Kennedy vs. Bremerton School District), freedom of speech (Brandenburg vs. Ohio), freedom of press (New York Times vs. United States), freedom of assembly (Bates vs. Little Rock).

  Covered by

  • The Bill of Rights: Know Your Rights
  • Citizenship & Naturalization Basics

  • · 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
  • · 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
  • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship

  What we do and don't cover: Partial, and here is the exact line: rights ARE taught through the Bill of Rights and Supreme Court decisions — Brandenburg (which the standard names) plus Tinker, Mapp, Terry, T.L.O., Riley, and Carpenter as applicable rules, and responsibilities as practices. But three of the standard's four named cases (Kennedy, New York Times, Bates) are not taught by name.

• 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.3

  Covered

  Analyze the purpose, organization, powers, and function of the judicial branch of government, including judicial review and the origin and duties of the court system and Supreme Court, as outlined by Article III of the Constitution, Marbury vs. Madison, and other primary and secondary sources.

  Covered by

  • The Supreme Court & the Judicial Branch
  • US Civics 101: How American Government Works

  • · The Supreme Court & the Judicial Branch, Lesson 1 · The federal judiciary: from district courts to the Supreme Court
  • · The Supreme Court & the Judicial Branch, Lesson 7 · Checks on the Court
  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)

  Note: The federal judiciary from district courts to the Supreme Court, judicial review through Marbury by name, and the checks on the Court.

• C.2.USG.4

  Covered

  Analyze the powers and responsibilities of the federal government: enumerated, implied, delegated, concurrent, reserved.

  Covered by

  • State vs Federal Power: How American Government Is Divided

  • · State vs Federal Power, Lesson 2 · Three kinds of power: enumerated, implied, reserved
  • · State vs Federal Power, Lesson 3 · The enumerated powers: Article I, § 8 (the Necessary and Proper Clause)
  • · State vs Federal Power, Lesson 6 · Concurrent powers: what both levels share
  • · State vs Federal Power, Lesson 7 · McCulloch v. Maryland (1819): implied powers and supremacy

  Note: All five named power types are taught by name, with their textual hooks (Article I § 8; the Necessary and Proper Clause; the Tenth Amendment) and the case that confirmed implied powers.

• 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.9

  Covered

  Analyze the division of power and the relationships between federal and state government.

  Covered by

  • State vs Federal Power: How American Government Is Divided

  • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
  • · State vs Federal Power, Lesson 2 · Three kinds of power: enumerated, implied, reserved
  • · State vs Federal Power, Lesson 3 · The enumerated powers: Article I, § 8 (the Necessary and Proper Clause)
  • · State vs Federal Power, Lesson 6 · Concurrent powers: what both levels share
  • · State vs Federal Power, Lesson 7 · McCulloch v. Maryland (1819): implied powers and supremacy

  Note: An entire course: why power is split, the Supremacy Clause and preemption, the Commerce Clause's reach, and where state and federal law actually interact.

• 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.4.USG.1

  Covered

  Analyze major U.S. Supreme Court decisions affecting our understanding of the U.S. Constitution, including Marbury vs. Madison and McCullah vs. Maryland.

  Covered by

  • US Civics 101: How American Government Works
  • State vs Federal Power: How American Government Is Divided
  • The Bill of Rights: Know Your Rights

  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)
  • · State vs Federal Power, Lesson 2 · Three kinds of power: enumerated, implied, reserved
  • · State vs Federal Power, Lesson 3 · The enumerated powers: Article I, § 8 (the Necessary and Proper Clause)
  • · State vs Federal Power, Lesson 6 · Concurrent powers: what both levels share
  • · State vs Federal Power, Lesson 7 · McCulloch v. Maryland (1819): implied powers and supremacy
  • · 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

  Note: Both named cases are taught as rules — Marbury (judicial review) and McCulloch v. Maryland (implied powers and supremacy) — plus the landmark rights cases a student can apply. The document prints the second case as 'McCullah vs. Maryland'; we transcribe codes and text verbatim, so that spelling is the standard's own.

• 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.

• C.4.USG.2

  Partially covered

  Explain ways the U.S. Constitution and U.S. Supreme Court decisions have defined, recognized, and protected or not protected civil liberties, due process, and equal protection from governmental intrusion over time.

  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
  • · 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

  What we do and don't cover: Partial: civil liberties, their expansion by precedent, and the 'or not protected' half (when government may constitutionally limit rights, and why) are taught well. Due process and equal protection as doctrines are named in our lessons but not taught in depth.

• E.5.ECON.2

  Partially covered

  Explain ways in which current trends in globalization affect economic growth, labor markets, rights of individuals, the environment, technological advancement, and resource and income distribution in different nations.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: My Daily Altar — Season Synthesis
  • Mexico: The Protection Contract, and the Trade Deal That Came for It

  • · Ep 1 · Follow the Money: Bean to Cup
  • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
  • · Ep 3 · The Commodity Trap
  • · Ep 12 · The Jimador's Share
  • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
  • · Ep 21 · The Smile Curve, Confirmed
  • · Ep 7 · Who Captures the Value
  • · 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

  What we do and don't cover: Partial: four of the standard's six lenses are worked deeply — labor markets (what NAFTA→USMCA did to organizing on both sides of the border), rights of individuals (the Rapid Response Mechanism), and resource and income distribution (who is paid what along commodity chains, and why producers stay poor). Technological advancement is not taught, and the environment only through climate forecasts.

• E.5.ECON.3

  Partially covered

  Research the impact of international and national economic and political policies on global trade using a variety of sources from multiple perspectives (e.g., trade policies, tariffs, quotas, immigration laws, fiscal policy, regulations).

  Covered by

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

  • · Ep 4 · The Hidden Costs of Cheap Sugar
  • · 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

  What we do and don't cover: Partial, with the distinction stated: the CONTENT is taught in depth (the sugar program's tariffs and quotas; a trade agreement's labor rules, including the cases the United States lost). But the standard's verb is RESEARCH, and student-run research is currently required only in the Coffee episode's project.

• E.3.ECON.5

  Partially covered

  Evaluate intended and unintended consequences of government policies created to improve market outcomes (e.g., regulatory, participatory, supervisory, price floor, price ceiling, minimum wage).

  Covered by

  • BVC: Sugar — The Sweet Revolution

  • · Ep 4 · The Hidden Costs of Cheap Sugar

  What we do and don't cover: Partial: one policy family — the U.S. sugar program's price supports and import quotas — is evaluated properly, intended and unintended columns both. Price ceilings and the minimum wage, which the standard lists, are not taught.

• G.3.WG.3

  Covered

  Analyze various push-and pull factors that lead to migration and changes in these factors over time.

  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
  • · 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

  Note: The Great Migration course is push-and-pull by construction: what people fled (Jim Crow, taught for twelve lessons), what pulled (jobs, the Black press), and how the factors changed over time — through to the return migration.

• G.3.WG.5

  Covered

  Examine varying attitudes among different cultures toward the uses of natural and human resources.

  Covered by

  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace
  • BVC: My Daily Altar — Season Synthesis
  • BVC: Sugar — The Sweet Revolution
  • BVC: Chocolate — Food of the Gods

  • · Ep 5 · The Reciprocity Economy
  • · Ep 6 · Ceremony Meets the Market
  • · Ep 7 · Two Ways of Doing Economics
  • · Ep 4 · Whose Voice Tells the Story, Beckford (1790) against Equiano (1789) and Mary Prince (1831) on the same plantation world
  • · Ep 3 · Two Ways of Seeing a Bean
  • · Ep 5 · Two Ways of Knowing
  • · Ep 18 · Whose Voice

  Note: Taught directly and at length: reciprocity economies against market economies as two ways of valuing the same resources, and paired first-person accounts showing two cultures reading the same bean, forest, or plantation differently.

• G.3.WG.7

  Covered

  Analyze changes in the environment and cultural characteristics of a place or region that influence spatial patterns of trade and land use over time.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Chocolate — Food of the Gods
  • BVC: Kava — The Root of Peace
  • BVC: Tea — The Way of Tea
  • BVC: Sugar — The Sweet Revolution
  • BVC: Guayusa & Kola Nut — Forest Wisdom

  • · Ep 1 · Climate Change Is Redrawing the Map
  • · Ep 3 · A Two-Degree Threat
  • · Ep 6 · Islands Under Pressure
  • · Ep 8 · Beer Geography Is Shifting
  • · The Commodity Map itself, every episode pinned at its origin
  • · The Growing Belts map, production regions by latitude band and country
  • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
  • · Ep 3 · The Cacao Tree and the Narrowest Belt
  • · Ep 6 · Why Volcanic Soil Only

  Note: Climate change redrawing the growing belts — and with them, trade and land use — is analyzed with published forecasts, commodity by commodity.

• G.2.WG.1

  Partially covered

  Investigate political, cultural, and economic relationships between places and regions using geographic representations and geospatial technologies.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace

  • · The Commodity Map itself, every episode pinned at its origin
  • · The Growing Belts map, production regions by latitude band and country
  • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
  • · Ep 3 · The Cacao Tree and the Narrowest Belt
  • · Ep 6 · Why Volcanic Soil Only
  • · Ep 1 · Assignment, Option A, map the supply chain of 3 items from your morning routine
  • · Ep 1 · Assignment, Option B, Coffee Belt climate report, with maps and data tables

  What we do and don't cover: Partial: the geographic representations are the curriculum's signature (the Commodity Map, the Growing Belts, student-prepared maps and data tables). Geospatial TECHNOLOGIES in the GIS sense are not used.

• G.3.WG.2

  Partially covered

  Analyze the effects of various influences on population distribution and migration on society (e.g., history, migration, physical environment, economy, politics, technology, climate, land use, resources).

  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
  • · The Great Migration, Lesson 11 · Politics & civil rights

  What we do and don't cover: Partial, at case-study depth: one migration — six million people — analyzed for its causes and its effects on society, including the urban political power it created. Not a general population-geography treatment.

• G.3.WG.8

  Partially covered

  Evaluate the benefits of various locations in terms of natural, human, and capital resources.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace

  • · The Commodity Map itself, every episode pinned at its origin
  • · The Growing Belts map, production regions by latitude band and country
  • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
  • · Ep 3 · The Cacao Tree and the Narrowest Belt
  • · Ep 6 · Why Volcanic Soil Only
  • · Ep 1 · Follow the Money: Bean to Cup
  • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
  • · Ep 3 · The Commodity Trap
  • · Ep 12 · The Jimador's Share
  • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
  • · Ep 21 · The Smile Curve, Confirmed

  What we do and don't cover: Partial: natural-resource geography is deep (why volcanic soil only; why the cacao belt is the narrowest), and the human/capital halves surface through where value-adding steps locate along the chain — but not as a named location-analysis framework.

• G.3.WG.10

  Partially covered

  Examine the diffusion of a phenomenon and its impact on various regions of contact (e.g., spread of infectious disease, invasive plants, invasive animals).

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution

  • · Ep 1 · The Coffee Belt: Where Coffee Grows and Why
  • · Ep 2 · The Tea Plant and Its Climate Zones
  • · Ep 3 · The Big Producers and the Cacao Varieties
  • · Ep 4 · From New Guinea to the New World
  • · Ep 17 · The Scott County Lesson
  • · Ep 17 · Treatment Versus Punishment

  What we do and don't cover: Partial: two diffusions worked properly — crops moving among regions from their agricultural hearths, and one epidemic (the 2015 Scott County HIV outbreak) in real depth. Not a survey of diffusion types.

• H.6.WH.13

  Covered

  Analyze causes and consequences of voluntary and forced mass migration, including the efforts to reform such practices. This may include cultural practices, resource availability, the plantation system, urbanization, industrialization, conflict migration, and transatlantic abolitionism.

  Covered by

  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution

  • · Ep 3 · Conquest and the Great Reversal
  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 11 · The Triangular Trade
  • · Ep 12 · Burning the Books (the destruction of the Mesoamerican codices)
  • · Ep 15 · From Sacred to Commodity
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution
  • · Ep 4 · Whose Voice Tells the Story (Equiano, 1789; Mary Prince, 1831)

  Note: The standard's core and three of its named threads, all taught: forced mass migration (the transatlantic slave trade and the Middle Passage), the plantation system, and the reform efforts — transatlantic abolitionism through the sugar boycott's own pamphlets.

• H.6.WH.14

  Partially covered

  Compare the social and economic impact of different labor systems in the Age of Revolutions.

  Covered by

  • BVC: Sugar — The Sweet Revolution

  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution
  • · Ep 4 · The Sugar Islands
  • · Ep 4 · From New Guinea to the New World
  • · Ep 11 · Waste-Product Economics

  What we do and don't cover: Partial: the plantation labor system and its social and economic impact are taught thoroughly for the era; the comparison against the era's other labor systems (free wage labor, serfdom) is not made systematically.

• H.6.WH.15

  Partially covered

  Analyze the causes and effects of European imperialism and new patterns of colonization in Asia, Africa, and Latin America in the 19th century, including the impact of advancements in medicine, weaponry, and technology.

  Covered by

  • BVC: Tea — The Way of Tea
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace

  • · Ep 2 · Who Grows the Tea (colonial and plantation labour)
  • · Ep 5 · Whose Knowledge Is It
  • · Ep 6 · Kava Governs
  • · Ep 17 · The Opium Wars
  • · Ep 20 · The Ban Against the Evidence
  • · Ep 17 · Lin Zexu's Letter

  What we do and don't cover: Partial: causes and effects of 19th-century imperialism in Asia and Africa are taught in depth (the Opium Wars carry the Asia half), and Oceania beyond the standard's list. The medicine-weaponry-technology clause is not taught.

• H.6.WH.29

  Partially covered

  Analyze the change and continuity in global power after World War II, including the growing rivalry between Communist and democratic governments in various regions: Africa, the Americas, Asia, Europe, Middle East.

  Covered by

  • Poland: Solidarność, When a Union Brought Down a State

  • · Poland: Solidarność, Lesson 3 · A workers' state with a worker problem
  • · Poland: Solidarność, Lesson 7 · 13 December 1981: the state answers (martial law)
  • · Poland: Solidarność, Lesson 8 · 1989: a union negotiates a state out of existence
  • · Poland: Solidarność, Lesson 9 · What winning cost: shock therapy

  What we do and don't cover: Partial: the Communist-democratic rivalry is worked at depth in ONE region — Europe, through Poland: a workers' state, martial law, and the 1989 negotiation that ended it. The other named regions are not covered.

• H.5.USH.3

  Partially covered

  Analyze the expanded role of the federal government's domestic interventions and fiscal policy in response to the Great Depression: New Deal legislation (e.g., Emergency Banking Relief Act, Agricultural Adjustment Act, Social Security Act, National Labor Relations Act), federal work relief agencies (e.g., Tennessee Valley Authority, Civilian Conservation Corps, Public Works Administration, Work Progress Administration), changing role of the federal government in the economy (e.g., social security, minimum wage).

  Covered by

  • The History of Unions: America and the World

  • · 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

  What we do and don't cover: Partial: the National Labor Relations Act — named in the standard's first bullet — is taught in depth: what the Wagner Act created, and precisely who it excluded. The rest of the New Deal apparatus is not taught.

• H.5.USH.17

  Partially covered

  Analyze the roles of individuals, groups, and events in securing civil rights during the mid-20th century: individuals (e.g., Dr. Martin Luther King, Jr., Malcolm X, Rosa Parks, Earl Warren, Thurgood Marshall, Cesar Chavez), groups (e.g., NAACP, Freedom Riders, Southern Christian Leadership Conference, Student Nonviolent Coordinating Committee), events (e.g., murder of Emmett Till, Brown vs. Board of Education, desegregation of Little Rock Central High School, passage of 24th Amendment, passage of Civil Rights Acts of 1964 and 1968, sit-ins, assassination of Martin Luther King, Jr.).

  Covered by

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

  • · 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
  • · The Great Migration, Lesson 11 · Politics & civil rights

  What we do and don't cover: Partial, from an angle most curricula skip: A. Philip Randolph through the 1968 Memphis sanitation strike (where Dr. King was assassinated — a named event), and the Black urban vote the Migration created. Most of the standard's named individuals, groups, and events are not taught individually.

• H.5.USH.27

  Partially covered

  Examine the social and economic effects of globalization on the United States: trade agreements and organizations [e.g., European Union, North American Free Trade Agreement (NAFTA), World Trade Organization (WTO)], economic shifts due to international agreements (e.g., cheap labor, decline in American manufacturing, multinational corporations), increased immigration from Latin America, South Asia, and East Asia.

  Covered by

  • Mexico: The Protection Contract, and the Trade Deal That Came for It

  • · 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

  What we do and don't cover: Partial: NAFTA and the economic shifts bullet (cheap labor, manufacturing decline) are worked in depth from the labor side, through to the USMCA's Rapid Response Mechanism. The EU, the WTO, and the immigration bullet are not taught.

• H.5.AAH.3

  Partially covered

  Analyze social, economic, and political actions and achievements of African Americans in the early 20th century: Great Migration, military desegregation, growth of civil rights organizations (e.g., National Association for the Advancement of Colored People [NAACP]), other social, political, and labor organizations (e.g., Southern Tenant Farmers Union).

  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
  • · The Great Migration, Lesson 11 · Politics & civil rights
  • · The Great Migration, Lesson 6 · The Black press as engine: the Chicago Defender
  • · The Great Migration, Lesson 7 · The Harlem Renaissance & the New Negro

  What we do and don't cover: Partial: the Great Migration — the standard's first bullet — is an entire course: routes, arrival cities, community institutions, the Black press as engine, and the politics the Migration created. Military desegregation and the named organizations are not taught in depth.

• H.4.AAH.5

  Partially covered

  Analyze various experiences and responses to challenges of African American men and women from post-Reconstruction through the Jim Crow time period and early 20th century: art and entertainment (e.g., Harlem Renaissance), education (e.g., rising literacy rates, establishment of historically black colleges and universities, Booker T. Washington, W.E.B. Du Bois, Joseph Albert Booker), entrepreneurship (e.g., Samuel T. Wilcox, Robert Gordon, Annie Malone, Frederick and Charles Patterson, Maggie Lena Walker, Madam C. J. Walker), religion (e.g., growth of African Methodist Episcopal denomination [AME] and establishment of National Baptist Convention), political organizations and affiliations, segregation and discrimination (e.g., Jim Crow laws, Plessy vs. Ferguson, "sundown towns").

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

  What we do and don't cover: Partial: two of the standard's threads are taught deeply — segregation and discrimination (the Jim Crow South as what people fled, and its long shadow) and art (the Harlem Renaissance and the New Negro). Education, entrepreneurship, and religion, with their named figures, are not taught.

• H.5.AAH.1

  Partially covered

  Analyze change and continuity in the African American cultural identity, including the role of the Harlem Renaissance, in the area of art, music, film, literature, and dance.

  Covered by

  • The Great Migration: How Six Million People Remade America

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

  What we do and don't cover: Partial: the Harlem Renaissance and the New Negro identity are their own lesson, tied to the Migration that made them possible. The full arts survey (music, film, dance) is not taught.

• H.5.AAH.4

  Partially covered

  Analyze the influence of key African Americans on political and social change since 1950 using primary and secondary sources: civil rights leaders (e.g., Malcolm X, Martin Luther King, Jr., Coretta Scott King, A. Philip Randolph, Rosa Parks, Daisy Bates, John Lewis), political leaders (e.g., Thurgood Marshall, Shirley Chisholm, Patricia Harris, Condelezza Rice, Barack Obama, Kamala Harris, Clarence Thomas, Ketanji Brown Jackson), military and science leaders (e.g., Marcelite Harris, Katherine Johnson, Colin Powell, William E. Ward, Lloyd Austin), education and thought leaders (e.g., Langston Hughes, Thomas Sowell, Zora Neale Hurston).

  Covered by

  • The History of Unions: America and the World

  • · 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: A. Philip Randolph — named in the standard — is taught in depth as the labor half of the civil-rights movement, with primary sources pointed to their real archives. The standard's many other named figures are not taught individually.

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.