Indiana standards alignment

• HS.3.1

  Covered

  Evaluate the validity of health information, products and services.

  Covered by

  • Dental Health 101: What the Science Actually Says
  • Spotting Misleading Marketing

  • · Dental Health 101, Lesson 3 · Flossing and interdental cleaning: what the evidence actually shows
  • · Dental Health 101, Lesson 10 · Common dental myths, debunked
  • · Spotting Misleading Marketing, Lesson 7 · Health, supplements, and “structure/function” claims
  • · Spotting Misleading Marketing, Lesson 10 · How to verify a claim (and follow the money)

  Note: The skill is taught explicitly on both fronts the standard names: information (evidence hierarchies, systematic reviews and Cochrane, read against popular myths) and products/services (how health and supplement marketing dodges the legal line, and how to verify a claim yourself).

• HS.6.2

  Covered

  Develop a personal health goal and a plan to achieve it.

  Covered by

  • Read Your Body's Data: A 5-Week Guide to Living
  • Wish, Outcome, Obstacle, Plan: The Science of Actually Doing It

  • · Read Your Body's Data · The Capstone: My Health Blueprint (a 90-day plan built from five weeks of your own data)
  • · WOOP, Lesson 16 · The four steps: wish, outcome, obstacle, plan
  • · WOOP, Lesson 17 · Your turn: run it, now, on the goal you wrote down in Lesson 1

  Note: Both courses have the learner actually do this, not read about it: one builds a data-grounded 90-day health blueprint as its capstone; the other walks the learner through setting the goal and writing the plan with the best-evidenced method available (mental contrasting with implementation intentions).

• HS.6.3

  Covered

  Analyze and develop strategies to overcome barriers to achieving the personal health goal.

  Covered by

  • Wish, Outcome, Obstacle, Plan: The Science of Actually Doing It

  • · WOOP, Lesson 7 · The obstacle is inside you (this is where most people fail)
  • · WOOP, Lesson 13 · How to write an if-then that actually fires
  • · WOOP, Lesson 18 · The six ways people run it wrong

  Note: Overcoming obstacles is not a unit of this course — it is the course: mental contrasting surfaces the barrier, and implementation intentions (if-then plans) are the strategy, taught with the trial evidence (including the health-behavior trials) and its honest effect size.

• HS.6.4

  Covered

  Implement and analyze the plan and adjust it, as needed, to achieve the personal health goal.

  Covered by

  • Read Your Body's Data: A 5-Week Guide to Living

  • · Read Your Body's Data · What an N-of-1 Experiment Is / Designing Your N-of-1
  • · Read Your Body's Data · Analyzing Results and Iterating
  • · Read Your Body's Data · Your System Architecture: Triggers, Logging, Review

  Note: The course's method is exactly this cycle: implement (log daily), analyze (baselines, moving averages, signal vs noise), and adjust (iterate the N-of-1 experiment) — run on the learner's own data.

• HS.1.1

  Partially covered

  Predict how behaviors can impact personal health.

  Covered by

  • Dental Health 101: What the Science Actually Says
  • Read Your Body's Data: A 5-Week Guide to Living

  • · Dental Health 101, Lessons 2-5 · brushing, flossing, fluoride, and diet, each tied to its measured effect
  • · Read Your Body's Data · the whole course: behaviors read against your own resting heart rate, steps, sleep, and activity

  What we do and don't cover: Partial: the behavior-to-health link is taught rigorously in two domains — oral health (with the evidence graded honestly) and tracker-measured lifestyle metrics. This is not a comprehensive health course; other behavior domains (substance use, sexual health, safety) are not taught.

• HS.1.5

  Partially covered

  Analyze the relationship between access to health care and personal health.

  Covered by

  • Dental Health 101: What the Science Actually Says

  • · Dental Health 101, Lesson 6 · Regular dental visits: what a checkup actually catches
  • · Dental Health 101, Lessons 7-9 · the mouth-body connection: gum disease, diabetes, and heart disease

  What we do and don't cover: Partial: one kind of care access — regular dental care — analyzed properly, including what early detection catches and what the systemic-health evidence does and does not show. Health-care access in general is not taught.

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.