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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.

20
standards mapped
10
fully covered
10
partially covered
1
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.

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Showing 20 standards in Social Studies. 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.E5.1

    Covered
    Evaluate the advantages and disadvantages of global trade.

    Covered by

    • · Ep 1 · Follow the Money: Bean to Cup
    • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
    • · Ep 3 · The Commodity Trap
    • · Ep 12 · The Jimador's Share
    • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
    • · Ep 21 · The Smile Curve, Confirmed
    • · Ep 7 · Who Captures the Value

    Note: Evaluating who wins and loses from global trade is the series' spine: 21 episodes trace the advantages (market access, income) and the disadvantages (the commodity trap, value captured downstream) through real chains, and test the pattern.

  • HS.E5.3

    Covered
    Explain why nations chose to trade and how it is regulated.

    Covered by

    • · 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 4 · The Hidden Costs of Cheap Sugar

    Note: Both halves: WHY nations trade (the growing belts — climate and soil decide where commodities can grow, so trade follows) and HOW it is regulated (the U.S. sugar program's import quotas, tariffs, and price supports, worked in detail).

  • HS.G1.1

    Covered
    Use geographic data to explain and analyze relationships between locations of place and regions.

    Covered by

    • · 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 · 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

    Note: The Commodity Map itself is this standard: every episode pinned at its origin, the Growing Belts map by latitude band and country, and the Coffee project has the student prepare maps and data tables of their own.

  • HS.G2.1

    Covered
    Analyze interactions within and between human and physical systems.

    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
    • · 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 curriculum's method: volcanic soil and altitude deciding what grows, climate change redrawing the map, karst limestone shaping bourbon — physical systems shaping human activity and back.

  • HS.G2.2

    Covered
    Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.

    Covered by

    • · 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 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 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: Taught through the plantation and colonial cash-crop systems: political and economic decisions (conquest, the triangular trade, imperial monopolies) remaking the environments and cultures of the Caribbean, West Africa, South Asia, and Oceania — and how those decisions persist today.

  • HS.H1.3

    Covered
    Evaluate the consequences that resulted from civilizational and cultural interactions.

    Covered by

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

    Note: The consequences of conquest and colonization — the Columbian Exchange, the transatlantic slave trade, the effects on Maya and Aztec society — are taught directly, through the plants those societies governed.

  • HS.H2.3

    Covered
    Evaluate the short- and long- term impacts of conflicts and their resolutions.

    Covered by

    • · Ep 17 · The Opium Wars
    • · Ep 17 · Lin Zexu's Letter
    • · Ep 11 · The Haitian Revolution
    • · Ep 11 · The Debt of Freedom
    • · Ep 11 · The Black Jacobins (C.L.R. James)
    • · 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

    Note: Three conflicts worked at real depth, each with both time horizons: the Opium Wars (and their long consequences for China), the Haitian Revolution (through the 1825 indemnity and Haiti's modern poverty), and martial-law Poland (through the 1989 negotiated resolution and its price).

  • HS.H3.5

    Covered
    Explain how different labor systems developed and affected societies over time.

    Covered by

    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution
    • · 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
    • · 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: Labor systems over time is what this catalog does best: enslaved plantation labor and the resistance to it, industrial wage labor and the union movement, the Wagner Act's legal regime and who it excluded, and the NAFTA→USMCA cross-border labor order.

  • HS.H4.1

    Covered
    Examine how historically marginalized groups have affected change on political and social institutions.

    Covered by

    • · 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
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 4 · Resistance and Revolution
    • · Ep 11 · The Maroons
    • · Ep 11 · The Haitian Revolution
    • · The Great Migration, Lesson 6 · The Black press as engine: the Chicago Defender
    • · The Great Migration, Lesson 7 · The Harlem Renaissance & the New Negro

    Note: Taught as agency, not victimhood: the Black urban vote the Great Migration created, Randolph to Memphis, the Maroons and the Haitian Revolution, and the Black press as an engine of change.

  • HS.SP2.2

    Covered
    Analyze the ways in which perspective shapes recorded history.

    Covered by

    • · 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)
    • · Ep 4 · Whose Voice Tells the Story

    Note: This is the Whose Voice method: a planter's account read against Equiano and Mary Prince, the documentary record read against the oral record that preserved Nathan Green, and reading a text for what it leaves out.

  • 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.E3.2

    Partially covered
    Evaluate how numerous factors and conditions influence market prices.

    Covered by

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

    What we do and don't cover: Partial: what moves prices is taught through commodity markets — supply shocks, inelastic demand absorbing a ~70% coffee price spike, market structure along the chain. It is not a general markets-and-pricing unit.

  • HS.G3.1

    Partially covered
    Analyze the reciprocal nature of how historical events and the diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.

    Covered by

    • · The Great Migration, Lesson 4 · Routes and railroads: the three streams
    • · The Great Migration, Lesson 5 · Arrival: Chicago, Detroit, New York, and the Pacific Northwest
    • · The Great Migration, Lesson 9 · Faith, family & mutual aid
    • · 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

    What we do and don't cover: Partial, at case-study depth: the Great Migration (six million people, the events that pushed and the Black press that pulled, and the urban population distribution it created) and the diffusion of crops among regions. Not a general treatment of world migration.

  • 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.G4.2

    Partially covered
    Analyze patterns of global power and influence in respect to trade, demographics, politics, and resource availability and use.

    Covered by

    • · 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 3 · The Commodity Trap
    • · Ep 7 · Who Captures the Value
    • · Ep 21 · The Smile Curve, Confirmed
    • · Ep 1 · Follow the Money: Bean to Cup
    • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
    • · Ep 12 · The Jimador's Share
    • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)

    What we do and don't cover: Partial: global power is analyzed through trade, politics, and resource availability (who captures value, how colonial patterns persist, why producers stay poor). The DEMOGRAPHICS lens the standard also names is not taught.

  • 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.H3.3

    Partially covered
    Compare the ways in which economic philosophies influenced political, economic, and social developments.

    Covered by

    • · Ep 5 · The Reciprocity Economy
    • · Ep 6 · Ceremony Meets the Market
    • · Ep 7 · Two Ways of Doing Economics
    • · 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: two comparisons are taught well — reciprocity economies against market economies (directly, at length), and a communist workers' state against the union that unmade it. Not a survey of economic philosophies.

  • 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.

  • HS.SP3.3

    Partially covered
    Analyze the relationship between primary sources and the secondary interpretations made from them including possible limitations in various kinds of evidence and differing secondary interpretations.

    Covered by

    • · 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 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

    What we do and don't cover: Partial: the curriculum models this constantly — every Great Migration lesson points to its real archive, and a widely repeated unsupported statistic becomes a limitations-of-evidence lesson — but sustained student-run source analysis is prompted, not assessed.

  • HS.SP3.6

    Partially covered
    Construct and present arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

    Covered by

    • · Ep 1 · Assignment, Option D, a 1,200-1,500 word research paper with a required counterargument section

    What we do and don't cover: Partial: the Coffee project's Option D requires exactly this, counterargument section included — but it is one optional project in one episode, so we will not claim a writing programme.

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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