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Learn.WitUS

Oklahoma standards alignment

Designed for high school. Below is every Oklahomastandard these courses cover: the exact code, the standard's own words, and the lesson that covers it. Where we only cover part of a standard, it says so, and says which part.

34
standards mapped
12
fully covered
22
partially covered
5
frameworks

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Read this before you rely on it

  • We mapped this ourselves. This alignment was done by Learn.WitUS against the published standards. It has not been reviewed, endorsed, or approved by Oklahoma's education authority or by anyone else.
  • Every code was fetched, then transcribed word for word. Each framework below shows the date its codes and text were retrieved from the publisher.
  • Standards get revised.A code can be renumbered or its wording changed without notice, and some states publish more than one live edition of the same document. Confirm anything you file against your own jurisdiction's current requirements, using the source links below.
  • We would rather claim less. Where the courses only partly cover a standard, this page says partially covered and explains the gap. Standards we considered and could not honestly claim are listed at the bottom, with the reasons.

Oklahoma · Social Studies

Oklahoma Academic Standards for Social Studies — United States Government (USG)

Oklahoma Academic Standards for Social Studies · adopted 2019 · United States Government · Oklahoma State Department of Education (OSDE) · retrieved 2026-07-19

Oklahoma's grade-12 United States Government course (USG) is the anchor for the Oklahoma Civics flagship. Two of its standards reach Oklahoma's own civic landscape directly — USG.3.3 names the national/state/tribal/local relationships and USG.3.4 names tribal sovereignty and the Major Crimes Act (the McGirt question) — so, unlike the abstract-concept states, the flagship's structure and tribal-sovereignty lessons have a genuine home. The federal branches, rights, and participation standards carry the general U.S. civics ladder. Transcribed verbatim from the OSDE 2019 Social Studies Standards (see the file header for provenance).

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  • USG.2.3

    Covered
    Evaluate the necessity of a written constitution to set forth enumerated powers, to organize government, and to distribute powers among the three branches of government, the states, and the people.

    Covered by

    • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
    • · 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 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 three of the standard's distributions are taught: the Constitution worked article by article (enumerated powers, how it organizes government), the separation among the three branches, and the division between the states and the people through the powers taxonomy and federalism.

  • USG.2.5

    Covered
    Analyze the constitutional amendment process including the 27 amendments to the Constitution of the United States.

    Covered by

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

    Note: Article V's amendment procedure and the key later amendments are taught head-on, including why the federal bar is set so high.

  • USG.3.3

    Covered
    Summarize and explain the relationships and the responsibilities among national, state, tribal, and local governments.

    Covered by

    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
    • · 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
    • · Oklahoma Civics, Lesson 1 · Two highest courts: Oklahoma's split top bench
    • · Oklahoma Civics, Lesson 2 · One of the largest elected executives in the nation
    • · Oklahoma Civics, Lesson 3 · The Legislature and Oklahoma's strong direct democracy
    • · Oklahoma Civics, Lesson 4 · Merit-selection judges, sovereign tribal nations, and getting involved

    Note: All four levels the standard names are addressed, and the STATE level is taught through Oklahoma's own government in depth — the two courts of last resort and merit-selected appellate judiciary, the large plural executive, and the term-limited 101/48-member Legislature. Oklahoma's USG course has no dedicated state-structure code (the split top bench, the plural executive, and Oklahoma's first-in-the-nation constitutional initiative have no code of their own), so those flagship lessons are cited here as part of the state level's responsibilities. The national/state relationship is taught through federalism, the local level through the local-government layers and Oklahoma's 77 counties, and the TRIBAL level through the flagship's sovereign-tribal-nations lesson — which is exactly why Oklahoma gets this claim where an abstract-concept state would not.

  • USG.3.4

    Covered
    Explain that tribal sovereignty is a tribal nation’s inherent power to self-govern, such as challenges made regarding the Major Crimes Act.

    Covered by

    • · Oklahoma Civics, Lesson 4 · Merit-selection judges, sovereign tribal nations, and getting involved

    Note: Near-1:1 with the flagship: tribal sovereignty as a nation's inherent power to self-govern is taught directly, and the Major Crimes Act the standard names is the exact statute at issue in McGirt v. Oklahoma (2020), which the flagship teaches (flagged time-sensitive, as its implications are still being worked out).

  • USG.3.6

    Covered
    Explain how power is separated as well as shared under the American system including the A. system of separation of powers B. system of checks and balances C. principle of judicial review.

    Covered by

    • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
    • · US Constitution 101, Lesson 7 · Federalism: state and federal power
    • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)

    Note: All three named systems are taught directly: separation of powers and checks and balances in the Constitution course, and judicial review by name through Marbury v. Madison.

  • USG.5.1

    Covered
    Define civic virtue and explain the individual’s duty and responsibility to participate in civic life by voting, serving on juries, volunteering within the community, running for office, serving on a political campaign, paying state and federal taxes prior to the April 15th annual deadline, and respecting legitimate authority.

    Covered by

    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
    • · Jury Duty & the Courts · the whole course (the citizen's side of the court system)
    • · Voting & Elections 101, Lesson 1 · Registering to vote
    • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)
    • · How to Run for Office · the whole course (eligibility, ballot access, money rules, and after Election Day)

    Note: Almost every named duty is taught as practice, not exhortation: voting (registration walkthroughs), jury service (an entire course), volunteering, serving on a political campaign lawfully (an entire course), running for office (an entire course), and the responsibilities lesson's coverage of taxes and respecting legitimate authority.

  • USG.5.2

    Covered
    Explain the naturalization process under the laws of the United States.

    Covered by

    • · 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 naturalization process is taught step by step, alongside the 14th Amendment and birthright citizenship.

  • USG.5.3

    Covered
    Analyze how our system of government provides citizens opportunities to monitor and influence the actions of the government and hold elected officials accountable.

    Covered by

    • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · Oklahoma Civics, Lesson 4 · Merit-selection judges, sovereign tribal nations, and getting involved

    Note: Taught as practice: tracking a live bill and making your voice heard on it, showing up at the level where an issue is decided, and Oklahoma's own levers — the state's strong initiative, county commissions, and contacting legislators in Oklahoma City.

  • USG.5.5

    Covered
    Explain the steps of the electoral process including the components of local and national campaigns, the nominative process, and the Electoral College.

    Covered by

    • · 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
    • · Voting & Elections 101, Lesson 4 · The Electoral College: how it works
    • · Voting & Elections 101, Lesson 5 · Why the Electoral College exists

    Note: The electoral process is taught end to end — registration through counting and certification, primaries and the nomination process, and the Electoral College's mechanics and original purpose.

  • USG.4.2

    Partially covered
    Examine the structure, functions, and authority exercised by the executive, legislative, and judicial branches of government.

    Covered by

    • · US Civics 101, Lesson 1 · Purpose of government and the three branches
    • · 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
    • · 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)
    • · 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

    What we do and don't cover: Partial: the three branches and their Article I–III structure, the constitutional qualifications and composition (sub A), the legislative process end to end (sub B — an entire course), the judiciary, and two of the standard's named cases — Marbury v. Madison and McCulloch v. Maryland — are taught. The bureaucracy's role (sub C) and the three remaining named cases (United States v. Nixon, Bush v. Gore, Citizens United v. F.E.C.) are not.

  • USG.4.1

    Partially covered
    Explain the purposes of government expressed in the Preamble and how the Constitution of the United States preserves the core principles of American society.

    Covered by

    • · US Civics 101, Lesson 1 · Purpose of government and the three branches
    • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article

    What we do and don't cover: Partial: the purposes of government and the Constitution's core principles are taught (the purpose-of-government lesson and the article-by-article analysis). The Preamble itself is not worked clause by clause as a text.

  • USG.1.3

    Partially covered
    Compare the advantages and disadvantages of the ways governmental power is distributed, shared and structured in unitary, federal and confederal systems in terms of effectiveness, prevention of abuse of power and responsiveness to the popular will.

    Covered by

    • · 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

    What we do and don't cover: Partial: the FEDERAL system — why power is split, and how it is shared and structured — is taught in depth, including its role in preventing the abuse of power. The systematic comparison against UNITARY and CONFEDERAL systems the standard also asks for is not taught.

  • USG.3.1

    Partially covered
    Examine the American system of federalism and evaluate the changes that have occurred in the relationship between the states and the national government over time.

    Covered by

    • · 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

    What we do and don't cover: Partial: federalism and the key expansions of national power over the states — McCulloch v. Maryland and the reach of the Commerce Clause — are taught directly. A systematic chronological survey of how the relationship changed over time is not.

  • USG.3.2

    Partially covered
    Analyze the system of federalism including the A. enumerated (express) powers B. implied powers C. powers denied to the national government D. reserved powers to the states E. concurrent powers.

    Covered by

    • · 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

    What we do and don't cover: Partial: four of the five named categories are taught by name in the powers taxonomy — enumerated (A), implied via the Necessary and Proper Clause (B), reserved to the states via the Tenth Amendment (D), and concurrent (E). The powers DENIED to the national government (C) are not taught as a category.

  • USG.3.9

    Partially covered
    Analyze the rights and liberties guaranteed to all citizens in the Bill of Rights and how they are protected at the state level through the doctrine of incorporation using the 14th Amendment.

    Covered by

    • · The Bill of Rights: Know Your Rights, Lesson 1 · What is the Bill of Rights?
    • · 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

    What we do and don't cover: Partial: the Bill of Rights and the rights it guarantees are taught as applicable rules with their landmark cases. HOW those rights come to bind the states — the incorporation doctrine through the 14th Amendment — is not taught in depth.

  • USG.3.10

    Partially covered
    Analyze historic and contemporary examples of landmark Supreme Court decisions which have addressed and clarified individual rights under the First Amendment, including A. Gitlow v. New York (1925) B. West Virginia v. Barnette (1943) C. Engel v. Vitale (1962) D. Tinker v. Des Moines (1969) E. Texas v. Johnson (1989).

    Covered by

    • · 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

    What we do and don't cover: Partial: Tinker v. Des Moines (sub D) is taught by name, and the First Amendment freedoms — speech, religion, press, assembly, including at school and online — are taught as applicable rules with their limits. The other four named cases (Gitlow, Barnette, Engel, Texas v. Johnson) are not each worked.

  • USG.3.11

    Partially covered
    Analyze historic and contemporary examples of landmark Supreme Court cases which have specified individual rights of due process under the Constitution, including: A. Mapp v. Ohio (1961) B. Gideon v. Wainwright (1963) C. Miranda v. Arizona (1966) D. Roe v. Wade (1973) E. Furman v. Georgia (1972).

    Covered by

    • · 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

    What we do and don't cover: Partial: Mapp v. Ohio (sub A) and the Fourth Amendment's due-process protections against unreasonable searches are taught as a rule a student can apply. The other four named cases (Gideon, Miranda, Roe, Furman) are not taught.

  • USG.3.7

    Partially covered
    Evaluate the importance of the rule of law on the purposes and functions of government; explain how the rule of law provides for the protection of individual liberties, including due process and equality under the law.

    Covered by

    • · 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

    What we do and don't cover: Partial: the protection-of-individual-liberties half is taught — the Fourth-Amendment due-process protections, and when government may and may not constitutionally limit rights. The rule of law and equality under the law as named principles are not worked head-on.

Oklahoma · Social Studies

Oklahoma Academic Standards for Social Studies — World History (WH)

Oklahoma Academic Standards for Social Studies · adopted 2019 · World History · Oklahoma State Department of Education (OSDE) · retrieved 2026-07-19

Oklahoma's high-school World History course. The colonial, imperial, commodity-trade, and Cold-War content of the BVC Commodity Map and the labor-history catalog maps onto its Global-Age, revolutions-and-imperialism, and post-war strands. Transcribed verbatim from the OSDE 2019 Social Studies Standards.

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  • WH.2.3

    Covered
    Analyze migration, settlement patterns, cultural diffusion, and the transformations caused by the competition for resources among European nations during the Age of Exploration.

    Covered by

    • · 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
    • · 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: This is the curriculum's method: European competition for the resources that could only grow in certain places (the growing belts), the conquest of Mesoamerica and the Caribbean, and the Columbian Exchange as cultural and biological diffusion.

  • WH.2.4

    Covered
    Explain how slavery and the slave trade was used for the development and growth of colonial economies.

    Covered by

    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution
    • · Ep 3 · Conquest and the Great Reversal
    • · Ep 11 · The Triangular Trade
    • · Ep 12 · Burning the Books (the destruction of the Mesoamerican codices)
    • · Ep 15 · From Sacred to Commodity

    Note: Taught directly through the plantation cash-crop systems: the transatlantic slave trade as the engine of the sugar and rum colonial economies, and the resistance to it.

  • WH.3.5

    Covered
    Explain the rationales for and consequences of imperialism on Asia, Africa, and the Americas, such as colonization and the exploitation of natural resources and peoples; summarize various efforts to resist imperialism.

    Covered by

    • · 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 3 · Conquest and the Great Reversal
    • · Ep 5 · How Coca-Cola Got Its Name (biopiracy)
    • · Ep 7 · The Same Story, Six Times
    • · Ep 11 · The Debt of Freedom (the 1825 French indemnity and Haiti's modern poverty)
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution
    • · Ep 17 · Lin Zexu's Letter

    Note: Both halves the standard asks for: the rationales and consequences of imperialism worked through the commodities that drove it (the exploitation of resources and peoples across Asia, Africa, and the Americas, and how those patterns persist today), and the efforts to resist it — from Maroon communities to the Opium Wars to revolution.

  • WH.5.5

    Partially covered
    Evaluate the people, events, and conditions leading to the end of the Cold War including the A. effects of Poland’s Solidarity Movement B. policies of the perestroika and glasnost C. fall of the Berlin Wall D. breakup of the Soviet Union.

    Covered by

    • · 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: sub A — the effects of Poland's Solidarity Movement — is taught in real depth, from a workers' state through martial law to the 1989 negotiated exit and its economic price. Perestroika and glasnost, the fall of the Berlin Wall, and the breakup of the Soviet Union (subs B–D) are not taught.

  • WH.6.1

    Partially covered
    Describe the ongoing impact of interdependence on the world’s economies resulting in the creation and growth of multinational organizations, international trade agreements, and the challenges faced by the global economy.

    Covered by

    • · 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: global economic interdependence is taught through commodity value chains (who captures value, the commodity trap) and one international trade agreement worked in depth — NAFTA→USMCA and its labor consequences. Multinational organizations as institutions are not the worked subject.

  • WH.6.3

    Partially covered
    Describe the impact of trade and interdependence on cultural diffusion.

    Covered by

    • · Ep 2 · The Roads Tea Traveled
    • · 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

    What we do and don't cover: Partial: trade as a vector of cultural diffusion is taught through the tea trade networks (the Tea Horse Road and Maritime Silk Road) and the Columbian Exchange. It is not a general treatment of trade-driven cultural diffusion.

Oklahoma · Social Studies

Oklahoma Academic Standards for Social Studies — United States History (USH)

Oklahoma Academic Standards for Social Studies · adopted 2019 · United States History · Oklahoma State Department of Education (OSDE) · retrieved 2026-07-19

Oklahoma's high-school United States History course. The labor-history, Great Migration, civil-rights, and NAFTA content maps onto its Gilded-Age, interwar, and Cold-War-to-present strands. These are broad multi-part standards; each entry below is partial and names in its note exactly which sub-part the catalog teaches. Transcribed verbatim from the OSDE 2019 Social Studies Standards.

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  • USH.2.1

    Partially covered
    Evaluate the transformation of American society, economy and politics during the American Industrial Revolution.

    Covered by

    • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
    • · The History of Unions, Lesson 5 · Haymarket, 1886
    • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes
    • · The History of Unions, Lesson 8 · The Triangle fire, 1911, and what it actually changed
    • · The History of Unions, Lesson 6 · Homestead, Pullman (Eugene Debs and the socialist movement)

    What we do and don't cover: Partial: sub E — the significance of the Labor Movement, naming the Pullman strikes, the Haymarket Riot, and Eugene V. Debs — is taught in depth (the Knights and the AFL, Haymarket, Homestead, Pullman, the Triangle fire, and Debs' socialist movement). The standard's robber-baron, invention, muckraker, suffrage/temperance, Plessy, and Booker T. Washington/DuBois sub-parts are not taught.

  • USH.3.2

    Partially covered
    Evaluate the long-term impact of America’s entry into World War I on national politics, the economy, and society.

    Covered by

    • · 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 2 · The Jim Crow South: what people were fleeing
    • · The Great Migration, Lesson 12 · The long shadow, and the return

    What we do and don't cover: Partial: sub B names the Great Migration among the war's home-front effects, and the Great Migration is an entire course here — the Jim Crow push, the routes and arrival cities, and the Black urban vote and civil-rights politics it created. The standard's neutrality-to-engagement, First Red Scare, and Fourteen Points sub-parts are not taught.

  • USH.4.1

    Partially covered
    Examine the economic, political, and social transformations between the World Wars.

    Covered by

    • · 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: sub A's cultural expression — the significant impact of people of African descent as exhibited by the Harlem Renaissance — is taught (the Renaissance and the New Negro, tied to the Great Migration and the Black press). The Jazz Age, the Tulsa Race Riot, the Indian Citizenship Act, labor unrest, and easy-credit-boom sub-parts are not taught.

  • USH.7.1

    Partially covered
    Analyze the major events, personalities, tactics and effects of the Civil Rights Movement.

    Covered by

    • · 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: the labor half of the movement is taught — A. Philip Randolph from the Brotherhood of Sleeping Car Porters through the 1963 March on Washington to Memphis 1968, and the unions' own colour bar. The standard's Oklahoma cases (Ada Lois Sipuel Fisher, George McLaurin, Clara Luper's Oklahoma City lunch-counter sit-ins) and its named national leaders and events (Dr. King's I Have a Dream speech, Malcolm X, Brown, Montgomery, Selma) are not each worked.

  • USH.8.5

    Partially covered
    Describe and evaluate the influence of William J. Clinton’s presidency.

    Covered by

    • · 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: sub A's NAFTA is taught in depth from the labor side, through its renegotiation into the USMCA and the Rapid Response Mechanism. The NATO interventions in the former Yugoslavia and the political impact of Clinton's impeachment (subs A and B) are not taught.

Oklahoma · Social Studies

Oklahoma Academic Standards for Social Studies — Economics (E)

Oklahoma Academic Standards for Social Studies · adopted 2019 · Economics · Oklahoma State Department of Education (OSDE) · retrieved 2026-07-19

Oklahoma's high-school Economics course is overwhelmingly personal-finance and macroeconomics (money supply, banking, interest rates, GDP, the Federal Reserve) — content this catalog does not teach. The two claims below are its price-and-market standards, worked through the BVC commodity markets; the rest is published in notClaimed. Transcribed verbatim from the OSDE 2019 Social Studies Standards.

Read the source document →

  • E.3.1

    Partially covered
    Analyze how price and non-price factors affect the demand and supply of goods and services available in the marketplace.

    Covered by

    • · Ep 1 · Price Shocks and Why You Keep Buying
    • · Ep 4 · From Luxury to the Cheapest Calorie

    What we do and don't cover: Partial: taught through real commodity markets — a frost in Brazil moving world coffee prices, and why inelastic demand absorbs the spike. It is not a general supply-and-demand unit with curve-shifting exercises.

  • E.3.2

    Partially covered
    Explain what causes shortages and surpluses including government-imposed price floors, price ceilings, and other government regulations and the impact they have on prices and people’s decisions to buy or sell.

    Covered by

    • · Ep 4 · The Hidden Costs of Cheap Sugar

    What we do and don't cover: Partial: government intervention in prices is worked through one deep case — the U.S. sugar program's price supports, import quotas, and tariffs, and the consumer cost they impose. Price floors and ceilings as general mechanisms are not taught.

Oklahoma · Social Studies

Oklahoma Academic Standards for Social Studies — World Human Geography (WG)

Oklahoma Academic Standards for Social Studies · adopted 2019 · World Human Geography · Oklahoma State Department of Education (OSDE) · retrieved 2026-07-19

Oklahoma's high-school World Human Geography course. The Great Migration and the BVC growing-belts/agricultural-diffusion content map onto its migration and agricultural-land-use strands. Transcribed verbatim from the OSDE 2019 Social Studies Standards.

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  • WG.2.2

    Partially covered
    Describe and summarize the push and pull theory of migration and its impact on human capital and demographic transitions including the research of major voluntary and involuntary migrations.

    Covered by

    • · 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 2 · The Jim Crow South: what people were fleeing
    • · The Great Migration, Lesson 12 · The long shadow, and the return

    What we do and don't cover: Partial: the Great Migration is taught as a push-pull migration in depth — Jim Crow and violence pushing, northern jobs and the Black press pulling, and the demographic transformation of the arrival cities. The general theory and the survey of other major world migrations are not taught.

  • WG.5.1

    Partially covered
    Examine the origin and diffusion of agriculture including the Agricultural Revolutions and the Green Revolution.

    Covered by

    • · 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

    What we do and don't cover: Partial: the diffusion of crops among world regions — the agricultural hearths and how commodities spread — is taught. The Agricultural Revolutions and the Green Revolution as named events are not.

  • WG.5.2

    Partially covered
    Describe and summarize the characteristics of modern commercial agriculture including major production regions, variations within major zones, and effects of markets.

    Covered by

    • · 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: the world's commodity growing regions — climate and soil deciding where coffee, tea, cacao, and sugar can grow — and the markets that move them (who is paid what along the chain) are taught in depth. A general treatment of commercial agriculture is not.

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 Oklahoma Academic Standards mathematics standard.
  • English Language Arts — deferred, not denied (fetch-or-don't-cite). Oklahoma repealed its Common Core adoption in 2014 and writes its own Oklahoma Academic Standards for ELA. The catalog's media-literacy, source-evaluation, and BVC rhetoric work WOULD map to the OAS ELA reading-informational and writing strands, as it does to other states' ELA standards. But we have not yet fetched and verified the OAS ELA document, and our rule is fetch-or-don't-cite, so Oklahoma carries no ELA claims this pass.
  • Science — deferred, and NOT a blind NGSS alias. Oklahoma's science standards (adopted 2020) are Oklahoma's own — NGSS-influenced but not verbatim NGSS — so our shared NGSS file does not apply and we will not alias it. The one Earth-science-adjacent claim other states hang on HS-ESS3-1 (climate and resource availability shaping human activity) is deferred until the OAS Science document is fetched and its wording verified against Oklahoma's own codes. There is no laboratory work, investigation, or modelling in this catalog either way.
  • USG.6 — the public-policy-formation strand. USG.6.1–6.4 (the federal budget process, fiscal and monetary policy, and the formulation of domestic and foreign policy, national defense, and participation in international organizations) are not genuinely taught by these courses.
  • USG.5.4 — political parties, interest groups, and media. USG.5.4 analyzes the role of political parties, interest groups, mass media, public opinion, and campaign funding in the political process. Our media-literacy course is consumer protection, not political-media analysis, and we do not teach parties, interest groups, or public opinion as named content — so we do not claim it. (How-to-Help-a-Campaign's coverage of the legal guardrails on campaign money is a thin, one-sided overlap we will not stretch into this standard.)
  • The USG foundations and federalism standards we checked and rejected. USG.1.1/1.2 (limited vs. unlimited governments), USG.1.4 (the role of government in market vs. command systems), USG.2.1 (the Magna Carta, Mayflower Compact, and English Bill of Rights as founding documents — our Constitution course starts from the Articles of Confederation, not these), USG.2.2 (inalienable rights and the Declaration's grievances as named content), USG.2.4 (the Federalist Papers and Anti-Federalists as texts), USG.3.5 (how the Commerce Clause established the constitutional relationship with Indian tribes — the flagship teaches tribal sovereignty and McGirt, which we DO claim via USG.3.4, but not the Commerce Clause's specific role in tribal relations), and USG.3.8 (popular sovereignty and majority rule vs. minority rights as named concepts) — the courses do not genuinely teach these.
  • Oklahoma's economic-systems standard has no home for the reciprocity economy. The curriculum contrasts traditional (reciprocity) and market economies directly and at length, but Oklahoma's E.2.1 compares MARKET, COMMAND, and MIXED systems — it does not name traditional or reciprocity economies, and we do not teach command economies. So, as in Arizona and California, the reciprocity-vs-market content has no economic-systems standard to meet. The gap is in the standards, not the lessons.
  • Most of the Economics, USH, WH, and WG strands. Oklahoma's Economics course is overwhelmingly personal finance and macroeconomics (money supply, banking, interest rates, GDP, the Federal Reserve — E.1, E.2.2–E.2.5, E.4–E.13), which this catalog does not teach. Across United States History, World History, and World Human Geography we claim only the strands with genuine lesson evidence (named in the frameworks above) and leave the many strands the catalog does not cover — the World Wars, the New Deal's named agencies, the Middle East and China strands, the industrialization-and-development geography strands, and the rest — unclaimed. Oklahoma History (OKH), Psychology, and Sociology are not claimed at all.
  • Oklahoma's own state structure is taught more fully than any one code captures. Oklahoma Civics teaches the two courts of last resort (the civil Supreme Court and the Court of Criminal Appeals — a feature shared only with Texas), the large plural executive and the elected Corporation Commission, the 101/48-member Legislature with term limits, Oklahoma's first-in-the-nation constitutional initiative and referendum, merit selection with retention, and 38+ sovereign tribal nations — from Oklahoma's own sources. Oklahoma's USG course has no dedicated state-structure standard, so USG.3.3 (relationships and responsibilities among the levels of government) and USG.3.4 (tribal sovereignty) are the generous homes we cite this content under; the split top bench, the plural executive, and the direct-democracy 'first' have no USG code of their OWN, and the elected Corporation Commission is not separately citable.

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