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Better Vice Club

Arizona standards alignment

Designed for high school. Below is every Arizonastandard 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.

6
standards mapped
2
fully covered
4
partially covered
3
frameworks

Read this before you rely on it

  • We mapped this ourselves. This alignment was done by Better Vice Club against the published standards. It has not been reviewed, endorsed, or approved by Arizona'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.

Subject

Filtering by course: BVC: Beer — Liquid Bread

Showing 6 standards covered by BVC: Beer — Liquid Bread. Clear filters

Arizona · Social Studies

Arizona History and Social Science Standards

2018 · modified 8/23/19 · Arizona Department of Education (ADE) · retrieved 2026-07-16

Arizona's one K-12 social-studies document. Unlike Indiana's per-course standards, Arizona's high-school codes are ANCHOR standards (Civics, Economics, Geography, History, and Disciplinary Skills), and LEAs build their courses from them — so one anchor can be met across several of our courses. Arizona requires all twenty-one anchor standards be taught by graduation.

Read the source document →

  • HS.C4.2

    Partially covered
    Evaluate local, state, national, and international policies in terms of intended and unintended outcomes and related consequences.

    Covered by

    • · Ep 4 · The Hidden Costs of Cheap Sugar
    • · Ep 8 · Prohibition, the Experiment That Failed
    • · Ep 8 · Selling Prohibition (the rhetoric that drove the movement)
    • · Ep 18 · Bolivia's Bet (Bolivia's legal coca model against U.S.-funded eradication)
    • · Ep 18 · The Balloon Effect
    • · Ep 17 · Where the Poppy Grows (Afghanistan and the Golden Crescent)
    • · Ep 16 · The Justice Gap

    What we do and don't cover: Partial: NATIONAL and INTERNATIONAL policies are evaluated in real depth — the U.S. sugar program (intended: stable prices; unintended: ~$3.5bn/yr consumer cost), Prohibition, and the War on Drugs (the balloon effect is an unintended-consequences lesson by name). Local and state policies are not evaluated this way.

  • HS.G3.3

    Partially covered
    Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.

    Covered by

    • · 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

    What we do and don't cover: Partial: published climate forecasts and their implications for growers, land use, and production regions are analyzed in depth (coffee, cacao, kava, beer). Climate-driven human MIGRATION is touched, not worked.

  • HS.H1.7

    Partially covered
    Analyze how technological innovation and trade has affected economic development and transformed societies.

    Covered by

    • · Ep 2 · The Roads Tea Traveled
    • · Ep 8 · Liquid Bread and the First Cities (the Code of Hammurabi, c. 1754 BCE, legislates beer)

    What we do and don't cover: Partial: the TRADE half is deep (the Tea Horse Road and Maritime Silk Road; grain trade and the first cities). Technological innovation as a driver is not taught head-on.

  • HS.H4.3

    Partially covered
    Examine how access to information and technology has been used to influence society.

    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
    • · Ep 1 · Reading a Coffee Ad
    • · Ep 3 · Reading a Chocolate Ad
    • · 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

    What we do and don't cover: Partial: one deep case — the Chicago Defender, smuggled south, as information access that moved a million people — plus a media-literacy lesson in every BVC episode on how ads and campaigns use information to influence. Not a general information-technology history.

Arizona · English/Language Arts

Arizona's English Language Arts Standards — 9-10th Grade

2016 Final · Arizona Department of Education (ADE) · retrieved 2026-07-16

Arizona writes its own ELA standards; ADE's ELA page links these 2016 'Final' grade-band documents as current. The codes are Arizona's own — Arizona is not mapped through our shared Common Core file.

Read the source document →

Arizona · English/Language Arts

Arizona's English Language Arts Standards — 11-12th Grade

2016 Final · Arizona Department of Education (ADE) · retrieved 2026-07-16

Arizona writes its own ELA standards; ADE's ELA page links these 2016 'Final' grade-band documents as current. The codes are Arizona's own — Arizona is not mapped through our shared Common Core file.

Read the source document →

What we don't claim

A standards page is only worth reading if the omissions are honest too. We looked at these and left them out:

  • Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Arizona mathematics standard.
  • Science — two partial claims, no more. Arizona is not an NGSS state; we verified that against the 2018 Arizona Science Standards document itself rather than assuming it. There is no laboratory work, no investigation, and no modelling in this catalog, so we claim exactly two Earth-science standards, partially, and explain the limit on each entry.
  • HS.C2.5 — the Arizona-rights comparison our Arizona course does not make. HS.C2.5 asks students to compare the rights guaranteed in the Arizona Constitution to those in the U.S. Constitution. Arizona Civics teaches Arizona's structure and direct democracy, not a clause-by-clause rights comparison — so despite being our Arizona flagship, it does not meet this standard and we do not claim it. HS.C2.6 (contributions of individuals and groups, including Arizonans) is likewise not taught.
  • Most of the Civics and Economics anchors we checked. HS.C1.1-C1.4 (civic virtues and deliberative processes as named content), HS.C2.2, HS.C3.3 (parties, interest groups, and media's impact on institutions — our media-literacy course is consumer protection, not political media analysis), HS.C3.4 (international order), HS.C4.4-C4.7 (public-policy decision analysis and in-classroom deliberation), all of HS.E1 (financial literacy), HS.E2 (scarcity and incentives as named concepts), HS.E3.1/E3.3/E3.4, HS.E4 (the domestic economy, fiscal and monetary policy), and HS.E5.2/E5.4 — the courses do not genuinely teach these, so we do not claim them.
  • Arizona's Economics anchors have no economic-systems standard. The curriculum contrasts traditional (reciprocity) and market economies directly and at length, but Arizona's high-school Economics anchors (HS.E1-E5) contain no economic-systems standard for it to meet — the closest homes are financial literacy and market mechanics. The gap is in the standards, not the lessons.
  • Arizona's 2016 ELA standards have no media-bias standard. Indiana's 9-10.CC.8 and 11-12.CC.8 (analyze bias in media; analyze media's impact on the public) are where our media-literacy work maps. Arizona's 2016 ELA standards contain no comparable standard — we searched the 9-10 and 11-12 documents. The closest, 11-12.SL.2, is about integrating sources, and we claim it for what it is. The gap is in the standards, not the lessons.
  • PE Standard 2 — no honest home for the sport-strategy courses. Arizona's high-school Standard 2 outcomes are specific: dance forms (S2.H1.L1, S2.H4), biomechanics vocabulary (S2.H2), practice planning (S2.H3), and the historical role of games in society (S2.H1.L2). None of them is the concepts-strategies-tactics knowledge our golf, tennis, football, pickleball, lacrosse, and croquet courses teach in depth, so — unlike Indiana, whose HSL1.2.1.A names exactly that — Arizona gets no Standard 2 claim. And every outcome that asks a student to DEMONSTRATE motor skill or participate is out of reach of an online course; we claim knowledge-side outcomes only.
  • Health strands beyond 1, 3, and 6. Strand 2 (analyzing influences), Strand 4 (interpersonal communication), Strand 5 (decision-making), Strand 7 (practicing health behaviors, as observed practice), and Strand 8 (advocacy) were checked against the Grades 9-12 performance objectives and are not genuinely taught by these courses. Strand 6 Concept 2 PO 3 (a long-term personal health plan) was considered and rejected: the blueprint is a 90-day plan, and we will not stretch '90 days' into 'long-term'.
  • The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Arizona's closest frameworks (Computer Science, World and Native Languages, Educational Technology) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Arizona claims this pass.

See it for yourself

Don't take the mapping on trust. Open the lesson and check it against the standard. Every course publishes its sources too.

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