Texas standards alignment

• §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

  • Coffee — The Daily Global Connection
  • Tea — The Way of Tea
  • Chocolate — Food of the Gods
  • 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.

• §113.43(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

  • Coffee — The Daily Global Connection
  • Tea — The Way of Tea
  • Chocolate — Food of the Gods
  • Sugar — The Sweet Revolution
  • Guayusa & Kola Nut — Forest Wisdom
  • 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

  • Coffee — The Daily Global Connection
  • Chocolate — Food of the Gods
  • Kava — The Root of Peace
  • Tea — The Way of Tea
  • Sugar — The Sweet Revolution
  • 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)(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

  • Coffee — The Daily Global Connection
  • Tea — The Way of Tea
  • Chocolate — Food of the Gods
  • Sugar — The Sweet Revolution
  • Guayusa & Kola Nut — Forest Wisdom
  • Kava — The Root of Peace
  • 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)(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

  • Coffee — The Daily Global Connection
  • Tea — The Way of Tea
  • Chocolate — Food of the Gods
  • 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.

• §113.42(d)(7)(B)

  Covered

  explain the impact of the Columbian Exchange;

  Covered by

  • Chocolate — Food of the Gods
  • Sugar — The Sweet Revolution
  • Coffee — The Daily Global Connection
  • 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

  • Chocolate — Food of the Gods
  • Sugar — The Sweet Revolution
  • Tea — The Way of Tea
  • Guayusa & Kola Nut — Forest Wisdom
  • 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)(28)(C)

  Covered

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

  Covered by

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

  • · 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.

• §113.41(d)(28)(D)

  Covered

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

  Covered by

  • Coffee — The Daily Global Connection
  • Tea — The Way of Tea
  • Chocolate — Food of the Gods
  • 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 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.

• §113.31(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

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

  • Coffee — The Daily Global Connection
  • 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

  • Coffee — The Daily Global Connection
  • Tea — The Way of Tea
  • Chocolate — Food of the Gods
  • 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

  • Coffee — The Daily Global Connection
  • Tea — The Way of Tea
  • Chocolate — Food of the Gods
  • 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

  • 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

  • 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

  • Sugar — The Sweet Revolution
  • Chocolate — Food of the Gods
  • 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.

What we don't claim

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

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