Skip to content

Learn.WitUS

Delaware standards alignment

Designed for high school. Below is every Delawarestandard 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.

25
standards mapped
10
fully covered
15
partially covered
3
frameworks

Narrow by subject or course ↓

Read this before you rely on it

  • We mapped this ourselves. This alignment was done by Learn.WitUS against the published standards. It has not been reviewed, endorsed, or approved by Delaware'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.

Delaware · Social Studies

Delaware Social Studies Standards — Civics, Economics, Geography, and History (End of Cluster Expectations, Grades 9-12)

Delaware Social Studies Standards · Grades 9-12 End of Cluster Expectations · Delaware Department of Education (DDOE) / Delaware Social Studies Education Project · retrieved 2026-07-19

Delaware's Social Studies Standards are four anchor strands (Civics, Economics, Geography, History), each with grade-cluster End of Cluster Expectations. The Civics strand's four anchor standards — Government, Politics, Citizenship, and Participation — anchor the Delaware Civics flagship; the Economics, Geography, and History strands host the BVC commodity, colonial, and labor catalog. We cite each strand's Grades 9-12 expectation as printed (see the file header for the DSSEP provenance and the casing note).

Read the source document →

  • Civics Standard Three (Citizenship), Grades 9-12

    Covered
    Students will understand that citizens are individually responsible for keeping themselves informed about public policy issues on the local, state, and federal levels; participating in the civic process; and upholding the laws of the land.

    Covered by

    • · Delaware Civics, Lesson 5 · Local government (just three counties) and how to take part
    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
    • · Voting & Elections 101, Lesson 1 · Registering to vote

    Note: The benchmark's exact triad is the flagship's “how to take part” lesson: keeping informed on public-policy issues, participating in the civic process (registering and voting, showing up at county, city, and school-board meetings, contacting legislators), and upholding the law — taught for the local and state levels Delaware's course centers, with the general civics courses covering the federal level.

  • History Standard Two (Analysis), Grades 9-12 — primary and secondary sources

    Covered
    students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.

    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 4 · Whose Voice Tells the Story
    • · 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 euphemistic account read against first-person narratives by formerly enslaved writers, the documentary record read against the oral record, and a repeated unsupported statistic exposed — teaching students to separate historical fact from interpretation using primary and secondary sources.

  • History Standard Three (Interpretation), Grades 9-12

    Covered
    students will compare competing historical narratives, by contrasting different historians' choice of questions, use and choice of sources, perspectives, beliefs, and points of view, in order to demonstrate how these factors contribute to different interpretations.

    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)

    Note: Comparing competing historical narratives by contrasting authors' questions, sources, and points of view is the curriculum's signature move — the Nathan Green lesson sets the documentary record against the oral record and teaches why they differ and how historians choose.

  • Economics Standard Four (International Trade), Grades 9-12

    Covered
    students will analyze and interpret the influence of the distribution of the world's resources, political stability, national efforts to encourage or discourage trade, and the flow of investment on patterns of international trade.

    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
    • · 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: This is the BVC commodity series' spine: how the distribution of the world's growing regions and resources, national efforts to encourage or discourage trade (the U.S. sugar program's quotas and tariffs), and where value and investment flow shape real patterns of international trade in coffee, sugar, cacao, and more.

  • Civics Standard One (Government), Grades 9-12

    Partially covered
    Students will analyze the ways in which the structure and purposes of different governments around the world reflect differing ideologies, cultures, values, and histories.

    Covered by

    • · Delaware Civics, Lesson 1 · The only state that amends its constitution without a public vote
    • · Delaware Civics, Lesson 3 · The executive and the General Assembly
    • · Delaware Civics, Lesson 4 · A politically balanced bench, and how a bill becomes law
    • · Delaware Civics, Lesson 5 · Local government (just three counties) and how to take part

    What we do and don't cover: Partial: the course analyzes the structure and purposes of ONE government in depth — Delaware's — and how they reflect its own ideology, values, and history (a legislature-centered constitutional tradition, a business-law judiciary, and the pride of being “The First State”). The benchmark's comparison of different governments around the world is not the course's method, so this is claimed as partial.

  • Civics Standard Two (Politics), Grades 9-12 — the dynamic process of government

    Partially covered
    Students will understand that the functioning of the government is a dynamic process which combines the formal balances of power incorporated in the Constitution with traditions, precedents, and interpretations which have evolved over the past 200 years.

    Covered by

    • · Delaware Civics, Lesson 1 · The only state that amends its constitution without a public vote
    • · Delaware Civics, Lesson 2 · The corporate capital of America and the Court of Chancery
    • · Delaware Civics, Lesson 4 · A politically balanced bench, and how a bill becomes law

    What we do and don't cover: Partial, applied to Delaware: the course teaches the formal balances of power in Delaware's Constitution of 1897 (the amendment process, the veto and three-fifths override, appointment-and-confirmation of judges) alongside the traditions, precedents, and interpretations that have evolved around them — the Court of Chancery's deep body of business-law precedent and the litigated major-party balance rule. It is not the general 200-year survey of the U.S. Constitution the benchmark frames.

  • Civics Standard Four (Participation), Grades 9-12 — working with government agencies

    Partially covered
    Students will develop and employ the skills necessary to work with government programs and agencies.

    Covered by

    • · Delaware Civics, Lesson 5 · Local government (just three counties) and how to take part
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level

    What we do and don't cover: Partial: the course develops skills to engage Delaware's government bodies directly — registering and confirming rules with the Department of Elections, attending county council/Levy Court, municipal, and school-board meetings, and contacting legislators — but it does not walk through navigating government programs and agencies as a service-access skill, so this is claimed as partial.

  • Economics Standard One (Microeconomics), Grades 9-12

    Partially covered
    Students will demonstrate how individual economic choices are made within the context of a market economy in which markets influence the production and distribution of goods and services.

    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: individual economic choices inside a market are taught through real commodity markets — how a supply shock and inelastic demand move prices, and how market structure along the chain distributes earnings — rather than as a general microeconomics unit.

  • Economics Standard Three (Economic Systems), Grades 9-12

    Partially covered
    Students will analyze the wide range of opportunities and consequences resulting from the current transitions from command to market economies in many countries.

    Covered by

    • · 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
    • · 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: Partial: the benchmark's transition “from command to market economies” is taught through one worked case in real depth — Poland's move from a command economy to a market one, through Solidarność and the 1989 negotiated exit — alongside a direct comparison of reciprocity (traditional) and market economies. It is not a survey of many countries' transitions.

  • Geography Standard Two (Environment), Grades 9-12

    Partially covered
    students will understand the Earth's physical environment as a set of interconnected systems (ecosystems) and the ways humans have perceived, reacted to, and changed environments at local to global scales.

    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

    What we do and don't cover: Partial: how the physical environment shapes and is shaped by human activity is the curriculum's method — volcanic soil and altitude deciding what grows, climate change redrawing the growing belts — but it is taught through commodity agriculture, not as a general treatment of Earth's interconnected ecosystems.

  • Geography Standard Three (Places), Grades 9-12

    Partially covered
    students will understand the processes which result in distinctive cultures, economic activity, and settlement formation in particular locations across the world.

    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 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)

    What we do and don't cover: Partial: the processes that give particular places distinctive cultures and economic activity are taught through the commodity map — why coffee, sugar, and cacao regions developed as they did, and how colonial cash-crop systems still shape them — rather than as a systematic world-cultures survey.

  • History Standard One (Chronology), Grades 9-12

    Partially covered
    students will analyze historical materials to trace the development of an idea or trend across space and over a prolonged period of time in order to explain patterns of historical continuity and change.

    Covered by

    • · 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
    • · 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)

    What we do and don't cover: Partial: tracing an idea across a prolonged period is done for the arc of American labor (the Gilded Age through the Wagner Act to NAFTA/USMCA) and for how colonial cash-crop systems persist into the present — genuine continuity-and-change work, though not a general chronological-reasoning program.

  • History Standard Two (Analysis), Grades 9-12 — research strategies

    Partially covered
    students will develop and implement effective research strategies for investigating a given historical topic.

    Covered by

    • · 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
    • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources

    What we do and don't cover: Partial: the Coffee episode's project has students develop and run a research strategy on a historical topic, but it is one graded project in one episode, so we do not claim a sustained research program.

Delaware · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

Grades 11-12 · Common Core State Standards Initiative · retrieved 2026-07-13

Delaware adopted the Common Core State Standards for English language arts in 2010 (as a Race to the Top state) and publishes them today as the Delaware ELA/Literacy Standards — the DDOE standards page carries the CCSS's own “must be complemented by a well-developed, content-rich curriculum” framing. The standard text is the Common Core verbatim. We cite the canonical CCSS codes as published by the CCSS Initiative; we could not obtain Delaware's own ELA PDF to confirm whether it reprints the bare strand codes (RH.11-12.6) rather than the CCSS web-namespace form, so we add no aliases — a cosmetic difference that does not change the standard's identity or text. We claim no mathematics standards.

Read the source document →

Delaware · Science

Next Generation Science Standards (NGSS)

HS-ESS1 Earth's Place in the Universe; HS-ESS2 Earth's Systems; HS-ESS3 Earth and Human Activity · NGSS Lead States / nextgenscience.org · retrieved 2026-08-10

Delaware was one of the 26 NGSS lead-state partners and became the 7th state to adopt the Next Generation Science Standards, by a unanimous State Board of Education vote on September 19, 2013 — the NGSS performance expectations, using the NGSS codes verbatim. This is not a science course, so we claim exactly one NGSS performance expectation, partially — see the note on it.

Read the source document →

  • HS-ESS1-3

    Covered
    Communicate scientific ideas about the way stars, over their life cycle, produce elements.

    Covered by

    • · 7 · Reading a star: the HR diagram
    • · 13 · What stars make

    Note: Lesson 13 is this expectation. It gives the mechanism without equations (hydrogen to helium, heavier elements as the core contracts and heats, the stop at iron because fusion past it no longer releases net energy, and the extreme conditions of stellar death for what comes after), and then sets out the four independent lines of evidence that support it. Communicating the idea IS the lesson, which is why this one is full rather than partial.

  • HS-ESS2-2

    Partially covered
    Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

    Covered by

    • · 2 · Where a river's water comes from
    • · 6 · Sediment, and what a dam does to it
    • · 9 · Why the oxygen runs out
    • · 10 · A thousand miles of nitrogen

    What we do and don't cover: The best NGSS fit in the catalog for a feedback argument. The River and the Watershed is built out of them: paving a watershed raises flood peaks AND lowers baseflow through one mechanism (lesson 2); a dam trapping sediment starves the channel below and stops resupplying the delta a thousand miles away (lesson 6); fertiliser on an Indiana field ends as an oxygen-depleted zone in the Gulf (lessons 9 and 10). PARTIAL because of the first verb: the learner ANALYZES geoscience data only in the capstone, where they read a USGS gauge record and an EPA impairment listing for their own watershed. The lessons supply the analysis; the student repeats it once.

  • HS-ESS2-5

    Partially covered
    Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

    Covered by

    • · 5 · The river shapes the land
    • · 6 · Sediment, and what a dam does to it
    • · 9 · Why the oxygen runs out

    What we do and don't cover: PARTIAL, and the gap is the entire first half of the sentence. The CONTENT is taught directly and at length: water's properties drive erosion and deposition, meanders, cut banks and point bars (lesson 5), sediment transport and what a dam does to it (lesson 6), and density stratification, which is why the Gulf hypoxic zone persists through the summer (lesson 9). But the learner never PLANS AND CONDUCTS AN INVESTIGATION. There is no laboratory work in this catalog and no fieldwork is required to finish this course. If your science requirement is assessed on students conducting investigations, this contributes and does not discharge. Course 4 of this track teaches how to design one; running it is still the student's own project.

  • HS-ESS1-2

    Partially covered
    Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

    Covered by

    • · 5 · Light itself
    • · 11 · Redshift and an expanding universe
    • · 12 · The Hubble tension
    • · 16 · Capstone: trace a number down the ladder

    What we do and don't cover: The strongest CONTENT match in this catalog: the performance expectation names light spectra, the motion of distant galaxies, and the composition of matter, and those are lessons 5, 11 and 13 of How We Know What's Out There. PARTIAL, and the missing piece is the practice rather than the content: the course supplies and examines the evidence, and the student is asked to construct an explanation only in the graded capstone, where they trace a published number down the chain of inference. If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it and does not discharge it.

  • HS-ESS1-1

    Partially covered
    Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.

    Covered by

    • · 7 · Reading a star: the HR diagram
    • · 13 · What stars make

    What we do and don't cover: PARTIAL, and the gap is the verb. Fusion as the sun's energy source and the arc of a star's life are taught (lessons 7 and 13, via the main sequence and stellar evolution), but the student never DEVELOPS A MODEL, which is the performance the expectation actually requires. Do not round this up.

  • HS-ESS3-1

    Partially covered
    Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

    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

    What we do and don't cover: Read this one carefully before you rely on it. This is NOT a science course, it has no laboratory work, no investigations and no scientific modelling. What it does have is precisely the content of HS-ESS3-1: resource availability and climate change shaping what humans do and where. The lessons supply the evidence; the STUDENT constructs the explanation only in the Coffee project (Option B). If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it, it does not discharge it.

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 Delaware (Common Core) mathematics standard.
  • Science — one partial claim, via the shared NGSS file. Delaware was an NGSS lead state and the 7th state to adopt the NGSS verbatim (unanimous State Board vote, September 19, 2013), so our one honest science claim — HS-ESS3-1, partial — comes through the shared NGSS mapping with the limit stated on the entry. There is no laboratory work, investigation, or modelling in this catalog, and we will not claim more.
  • Two Civics 9-12 expectations we checked and rejected. Civics Standard Two 9-12 (“examine and analyze the extra-Constitutional role that political parties play in American politics”) is not taught: Delaware Civics teaches the CONSTITUTIONAL major-party balance rule on Delaware's courts, which is the opposite of an extra-Constitutional party analysis. Civics Standard Four 9-12 (“understand the process of working within a political party, a commission engaged in examining public policy, or a citizen's group”) is likewise not taught — the course teaches running for local office and attending public boards, not working inside a party, commission, or advocacy group. The courses do not genuinely teach these, so we do not claim them.
  • Economics — Macroeconomics is not taught. Economics Standard Two 9-12 (how economies function as a whole — inflation, unemployment, business cycles, and monetary and fiscal policies) is not taught by this catalog. The BVC economics is microeconomic and trade-focused (commodity prices, value chains, trade barriers), so we claim the Microeconomics, Economic Systems, and International Trade expectations and reject Macroeconomics.
  • Geography — Maps (excluded as unverifiable here) and Regions. The Commodity Map itself would map to Geography Standard One (Maps), but that strand's Grades 9-12 expectation is a bulleted, multi-part standard (mapped patterns analyzed through hierarchy, accessibility, diffusion, and complementarity, each with its own parenthetical definition) that we could not reproduce cleanly verbatim in a single entry — verbatim-or-nothing, so we exclude it rather than paraphrase, and note the gap here. Geography Standard Four (Regions) is not genuinely taught. The gap on Maps is in our transcription, not the lessons.
  • History — the Content strand's Delaware connection. History Standard Four 9-12 asks for modern United States and world history “and its connections to Delaware history.” The catalog teaches world and U.S. history at real depth, but not Delaware's own history, which the benchmark centers — so we map the History strand's analytical expectations (Chronology, Analysis, Interpretation) and do not claim the Content strand.
  • The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Delaware's closest frameworks (Computer Science, World Languages) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Delaware claims this pass.

Narrow this list

Filtering rewrites the address bar, so you can bookmark or send a colleague exactly the slice you are looking at.

Subject

Filter by course

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.

Browse the coursesPick a different state