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)(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)(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.

• §110.37(c)(11)(G)

  Covered

  examine sources for: (i) credibility and bias, including omission; and (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

  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: Reading a text for bias including omission is the media-literacy method run in every episode, and identifying fallacious reasoning is taught by name (Reefer Madness, Doubt Is Our Product).

• §110.37(c)(8)(G)

  Covered

  analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.

  Covered by

  • BVC: Sugar — The Sweet Revolution

  • · Ep 4 · Blood-Sweetened Luxury
  • · Ep 15 · Torches of Freedom
  • · Ep 17 · Lin Zexu's Letter
  • · Ep 16 · Three Sentences, Three Policies
  • · Ep 15 · Doubt Is Our Product
  • · Ep 19 · Peer Review Versus Press Release
  • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)
  • · Ep 16 · Reefer Madness and the Language of Fear

  Note: Rhetorical devices and fallacies are analyzed in real primary texts — Lin Zexu's letter, the abolitionist sugar-boycott pamphlets, Torches of Freedom, and fear-based drug-policy media.

• §110.37(c)(8)(A)

  Covered

  analyze the author's purpose, audience, and message within a text;

  Covered by

  • BVC: Sugar — The Sweet Revolution

  • · Ep 4 · Blood-Sweetened Luxury (the abolitionist sugar boycott)
  • · Ep 8 · Selling Prohibition
  • · Ep 15 · Torches of Freedom
  • · Ep 17 · Lin Zexu's Letter (using Britain's own values against its opium policy)

• §110.37(c)(5)(J)

  Covered

  defend or challenge the authors' claims using relevant text evidence.

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom

  • · Ep 15 · Doubt Is Our Product
  • · Ep 19 · Peer Review Versus Press Release
  • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)
  • · 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

  Note: Authors' differing accounts of the same events are put side by side and their evidence assessed — the reader is taught to defend or challenge each claim.

• §110.37(c)(7)(E)

  Partially covered

  analyze characteristics and structural elements of argumentative texts such as: (i) clear arguable claim, appeals, and convincing conclusion; (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and (iii) identifiable audience or reader; and

  Covered by

  • BVC: Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, Option D, a 1,200-1,500 word research paper with a required counterargument section
  • · Ep 15 · Doubt Is Our Product
  • · Ep 19 · Peer Review Versus Press Release
  • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)

  What we do and don't cover: Argumentative structure — claim, evidence, and a required counterargument section — is exactly the Coffee project's Option D, and arguments are evaluated for validity throughout. But the composing side is one optional project in one episode, not a writing programme.

• §110.37(c)(11)(H)

  Partially covered

  display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

  Covered by

  • BVC: Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, Option B, 3+ peer-reviewed sources and an APA bibliography
  • · Ep 1 · Assignment, Option C, interview ethics: informed consent, right to review
  • · 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 project requires authoritative sources, an APA bibliography, and interview ethics (informed consent). Only the Coffee episode currently ships such a project, so we claim it for what it is.

• §115.38(c)(1)(A)

  Partially covered

  analyze health information based on health-related standards;

  Covered by

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

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

  What we do and don't cover: Evaluating health information is taught rigorously in two domains — dental-health evidence (evidence hierarchies, Cochrane reviews, myths debunked) and health-product/supplement marketing claims. The broader personal- and community-health scope of the strand is not this catalog's subject.

• §115.38(c)(1)(C)

  Partially covered

  discuss the importance of early detection and warning signs that prompt individuals of all ages to seek health care.

  Covered by

  • Dental Health 101: What the Science Actually Says

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

  What we do and don't cover: What a regular dental checkup catches, and the mouth-body evidence, is taught honestly as one early-detection case. General early-detection across conditions is not covered.

• §115.38(c)(3)

  Partially covered

  explain and demonstrate decision-making skills based on health information.

  Covered by

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

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

  What we do and don't cover: Two courses have the learner actually do this on their own data — a 90-day health blueprint and a WOOP plan with if-then implementation intentions — which is decision-making based on health information. The strand's framing (a healthy self-concept) is broader than what the courses target.

• §116.62(c)(3)(H)

  Covered

  select and use appropriate technology tools to evaluate, monitor, and improve health-related fitness;

  Covered by

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

  • · Read Your Body's Data · Pick Your Device and Where to Log It
  • · Read Your Body's Data · Setting Up Your Device and a Baseline Protocol
  • · Read Your Body's Data · Intensity Minutes: The Strongest Longevity Metric

  Note: This is the course's literal premise: the learner uses a wearable (or a phone) plus a daily log, every day for five weeks, to read and support their own activity.

• §116.62(c)(3)(I)

  Covered

  design and implement a personal fitness program that includes health-related fitness components;

  Covered by

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

  • · 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 · The Capstone: My Health Blueprint (a 90-day plan built from five weeks of your own data)

  Note: The capstone is exactly this: a baseline assessment, goals, an activity plan, a daily log, and a 90-day timeline, all built from the learner's own data.

• §116.62(c)(5)(E)

  Covered

  evaluate consumer issues and trends related to physical fitness such as marketing claims promoting fitness and nutritional products, services, and supplements;

  Covered by

  • Spotting Misleading Marketing

  • · 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: Evaluating fitness- and supplement-marketing claims, and verifying a claim yourself, is taught directly.

• §116.64(c)(2)(C)

  Partially covered

  describe appropriate practice procedures to improve skill and strategy in a sport;

  Covered by

  • Golf: Play It, Know It, Work In It
  • Tennis: Play It, Read It, Work In It
  • Football: Play It, Read It, Work In It
  • Pickleball: Play It, Question It, Build With It
  • Lacrosse: The Creator's Game
  • Croquet: How to Play, How to Think, and How to Build in the Sport

  • · 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: The concepts, strategies, and tactics of a sport are taught in depth across golf, tennis, football, pickleball, lacrosse, and croquet. But most of this section's outcomes ask a student to DEMONSTRATE motor competency, which an online course cannot; we claim the knowledge side only.

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. It also does no personal-finance instruction, so the Personal Financial Literacy strands of Economics (§113.31(d)(15)-(20)) and the standalone Personal Financial Literacy course (§113.49) are not claimed.
• 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.
• 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.