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ElementaryMBA

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.

4
standards mapped
2
fully covered
2
partially covered
1
frameworks

Read this before you rely on it

  • We mapped this ourselves. This alignment was done by ElementaryMBA 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: My Daily Altar — Season Synthesis

Showing 4 standards covered by My Daily Altar — Season Synthesis. 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.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.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.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.

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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