Texas standards alignment

• §113.44(d)(6)(B)

  Covered

  explain how the federal government serves the purposes set forth 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
  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article

  Note: The Preamble is worked clause by clause as the purposes of government, and the Constitution is analyzed article by article.

• §113.44(d)(6)(D)

  Covered

  evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights;

  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?

  Note: Separation of powers, checks and balances, and federalism are taught head-on, and a dedicated course works why power is divided between state and nation.

• §113.44(d)(6)(E)

  Covered

  describe the constitutionally prescribed procedures by which the U.S. Constitution can be changed and analyze the role of the amendment process in a constitutional government; and

  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

• §113.44(d)(7)(A)

  Covered

  analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws;

  Covered by

  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • US Civics 101: How American Government Works
  • US Constitution 101: The Document That Builds the Government

  • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
  • · US Civics 101, Lesson 3 · How a bill becomes a law
  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances

• §113.44(d)(7)(C)

  Covered

  analyze the structure and functions of the judicial branch of government, including the federal court system, types of jurisdiction, and judicial review;

  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)

• §113.44(d)(7)(E)

  Covered

  explain how provisions of the U.S. Constitution provide for checks and balances among the three branches of government;

  Covered by

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

  • · 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 1 · Purpose of government and the three branches

• §113.44(d)(8)(A)

  Covered

  explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system;

  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?

• §113.44(d)(8)(B)

  Covered

  categorize government powers as national, state, or shared;

  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: The powers taxonomy is taught by name — enumerated/delegated, implied, reserved (Tenth Amendment), and concurrent — with McCulloch v. Maryland, which is exactly national/state/shared.

• §113.44(d)(9)(B)

  Covered

  explain the process of electing the president of the United States and analyze the Electoral College; and

  Covered by

  • Voting & Elections 101

  • · 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.

• §113.44(d)(12)(C)

  Covered

  identify the freedoms and rights protected and secured by each amendment in 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?
  • · 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

• §113.44(d)(13)(B)

  Covered

  explain the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good; and

  Covered by

  • Citizenship & Naturalization Basics
  • Jury Duty & the Courts (the citizen's side)

  • · 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)

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

• §113.44(d)(13)(C)

  Covered

  describe the voter registration process and the criteria for voting in elections.

  Covered by

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

  • · Voting & Elections 101, Lesson 1 · Registering to vote
  • · 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
  • · Texas Civics, Lesson 6 · Elections in Texas: strict photo ID, no same-day registration, no initiative

  Note: The general registration process is taught, and Texas's own criteria — strict photo ID with a Reasonable Impediment Declaration fallback, and the ~30-day (no same-day) registration deadline — are taught as Texas's.

• §113.44(d)(14)(A)

  Covered

  analyze the effectiveness of various methods of participation in the political process at local, state, and national levels;

  Covered by

  • How to Help a Campaign: A Practical, Non-Partisan Guide
  • US, State & Local Government: Who Does What
  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • Texas Civics: How Your State Government Works

  • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)
  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
  • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
  • · Texas Civics, Lesson 7 · Get involved where you live in Texas

  Note: Participation is taught as practice at every level — helping a campaign lawfully, tracking a live bill, showing up locally — with a Texas lesson on where an engaged Texan pushes given the biennial clock and the absence of a citizen initiative.

• §113.44(d)(19)(D)

  Covered

  analyze and evaluate a variety of historical and contemporary sources for validity of information, arguments, counterarguments, credibility, accuracy, bias, propaganda, point of view, and frame of reference;

  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 · Reading a Coffee Ad
  • · Ep 2 · Reading a Tea Ad
  • · Ep 3 · Reading a Chocolate Ad
  • · Ep 4 · Whose Voice Tells the Story (reading a text for what it leaves out)
  • · Ep 11 · Tiki and the Tropical Paradise
  • · Ep 15 · The Language of Doubt
  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification
  • · Ep 8 · Reading a Craft Beer Label
  • · Ep 15 · Torches of Freedom
  • · Ep 16 · Reefer Madness and the Language of Fear
  • · Ep 18 · Just Say No
  • · Ep 15 · Doubt Is Our Product
  • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)

  Note: Source evaluation for bias, propaganda, and reliability is a recurring method across the curriculum — reading ads and campaign language for what they leave out, and a published, checkable bibliography.

• §113.44(d)(7)(H)

  Partially covered

  compare the structures, functions, and processes of national, state, and local governments in the U.S. federal system.

  Covered by

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

  • · Texas Civics, Lesson 1 · Texas's constitution: the long, much-amended 1876 rulebook
  • · Texas Civics, Lesson 2 · The three branches and Texas's plural executive
  • · Texas Civics, Lesson 4 · How a bill becomes a Texas law and the biennial session
  • · Texas Civics, Lesson 5 · Local government in Texas: 254 counties, no townships
  • · Texas Civics, Lesson 7 · Get involved where you live in Texas
  • · 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
  • · US Civics 101, Lesson 1 · Purpose of government and the three branches

  What we do and don't cover: This is the flagship's home in the US Government course: Texas's own state structure (the 1876 constitution, the plural executive, the biennial part-time legislature) and Texas local government (254 counties, the commissioners court, no townships, home-rule cities) are taught in depth, alongside the federal branches. But the standard asks students to COMPARE all three levels systematically, and that side-by-side comparison across national, state, and local is not fully assembled here.

• §113.44(d)(9)(A)

  Partially covered

  identify different methods of filling public offices, including elected and appointed offices at the local, state, and national levels;

  Covered by

  • Texas Civics: How Your State Government Works
  • The Supreme Court & the Judicial Branch

  • · Texas Civics, Lesson 3 · Texas's courts: two high courts, partisan-elected judges
  • · The Supreme Court & the Judicial Branch, Lesson 2 · How a judge gets there: nomination and confirmation

  What we do and don't cover: Two methods are taught in real depth: Texas's partisan election of its judges (both high courts, six-year terms) and the federal Article II appointment-and-confirmation of judges and justices. A systematic survey of every method of filling every office at all three levels is not attempted.

• §113.44(d)(12)(E)

  Partially covered

  analyze U.S. Supreme Court interpretations of rights guaranteed by the U.S. Constitution in selected cases, including Engel v. Vitale, Schenck v. United States, Texas v. Johnson, Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe v. Wade;

  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

  What we do and don't cover: Our Know Your Rights course teaches how to apply landmark Supreme Court rulings as rules — Tinker, Brandenburg, Mapp, Terry, T.L.O., Riley, and Carpenter — and how precedent expands rights over time. Mapp v. Ohio is the direct overlap; most of the specific cases this standard enumerates (Engel, Schenck, Texas v. Johnson, Miranda, Gideon, Roe) are different ones, so we claim the skill, not the exact case list.

• §113.44(d)(15)(B)

  Partially covered

  analyze the importance of the First Amendment rights of petition, assembly, speech, and press and the Second Amendment right to keep and bear arms.

  Covered by

  • The Bill of Rights: Know Your 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
  • · 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: The First Amendment rights the standard names — speech, press, assembly, petition — are taught thoroughly, including at school and online and with the constitutional limits on each. The Second Amendment right to keep and bear arms is not taught.

• §113.43(d)(4)(A)

  Covered

  explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions;

  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 · Climate Change Is Redrawing the Map
  • · Ep 3 · A Two-Degree Threat
  • · Ep 10 · Karst Limestone and Bourbon
  • · Ep 1 · Assignment, Option B, assess a producing country's climate viability and defend the assessment

  Note: This is the Growing Belts map exactly: latitude, altitude, and climate deciding where each commodity can grow, taught as the reason trade follows.

• §113.43(d)(8)(A)

  Covered

  compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology;

  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 · Why Volcanic Soil Only
  • · Ep 10 · Karst Limestone and Bourbon
  • · Ep 1 · Assignment, Option B, assess a producing country's climate viability and defend the assessment
  • · 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

  Note: Human-environment interaction is the method: volcanic soil and altitude deciding what grows, karst limestone shaping bourbon, climate change redrawing the map.

• §113.43(d)(10)(D)

  Covered

  compare global trade patterns over time and analyze the implications of globalization, including outsourcing and free trade zones.

  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

  • · 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

  Note: Evaluating who wins and loses from global trade is the series' spine — 21 episodes trace market access and income against the commodity trap and value captured downstream, and test the pattern.

• §113.43(d)(11)(C)

  Covered

  assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities;

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Chocolate — Food of the Gods
  • BVC: Kava — The Root of Peace

  • · 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
  • · Ep 6 · Why Volcanic Soil Only
  • · Ep 10 · Karst Limestone and Bourbon
  • · Ep 1 · Assignment, Option B, assess a producing country's climate viability and defend the assessment

  Note: Published climate forecasts and their implications for where coffee, cacao, kava, and barley can be grown are analyzed in depth — climate redrawing the map of production.

• §113.43(d)(12)(A)

  Covered

  analyze how the creation, distribution, and management of key natural resources affects the location and patterns of movement of products, money, and people;

  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
  • BVC: My Daily Altar — Season Synthesis

  • · 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
  • · Ep 7 · Who Captures the Value

  Note: The whole curriculum follows a resource from where it can grow through who captures its value along the chain — resources driving the movement of products, money, and people.

• §113.43(d)(18)(C)

  Covered

  identify examples of cultures that maintain traditional ways, including traditional economies;

  Covered by

  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace
  • BVC: My Daily Altar — Season Synthesis

  • · Ep 5 · The Reciprocity Economy
  • · Ep 6 · Ceremony Meets the Market
  • · Ep 7 · Two Ways of Doing Economics

  Note: The reciprocity economies of the kava and forest-wisdom episodes are exactly this — traditional economies studied as living systems against the market.

• §113.43(d)(10)(A)

  Partially covered

  describe the forces that determine the distribution of goods and services in traditional, free enterprise, socialist, and communist economic systems;

  Covered by

  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace
  • BVC: My Daily Altar — Season Synthesis

  • · Ep 5 · The Reciprocity Economy
  • · Ep 6 · Ceremony Meets the Market
  • · Ep 7 · Two Ways of Doing Economics

  What we do and don't cover: Traditional (reciprocity) economies are contrasted with market economies directly and at length. The socialist and communist systems the standard also names are touched only through the Poland (Solidarność) case, not surveyed as economic systems here.

• §113.43(d)(1)(B)

  Partially covered

  trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact;

  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 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: The Columbian Exchange the standard names is taught directly, and the diffusion of crops among regions is a recurring theme. The diffusion of American popular culture, the standard's other example, is not the curriculum's subject.

• §113.43(d)(7)(B)

  Partially covered

  explain how physical geography and push and pull forces, including political, economic, social, and environmental conditions, affect the routes and flows of human migration;

  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

  What we do and don't cover: Taught at case-study depth through the Great Migration — the push of the Jim Crow South and the pull of the Black press and northern jobs, and the routes and railroads of the three streams. Not a general treatment of world migration.

• §113.43(d)(23)(B)

  Partially covered

  plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results;

  Covered by

  • BVC: Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources
  • · 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
  • · Ep 1 · Assignment, Option B, climate-vulnerability report, 3+ peer-reviewed sources, APA bibliography
  • · Ep 1 · Assignment, Option D, primary-source research paper with an APA bibliography

  What we do and don't cover: The Coffee episode's graded 2-3 week project is exactly this: it has the student ask a geographic question, prepare maps and data tables, and communicate results. It is one optional project in one episode, so we will not claim a research programme.

• §113.42(d)(7)(B)

  Covered

  explain the impact of the Columbian Exchange;

  Covered by

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

  • · 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 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

  Note: The Columbian Exchange is taught directly through the plants that moved — cacao, sugar, and the exchange of crops among the New World and the Old.

• §113.42(d)(7)(C)

  Covered

  explain the impact of the Atlantic slave trade on West Africa and the Americas;

  Covered by

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

  • · 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)
  • · 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

  Note: The transatlantic slave trade, the triangular trade, the Middle Passage, and the plantation economies it fed — with first-person accounts by formerly enslaved writers — are taught in depth.

• §113.42(d)(8)(C)

  Covered

  explain the major characteristics and impact of European imperialism;

  Covered by

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

  • · 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 17 · Lin Zexu's Letter

  Note: European imperialism upon indigenous peoples in Africa, Asia, and Oceania is analyzed through the commodities it moved — including the Opium Wars — and how colonial patterns persist today.

• §113.42(d)(28)(C)

  Covered

  analyze primary and secondary sources to determine frame of reference, historical context, and point of view;

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • The Great Migration: How Six Million People Remade America

  • · 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
  • · Ep 10 · The Oral History That Survived (recovering Nathan “Nearest” Green's erased role)
  • · The Great Migration · every lesson carries a primary-source pointer to its real archive
  • · The Great Migration, Lesson 5 · Arrival (the Philadelphia “500% growth” claim, checked against the raw census figures it fails)

  Note: The Whose Voice method is exactly this — a planter's account read against Equiano and Mary Prince, the documentary record read against the oral record that preserved Nathan Green, every Great Migration lesson pointed at its archive.

• §113.42(d)(6)(A)

  Partially covered

  compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and

  Covered by

  • BVC: Chocolate — Food of the Gods

  • · Ep 3 · Food of the Gods (cacao as Maya/Aztec currency and sacrament)
  • · Ep 3 · Conquest and the Great Reversal
  • · Ep 12 · The Sacred Plant (Aztec governance of pulque)
  • · Ep 12 · Burning the Books

  What we do and don't cover: Maya and Aztec society is taught through the plants those societies governed (cacao as currency and sacrament; pulque and its Aztec governance), along with the impact of European colonization. The Inca, which the standard also names, are not covered.

• §113.42(d)(13)(D)

  Partially covered

  explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union;

  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: Poland's Solidarność is worked in real depth — Lech Wałęsa, martial law, and the 1989 negotiated end of the communist state and its economic price. The standard also names Reagan, Gorbachev, and John Paul II across the whole Eastern Bloc, which we do not survey.

• §113.42(d)(17)(E)

  Partially covered

  explain why communist command economies collapsed in competition with free market economies at the end of the 20th century.

  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: Taught through one command economy in depth — a communist workers' state undone by the union it could not absorb, and the shock-therapy price of the market transition. Not a general account of why command economies failed everywhere.

• §113.41(d)(13)(A)

  Covered

  analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and

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

  Note: The Great Migration, which the standard names, is taught end to end: the Jim Crow South people fled, the routes and arrival cities, and the urban population it created.

• §113.41(d)(28)(D)

  Covered

  evaluate a variety of historical and contemporary sources for validity, credibility, bias, and accuracy;

  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
  • The Great Migration: How Six Million People Remade America

  • · Ep 1 · Reading a Coffee Ad
  • · Ep 2 · Reading a Tea Ad
  • · Ep 3 · Reading a Chocolate Ad
  • · Ep 4 · Whose Voice Tells the Story (reading a text for what it leaves out)
  • · Ep 11 · Tiki and the Tropical Paradise
  • · Ep 15 · The Language of Doubt
  • · Ep 8 · Reading a Craft Beer Label
  • · Ep 15 · Torches of Freedom
  • · Ep 16 · Reefer Madness and the Language of Fear
  • · Ep 18 · Just Say No
  • · The Great Migration · every lesson carries a primary-source pointer to its real archive
  • · The Great Migration, Lesson 5 · Arrival (the Philadelphia “500% growth” claim, checked against the raw census figures it fails)
  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification

  Note: Evaluating sources for bias and reliability is a recurring method — reading ads and campaign language for omission, and turning an unsupported statistic into a limitations-of-evidence lesson.

• §113.41(d)(3)(B)

  Partially covered

  analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the growth of entrepreneurship, and the pros and cons of big business; and

  Covered by

  • The History of Unions: America and the World

  • · 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)
  • · 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: The growth of labor unions the standard names is taught in real depth — the Knights and the AFL, Haymarket, Homestead, Pullman, the Triangle fire, and the Wagner Act. The other economic issues the strand bundles (railroads, farm issues, the cattle boom, big business) are not this catalog's subject.

• §113.41(d)(17)(E)

  Partially covered

  describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement on Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA).

  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: NAFTA, which the standard names, is taught from the labor side through its USMCA successor — the Rapid Response Mechanism and its limits. OPEC and GATT, the strand's other examples, are not covered.

• §113.41(d)(9)(I)

  Partially covered

  evaluate changes in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process; and

  Covered by

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

  • · The Great Migration, Lesson 11 · Politics & civil rights
  • · 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: The Black urban vote the Great Migration created and the labor half of the civil-rights movement (Randolph to Memphis) are taught as agency and political change. A full account of the movement's every outcome is not attempted here.

• §113.41(d)(24)(B)

  Partially covered

  describe the impacts of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society; and

  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: The Harlem Renaissance, which the standard names, is taught as the New Negro and the Black press as an engine of the Migration. The other movements the strand lists are not covered.

• §113.31(d)(19)(A)

  Covered

  evaluate the costs and benefits of renting a home versus buying a home; and

  Covered by

  • Housing: the Lease, the Loan Estimate, and the Map

  • · 13 · What each payment actually buys
  • · 14 · The costs of getting in, and the costs of getting out
  • · 15 · Build the comparison yourself, and change one assumption at a time
  • · 1 · Two contracts, and a question asked badly
  • · 2 · The lease is the document, and the state supplies the rest
  • · 3 · The deposit, the clock, and where recourse actually lives
  • · 5 · A mortgage is two documents, and only one of them is the loan
  • · 6 · Amortisation, and why the early payments are almost all interest
  • · 7 · The three numbers the form is required to print, and what each one means
  • · 9 · Six pieces of information, and the clock they start
  • · 10 · Reading the Loan Estimate, box by box
  • · 11 · The Closing Disclosure, and the rules that make an estimate mean something

  Note: Full, and this is the closest fit between any state standard and any course in the personal-money series. The standard asks for an evaluation of costs and benefits, which is a whole section of MONEY-06: what each payment buys and what part of it accrues to the payer, the transaction costs at both ends taken from the Closing Disclosure's own prescribed sections, and a seven-line procedure that puts both sides in the same units over a stated horizon and then changes one assumption at a time. Note what is NOT being claimed by the word full: the course refuses to say which side wins, because that depends on a household's income, work and expected length of stay. The standard asks a student to evaluate, not to be told, so the refusal is consistent with it rather than a gap in it.

• §113.31(d)(3)(B)

  Covered

  compare the effects of free trade and trade barriers on economic activities, including the benefits and costs of participating in international trade; and

  Covered by

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

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

  Note: Both halves: the U.S. sugar program's import quotas, tariffs, and price supports (a trade barrier worked in detail, with its consumer cost) and the benefits and costs of trade traced along real commodity chains.

• §113.31(d)(16)(D)

  Covered

  examine the types of accounts available to consumers from financial institutions and the risks, monetary costs, and benefits of maintaining these accounts.

  Covered by

  • Banking, and Who Has No Bank

  • · 1 · What a deposit account actually is
  • · 3 · The fee schedule is a document you can demand
  • · 13 · Overdraft is a mechanism, and it has an on switch
  • · 15 · Why the cost lands where it does, and what an alternative looks like
  • · 5 · The survey that counts them, and what it counts
  • · 6 · The reasons, in their own words
  • · 7 · The distribution is not random
  • · 17 · Money orders and check cashing, priced
  • · 18 · Prepaid cards and payment apps, and the disclosure on the packet
  • · 19 · Why a reasonable person chooses the substitute
  • · 21 · The bank desert, and who a branch closure is for
  • · 2 · The first gate: four pieces of information
  • · 9 · The second gate: a report about you that you have never seen
  • · 10 · The letter that has to tell you who was consulted
  • · 11 · Getting the file, and what a dispute actually does
  • · 14 · The rule that was made, and then unmade
  • · 23 · Read your own account: what this course leaves you able to do

  Note: Every element of the student expectation, from the rules rather than from a summary. The TYPES: checking, savings, money market deposit accounts and time deposits at banks and credit unions, prepaid accounts under Regulation E, and the nonbank substitutes households actually use. The RISKS: what federal deposit and share insurance covers and what it does not, why a Treasury security sits outside it, and why prepaid coverage is conditional rather than automatic. The MONETARY COSTS: the Truth in Savings disclosure a consumer may demand before opening, the minimum-balance waiver read as a price, and the overdraft opt-in and its boundary. The BENEFITS: automatic insured coverage, and the payment functions the course prices against every alternative.

• §113.31(d)(19)(B)

  Partially covered

  assess the financial aspects of making the transition from renting to home ownership.

  Covered by

  • Housing: the Lease, the Loan Estimate, and the Map

  • · 5 · A mortgage is two documents, and only one of them is the loan
  • · 6 · Amortisation, and why the early payments are almost all interest
  • · 7 · The three numbers the form is required to print, and what each one means
  • · 9 · Six pieces of information, and the clock they start
  • · 10 · Reading the Loan Estimate, box by box
  • · 11 · The Closing Disclosure, and the rules that make an estimate mean something
  • · 13 · What each payment actually buys
  • · 14 · The costs of getting in, and the costs of getting out
  • · 15 · Build the comparison yourself, and change one assumption at a time

  What we do and don't cover: Partial, and the split is clean. The transaction itself is taught in detail: what an application is under Regulation Z's closed six-item definition, the Loan Estimate and its two deadlines, the Closing Disclosure and the three-business-day receipt rule, the good faith tolerances, the closing costs on both sides of a sale, amortisation worked by hand, and the valuation the lender relies on. NOT covered: the saving and budgeting path that precedes any of it. MONEY-06 teaches no budgeting, no savings plan and no down-payment strategy, and it gives no financial advice, so a teacher planning against the whole of (B) will have to supply the accumulation half from elsewhere.

• §113.31(d)(2)(A)

  Partially covered

  understand the effect of changes in price on the quantity demanded and quantity supplied;

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Sugar — The Sweet Revolution

  • · 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 this is one concept in context, not a full supply-and-demand unit with schedules and graphs.

• §113.31(d)(21)(D)

  Partially covered

  analyze and evaluate a variety of economic information from primary and secondary sources for validity, credibility, accuracy, bias, propaganda, point of view, and frame of reference;

  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 · Reading a Coffee Ad
  • · Ep 2 · Reading a Tea Ad
  • · Ep 3 · Reading a Chocolate Ad
  • · Ep 4 · Whose Voice Tells the Story (reading a text for what it leaves out)
  • · Ep 11 · Tiki and the Tropical Paradise
  • · Ep 15 · The Language of Doubt
  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification

  What we do and don't cover: Reading economic and marketing sources for bias and omission is taught throughout, and a checkable bibliography is published — but the practice is modelled by the curriculum more than assessed as student-run economic-source analysis.

• §113.31(d)(16)(A)

  Partially covered

  explain the functions of financial institutions and how they affect households and businesses;

  Covered by

  • Banking, and Who Has No Bank

  • · 1 · What a deposit account actually is
  • · 3 · The fee schedule is a document you can demand
  • · 13 · Overdraft is a mechanism, and it has an on switch
  • · 15 · Why the cost lands where it does, and what an alternative looks like
  • · 5 · The survey that counts them, and what it counts
  • · 6 · The reasons, in their own words
  • · 7 · The distribution is not random
  • · 17 · Money orders and check cashing, priced
  • · 18 · Prepaid cards and payment apps, and the disclosure on the packet
  • · 19 · Why a reasonable person chooses the substitute
  • · 21 · The bank desert, and who a branch closure is for

  What we do and don't cover: Partial, and it is the household half. What a bank does with a deposit, what deposit and share insurance are for, how account pricing falls on households of different balances, and what happens to a household with no account at all are all taught, with the FDIC's own survey supplying the distribution. The effect on BUSINESSES, and the capital-formation framing the surrounding knowledge-and-skills statement carries at (16)(B) and (16)(C), are not taught.

• §113.49(c)(3)(B)

  Covered

  identify taxes that are deducted from paychecks, including Federal Insurance Contributions Act (FICA) and federal income taxes; and

  Covered by

  • Taxes, and the Money Taken Before You See It

  • · 1 · The money is taken before you ever see it
  • · 2 · The withholding certificate is the one dial you hold
  • · 3 · A refund is not a gift, and a balance due is not a fine
  • · 18 · Capstone: read your own paperwork, and look one thing up properly

  Note: Full on the two taxes Texas names, and taught from the statute that imposes each rather than as a label on a pay statement. FEDERAL INCOME TAX is the chapter 24 withholding required by 26 U.S.C. 3402(a)(1), whose duty runs to the employer rather than to the worker and whose amount is set by tables the Secretary prescribes from a certificate the employee furnishes under 3402(f)(2). FICA is the separate chapter 21 tax imposed by 26 U.S.C. 3101 for old-age, survivors and disability insurance and for hospital insurance. The course then teaches the consequence almost nobody is told, which is what makes this more than identification: 26 U.S.C. 31(a)(1) allows the amount withheld under chapter 24, and only chapter 24, to the recipient as a credit against the tax, so the two lines on one statement have opposite legal character at filing and only one of them can come back in a refund. ONE THING VISIBLE ON A REAL PAY STATEMENT THAT THIS COURSE DOES NOT TEACH: state and local income tax withholding, which is state law and which the catalog covers in no course. Texas imposes no individual income tax, so a Texas student's own statement will usually not show one, but the gap is named here rather than left to be discovered.

• §113.49(c)(3)(C)

  Covered

  calculate gross and net pay using information on a paycheck.

  Covered by

  • Taxes, and the Money Taken Before You See It

  • · 1 · The money is taken before you ever see it
  • · 2 · The withholding certificate is the one dial you hold
  • · 3 · A refund is not a gift, and a balance due is not a fine
  • · 18 · Capstone: read your own paperwork, and look one thing up properly

  Note: Full, and worked twice. The lesson runs the calculation on a labelled hypothetical statement (gross pay, chapter 24 withholding, FICA, a non-tax premium, and the net that remains), with the arithmetic stated line by line so a student can reproduce it, and it makes the CLASSIFICATION rather than the subtraction the point: of what left, one item is a prepayment of the tax the return will compute, one is a separate tax under a separate chapter, and one is not a tax at all. The capstone then has the learner do it again on their own pay statement and say what to ask if it does not reconcile. The figures in the worked example are labelled as hypothetical and are deliberately not the current year's rates, because the withholding tables are reissued annually and the FICA wage ceiling is adjusted, which the lesson states in those terms.

• §113.49(c)(7)(B)

  Covered

  identify and explain sources of income during retirement, including Social Security, individual savings, and employer-sponsored plans; and

  Covered by

  • Retirement: the Plan, the Fee Disclosure, and the Floor

  • · 2 · Access, participation, and the difference between them
  • · 5 · The match is compensation with a condition, not a return
  • · 13 · Traditional and Roth are a question about when, not what
  • · 14 · Your employer's decision reaches into your own account
  • · 18 · How the benefit is actually computed, in four steps
  • · 19 · Retirement age is in the statute, and it moved
  • · 17 · Coverage, and the record that becomes conclusive
  • · 3 · The plan document governs, and you may ask for it in writing
  • · 6 · Vesting is a retention device, and the statute caps how long it can run
  • · 7 · What leaving does, and the four things that can happen next
  • · 15 · Where the annual numbers actually come from
  • · 23 · Capstone: read your own record, and the gap it sits inside

  Note: Full, and this is the closest fit between any state standard and MONEY-07, because the standard asks a student to IDENTIFY AND EXPLAIN three named sources rather than to plan with them. All three are taught from the instruments that create them. SOCIAL SECURITY: insured status at 42 U.S.C. 414(a), the earnings record and the three-year, three-month and fifteen-day time limitation at 405(c), indexing and the benefit computation years at 20 CFR 404.211 with 42 U.S.C. 415(b)(2)(A), and the 90, 32 and 15 percent formula at 415(a)(1)(A), with the retirement age table at 416(l). EMPLOYER-SPONSORED PLANS: the statutory definition at 29 U.S.C. 1002(2)(A), the plan document as the binding instrument, the match as compensation conditioned on a deferral, the two permitted vesting schedules at 1053(a)(2), and what is forfeited, distributable or transferable on leaving under 26 U.S.C. 401(k)(2)(B) and 401(a)(31). INDIVIDUAL SAVINGS: the deduction at 26 U.S.C. 219(a), Roth treatment at 408A, and the active-participant rule at 219(g) that ties an individual account back to whether an employer plan exists. The course also supplies the fact most treatments of this standard omit, which is that the employer-sponsored source is available to 72 percent of private-sector workers overall and to 49 percent of those in the lowest-paid quarter of occupations, as of March 2025. What the word full does NOT include: the course explains where each source comes from and never advises a student on how to use any of them.

• §113.49(c)(4)(A)

  Covered

  analyze costs and benefits of owning versus renting housing;

  Covered by

  • Housing: the Lease, the Loan Estimate, and the Map

  • · 13 · What each payment actually buys
  • · 14 · The costs of getting in, and the costs of getting out
  • · 15 · Build the comparison yourself, and change one assumption at a time
  • · 1 · Two contracts, and a question asked badly
  • · 2 · The lease is the document, and the state supplies the rest
  • · 3 · The deposit, the clock, and where recourse actually lives
  • · 5 · A mortgage is two documents, and only one of them is the loan
  • · 6 · Amortisation, and why the early payments are almost all interest
  • · 7 · The three numbers the form is required to print, and what each one means
  • · 9 · Six pieces of information, and the clock they start
  • · 10 · Reading the Loan Estimate, box by box
  • · 11 · The Closing Disclosure, and the rules that make an estimate mean something

  Note: Full. This is the §113.49 twin of §113.31(d)(19)(A) and it is met the same way: the comparison is built in the same units over a stated horizon, the transaction costs at both ends are counted from the Closing Disclosure's own prescribed sections rather than estimated, and the assumptions are written down where a student can change one and watch the result move. The course also teaches the renting side as a contract with a state statute behind it rather than as a residual, which is the half of this standard most treatments skip.

• §113.49(c)(9)(B)

  Covered

  describe how to access and interpret a sample credit report and score;

  Covered by

  • Credit, and the Decisions Made About You

  • · 3 · The lender is not reading you, it is reading a file
  • · 5 · What may appear in the file, and for how long
  • · 9 · A score is a prediction, and the statute says so
  • · 10 · There is no such thing as your credit score
  • · 11 · The four reasons beside the number are the useful part
  • · 17 · The dispute, and the clock it starts
  • · 18 · The furnisher has duties too, and that is the leverage
  • · 19 · Getting your own file, and the site the regulation does not name

  Note: Full, on both verbs. Access is the statutory free file disclosure at 15 U.S.C. 1681j and the centralized source Regulation V requires, taught to the floor rather than to a vendor's current offer. Interpretation is the whole middle of the course: what a consumer report is in the FCRA's own definition, what may appear in it and for how long under 1681c(a), and what a score is, which the statute defines as a modelled prediction rather than a measurement, disclosed with its range, its date, its provider and up to four key factors.

• §113.49(c)(9)(C)

  Covered

  describe the importance of monitoring credit reports regularly and addressing mistakes;

  Covered by

  • Credit, and the Decisions Made About You

  • · 17 · The dispute, and the clock it starts
  • · 18 · The furnisher has duties too, and that is the leverage
  • · 19 · Getting your own file, and the site the regulation does not name
  • · 13 · Read your own adverse action notice
  • · 14 · The second notice on the same page

  Note: Full. Addressing mistakes is taught as the statutory procedure rather than as general advice: the dispute and reinvestigation duty at 15 U.S.C. 1681i, with its thirty-day clock running from receipt and its five-business-day notice to the furnisher; the furnisher's own investigation duty at 1681s-2(b); and the rule that an item which cannot be verified is deleted on the same terms as one proved false. Monitoring is the free annual disclosure, plus the additional free copy an adverse action notice must tell a consumer about.

• §113.49(c)(2)(A)

  Partially covered

  reconcile a bank statement with personal records to ensure the accuracy of deposits, withdrawals, and transfer activities;

  Covered by

  • Cash Flow, and When the Money Actually Moves

  • · 9 · Nobody promised you an order
  • · 10 · Authorised, posted, settled: three different moments
  • · 14 · Your deposit is a provisional credit until it is not
  • · 23 · Capstone: read your own calendar
  • · 2 · Business day, banking day, and the difference that costs money
  • · 3 · The cut-off hour, and the deposit that was not made today
  • · 5 · Why there is a schedule at all
  • · 6 · What must be available tomorrow, and what may wait
  • · 7 · Six exceptions, and the notice each one owes you
  • · 11 · The transfer you scheduled, and the three days you have to stop it
  • · 13 · Six rails, and six different clocks
  • · 15 · Instant is a different object, and irrevocability is the price

  What we do and don't cover: Partial, and the partiality is about the personal-records half rather than about the bank statement. Every one of the standard's three named activities is taught from the rule that produces it. DEPOSITS: when a deposit is considered made at all (12 CFR 229.19(a), including the cut-off hour and the twice-weekly off-premise ATM rule) and when it becomes available by category (229.10, 229.12 and the six exceptions in 229.13), so a learner can say why a credited deposit is not yet spendable. WITHDRAWALS: authorisation, posting and settlement separated as three dated events, the account agreement's own definitions of available and ledger balance, and the U.C.C. 4-303(b) permission to charge a day's items in any order, worked arithmetically so the count of insufficient-balance items is explained rather than asserted. TRANSFER ACTIVITIES: preauthorized electronic fund transfers under 12 CFR 1005.10, including the three-business-day stop-payment window and the ten-day varying-amount notice. The capstone has the learner do the reconciliation once, on their own statement, with the 12 CFR 1030.11(a) overdraft and returned-item totals. NOT covered: keeping or designing a system of personal records, which the standard's phrase assumes and this course does not teach.

• §113.49(c)(6)(A)

  Partially covered

  discuss the role of financial institutions and markets in saving and investing;

  Covered by

  • Retirement: the Plan, the Fee Disclosure, and the Floor

  • · 3 · The plan document governs, and you may ask for it in writing
  • · 5 · The match is compensation with a condition, not a return
  • · 6 · Vesting is a retention device, and the statute caps how long it can run
  • · 7 · What leaving does, and the four things that can happen next
  • · 9 · The fee disclosure is a document somebody is required to hand you
  • · 10 · What you actually paid, and the sentence the rule makes them print
  • · 11 · A hypothetical, and why it is not a projection
  • · 21 · Fiduciary is not a compliment, it is a definition
  • · 22 · The same conversation, two different legal seats
  • · 23 · Capstone: read your own record, and the gap it sits inside

  What we do and don't cover: Partial, and a teacher should read the split before planning against it. THE INSTITUTIONS ARE TAUGHT, and taught from the rules that bind them rather than as a list of business types: the plan sponsor that decides whether a plan exists at all, the plan administrator and its duty to furnish the governing documents on written request (29 U.S.C. 1024(b)(4)), the fiduciary defined functionally at 1002(21)(A) and bound by the four duties at 1104(a)(1), the recordkeeper whose administrative and individual charges must be disclosed and then reported at least quarterly in dollars (29 CFR 2550.404a-5), the registered investment adviser governed by 15 U.S.C. 80b-6 as read in SEC v. Capital Gains Research Bureau (1963), and the broker-dealer governed by Regulation Best Interest at 17 CFR 240.15l-1. It closes with the two free public registration records. THE MARKETS ARE NOT TAUGHT. MONEY-07 says in its own prose that it teaches no investing, and it contains nothing on how savings are channelled into productive investment, nothing on securities markets, and nothing on risk or return. A teacher planning the whole of (c)(6)(A) gets the institutional half in unusual depth and must supply the market half from elsewhere.

• §113.49(c)(4)(C)

  Partially covered

  compare total costs of alternative methods of payment such as rent-to-own, store credit, installment agreements, cash, bank credit card, and debit card; and

  Covered by

  • Banking, and Who Has No Bank
  • Predatory Products, Priced

  • · 5 · The survey that counts them, and what it counts
  • · 6 · The reasons, in their own words
  • · 7 · The distribution is not random
  • · 17 · Money orders and check cashing, priced
  • · 18 · Prepaid cards and payment apps, and the disclosure on the packet
  • · 19 · Why a reasonable person chooses the substitute
  • · 21 · The bank desert, and who a branch closure is for
  • · 1 · What a deposit account actually is
  • · 3 · The fee schedule is a document you can demand
  • · 13 · Overdraft is a mechanism, and it has an on switch
  • · 15 · Why the cost lands where it does, and what an alternative looks like
  • · 10 · Two numbers, and the only comparison that matters
  • · 11 · Why there is no rate on the page
  • · 12 · Where the total hides, and what a regulator found
  • · 5 · What the transaction actually is, in a state that licenses it
  • · 6 · The first loan is not where the money is
  • · 8 · The same arithmetic, with the car attached
  • · 15 · Two products, and only one of them is a loan
  • · 16 · Overdraft, priced the way this course prices everything else

  What we do and don't cover: Partial, and the partiality is about which methods rather than about the skill. Comparing the TOTAL cost of alternative methods of payment is the whole of the banking course's fifth section, done from published prices: a postal money order fee schedule, a state regulator's check-casher fee cap, a prepaid account's pre-acquisition short form, and the account disclosures a depository institution must provide. Because §113.49(b)(7) makes a "such as" list illustrative, the comparison need not use Texas's examples. UPDATED 2026-08-28 WHEN MONEY-04 SHIPPED: rent-to-own, which this entry previously named as not taught, is now taught directly and is the sharpest total-cost comparison in the catalog, from Conn. Gen. Stat. 42-240 and 42-241 (cash price, rent-to-own price, and their difference required in ten-point boldface) and 12 CFR 1026.2(a)(16) (why no annual percentage rate is disclosed on such an agreement at all). Cash, debit card, prepaid cards, nonbank payment apps, money orders and check cashing were already covered. STILL NOT TAUGHT: store credit, installment agreements and bank credit cards.

• §113.49(c)(9)(A)

  Partially covered

  discuss how character, capacity, and collateral can adversely or positively impact an individual's credit rating and the ability to obtain credit;

  Covered by

  • Credit, and the Decisions Made About You

  • · 9 · A score is a prediction, and the statute says so
  • · 10 · There is no such thing as your credit score
  • · 11 · The four reasons beside the number are the useful part
  • · 1 · Before it is about scores, it is about a calendar
  • · 7 · The file that does not exist

  What we do and don't cover: Partial. The course teaches at length what data actually feeds a credit rating and how it reaches a score, and it treats capacity as the timing constraint that drives borrowing in the first place. It does not use the three-Cs framing by name, and it does not teach collateral at all, which is a secured-lending concept the course does not reach. A teacher expecting the traditional three-Cs vocabulary will not find it here.

• §113.49(c)(9)(E)

  Partially covered

  appraise the impact of borrowing decisions on credit score, including consequences of poor credit management and bankruptcy.

  Covered by

  • Credit, and the Decisions Made About You

  • · 3 · The lender is not reading you, it is reading a file
  • · 5 · What may appear in the file, and for how long
  • · 9 · A score is a prediction, and the statute says so
  • · 10 · There is no such thing as your credit score
  • · 11 · The four reasons beside the number are the useful part

  What we do and don't cover: Partial. The course covers what adverse items are, how long each may be reported under 15 U.S.C. 1681c(a) including the ten-year period for a case under title 11, and how the file feeds the model. It refuses the rest of the standard on principle: it promises no outcome in points and gives no borrowing strategy, because it prints no claim that any step will move any future score. So the mechanism is taught and the appraisal of decisions is not.

• §113.49(c)(10)(A)

  Partially covered

  examine the components of the cost of borrowing, including annual percentage rate (APR), fixed versus variable interest, length of term, grace period, and additional fees such as late payment, cash advance, and prepayment penalties;

  Covered by

  • Credit, and the Decisions Made About You
  • Predatory Products, Priced

  • · 21 · The number that exists so two offers can be compared
  • · 2 · A fee is a rate, and the law already told you why
  • · 5 · What the transaction actually is, in a state that licenses it
  • · 8 · The same arithmetic, with the car attached
  • · 6 · The first loan is not where the money is
  • · 10 · Two numbers, and the only comparison that matters
  • · 15 · Two products, and only one of them is a loan
  • · 16 · Overdraft, priced the way this course prices everything else

  What we do and don't cover: Partial, and it got substantially fuller on 2026-08-28 when MONEY-04 shipped; this entry previously covered only the first named component and said the rest was scheduled. COVERED NOW: the annual percentage rate, from the Truth in Lending Act's own purpose and computed from the statutory open-end formula at 15 U.S.C. 1606(a)(2), with the closed-end actuarial method named. LENGTH OF TERM, which is the second thing this standard asks for, is now taught as the variable that decides the price, worked twice on real statutory ceilings: one Florida fee cap annualizes to roughly 261 percent over fourteen days and roughly 521 percent over seven, and one Georgia pawn ceiling to roughly 304 percent over thirty-day periods. ADDITIONAL FEES are taught from the statutes that enumerate them, including a deferred presentment verification fee, a title-lender monthly maintenance fee, returned-payment and late charges, repossession and sale costs, and an overdraft fee with its daily maximum and any sustained-overdraft charge. PREPAYMENT PENALTIES are taught, and taught as prohibited in the two lending statutes the course reads in full. STILL NOT TAUGHT: fixed against variable interest, and the credit-card grace period, neither of which appears anywhere in this catalog.

• §113.49(c)(8)(A)

  Partially covered

  compare and contrast sources of credit such as banks, merchants, peer-to-peer, payday loans, and title loans;

  Covered by

  • Predatory Products, Priced

  • · 5 · What the transaction actually is, in a state that licenses it
  • · 6 · The first loan is not where the money is
  • · 8 · The same arithmetic, with the car attached
  • · 10 · Two numbers, and the only comparison that matters
  • · 15 · Two products, and only one of them is a loan
  • · 16 · Overdraft, priced the way this course prices everything else
  • · 2 · A fee is a rate, and the law already told you why
  • · 7 · Two states, opposite answers, and how to find yours
  • · 12 · Where the total hides, and what a regulator found
  • · 26 · Capstone: price one product, check one rule, read one document

  What we do and don't cover: Partial, and specifically on two of the five sources Texas names. PAYDAY LOANS and TITLE LOANS are the subject of a whole section, compared against each other and against the state rules that price them: Fla. Stat. 560.404 for deferred presentment (amount, fee, term, rollover ban, statewide one-at-a-time database), N.Y. Penal Law 190.40 for a state that makes the same charge a felony, and Va. Code 6.2-2216 against O.C.G.A. 44-12-131 for two states that price title lending an order of magnitude apart. The comparison is done in one unit throughout, using the annual rate computed by the 15 U.S.C. 1606(a)(2) method. NOT TAUGHT: banks, merchants and peer-to-peer as sources of credit, so a teacher planning against this expectation gets two of the five and the method for pricing any of them.

• §113.49(c)(13)(A)

  Partially covered

  identify ways to protect personal information and reduce risk of identity theft;

  Covered by

  • Predatory Products, Priced

  • · 23 · Three tools in the Fair Credit Reporting Act, and what each one does
  • · 18 · Unauthorized is a defined word, and everything depends on it
  • · 19 · What the institution owes you when the definition is met
  • · 20 · When you pressed send, the machine does not start
  • · 21 · The same loss under four different rulebooks

  What we do and don't cover: Partial, and the split is between rules and habits. What the course teaches thoroughly is the statutory apparatus: the initial fraud alert and the extended alert at 15 U.S.C. 1681c-1(a) and (b), the security freeze at 1681c-1(i) with its one-business-day placement, one-hour lift and no charge, and the four-business-day block at 1681c-2 with the four items a consumer must supply. It also teaches what an access device is under 12 CFR 1005.2(a), which is broader than a card and covers a code, a login and a one-time passcode, and it teaches the procedural rule that defeats an impersonation call. NOT TAUGHT: general information-hygiene practice, which is what much of this expectation is usually taken to mean.

• §113.49(c)(13)(C)

  Partially covered

  demonstrate an understanding of how to use consumer protection agencies such as the Better Business Bureau, Consumer Financial Protection Board, or the Texas State Securities Board to research and report fraud.

  Covered by

  • Predatory Products, Priced

  • · 24 · Complaint, order, verdict: three documents that are not the same thing
  • · 25 · Who is targeted, taken from the record rather than asserted
  • · 7 · Two states, opposite answers, and how to find yours
  • · 12 · Where the total hides, and what a regulator found
  • · 26 · Capstone: price one product, check one rule, read one document

  What we do and don't cover: Partial, and honest about which agencies. Because §113.49(b)(7) makes a "such as" list illustrative, the skill need not be practised on Texas's three examples, and it is not: none of the three is used. RESEARCH is taught against the bodies that publish the records, and taught as a reading skill rather than as a referral: a state financial regulator's public licence register, which settles in about a minute whether a lender is licensed at all, and the Federal Trade Commission's own enforcement releases, read with the Commission's boilerplate on what a complaint and a stipulated final order each are so that an allegation is never taken for a finding. REPORTING is taught for identity theft, through the FTC's IdentityTheft.gov, which is where the identity theft report the FCRA remedies require comes from. NOT TAUGHT: the Better Business Bureau, the Consumer Financial Protection Bureau's complaint route (which MONEY-02 carries), and the Texas State Securities Board, and the course teaches no securities or investment content of any kind.

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 and Personal Financial Literacy — nothing. This catalog does no mathematics instruction, so it meets no Texas mathematics TEKS. The personal-finance half of this entry has been superseded; see the entry below.
• Mathematics — nothing. Personal Financial Literacy — three of many, now that banking is taught. This catalog does no mathematics instruction, so it meets no Texas mathematics TEKS, and that half is unchanged. The other half used to read that the catalog does no personal-finance instruction, so neither the Personal Financial Literacy strands of Economics (§113.31(d)(15)-(20)) nor the standalone Personal Financial Literacy course (§113.49) was claimed. That changed on 2026-08-28 and the correction is recorded here rather than deleted. Now claimed: §113.31(d)(16)(D) in full (types of consumer accounts and their risks, costs and benefits), §113.31(d)(16)(A) in part (the functions of financial institutions, household half only), and §113.49(c)(4)(C) in part (comparing total costs of alternative methods of payment). Still not claimed, and named so the gap stays visible: §113.31(d)(15) (types of business ownership), (16)(B) and (16)(C) (capital formation, and interest and risk in allocating savings), (17) (investing, savings programmes, reconciling a checking account, loans, borrowing and credit scores), (18) (credit card debt, bankruptcy, insurance, charitable giving), and (20) (paying for postsecondary education). Statement (19), renting against buying a home, was claimed on 2026-08-28 when MONEY-06 shipped and is no longer part of this rejection. In §113.49, §113.49(c)(4)(A) on owning against renting housing was also claimed on 2026-08-28; the remaining knowledge-and-skills statements are not. Nothing is claimed before it is taught.
• Science — Texas is NOT an NGSS state, and we did not fetch its science TEKS. Texas writes its own science TEKS (19 TAC Chapter 112), not the Next Generation Science Standards. This catalog has no laboratory work, investigations, or modelling, and we did not fetch the Texas science standards this pass. Our rule is fetch-or-don't-cite, so Texas gets no science claim — unlike Arizona, where we fetched the document and found two Earth-science partials.
• Personal Financial Literacy (§113.49, §113.31(d)(15)-(20)) — this rejection has been superseded, in part. Until 2026-08-28 this file told a Texas teacher, in the catalog's own words, that it did no personal-finance instruction at all, and that neither §113.49 nor the Economics personal-finance strands were claimed. That was accurate then and is not now, and this entry has been superseded twice on the same day rather than deleted. FIRST, MONEY-01 (the consumer credit decision, from the Fair Credit Reporting Act, the Equal Credit Opportunity Act and Regulation B) brought (c)(9)(B) and (c)(9)(C) in full and (c)(9)(A), (c)(9)(E) and (c)(10)(A) in part, and MONEY-02 (deposit accounts and the nonbank substitutes) brought (c)(4)(C) in part. SECOND, MONEY-04 (high-cost products, and the line federal law draws around fraud) added (c)(8)(A), (c)(13)(A) and (c)(13)(C), all partial, and made (c)(4)(C) and (c)(10)(A) substantially fuller. So the sentence about fraud and identity theft that this entry used to carry is no longer true and has been removed from the list below. What remains unclaimed is still most of the course, and the reasons are specific. Knowledge and skills statements (c)(1) through (c)(3) are financial goals, income statements, budgets, balance sheets and paycheck components; the rest of (c)(4) is consumption decisions including renting against buying; (c)(5) through (c)(7) are saving, investing and retirement, of which (c)(7)(B) on the sources of retirement income was claimed in full and (c)(6)(A) in part on 2026-08-29 when MONEY-07 shipped, with the rest still unclaimed; (c)(8)(B) and (c)(8)(C) are types of credit and the impact of credit decisions on a budget and a net worth statement; (c)(11) and (c)(12) are risk management and insurance; (c)(13)(B) is a taxonomy of schemes and scams (investment, pyramid, phishing, check cashing, home renovation) that this course does not survey and will not claim by widening its neighbours; (c)(14) is estate planning; and (c)(15) and (c)(16) are postsecondary education costs and how to pay for them. None of that is taught here, and the courses state in prose that they give no financial advice, so a budgeting or investing claim would misdescribe them. Inside Economics, the §113.31(d)(15)-(20) personal-finance strands remain unclaimed for the same reason: (d)(15) is business ownership forms, (d)(16) is financial institutions and capital formation, (d)(17) is investing and checking accounts, (d)(18) is credit-card debt, bankruptcy and insurance decisions, (d)(19) is renting against buying a home, and (d)(20) is paying for college. Two of the strand's sub-expectations, (d)(17)(E) on the responsibilities and obligations of borrowing and (d)(17)(F) on understanding one's credit score, come closest, and they were read and declined: (F) pairs understanding with developing strategies to become a low-risk borrower, which is exactly the advice these courses refuse to give, and (E) asks for the obligations rather than their consequences. A separate section, §113.76 Personal Financial Literacy and Economics, was adopted effective August 1, 2022 and is also currently in effect; it has not been fetched and carries no claim, per fetch-or-do-not-cite.
• The retirement standards (§113.49(c)(5)-(c)(7)) — this rejection has been superseded in part, and the refusals are named. Until 2026-08-29 every one of Texas's saving, investing and retirement student expectations was rejected, on the stated ground that this catalog taught none of it. MONEY-07 (`retirement-accounts`) changed part of that and the correction is recorded here rather than deleted. NOW CLAIMED IN FULL: §113.49(c)(7)(B), identify and explain sources of income during retirement, including Social Security, individual savings, and employer-sponsored plans. All three sources are taught from the instruments that create them, and the entry above states what full does and does not include. NOW CLAIMED IN PART: §113.49(c)(6)(A), the role of financial institutions and markets in saving and investing, where the institutions are taught in unusual depth and the markets are not taught at all. STILL REFUSED, AND REFUSED ON PURPOSE RATHER THAN FOR WANT OF CONTENT. §113.49(c)(5)(A), (c)(5)(B) and (c)(5)(D) each ask a student to DEVELOP a saving or investing strategy, short-term, intermediate-term or long-term, and §113.49(c)(7)(C) asks them to understand the importance of saving early and at a sufficient level. MONEY-07 states in prose in three separate lessons that it gives no financial advice, names no product or provider, states no savings rate and projects no return, so a claim on any of those four would misdescribe the course to a teacher. §113.49(c)(5)(C), the tax benefits of charitable contributions, is not taught. §113.49(c)(6)(B), (c)(6)(C) and (c)(6)(D) are compound growth demonstrated as a savings outcome, savings options such as certificates of deposit and money market mutual funds, and the risk and return of stocks, bonds and mutual funds: the course teaches no product and no return of any kind, and its one compounding illustration is a labelled hypothetical about the effect of a fee with growth deliberately stripped out. §113.49(c)(7)(A), the costs of retirement including living, health care and long-term care expenses, is not taught at all. Inside Economics, §113.31(d)(17)(A), assessing ways to be a wise investor including developing a personal retirement plan, was read on 2026-08-29 and declined for the same reason as the §113.49 strategy expectations: the standard asks for wisdom in investing, and this course refuses to give investment advice.
• The housing standards (§113.31(d)(19), §113.49(c)(4)(A)) — this rejection has been superseded in full. Until 2026-08-28 every personal-finance standard in this file was rejected, and the two that name housing were rejected with the rest. MONEY-06 (`housing-decisions`) changed that, and the correction is recorded here rather than deleted. Now claimed in full: §113.31(d)(19)(A) and §113.49(c)(4)(A), which ask a student to evaluate or analyse the costs and benefits of renting a home against buying one. Claimed in part: §113.31(d)(19)(B), the transition from renting to home ownership, where the transaction is taught in full and the saving that precedes it is not taught at all. NOT claimed, and named so the gap stays visible: the parent knowledge-and-skills statement of (d)(19), which is headed "The student understands how to provide for basic needs while living within a budget" and therefore asks for budgeting this catalog does not teach; §113.49(c)(4)(B) on owning against leasing a vehicle and (c)(4)(D) on strategies for purchasing consumer goods, neither of which is housing; and §113.76, the separate Personal Financial Literacy and Economics course adopted effective August 1, 2022, whose (c)(6)(G) is a further owning-against-renting expectation. §113.76 was READ in the same PDF on 2026-08-28 and is deliberately left unmapped, because this file carries no §113.76 framework and creating one belongs to a pass that transcribes the whole course rather than to a housing course cherry-picking one line out of it.
• The paycheck standards (§113.49(c)(3)) — this rejection has been superseded, in part. Until 2026-08-29 this file said that knowledge-and-skills statement (c)(3), the earning-and-spending statement about components of compensation, was not taught here. Two of its three sub-expectations now are, and the correction is recorded rather than deleted. CLAIMED IN FULL: (c)(3)(B), identifying the taxes deducted from paychecks including FICA and federal income taxes, which MONEY-05 (`taxes-and-filing`) teaches from 26 U.S.C. 3402(a)(1) and 3101 rather than as labels, together with the 26 U.S.C. 31(a)(1) consequence that only the chapter 24 half is credited back at filing; and (c)(3)(C), calculating gross and net pay from a paycheck, worked on a labelled hypothetical statement and then again on the learner's own in the capstone. STILL NOT CLAIMED, and named so the gap stays visible: the (c)(3) STEM, because it is answered by sub-expectation (A), a list of benefits (health insurance contributions, retirement benefits, sick leave, vacation pay, flexible spending and health savings accounts, workers compensation, life insurance and disability insurance) that this catalog teaches nowhere. Claiming the stem would promise a Texas teacher the benefits half of the statement as well, so it is left alone. ALSO NOT CLAIMED, and the reason is the same as everywhere else in this file: nothing in §113.49 or in the Economics personal-finance strands asks about a tax RETURN, a filing status, a refundable credit or an examination, which is most of what MONEY-05 actually teaches, so the course's coverage of this framework is genuinely narrow and is stated narrowly.
• Ethnic Studies: African American Studies (§113.51) — read for the fair-housing content, and declined. MONEY-06 teaches the Fair Housing Act from 42 U.S.C. 3601 and 3604, racially restrictive covenants and Shelley v. Kraemer, and the congressional finding about lending in 12 U.S.C. 2801. Texas's African American Studies course names fair housing twice in "such as" lists: §113.51(c)(9)(E), on government actions and legislation addressing racial and social injustices from 1960 to the present day, and §113.51(c)(10)(B), on the philosophies and ideologies that influenced the African American experience. Both were read in the TEA PDF on 2026-08-28 and neither is claimed. The reason is scope rather than subject: those standards ask for an analysis of a long arc across voting rights, education, employment, affirmative action, incarceration and health, in which fair housing is one illustrative item, and a consumer-finance course that teaches one statute in depth does not deliver that arc. Claiming a survey standard on the strength of one item in its list is exactly the padding this module refuses.
• Grade 7 Texas History (§113.20) — where the flagship's fullest home lives, not yet fetched. Texas's dedicated instruction on the Texas Constitution, the plural executive, Texas's courts, and Texas local government sits in Grade 7 Texas History (§113.20, Subchapter B, middle school). That is the natural 1:1 home for Texas Civics. We mapped the flagship into the high-school United States Government course's national/state/local comparison standards ((d)(7)(H), (d)(9)(A)) this pass, honestly as partial, and defer §113.20 to a later pass rather than cite standards we have not read.
• Texas has no citizen-initiative standard, because Texas has no citizen initiative. A distinctive flagship lesson is that Texas has NO statewide citizen initiative — only the Legislature may propose constitutional amendments. Arizona's and California's standards reward teaching their direct-democracy tools; Texas's do not, because there is nothing of the kind to teach. So that lesson, though central to understanding Texas, maps to no TEKS and we claim none for it. The gap is in Texas's government, correctly reflected in its standards.
• Most of the United States Government federal-heavy standards. §113.44(d)(1) (founding philosophy and individuals as named content), (d)(2) (parties, interest groups, and media affecting public policy — our media-literacy work is consumer protection, not political-media analysis), (d)(3) (geography of districts, gerrymandering, Baker v. Carr), (d)(4)-(5) (government and the free enterprise economy, fiscal policy, international trade set by the branches), (d)(10) (political parties and the two-party system), (d)(11) (comparing the U.S. to other political systems as named content), (d)(16)-(18) (government policy and culture; science, technology, and government) — the courses do not genuinely teach these as the standard requires, so we do not claim them.
• The landmark-cases overlap is thin, and we say so. Our Know Your Rights course teaches Tinker, Brandenburg, Mapp, Terry, T.L.O., Riley, and Carpenter as applicable rules. The US Government standard §113.44(d)(12)(E) enumerates Engel, Schenck, Texas v. Johnson, Miranda, Gideon, Mapp, and Roe — Mapp is the only direct overlap (Tinker appears separately in US History §113.41(d)(20)(A)). We claim the case-application skill as partial and do not pretend to cover this standard's specific case list.
• The rest of World History, US History, World Geography, and Economics we checked. We read the full knowledge-and-skills of each social studies course and claim only the standards the catalog genuinely teaches. The surveys of Renaissance/Reformation, the World Wars, the Cold War as a whole, the American political eras, monetary and fiscal policy, market structures, and the many social studies skills sub-standards not listed above are not claimed. The reject list is the evidence the map was not padded.
• English I, III, and IV; and the ELA composition strand as a programme. We mapped English II (§110.37) as the representative course; English I (§110.36), III (§110.38), and IV (§110.39) carry parallel author's-craft, response, and inquiry standards we did not separately transcribe. And the composition strand's sustained writing expectations are met only by the Coffee project — one optional project in one episode — so we claim the argument and research standards as partial, never a full writing programme.
• Health strands beyond health literacy and decision-making. Health I (§115.38) mental- and social-emotional health, healthy eating and physical activity as named content, injury and violence prevention, alcohol/tobacco/other drugs, and reproductive and sexual health were checked and are not genuinely taught by these courses. We claim only the two health-literacy standards and the decision-making standard, all partial.
• Physical Education motor-demonstration outcomes. Every PE outcome that asks a student to DEMONSTRATE or PARTICIPATE in physical activity (competency in target, striking/fielding, fitness, rhythmic, and innovative activities; officiating; skill performance) is out of reach of an online course. We claim only the technology, personal-fitness-planning, consumer-evaluation, and sport-strategy KNOWLEDGE outcomes, and say so on each.