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Tennessee standards alignment

Designed for high school. Below is every Tennesseestandard 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.

33
standards mapped
18
fully covered
15
partially covered
4
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 Tennessee'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.

Tennessee · Social Studies

Tennessee Academic Standards for Social Studies — United States Government and Civics

Tennessee Academic Standards for Social Studies (adopted 2019) · Tennessee Department of Education / Tennessee State Board of Education · retrieved 2026-07-18

Tennessee's required high-school United States Government and Civics course is the anchor for the state's civic content. Most of its standards are about the FEDERAL system, but a dedicated 'Tennessee State and Local Government' strand (GC.28–GC.30) names Tennessee's own executive, legislative, and judicial branches and its county/city/metro local government explicitly — that is where Tennessee Civics (the flagship, written from Tennessee's own sources) is mapped, alongside the general civics ladder. Codes are transcribed verbatim.

Read the source document →

  • GC.28

    Covered
    Identify the functions of departments and agencies of the executive, legislative, and judicial branches in the state of Tennessee.

    Covered by

    • · Tennessee Civics, Lesson 1 · Tennessee's Constitution of 1870 (and its hard-to-amend rule)
    • · Tennessee Civics, Lesson 2 · Tennessee's unusual executive: one elected officer, and a Speaker called 'Lieutenant Governor'
    • · Tennessee Civics, Lesson 3 · The General Assembly and the 'Tennessee Plan' for judges

    Note: This is the flagship's home: Tennessee's own three branches are taught in depth — the General Assembly (99 House, 33 Senate), the highly unusual executive (the Governor as the only statewide-elected officer, the Senate Speaker titled 'Lieutenant Governor,' the Secretary of State/Treasurer/Comptroller elected by the Legislature, and the Attorney General appointed by the state Supreme Court), and the 'Tennessee Plan' judiciary.

  • GC.29

    Covered
    Explain the differences among the types of local governments in Tennessee, including county, city, and metro governments, as well as the legal, fiscal, and operational relationships between them and the state government.

    Covered by

    • · Tennessee Civics, Lesson 5 · Local government: 95 counties, cities, and metro government
    • · 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

    Note: Tennessee local government is taught as Tennessee's: 95 counties under an elected county commission and county mayor, cities and towns, and the consolidated metropolitan government of Nashville-Davidson County — exactly the county/city/metro distinction the standard names.

  • GC.05

    Covered
    Describe the purposes and functions of government as outlined in the Preamble of the Constitution.

    Covered by

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

    Note: The Preamble is worked clause by clause as the purposes of government.

  • GC.03

    Covered
    Identify the strengths and weaknesses of the Articles of Confederation.

    Covered by

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

    Note: Why the Articles of Confederation failed and how that led to the 1787 Constitution is taught as its own lesson.

  • GC.07

    Covered
    Describe the structure of the Constitution and the process to amend it.

    Covered by

    • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
    • · US Constitution 101, Lesson 9 · Changing the Constitution: Article V and key later amendments

    Note: The Constitution is analyzed article by article, and Article V's amendment procedure is taught with why the bar is so high.

  • GC.08

    Covered
    Analyze how the Bill of Rights limits the powers of the government and ensures individual rights. (T.C.A. § 49-6-1028)

    Covered by

    • · 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?
    • · 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

    Note: The Bill of Rights is taught as a document and as applicable rules, including when government may and may not constitutionally limit a right.

  • GC.13

    Covered
    Describe the process of how a bill becomes a law.

    Covered by

    • · 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: The complete federal lawmaking process — committees through veto override — is taught, and gets an entire dedicated course.

  • GC.18

    Covered
    Explain the Electoral College system, and compare and contrast arguments for and against it.

    Covered by

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

    Note: Both halves the standard names — how the Electoral College works, and its original purpose and modern relevance — are taught as separate lessons.

  • GC.19

    Covered
    Analyze Article III of the Constitution as it relates to judicial power, including the length of terms and the jurisdiction of the U.S. Supreme Court.

    Covered by

    • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
    • · 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

    Note: Article III and the federal judiciary's structure, life tenure, and jurisdiction are taught directly.

  • GC.20

    Covered
    Explain the processes of selection and confirmation of Supreme Court justices.

    Covered by

    • · The Supreme Court & the Judicial Branch, Lesson 2 · How a judge gets there: nomination and confirmation

    Note: An entire lesson: Article II advice-and-consent, the Judiciary Committee, and the simple-majority rule after 2013/2017.

  • GC.21

    Covered
    Explain the process of judicial review established by Marbury v. Madison.

    Covered by

    • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)

    Note: Judicial review is taught by name, through Marbury v. Madison.

  • GC.22

    Covered
    Describe the Supreme Court’s role in determining the constitutionality of laws and acts of the legislative and executive branches.

    Covered by

    • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)
    • · 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

    Note: The Court's power to determine constitutionality — and the checks on it — is taught in the judicial-branch course.

  • GC.31

    Covered
    Describe what should be reasonably expected from any citizen or resident of the U.S., and explain why it is important for the well-being of the nation, including: Being informed on civic issues, Obeying the law, Paying taxes, Respecting the rights of others, Serving as a juror, Serving in the military or alternative service, Volunteering and performing public service, Voting.

    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

    Note: The responsibilities are taught as practices, not exhortation: voting and registration, jury service (an entire course), staying informed, and civic participation.

  • GC.34

    Covered
    Describe the means that citizens use to participate in the political process, including: Campaigning, Demonstrating, Lobbying, Petitioning, Running for office, Voting.

    Covered by

    • · 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)
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · Voting & Elections 101, Lesson 1 · Registering to vote

    Note: Participation is taught as practice at every level — helping a campaign lawfully, running for office, showing up locally, and voting — with the legal guardrails.

  • GC.35

    Covered
    Explain the requirements to be considered a natural-born U.S. citizen, and describe the process of naturalization, including the knowledge required by the Naturalization Test.

    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: Birthright citizenship (the 14th Amendment, jus soli) and naturalization eligibility — including the civics/English requirements the Naturalization Test covers — are taught step by step.

  • GC.30

    Partially covered
    Identify the current governor of Tennessee and the representatives in the General Assembly (for a student’s respective district).

    Covered by

    • · Tennessee Civics, Lesson 1 · Tennessee's Constitution of 1870 (and its hard-to-amend rule)
    • · Tennessee Civics, Lesson 2 · Tennessee's unusual executive: one elected officer, and a Speaker called 'Lieutenant Governor'
    • · Tennessee Civics, Lesson 3 · The General Assembly and the 'Tennessee Plan' for judges

    What we do and don't cover: The office of Governor (Tennessee's only statewide-elected executive) and the structure of the General Assembly are taught as Tennessee's. Identifying the CURRENT governor and a student's own district representatives is a live lookup the course points learners to their own officials for, rather than asserting names that go stale.

  • GC.04

    Partially covered
    Discuss the Constitutional Convention of 1787, including the Great Compromise and the ensuing debate over ratification between the Federalists and Anti-Federalists.

    Covered by

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

    What we do and don't cover: The move from the Articles to the 1787 Constitution is taught, but the Great Compromise and the Federalist/Anti-Federalist ratification debate are not worked in the detail the standard asks for.

  • GC.06

    Partially covered
    Describe limited government within the Constitution, including: Checks and balances, Popular sovereignty, Civilian control of the military, Rule of law, Federalism, Separation of powers, 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
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
    • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)

    What we do and don't cover: Most of the named principles — checks and balances, popular sovereignty, rule of law, federalism, separation of powers, and judicial review — are taught directly. Civilian control of the military, which the standard also lists, is not taught.

  • GC.10

    Partially covered
    Analyze Article I and the 17th Amendment of the Constitution as they relate to the legislative branch, including: eligibility for office, roles, length of terms, and election to office for representatives and senators, respectively.

    Covered by

    • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances

    What we do and don't cover: Article I and the legislative branch's structure are taught, but the 17th Amendment and the specific eligibility/term details for each chamber are not worked in full.

  • GC.15

    Partially covered
    Describe the powers of U.S. Congress, including: Appropriations, Declaration of war, Commerce, Implied powers, Confirmations, Necessary and proper clause.

    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
    • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances

    What we do and don't cover: Implied powers and the Necessary and Proper Clause are taught by name as part of the powers taxonomy (with McCulloch v. Maryland). The full enumerated-power list the standard names (appropriations, war, commerce, confirmations) is not surveyed item by item.

  • GC.23

    Partially covered
    Evaluate the Supreme Court’s interpretations of the freedoms articulated in the 1st Amendment, including: Schenck v. United States, New York Times v. United States, Engel v. Vitale, Miller v. California, Tinker v. Des Moines, Texas v. Johnson, Lemon v. Kurtzman.

    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
    • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent

    What we do and don't cover: Tinker v. Des Moines, in the standard's own list, is taught as an applicable rule, and First Amendment interpretation and its limits are taught directly. Most of the other enumerated cases are different ones, so we claim the case-application skill, not the full list.

  • GC.25

    Partially covered
    Evaluate the Supreme Court’s interpretations of freedoms in the 4th through 8th Amendments, including: Mapp v. Ohio, Gideon v. Wainwright, Miranda v. Arizona.

    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: Mapp v. Ohio, which the standard names, is taught directly, alongside the other Fourth Amendment search-and-seizure cases (Terry, T.L.O., Riley, Carpenter). Gideon and Miranda are not taught individually.

  • GC.32

    Partially covered
    Explain the role of political parties in the nomination process for presidential candidates and the importance of and difference between primaries, caucuses, and general elections.

    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

    What we do and don't cover: How primaries and caucuses work, and how they differ from general elections, is taught thoroughly. The parties' role in the nomination process is sketched, not traced.

Tennessee · Social Studies

Tennessee Academic Standards for Social Studies — Economics

Tennessee Academic Standards for Social Studies (adopted 2019) · Tennessee Department of Education / Tennessee State Board of Education · retrieved 2026-07-18

Tennessee's Economics course is filed in the social studies department. The BVC commodity series supplies its price-behavior, labor-institution, and trade standards through real commodity markets. Codes are transcribed verbatim.

Read the source document →

  • E.47

    Covered
    Describe causes and consequences of trade barriers (e.g., quotas, tariffs, and subsidies) on consumers and producers.

    Covered by

    • · Ep 4 · The Hidden Costs of Cheap Sugar

    Note: The U.S. sugar program is worked in detail as exactly this: import quotas, tariffs, and price supports, and the consumer cost they impose — causes and consequences of trade barriers on consumers and producers.

  • E.20

    Partially covered
    Summarize the role and historical impact of economic institutions (such as labor unions, multinationals, and nonprofit organizations) within market economies.

    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 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
    • · The History of Unions, Lesson 13 · Taft-Hartley, 1947: what the law took back
    • · The History of Unions, Lesson 14 · PATCO, 1981, and reading the decline honestly

    What we do and don't cover: The role and historical impact of labor unions the standard names is taught in real depth — the Knights and the AFL, the Wagner Act, and the Taft-Hartley/PATCO rollback. The multinationals and nonprofits the standard also lists are not this catalog's subject.

  • E.11

    Partially covered
    Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as prices fluctuate.

    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: Price elasticity of demand is taught explicitly — inelastic coffee demand absorbing a sharp price spike — but as one concept in context, not a full elasticity unit covering the supply side with schedules and graphs.

  • E.45

    Partially covered
    Explain the benefits of trade among individuals, regions, and countries.

    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
    • · 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

    What we do and don't cover: The geography of trade in real products — where commodities grow and who captures their value along the chain — is the series' spine. The formal gains-from-trade framework (comparative advantage by name) is not taught.

  • E.50

    Partially covered
    Evaluate the arguments for and against free trade.

    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
    • · Ep 4 · The Hidden Costs of Cheap Sugar

    What we do and don't cover: Who wins and who loses from global trade is worked at length — value captured downstream, the commodity trap, and a protected market's costs. But it is taught as distribution and power along real commodity chains rather than as the formal for-and-against free-trade debate.

Tennessee · Social Studies

Tennessee Academic Standards for Social Studies — World History and Geography: The Modern World

Tennessee Academic Standards for Social Studies (adopted 2019) · Tennessee Department of Education / Tennessee State Board of Education · retrieved 2026-07-18

Tennessee's modern World History course is where the BVC series' colonial and commodity history maps — 19th-century imperialism driven by the search for resources and markets, and the growing influence of western powers on China from the Opium Wars. Codes are transcribed verbatim.

Read the source document →

  • W.24

    Covered
    Explain the growing influence of western powers on China from the Opium Wars through the Boxer Rebellion.

    Covered by

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

    Note: The Opium Wars, their impact on China, and the western imperialism the opium trade advanced are taught in depth (Lin Zexu's letter; the trade that forced the wars).

  • W.19

    Partially covered
    Define imperialism, and analyze reasons for 19th century imperialism, including: competition between empires, cultural justifications, and the search for natural resources and new markets in response to rapid industrialization.

    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)

    What we do and don't cover: The search for natural resources and new markets — the material engine of imperialism the standard names — is exactly this curriculum's method, worked through the cash-crop and commodity systems, and how colonial patterns persist today. The cultural-justification and inter-empire-competition framings are touched, not surveyed.

Tennessee · Social Studies

Tennessee Academic Standards for Social Studies — United States History and Geography: Post-Reconstruction to the Present

Tennessee Academic Standards for Social Studies (adopted 2019) · Tennessee Department of Education / Tennessee State Board of Education · retrieved 2026-07-18

Tennessee's post-Reconstruction United States History course is where the catalog's American labor, migration, and Prohibition history maps. Some standards are legally required to be taught (T.C.A. citations transcribed verbatim). Codes are transcribed verbatim.

Read the source document →

  • US.28

    Covered
    Analyze the impact of the Great Migration of African Americans that began in the early 1900s from the rural South to the industrial regions of the Northeast and Midwest. (T.C.A. § 49-6-1006)

    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

    Note: The Great Migration is taught end to end: the Jim Crow South people fled, the routes and railroads of the three streams, the arrival cities of the Northeast and Midwest, and the urban communities it created.

  • US.11

    Partially covered
    Explain the rise of the labor movement, union tactics (e.g., strikes), the role of leaders (e.g., Eugene Debs and Samuel Gompers), the unjust use of prison labor (e.g., Coal Creek labor saga), and the responses of management and government.

    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: The rise of the labor movement, union tactics (strikes), and the leaders the standard names (Debs, Gompers) are taught in real depth — the Knights and the AFL, Haymarket, Homestead, Pullman, the Triangle fire. The Coal Creek labor saga, a Tennessee-specific example, is not covered.

  • US.33

    Partially covered
    Describe the Harlem Renaissance, its impact, and important figures, including (T.C.A. § 49-6-1006): Louis Armstrong, Duke Ellington, Langston Hughes, Zora Neale Hurston.

    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: The Harlem Renaissance and the New Negro are taught, tied to the Black press and the Great Migration that made them possible. The specific figures the standard enumerates are not each profiled.

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:

  • The flagship's most distinctive Tennessee facts have no Tennessee code to cite. Tennessee Civics teaches, from Tennessee's own sources, the Attorney General appointed by the state Supreme Court (unique in the nation), the Senate Speaker who carries the title 'Lieutenant Governor,' the Secretary of State/Treasurer/Comptroller elected by the Legislature, the unusually weak simple-majority veto override, the 'Tennessee Plan' appointment-then-retention judiciary, the ABSENCE of any citizen initiative, and Tennessee's photo-ID and excuse-required-absentee voting rules. The 2019 standards' Tennessee State and Local Government strand (GC.28–GC.30) reaches Tennessee's branches and its county/city/metro local government, and that is where those lessons are mapped — but the standards do not separately name the Attorney-General arrangement, the weak veto, the no-initiative rule, or the voting specifics, so those flagship details carry no dedicated code. The gap is in the standards, not the course.
  • English language arts, mathematics, and science — Tennessee's own, and not fetched. Tennessee withdrew from the Common Core and writes its own Tennessee Academic Standards for ELA and Mathematics, and its own science standards (not the NGSS). Each lives in a separate framework document we did not retrieve this pass. Our rule is fetch-or-don't-cite, so Tennessee gets no ELA, math, or science claim — even though the catalog's source-evaluation and research work would likely map to Tennessee's ELA literacy standards once fetched.
  • The federal-heavy government standards we checked and did not claim. The United States Government and Civics course contains many standards beyond the ones above — GC.01 (European/classical roots), GC.02 (the Declaration's grievances), GC.09 (democracy vs. republic as defined terms), GC.11 (the census, redistricting, Baker v. Carr), GC.12/GC.16/GC.17 (leadership positions and executive departments as named lists), GC.14 (identify your current members of Congress), GC.24 (the Second Amendment), GC.26/GC.27 (the 14th Amendment case menu; Title IX and the ADA), and GC.33 (media's influence on public opinion — our media-literacy work is consumer protection, not political-media analysis). The courses do not genuinely teach these as written, so we do not claim them.
  • The rest of Economics, World History, and US History we checked. Economics standards on market structures, money and banking, fiscal and monetary policy, and macroeconomic measurement (E.16–E.44), and the personal-finance content, are not genuinely taught. World History beyond the two imperialism standards (the World Wars, the Cold War, the Berlin Conference case detail) and US History beyond labor, the Great Migration, Prohibition, and the Harlem Renaissance (American imperialism and the Spanish-American War, the New Deal, the World Wars, the civil-rights movement's full arc) are not claimed. The reject list is the evidence the map was not padded.

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