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Learn.WitUS

California standards alignment

Designed for high school. Below is every Californiastandard 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.

74
standards mapped
29
fully covered
45
partially covered
10
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 California'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.

California · Social Studies

History–Social Science Content Standards — Grade Ten: World History, Culture, and Geography: The Modern World

Adopted October 9, 1998 · California Department of Education (CDE) / State Board of Education · retrieved 2026-07-17

California's 1998 content standards remain the operative standards (the 2016 History–Social Science Framework is curriculum guidance built on them, not a replacement). Sub-standards are cited main.sub (10.4.3), CDE's own convention.

Read the source document →

  • 10.4.3

    Covered
    Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

    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 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 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution

    Note: Both perspectives and the responses, which is exactly this curriculum's method: imperial and colonial systems worked through the commodities they ran, paired first-person accounts on each side (the Whose Voice lessons), and the resistance — from Maroon communities to revolution. The parent standard asks for at least two of its named regions; the courses reach Africa, China, India, and Latin America.

  • 10.4.1

    Partially covered
    Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

    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: Partial: the material link — industrial economies pulling land, resources, and labor out of colonies — is taught in depth through the cash-crop systems. The standard's national-security and ideological framings (Social Darwinism, the missionary impulse) are not worked head-on.

  • 10.3.4

    Partially covered
    Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

    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
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution

    What we do and don't cover: Partial: the union movement is taught at real depth (the Knights, the AFL, Haymarket, Homestead, Pullman) and the end of plantation slavery is taught through the abolition lessons — but the parent standard spans England, France, Germany, Japan, and the United States, and our labor history is American.

  • 10.9.5

    Partially covered
    Describe the uprisings in Poland (1956), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.

    Covered by

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

    What we do and don't cover: Partial: the resurgence half is taught in real depth for ONE of the three countries — Poland, from the 1970 and 1976 strikes through Solidarność, martial law, and 1989. The 1956 uprisings and Czechoslovakia 1968 are not taught.

California · Social Studies

History–Social Science Content Standards — Grade Eleven: United States History and Geography: Continuity and Change in the Twentieth Century

Adopted October 9, 1998 · California Department of Education (CDE) / State Board of Education · retrieved 2026-07-17

California's required 11th-grade U.S. history course. Sub-standards are cited main.sub (11.5.3), CDE's own convention. Note: the document prints “Malcom X” in 11.10.4; we transcribe codes and text verbatim, so that spelling is the standard's own.

Read the source document →

  • 11.6.5

    Covered
    Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

    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
    • · 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

    Note: This is the unions course's exact arc — advances (the AFL, the Wagner Act) and retreats (Taft-Hartley, PATCO) through to the postindustrial, multinational economy (NAFTA→USMCA and its Rapid Response Mechanism). The United Farm Workers appear where they belong analytically: the grape strike and boycott taught as the workaround the Wagner Act's farmworker exclusion forced, through California's own Agricultural Labor Relations Act of 1975.

  • 11.10.4

    Partially covered
    Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.

    Covered by

    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement

    What we do and don't cover: Partial, from the angle most curricula skip: A. Philip Randolph — the standard's first named advocate — is taught in depth, from the Brotherhood of Sleeping Car Porters through the 1963 March on Washington he architected to Memphis 1968. The standard's other named figures and the two King texts are not taught individually.

  • 11.10.1

    Partially covered
    Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.

    Covered by

    • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
    • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
    • · The Great Migration, Lesson 11 · Politics & civil rights

    What we do and don't cover: Partial: the 1941 half is taught in real depth — Randolph's threatened march and Executive Order 8802 barring discrimination in defense industries — and the Black urban vote's civil-rights politics gets its own lesson. The WWII-service-to-Truman-1948 half is referenced, not worked.

  • 11.6.4

    Partially covered
    Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).

    Covered by

    • · The History of Unions, Lesson 9 · 1935: the year organizing became a right (the Wagner Act)
    • · The History of Unions, Lesson 10 · The hole in the law: who the Wagner Act left out

    What we do and don't cover: Partial: one named piece of the New Deal — the National Labor Relations Board's statute, the Wagner Act — is taught in depth, including the controversy the standard asks for (who the law excluded, and why that mattered). The rest of the New Deal apparatus is not taught.

  • 11.5.5

    Partially covered
    Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).

    Covered by

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

    What we do and don't cover: Partial: the Harlem Renaissance and the New Negro are their own lesson, tied to the Great Migration that made them possible. The full literature-music-art survey with its named writers is not taught.

California · Social Studies

History–Social Science Content Standards — Grade Twelve: Principles of American Democracy

Adopted October 9, 1998 · California Department of Education (CDE) / State Board of Education · retrieved 2026-07-17

California's one-semester 12th-grade civics course. The Grade 12 civics and economics sections of the 1998 document REUSE the same code numbers (each has a 12.4.1), so this framework carries the American Democracy section only — economics is its own framework below. Sub-standards are cited main.sub (12.6.5); 12.10 is a main standard with no sub-standards.

Read the source document →

  • 12.4.2

    Covered
    Explain the process through which the Constitution can be amended.

    Covered by

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

  • 12.4.5

    Covered
    Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the 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 gets its own lessons, and the judiciary course adds the structure the standard asks about: life tenure, the three-tier system, and what the Supreme Court's jurisdiction actually reaches.

  • 12.4.6

    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's investigation and hearings, and how the cloture rules changed in 2013 and 2017.

  • 12.6.4

    Covered
    Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office).

    Covered by

    • · Voting & Elections 101, Lesson 1 · Registering to vote
    • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)
    • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · How to Run for Office · the whole course (eligibility, ballot access, money rules, and after Election Day)
    • · California Civics, Lesson 6 · Elections in California: automatic & same-day registration, mail ballots for all
    • · California Civics, Lesson 8 · Get involved where you live in California

    Note: Participation is taught as practice across an entire course ladder: registering and voting (with California's own on-ramps), helping a campaign lawfully, tracking a live bill, showing up at every level, and running for office yourself.

  • 12.6.5

    Covered
    Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections).

    Covered by

    • · California Civics, Lesson 1 · California's constitution: the 1879 rulebook and direct democracy
    • · California Civics, Lesson 6 · Elections in California (the citizen initiative and its thresholds)
    • · California Civics, Lesson 7 · Direct democracy in depth: initiative, referendum, recall
    • · Arizona Civics, Lesson 1 · Arizona's constitution and its strong direct democracy
    • · Arizona Civics, Lesson 4 · How voters make law directly (the initiative route)
    • · Arizona Civics, Lesson 6 · The Voter Protection Act (Prop 105, 1998)
    • · Arkansas Civics, Lesson 7 · The citizen initiative: recently tightened & in flux (flagged)
    • · How to Help a Campaign, Lesson 10 · Helping ballot measures and local causes

    Note: “Numerous states” is taken literally: California's initiative, referendum, and recall in working detail (including the turnout-dependent thresholds), Arizona's Progressive-era direct democracy and Voter Protection Act, and Arkansas's Amendment 7 petitions — plus a practical lesson on helping ballot measures.

  • 12.7.3

    Covered
    Discuss reserved powers and concurrent powers of state governments.

    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

    Note: Taught by name: reserved powers through the Tenth Amendment, concurrent powers as their own lesson, alongside the enumerated and implied powers that complete the taxonomy.

  • 12.7.7

    Covered
    Identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them.

    Covered by

    • · 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
    • · California Civics, Lesson 3 · California's courts: appoint, confirm, then retention
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

    Note: The standard's own example is California, and the flagship delivers it: the three-tier state system from the 58 county Superior Courts up, the appoint-confirm-retain selection for appellate justices — beside the federal judiciary course and the federalism course's state-federal interrelationships.

  • 12.2.3

    Covered
    Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes.

    Covered by

    • · Jury Duty & the Courts · the whole course (the citizen's side of the court system)
    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship

    Note: Jury service — the obligation curricula usually wave at — is an entire course here, and the responsibilities lesson covers the rest of the standard's list.

  • 12.2.6

    Covered
    Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements).

    Covered by

    • · Citizenship & Naturalization Basics, Lesson 1 · Who is a U.S. citizen? Birthright and the 14th Amendment
    • · Citizenship & Naturalization Basics, Lesson 3 · Becoming a citizen: naturalization eligibility

    Note: The 14th Amendment, jus soli, citizenship through parents, and naturalization eligibility step by step — including the English and civics requirements the standard names.

  • 12.1.5

    Partially covered
    Describe the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military.

    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 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
    • · 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
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

    What we do and don't cover: Partial: the systems themselves — separation of powers, checks and balances, judicial independence, enumerated powers, federalism — are all taught directly. The three Federalist Papers the standard cites are not worked as texts, and civilian control of the military is not taught.

  • 12.1.6

    Partially covered
    Understand that the Bill of Rights limits the powers of the federal government and state governments.

    Covered by

    • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)
    • · Know Your Rights, Lessons 2-5 · speech, religion, press, assembly, including at school and online
    • · Know Your Rights, Lessons 6-8 · the 4th Amendment: searches, stops, and your digital life

    What we do and don't cover: Partial: the Bill of Rights as a limit on government is taught as a document and as applied rules a student can use. HOW it came to bind the states — the incorporation doctrine — is not taught in depth.

  • 12.2.1

    Partially covered
    Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy).

    Covered by

    • · The Bill of Rights: Know Your Rights, Lesson 1 · What is the Bill of Rights?
    • · Know Your Rights, Lessons 2-5 · speech, religion, press, assembly, including at school and online
    • · Know Your Rights, Lessons 6-8 · the 4th Amendment: searches, stops, and your digital life
    • · Know Your Rights, Lesson 2 · Freedom of speech: what's protected, and what isn't
    • · Know Your Rights, Lesson 5 · Speech and religion at school, and online
    • · Know Your Rights, Lesson 7 · Police stops, reasonable suspicion, and your privacy

    What we do and don't cover: Partial, and the standard says “each”: speech, religion, press, assembly, and the Fourth Amendment's privacy protections are taught deeply, as applicable rules with their landmark cases and limits. The remaining amendments are introduced but not worked at that depth.

  • 12.2.4

    Partially covered
    Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service.

    Covered by

    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
    • · Voting & Elections 101, Lesson 1 · Registering to vote
    • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)

    What we do and don't cover: Partial: voting, staying informed, and volunteering are taught as practices (registration walkthroughs, campaign volunteering with its legal guardrails). Military and alternative service are not taught.

  • 12.4.1

    Partially covered
    Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law.

    Covered by

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

    What we do and don't cover: Partial: Article I's structure, the enumerated powers, and the bill-to-law process are taught in depth (the process gets an entire course, committees through veto override). The impeachment roles and the vice president's legislative role are touched only in passing.

  • 12.4.4

    Partially covered
    Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.

    Covered by

    • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
    • · Voting & Elections 101, Lesson 4 · The Electoral College: how it works
    • · Voting & Elections 101, Lesson 5 · Why the Electoral College exists

    What we do and don't cover: Partial: Article II's structure and powers are taught, and election to office gets unusual depth — the Electoral College's mechanics AND its original purpose. Removal and the oath are named, not worked.

  • 12.5.1

    Partially covered
    Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment.

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

    What we do and don't cover: Partial: changing First Amendment interpretation is taught through the landmark-case line (Tinker, Brandenburg, and how precedent expands rights). The Fourteenth Amendment's due process and equal protection doctrines are named in our lessons but not taught in depth.

  • 12.5.3

    Partially covered
    Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases.

    Covered by

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

    What we do and don't cover: Partial: two of the three named cases are taught as rules a student can apply — Marbury (judicial review) and McCulloch (implied powers and supremacy). United States v. Nixon is not taught.

  • 12.6.2

    Partially covered
    Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in 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: Partial: how primaries and caucuses actually work — and why they matter — is taught thoroughly. The historical development of the nomination process is sketched, not traced.

  • 12.6.6

    Partially covered
    Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College.

    Covered by

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

    What we do and don't cover: Partial: one of the standard's three clauses — the Electoral College's function — is taught in depth, mechanics and original purpose both. Turnout trends and redistricting are not taught.

  • 12.7.2

    Partially covered
    Identify the major responsibilities and sources of revenue for state and local governments.

    Covered by

    • · 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
    • · California Civics, Lesson 5 · Local government in California: 58 counties, charter cities, NO townships
    • · California Civics, Lesson 8 · Get involved where you live in California (county, city, special district)

    What we do and don't cover: Partial: the responsibilities half is deep — what counties, cities, and special districts actually run, with California's own map (58 counties, charter cities, no townships). Revenue sources appear only where the lessons meet them (special districts' taxes and fees), not as a finance unit.

  • 12.7.4

    Partially covered
    Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government’s power.

    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
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

    What we do and don't cover: Partial: the Tenth Amendment and the interpretive fight over federal power (McCulloch, the Commerce Clause's reach) are taught directly. The Ninth Amendment is not taught.

  • 12.7.6

    Partially covered
    Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media.

    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
    • · California Civics, Lesson 4 · How a bill becomes a California law
    • · 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

    What we do and don't cover: Partial: two of the three levels are taught in genuine procedural depth — the federal process and California's own (committee filter, two-thirds override, line-item veto) — and the local level's structure is taught. Local lawmaking procedure and the lobbying/media roles are not worked systematically.

  • 12.9.7

    Partially covered
    Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel).

    Covered by

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

    What we do and don't cover: Partial: ONE of the three named movements — Poland's — is taught in real depth, Lech Wałęsa's role included, from a workers' state's methods of control through martial law to the 1989 negotiated exit. Czechoslovakia, Hungary, and the other named individuals are not taught.

  • 12.10

    Partially covered
    Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.

    Covered by

    • · 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
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

    What we do and don't cover: Partial: two of the named tensions are taught as live questions — majority rule against individual rights (when government may constitutionally limit rights, and why) and state against national authority (an entire course). The formulate-and-defend performance happens in a classroom we don't run, and the remaining tensions are not taught as units.

California · Social Studies

History–Social Science Content Standards — Grade Twelve: Principles of Economics

Adopted October 9, 1998 · California Department of Education (CDE) / State Board of Education · retrieved 2026-07-17

California's one-semester 12th-grade economics course — printed in the same document as Principles of American Democracy with its own 12.x numbering, so it is its own framework here (each section has a 12.4.1). We claim no personal-finance or macroeconomic-measurement standards.

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  • 12.4.1

    Partially covered
    Understand the operations of the labor market, including the circumstances surrounding the establishment of principal American labor unions, procedures that unions use to gain benefits for their members, the effects of unionization, the minimum wage, and unemployment insurance.

    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

    What we do and don't cover: Partial: the union clauses are taught at unusual depth — the circumstances that built the principal unions, the procedures (strikes, boycotts, collective bargaining under the Wagner Act), and the measured effects of unionization. The minimum wage and unemployment insurance are not taught.

  • 12.4.4

    Partially covered
    Explain the effects of international mobility of capital and labor on the U.S. economy.

    Covered by

    • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
    • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
    • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost

    What we do and don't cover: Partial: taught through one worked case — NAFTA→USMCA, capital mobility's effect on organizing and wages on both sides of the border, through to the Rapid Response Mechanism. Not a general treatment of factor mobility.

  • 12.2.2

    Partially covered
    Discuss the effects of changes in supply and/or demand on the relative scarcity, price, and quantity of particular products.

    Covered by

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

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

  • 12.6.1

    Partially covered
    Identify the gains in consumption and production efficiency from trade, with emphasis on the main products and changing geographic patterns of twentieth-century trade among countries in the Western Hemisphere.

    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: Partial: the geography of hemispheric trade in real products — coffee, sugar, chocolate — and who gains from it is the series' spine. The formal efficiency framework (comparative advantage by name) is not taught.

  • 12.6.2

    Partially covered
    Compare the reasons for and the effects of trade restrictions during the Great Depression compared with present-day arguments among labor, business, and political leaders over the effects of free trade on the economic and social interests of various groups of Americans.

    Covered by

    • · Ep 4 · The Hidden Costs of Cheap Sugar
    • · Mexico, Lesson 7 · Mexico rewrites its labor law, and the 68-year gap that explains why
    • · Mexico, Lesson 10 · The Rapid Response Mechanism: an international labor rule with teeth
    • · Mexico, Lesson 12 · The limits, honestly: the cases the United States lost

    What we do and don't cover: Partial: the present-day half is worked in depth — the sugar program's quotas and tariffs with their winners and losers, and the labor-side free-trade argument through NAFTA→USMCA. The Great Depression's trade restrictions (Smoot-Hawley) are not taught.

California · Health & Wellness

Health Education Content Standards for California Public Schools — High School (Grades Nine Through Twelve)

Adopted March 12, 2008 · California Department of Education (CDE) / State Board of Education · retrieved 2026-07-17

California's health standards are organized by content area with eight overarching standards; codes suffix the content area (P = Personal and Community Health). All claims below are from the high-school (grades 9-12) section, Personal and Community Health — the only content area these courses genuinely teach (see notClaimed).

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  • 3.5.P

    Covered
    Assess ways to be a responsible consumer of health products and services.

    Covered by

    • · Spotting Misleading Marketing, Lesson 7 · Health, supplements, and “structure/function” claims
    • · Spotting Misleading Marketing, Lesson 10 · How to verify a claim (and follow the money)

    Note: Taught head-on: how health and supplement marketing dodges the legal line (structure/function claims), and how to verify a claim yourself and follow the money.

  • 3.1.P

    Covered
    Access valid information about personal health products and services available in the community.

    Covered by

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

    Note: Both fronts the standard spans: what valid health information looks like (evidence hierarchies, Cochrane reviews, myths debunked) and how to check a product or service claim before trusting it.

  • 6.1.P

    Covered
    Develop a plan of preventive health management.

    Covered by

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

    Note: Two courses have the learner actually do this: a data-grounded 90-day blueprint built from five weeks of the learner's own numbers, and a plan written with mental contrasting plus implementation intentions.

  • 1.1.P

    Partially covered
    Discuss the value of actively managing personal health behaviors (e.g., getting adequate sleep, practicing ergonomics, and performing self-examinations).

    Covered by

    • · Read Your Body's Data · the whole course: behaviors read against your own resting heart rate, steps, sleep, and activity

    What we do and don't cover: Partial: active management of sleep and activity is the tracker course's whole method — behaviors read daily against your own resting heart rate, steps, and sleep. The standard's other examples (ergonomics, self-examinations) are not taught.

  • 1.2.P

    Partially covered
    Evaluate the importance of regular medical and dental checkups, vaccinations, and examinations.

    Covered by

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

    What we do and don't cover: Partial: the dental half is taught in depth — what a checkup actually catches, and the honestly-bounded mouth-body evidence. Medical checkups and vaccinations are not taught.

  • 6.2.P

    Partially covered
    Develop a plan of preventive dental health management.

    Covered by

    • · Dental Health 101, Lessons 2-5 · brushing, flossing, fluoride, and diet, each tied to its measured effect

    What we do and don't cover: Partial: every element such a plan needs — brushing, flossing, fluoride, diet, visit cadence, each tied to its measured effect — is taught rigorously, but the course prompts the plan rather than collecting and assessing a written one.

  • 7.1.P

    Partially covered
    Analyze environmental barriers to adopting positive personal health practices and strategies for overcoming the barriers.

    Covered by

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

    What we do and don't cover: Partial: barrier-first planning is the WOOP course's core — identify the obstacle, write the if-then that fires when it appears — with trial evidence. The method centres personal obstacles; environmental barriers as a category are covered only as they surface in the learner's own plan.

California · Physical Education

Physical Education Model Content Standards — High School Course 1

Adopted January 12, 2005 · California Department of Education (CDE) / State Board of Education · retrieved 2026-07-17

California's first required high-school PE course (individual/dual activities emphasis). Courses 1 and 2 reuse code numbers, so each is its own framework. An online course cannot demonstrate motor performance, so we claim knowledge- and planning-side standards only — each entry says so.

Read the source document →

  • 2.4

    Covered
    Use physical fitness test results to set and adjust goals to improve fitness.

    Covered by

    • · Read Your Body's Data · Designing Your N-of-1
    • · Read Your Body's Data · The Capstone: My Health Blueprint (assessment, goals, activities, log, 90-day timeline)
    • · Read Your Body's Data · What an N-of-1 Experiment Is / Designing Your N-of-1
    • · Read Your Body's Data · Analyzing Results and Iterating
    • · Read Your Body's Data · Your System Architecture: Triggers, Logging, Review

    Note: The assess-set-adjust cycle is the data course's method: a baseline assessment, goals built from it, and an N-of-1 experiment that adjusts the plan against the learner's own numbers.

  • 2.7

    Covered
    Develop and implement a one-month personal physical fitness plan.

    Covered by

    • · Read Your Body's Data · Designing Your N-of-1
    • · Read Your Body's Data · The Capstone: My Health Blueprint (assessment, goals, activities, log, 90-day timeline)

    Note: The capstone exceeds the standard's window: a 90-day personal plan — assessment, goals, activities, log, timeline — implemented through daily logging from week one.

  • 2.8

    Partially covered
    Analyze consumer physical fitness products and programs.

    Covered by

    • · Spotting Misleading Marketing, Lesson 7 · Health, supplements, and “structure/function” claims
    • · Spotting Misleading Marketing, Lesson 10 · How to verify a claim (and follow the money)

    What we do and don't cover: Partial: analyzing product and supplement marketing claims — and verifying a claim yourself — is taught well; fitness PROGRAMS specifically (gym plans, training systems) are not the worked examples.

  • 1.4

    Partially covered
    Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities.

    Covered by

    • · Golf, Lessons 16-21 · course management, reading the shot, the World Handicap System
    • · Tennis, Lessons 13-17 · the first four shots, Serve +1, court geometry
    • · Football, Lessons 15-18 · formations, pressing, and watching a match like an analyst
    • · Pickleball, Lessons 11-14 · geometry, the third shot, dinking
    • · Lacrosse, Lessons 11-15 · the five fundamentals, offense, defense, transition
    • · Croquet, Lessons 14-15 · the four-ball break and the leave

    What we do and don't cover: Partial, and read this before relying on it: the EXPLAIN half is taught in genuine depth for individual and dual activities — tennis and pickleball court geometry and transition play, golf and croquet strategy. The DEMONSTRATE half happens on a court an online course cannot observe, and aquatic activities are not taught.

California · Physical Education

Physical Education Model Content Standards — High School Course 2

Adopted January 12, 2005 · California Department of Education (CDE) / State Board of Education · retrieved 2026-07-17

California's second required high-school PE course (team activities emphasis) — its own framework because Courses 1 and 2 reuse code numbers. Knowledge-side claims only, as with Course 1.

Read the source document →

  • 1.4

    Partially covered
    Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities.

    Covered by

    • · Golf, Lessons 16-21 · course management, reading the shot, the World Handicap System
    • · Tennis, Lessons 13-17 · the first four shots, Serve +1, court geometry
    • · Football, Lessons 15-18 · formations, pressing, and watching a match like an analyst
    • · Pickleball, Lessons 11-14 · geometry, the third shot, dinking
    • · Lacrosse, Lessons 11-15 · the five fundamentals, offense, defense, transition
    • · Croquet, Lessons 14-15 · the four-ball break and the leave

    What we do and don't cover: Partial: the EXPLAIN half is taught in depth for team activities — football formations, pressing, and transition; lacrosse offense, defense, and transition by name. Combative and gymnastic/tumbling activities are not taught, and the DEMONSTRATE half is out of reach of an online course.

  • 2.8

    Partially covered
    Explain how to evaluate consumer physical fitness products and programs.

    Covered by

    • · Spotting Misleading Marketing, Lesson 7 · Health, supplements, and “structure/function” claims
    • · Spotting Misleading Marketing, Lesson 10 · How to verify a claim (and follow the money)

    What we do and don't cover: Partial: the how-to-evaluate method is taught — named persuasion tactics, the claims marketing may and may not legally make, and how to verify one yourself. Fitness programs specifically are not the worked cases.

  • 2.9

    Partially covered
    Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.

    Covered by

    • · Spotting Misleading Marketing, Lesson 7 · Health, supplements, and “structure/function” claims
    • · Spotting Misleading Marketing, Lesson 10 · How to verify a claim (and follow the money)

    What we do and don't cover: Partial: evaluating supplement claims — including the structure/function line such products exploit — is taught directly; ergogenic aids as a named category are not the worked examples.

California · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

Grades 11-12 · Common Core State Standards Initiative · retrieved 2026-07-13

California adopted the Common Core State Standards in August 2010; SB 1200 (2012) modifications of March 13, 2013, added California-specific standards flagged “CA” in the state's own document (California Common Core State Standards: ELA & Literacy in History/Social Studies, Science, and Technical Subjects). We compared every standard we cite against that document: at grades 11-12 none of the six carries a CA flag and the text is identical — the single variance is a serial comma printed in RI.11-12.6 (“persuasiveness, or beauty”). Mathematics is a SEPARATE adoption, below.

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California · Mathematics

Common Core State Standards for Mathematics

High School: Number and Quantity; Statistics and Probability · Common Core State Standards Initiative · retrieved 2026-08-10

MATHEMATICS WAS CHECKED SEPARATELY FROM ELA, because a state's math and ELA adoptions are not the same decision and several states kept one and not the other. The California Department of Education's mathematics content standards page states that California's math standards are the Common Core State Standards for Mathematics, “adopted by the California State Board of Education in August 2010 (Modified January 2013 Publication Version)”, with the Mathematics Framework implementing them most recently adopted on July 12, 2023 (fetched 2026-08-10). The Framework is guidance for instruction; the standards are the CCSS, so we cite the canonical CCSS codes and add no aliases. This is the first mathematics claim in this catalog, and it comes from one course, How to Read a Number, which teaches the reading of published quantities and grades no arithmetic. Every standard claimed here is therefore an interpret-it standard; the produce-it standards (S-ID.1, .4, .6, .8 and S-IC.2, .4, .5) are deliberately absent and are listed under what we do not claim.

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  • CCSS.Math.Content.HSS-IC.B.6

    Covered
    Evaluate reports based on data.

    Covered by

    • · 1 · The four questions
    • · 8 · Where the number came from
    • · 16 · Capstone: take a number apart
    • · 8 · Recording data so future-you can use it
    • · 9 · Error, uncertainty, and how precise to be

    Note: Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. The strongest mathematics alignment in this catalog: the standard is a single sentence describing evaluation rather than computation, and evaluating a public report against its own evidence is the whole of How to Read a Number, whose capstone requires the learner to do it on a real published number and write the honest version of the sentence it appeared in. Intro to Citizen Science reaches the same standard from the other side, evaluating a report you produced yourself.

  • CCSS.Math.Content.HSS-ID.C.9

    Covered
    Distinguish between correlation and causation.

    Covered by

    • · 11 · Correlation and causation
    • · 12 · Knowledge check: what is hidden, and what polls can say
    • · 6 · The confounder
    • · 3 · What you can measure vs what you care about

    Note: Cluster: Interpret linear models. Taught twice, deliberately, from both sides. How to Read a Number lesson 11 is the READING side: four competing explanations for two things moving together, and what actually establishes causation. Intro to Citizen Science lesson 6 is the COLLECTING side, working six candidate confounders through one relationship, several of which are ways the measurement responds rather than ways the world does.

  • CCSS.Math.Content.HSS-IC.B.3

    Covered
    Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

    Covered by

    • · 1 · What citizen science is, and what it is not
    • · 5 · Where and when you look decides what you find
    • · 7 · Controls and baselines without a laboratory
    • · 13 · Capstone: design a study you could actually run

    Note: Intro to Citizen Science owns this one. Lesson 1 names the three kinds and states the consequence that matters to a volunteer: nearly all citizen science is a survey or an observational study, almost never an experiment, and that ceiling decides what the data will ever be able to say. Lessons 5 and 7 develop how randomisation relates to each and what is available when you cannot randomise.

  • CCSS.Math.Content.HSS-IC.A.1

    Covered
    Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

    Covered by

    • · 9 · What a margin of error actually covers
    • · 10 · Who is not in the sample

    Note: Cluster: Understand and evaluate random processes underlying statistical experiments. Taught across lessons 9 and 10 as the thing a margin of error is computed under and real surveys never achieve: coverage error, nonresponse and likely-voter screening are each presented as a way the sample stops representing the population.

  • CCSS.Math.Content.HSS-ID.A.3

    Covered
    Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

    Covered by

    • · 6 · Averages that hide
    • · 7 · Spread, outliers, and the number that is not there
    • · 13 · Charts that lie

    Note: Lessons 6 and 7. Mean against median on a skewed distribution, what an average discarded, and the argument that deciding whether an outlier is an error, a different population, or the actual finding requires knowing the subject rather than knowing statistics.

  • CCSS.Math.Content.HSN-Q.A.2

    Covered
    Define appropriate quantities for the purpose of descriptive modeling.

    Covered by

    • · 2 · Counts, rates, and per-capita
    • · 4 · The denominator is the argument
    • · 14 · Apportionment: the math of representation

    Note: Lesson 4 is this standard applied to civic measurement: turnout over registered voters, over the voting-eligible population, or over the voting-age population are three defensible quantities for one phenomenon, and choosing among them decides what is being described. Lesson 2 does the same for counts against rates against exposure-based rates.

  • CCSS.Math.Content.HSN-Q.A.3

    Covered
    Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

    Covered by

    • · 3 · Percent, percentage point, and percent change
    • · 8 · Where the number came from
    • · 9 · What a margin of error actually covers
    • · 8 · Recording data so future-you can use it
    • · 9 · Error, uncertainty, and how precise to be

    Note: A judgment rather than a computation, which is why a course that grades no arithmetic can claim it honestly. In How to Read a Number, lesson 8 separates a census from a sample estimate from a projection and refuses to quote a revisable figure without its release, and lesson 9 establishes that a stated margin of error is a lower bound on uncertainty. Intro to Citizen Science lesson 9 makes it a rule the learner applies to their own data: a derived number cannot be more precise than its roughest input.

  • CCSS.Math.Content.HSS-IC.A.2

    Partially covered
    Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.

    Covered by

    • · 9 · What a margin of error actually covers
    • · 10 · Who is not in the sample

    What we do and don't cover: PARTIAL, and the gap is the whole second half of the standard. The course teaches the judgment (a three-point move inside a four-point margin is consistent with nothing having changed) but never has the learner run a simulation, because Wave 1 of this track cannot grade a produced number. Do not round this up.

  • CCSS.Math.Content.HSS-ID.C.7

    Partially covered
    Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

    Covered by

    • · 6 · Averages that hide
    • · 7 · Spread, outliers, and the number that is not there
    • · 13 · Charts that lie

    What we do and don't cover: PARTIAL. The learner reads fitted lines and dual-axis charts critically (lesson 13) and is asked what a choice of scale does to an apparent relationship, but is never asked to fit a model or state a slope. Interpretation without production.

  • CCSS.Math.Content.HSN-Q.A.1

    Partially covered
    Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

    Covered by

    • · 2 · Counts, rates, and per-capita
    • · 4 · The denominator is the argument
    • · 14 · Apportionment: the math of representation

    What we do and don't cover: PARTIAL by design: the formulas half of the standard is not taught. The graphs half is taught head-on, because choosing and interpreting the scale and the origin of a display is precisely what lesson 13 examines (truncated axes, dual axes, the chosen window). Lessons 2 and 4 do the units half through denominators.

California · Science

Next Generation Science Standards (NGSS)

HS-ESS1 Earth's Place in the Universe; HS-ESS2 Earth's Systems; HS-ESS3 Earth and Human Activity · NGSS Lead States / nextgenscience.org · retrieved 2026-08-10

On September 4, 2013, the State Board of Education adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS), as required by Education Code 60605.85. California's only edits to the NGSS are to seven clarification statements — we fetched CDE's edits document and HS-ESS3-1 is not among them, so the one performance expectation we cite is verbatim in California. This is not a science course; see the note on the entry itself.

Read the source document →

  • HS-ESS1-3

    Covered
    Communicate scientific ideas about the way stars, over their life cycle, produce elements.

    Covered by

    • · 7 · Reading a star: the HR diagram
    • · 13 · What stars make

    Note: Lesson 13 is this expectation. It gives the mechanism without equations (hydrogen to helium, heavier elements as the core contracts and heats, the stop at iron because fusion past it no longer releases net energy, and the extreme conditions of stellar death for what comes after), and then sets out the four independent lines of evidence that support it. Communicating the idea IS the lesson, which is why this one is full rather than partial.

  • HS-ESS2-2

    Partially covered
    Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

    Covered by

    • · 2 · Where a river's water comes from
    • · 6 · Sediment, and what a dam does to it
    • · 9 · Why the oxygen runs out
    • · 10 · A thousand miles of nitrogen

    What we do and don't cover: The best NGSS fit in the catalog for a feedback argument. The River and the Watershed is built out of them: paving a watershed raises flood peaks AND lowers baseflow through one mechanism (lesson 2); a dam trapping sediment starves the channel below and stops resupplying the delta a thousand miles away (lesson 6); fertiliser on an Indiana field ends as an oxygen-depleted zone in the Gulf (lessons 9 and 10). PARTIAL because of the first verb: the learner ANALYZES geoscience data only in the capstone, where they read a USGS gauge record and an EPA impairment listing for their own watershed. The lessons supply the analysis; the student repeats it once.

  • HS-ESS2-5

    Partially covered
    Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

    Covered by

    • · 5 · The river shapes the land
    • · 6 · Sediment, and what a dam does to it
    • · 9 · Why the oxygen runs out

    What we do and don't cover: PARTIAL, and the gap is the entire first half of the sentence. The CONTENT is taught directly and at length: water's properties drive erosion and deposition, meanders, cut banks and point bars (lesson 5), sediment transport and what a dam does to it (lesson 6), and density stratification, which is why the Gulf hypoxic zone persists through the summer (lesson 9). But the learner never PLANS AND CONDUCTS AN INVESTIGATION. There is no laboratory work in this catalog and no fieldwork is required to finish this course. If your science requirement is assessed on students conducting investigations, this contributes and does not discharge. Course 4 of this track teaches how to design one; running it is still the student's own project.

  • HS-ESS1-2

    Partially covered
    Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

    Covered by

    • · 5 · Light itself
    • · 11 · Redshift and an expanding universe
    • · 12 · The Hubble tension
    • · 16 · Capstone: trace a number down the ladder

    What we do and don't cover: The strongest CONTENT match in this catalog: the performance expectation names light spectra, the motion of distant galaxies, and the composition of matter, and those are lessons 5, 11 and 13 of How We Know What's Out There. PARTIAL, and the missing piece is the practice rather than the content: the course supplies and examines the evidence, and the student is asked to construct an explanation only in the graded capstone, where they trace a published number down the chain of inference. If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it and does not discharge it.

  • HS-ESS1-1

    Partially covered
    Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.

    Covered by

    • · 7 · Reading a star: the HR diagram
    • · 13 · What stars make

    What we do and don't cover: PARTIAL, and the gap is the verb. Fusion as the sun's energy source and the arc of a star's life are taught (lessons 7 and 13, via the main sequence and stellar evolution), but the student never DEVELOPS A MODEL, which is the performance the expectation actually requires. Do not round this up.

  • HS-ESS3-1

    Partially covered
    Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

    Covered by

    • · 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

    What we do and don't cover: Read this one carefully before you rely on it. This is NOT a science course, it has no laboratory work, no investigations and no scientific modelling. What it does have is precisely the content of HS-ESS3-1: resource availability and climate change shaping what humans do and where. The lessons supply the evidence; the STUDENT constructs the explanation only in the Coffee project (Option B). If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it, it does not discharge it.

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 — the interpret-it standards only, and never the produce-it ones. One course, How to Read a Number, teaches the reading of published quantities: provenance, denominators, what a summary discarded, what a margin of error covers, correlation against causation, and the arithmetic of representation. It grades no arithmetic. Every assessment is scenario multiple-choice or a click-to-reveal self-check, and the learner is never asked to produce a number. So we claim the standards about interpreting and evaluating data, and we do NOT claim S-ID.1, S-ID.4, S-ID.6, S-ID.8, S-IC.2, S-IC.4 or S-IC.5, every one of which requires the student to construct a plot, fit a model, compute a correlation coefficient, run a simulation, or develop a margin of error. A course that never asks for those cannot claim them. If your mathematics requirement is assessed on students producing statistical work, this contributes to it and does not discharge it. We also claim nothing in algebra, functions, geometry or probability, because we teach none of it.
  • Science — one partial claim, via the shared NGSS file. California adopted the NGSS verbatim (September 4, 2013), so our one honest science claim — HS-ESS3-1, partial — comes through the shared NGSS mapping with the limit stated on the entry. We verified California's edits document: it touches seven clarification statements, none of them HS-ESS3-1. There is no laboratory work, no investigation, and no modelling in this catalog, and we will not claim more.
  • The California Civics flagship's structure lessons have mostly no California code to cite. California Civics: How Your State Government Works teaches the 1879 constitution, the plural executive (a Lieutenant Governor elected separately from the Governor), the 120-seat Legislature, the top-two primary, and AB 37's universal mail ballots — from California's own official sources. But the 1998 Principles of American Democracy standards are overwhelmingly FEDERAL: state government enters only through the comparative 12.7 standards (lawmaking, courts, local responsibilities — which the course backs) and direct democracy through 12.6.5. The plural executive, the Legislature's shape, and California's election on-ramps have no code to cite. The gap is in the standards, not the course.
  • The Great Migration — California's 1998 standards never name it. An entire course teaches the Great Migration, but the 1998 document contains no standard on it: 11.2's rural-to-urban migration is the European-immigration industrial city, and 11.10.5's civil-rights diffusion names the churches, not the Migration. The Migration's content maps only where the standards name its people and politics (11.10.1, 11.10.4). The gap is in the standards, not the lessons.
  • 10.2's named revolutions exclude Haiti. Our deep revolution is the Haitian Revolution — taught through to the 1825 indemnity. California's 10.2 compares the Glorious, American, and French Revolutions, and its philosopher list reaches Latin America only through Bolívar; Haiti is not named anywhere in the document. We do not stretch adjacency into coverage, so 10.2 is not claimed.
  • Most of the Grade 12 civics standards we checked. 12.1.1-12.1.4 (the political-philosophy genealogy and the Federalist Papers as texts), 12.2.2 (economic rights), 12.2.5 (reciprocity of rights and obligations as a named concept), 12.3.1-12.3.4 (civil society), 12.4.3 (identify your current representatives — a live exercise our courses prompt but do not assess), 12.5.2 (judicial activism versus restraint), 12.5.4 (the civil-rights controversy case list), 12.6.1/12.6.3 (party history, polls and campaign funding), 12.7.1/12.7.5/12.7.8 (intergovernmental conflict resolution, public-policy formation, presidential case studies), 12.8.1-12.8.3 (media influence on political life — our media-literacy course is consumer protection, not political media analysis), and 12.9.1-12.9.6/12.9.8 (comparative systems beyond the Poland standard) — the courses do not genuinely teach these, so we do not claim them.
  • Economics standards we checked and rejected — and no economic-systems home. All of Econ 12.1 (scarcity, opportunity cost, incentives as named concepts), 12.2.1/12.2.3-12.2.10 (market mechanics as a unit), 12.3 (fiscal and monetary policy), 12.4.2/12.4.3 (the current labor market and wage theory), and 12.5 (macroeconomic measurement) are not genuinely taught. The reciprocity-versus-market-economies content — taught directly and at length — has no home either: California's 1998 economics section contains no comparative-economic-systems standard (12.9.1 in the civics section touches economic philosophies, but as regime ideology, which our courses reach only for Poland). The gap is in the standards, not the lessons.
  • Health content areas beyond Personal and Community Health. Nutrition and Physical Activity, Growth/Development and Sexual Health, Injury Prevention and Safety, Alcohol/Tobacco/Other Drugs, and Mental/Emotional/Social Health were checked against the grades 9-12 standards and are not genuinely taught by these courses. The BVC drug-history curriculum teaches the HISTORY and policy of substances, not the health-behavior content the ATOD standards ask for (e.g., 1.1.A's health benefits of abstaining), so it claims nothing there.
  • PE performance and participation standards — and no technology standard to cite. Every Course 1 and Course 2 standard that asks a student to DEMONSTRATE movement, PARTICIPATE in activity, or achieve measured fitness levels (all of Standard 1's performance halves, 2.1-2.3, 2.5, and the Standard 3 self-responsibility-in-activity outcomes) is out of reach of an online course; we claim knowledge- and planning-side standards only. And unlike Arizona (S3.H2.L2) and Arkansas (PFL.3.3), California's 2005 document predates wearables and has no technology-for-activity standard — so our tracker course's strongest PE claim has no California code. The gap is in the standards, not the course.
  • The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. California's closest frameworks (Computer Science, World Languages) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no California claims this pass.

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