Maryland standards alignment

• GOV.1.2.d

  Covered

  Analyzing how the Constitution reflects the basic principles and eliminated the weaknesses of the Articles of Confederation.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation
  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article

  Note: US Constitution 101 works exactly this: why the Articles of Confederation failed and how that produced the 1787 Constitution, analyzed article by article.

• GOV.1.3.a

  Covered

  Describing how the Constitution structures the government and provides for separation of powers, checks and balances, and judicial review, in such a way as to limit governmental power in favor of the people.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • US Civics 101: How American Government Works

  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power
  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)

  Note: Separation of powers, checks and balances, and judicial review (Marbury v. Madison) as limits on government are each taught by name.

• GOV.1.3.b

  Covered

  Explaining how the delegated, reserved, concurrent, and denied powers of government are divided in federalism and shared between national and state levels.

  Covered by

  • State vs Federal Power: How American Government Is Divided

  • · State vs Federal Power, Lesson 2 · Three kinds of power: enumerated, implied, reserved
  • · State vs Federal Power, Lesson 3 · The enumerated powers: Article I, § 8 (the Necessary and Proper Clause)
  • · State vs Federal Power, Lesson 6 · Concurrent powers: what both levels share
  • · State vs Federal Power, Lesson 7 · McCulloch v. Maryland (1819): implied powers and supremacy
  • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

  Note: The delegated/reserved/concurrent powers taxonomy and why federalism splits power between the national and state levels are taught directly.

• GOV.1.3.c

  Covered

  Describing the formal process for amending the Constitution and why this process is necessary.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 9 · Changing the Constitution: Article V and key later amendments

• GOV.1.4.b

  Covered

  Identifying the rights in the Bill of Rights and how they protect individuals and limit the power of government.

  Covered by

  • The Bill of Rights: Know Your Rights
  • US Constitution 101: The Document That Builds the Government

  • · The Bill of Rights: Know Your Rights, Lesson 1 · What is the Bill of Rights?
  • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)
  • · Know Your Rights, Lesson 2 · Freedom of speech: what's protected, and what isn't
  • · Know Your Rights, Lesson 5 · Speech and religion at school, and online
  • · Know Your Rights, Lesson 7 · Police stops, reasonable suspicion, and your privacy

  Note: The Bill of Rights as a document, what it protects, and the limits government may place on rights are each taught by name.

• GOV.2.1.a

  Covered

  Describing the bicameral structure, powers, and organization of the United States Congress and the Maryland General Assembly.

  Covered by

  • Maryland Civics: How Your State Government Works
  • US Constitution 101: The Document That Builds the Government

  • · Maryland Civics, Lesson 2 · The executive and the General Assembly
  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances

  Note: This is the flagship's primary home: the standard names the Maryland General Assembly, whose 141-member House of Delegates and 47-member Senate (and 90-day session) the Maryland course teaches in depth, beside Article I's Congress from the general ladder.

• GOV.2.1.b

  Covered

  Comparing and contrasting the powers and responsibilities of local, state, and national legislative bodies.

  Covered by

  • US, State & Local Government: Who Does What
  • Maryland Civics: How Your State Government Works

  • · US, State & Local Government, Lesson 5 · What LOCAL government handles (and why it VARIES)
  • · US, State & Local Government, Lesson 7 · The governments you forget: special districts & boards
  • · Maryland Civics, Lesson 5 · Local government, independent Baltimore, and how to take part
  • · Maryland Civics, Lesson 2 · The executive and the General Assembly

  Note: Maryland's own legislature, its 23 counties (many home-rule charter counties), and the independent City of Baltimore are taught beside the general local/state/federal comparison.

• GOV.2.4.c

  Covered

  Evaluating the Elastic Clause and how implied powers impact the function of government.

  Covered by

  • State vs Federal Power: How American Government Is Divided

  • · State vs Federal Power, Lesson 2 · Three kinds of power: enumerated, implied, reserved
  • · State vs Federal Power, Lesson 3 · The enumerated powers: Article I, § 8 (the Necessary and Proper Clause)
  • · State vs Federal Power, Lesson 6 · Concurrent powers: what both levels share
  • · State vs Federal Power, Lesson 7 · McCulloch v. Maryland (1819): implied powers and supremacy

  Note: Implied powers and the Necessary and Proper (Elastic) Clause are taught by name through McCulloch v. Maryland and the powers taxonomy.

• GOV.2.5.a

  Covered

  Describing how laws are made and the tools that assist and/or impede the process.

  Covered by

  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • US Civics 101: How American Government Works
  • Maryland Civics: How Your State Government Works

  • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
  • · US Civics 101, Lesson 3 · How a bill becomes a law
  • · Maryland Civics, Lesson 4 · How a bill becomes law, and Maryland's referendum (but no initiative)

  Note: The assessment limit names “Federal and Maryland State Government”: how a bill becomes a federal law and how a bill becomes a Maryland law (plus Maryland's petition-to-referendum citizen check) are both taught.

• GOV.3.1.a

  Covered

  Describing the structure, power, and organization of the executive branch on the federal, state, and local levels.

  Covered by

  • Maryland Civics: How Your State Government Works
  • US Civics 101: How American Government Works
  • US, State & Local Government: Who Does What

  • · Maryland Civics, Lesson 2 · The executive and the General Assembly
  • · US Civics 101, Lesson 1 · Purpose of government and the three branches
  • · US, State & Local Government, Lesson 5 · What LOCAL government handles (and why it VARIES)
  • · US, State & Local Government, Lesson 7 · The governments you forget: special districts & boards

  Note: Maryland's compact plural executive (joint-ticket Governor/Lt. Governor, separately elected Attorney General and Comptroller) is taught beside the federal executive and local government.

• GOV.3.2.a

  Covered

  Determining how the nominating process, closed and open primaries, and general elections reflect the principles of representative democracy, consent of the governed, and majority rule.

  Covered by

  • Voting & Elections 101

  • · Voting & Elections 101, Lessons 1-3 · registration, primaries and caucuses, how you vote
  • · Voting & Elections 101, Lesson 7 · Counting, canvassing, and certifying the vote
  • · Voting & Elections 101, Lesson 8 · Verify your own registration and rules

  Note: Registration, primaries and caucuses, and how the vote is cast, counted, and certified are taught end to end.

• GOV.3.2.b

  Covered

  Evaluating the utility of the Electoral College over time.

  Covered by

  • Voting & Elections 101

  • · Voting & Elections 101, Lesson 4 · The Electoral College: how it works
  • · Voting & Elections 101, Lesson 5 · Why the Electoral College exists

  Note: The Electoral College's mechanics AND its original purpose and modern relevance are taught directly.

• GOV.3.3.a

  Covered

  Comparing and contrasting the powers, roles, and responsibilities of local, state and national executives.

  Covered by

  • Maryland Civics: How Your State Government Works
  • US Civics 101: How American Government Works

  • · Maryland Civics, Lesson 1 · Maryland's Governor: the strongest budget power in the nation
  • · Maryland Civics, Lesson 2 · The executive and the General Assembly
  • · US Civics 101, Lesson 1 · Purpose of government and the three branches

  Note: The flagship's headline fact lives here: Maryland's Governor and the nation's strongest executive budget power, compared against the federal and local executives.

• GOV.4.1.a

  Covered

  Describing the structure, power, and organization of the judicial branch on the federal, state, and local levels.

  Covered by

  • Maryland Civics: How Your State Government Works
  • The Supreme Court & the Judicial Branch

  • · Maryland Civics, Lesson 3 · Maryland's courts and a 2022 name change
  • · The Supreme Court & the Judicial Branch, Lesson 1 · The federal judiciary: from district courts to the Supreme Court
  • · The Supreme Court & the Judicial Branch, Lesson 7 · Checks on the Court

  Note: Maryland's own courts — the 2022-renamed Supreme Court of Maryland and its mixed appointment/retention/contested-election judicial selection — are taught beside the federal judiciary.

• GOV.4.2.d

  Covered

  Analyzing how the Supreme Court’s decision in the case of Marbury v. Madison (1803) impacted limited government and checks and balances.

  Covered by

  • US Civics 101: How American Government Works

  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)

  Note: Judicial review is taught by name through Marbury v. Madison, exactly the case this objective names.

• GOV.4.2.a

  Partially covered

  Analyzing how the Supreme Court decisions in Miranda v. Arizona (1966), Tinker v. Des Moines (1969), and T. L.O. v New Jersey (1985) impacted individual liberty.

  Covered by

  • The Bill of Rights: Know Your Rights

  • · Know Your Rights, Lessons 2-5 · speech, religion, press, assembly, including at school and online
  • · Know Your Rights, Lessons 6-8 · the 4th Amendment: searches, stops, and your digital life

  What we do and don't cover: Two of the three named cases — Tinker v. Des Moines and New Jersey v. T.L.O. — are taught by name as applicable rules in Know Your Rights (school speech, and the reasonable-suspicion school-search standard). Miranda v. Arizona is not a focus of the course, so this is partial.

• GOV.4.4.a

  Partially covered

  Describing the role of the courts in settling disputes between individuals.

  Covered by

  • Jury Duty & the Courts (the citizen's side)

  • · Jury Duty & the Courts · the whole course (the citizen's side of the court system)

  What we do and don't cover: Jury Duty & the Courts teaches the citizen's side of the court system (the trial courts, the grand and petit jury, how disputes reach a verdict), but not the full civil-vs-criminal element taxonomy the indicator's other objectives (GOV.4.4.c/d) enumerate (torts, damages, plea bargaining, indictment, …), so this is partial.

• GOV.5.1.a

  Partially covered

  Explaining how traditional, command and market and mixed economies answer the basic economic questions of what to produce, how to produce and for whom to produce when resources are limited.

  Covered by

  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace
  • BVC: My Daily Altar — Season Synthesis

  • · 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: The commodity catalog contrasts a traditional (reciprocity) economy and a market economy directly and at length (Forest Wisdom / Kava / the Synthesis), answering the basic economic questions for each; it does not separately treat command and mixed economies, so this is partial.

• GOV.6.1.b

  Partially covered

  Evaluating the tools that individuals or groups may use to influence laws, government policies, and elections including referendum, acts of civil disobedience, voting, boycotts, financial contributions, digital communication, and voting drives.

  Covered by

  • Maryland Civics: How Your State Government Works
  • US, State & Local Government: Who Does What
  • How to Help a Campaign: A Practical, Non-Partisan Guide
  • How a Bill Becomes Law (Federal): From Idea to Public Law

  • · Maryland Civics, Lesson 5 · Local government, independent Baltimore, and how to take part
  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
  • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)
  • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard

  What we do and don't cover: Several of the named tools are taught as practice — the referendum (Maryland's petition to referendum), voting, contacting legislators, showing up locally, and supporting a campaign lawfully — but acts of civil disobedience, boycotts, and PAC/financial-contribution strategy are not taught, so this is partial.

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 Maryland College and Career Ready Standards mathematics expectation.
• Science — one partial claim, via the shared NGSS file. Maryland was an NGSS lead state and adopted the NGSS verbatim (2013) as the Maryland College and Career-Ready Standards for Science, assessed by the MISA, 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.
• Maryland's nation-strongest executive budget power has no code of its own. The Maryland flagship's headline fact is that the Governor holds what many call the strongest executive budget authority in the nation (the General Assembly can generally only cut, not add). The American Government framework has no indicator naming this Maryland-specific feature; it is claimed here only through GOV.3.3.a (comparing local, state, and national executives), which it fits squarely, rather than as a standard of its own.
• Maryland's referendum-without-initiative has no discrete indicator. Maryland's distinctive citizen tool is a petition to referendum (a veto of a passed law) with NO citizen initiative. The framework names “referendum” only inside the broad citizen-tools objectives (GOV.2.2.c and GOV.6.1.b, whose text is identical), not as a discrete standard; we claim it through GOV.2.5.a (how laws are made) and GOV.6.1.b, and publish the gap here.
• Standard 6.0 (Skills and Processes / the Inquiry Arc) is not separately coded. The catalog's source-literacy method — evaluating a source's authority, origin, context, and corroborative value, and constructing evidence-based arguments — is exactly Maryland's Standard 6.0 inquiry skills, assessed by the Evidence Based Argument Set (EBAS). But the framework prints those as bulleted skills woven through every unit, NOT as GOV.<unit>.<indicator> codes, so there is no code to cite (fetch-a-code-or-don't-cite). The same method is claimed under Maryland's Common Core RH.11-12.6/8/9 (evaluating authors' points of view, premises, and evidence), which ARE coded.
• The Economic, Domestic, and Foreign Policy indicators we checked and rejected. GOV.1.1 (comparing types of government worldwide) and GOV.1.2.a-c/e (English common law to the Enlightenment to the Declaration as named content); GOV.2.2 and GOV.2.3 (parties/interest-groups/lobbyists/PACs, reapportionment/redistricting/gerrymandering); GOV.3.4/3.5 (executive orders and crisis power, and the EPA/FDA/FTC/FCC/FAA regulatory agencies); GOV.4.3 (14th-Amendment due-process incorporation as named doctrine); GOV.5.2-5.4 (GDP/CPI, the business cycle, and fiscal/monetary policy); and GOV.6.2-6.5 and all of GOV.7 (regional policy, entitlements/public-health/education/technology policy, land-use/environmental policy, equity/civil-rights policy, and U.S. foreign policy and international organizations) — the courses do not genuinely teach these, or teach them too thinly to claim, so we do not claim them.
• Maryland's American History, World History, and Geography courses — deferred. The American Government course is one of Maryland's high-school social studies courses. The catalog's commodity, colonial, labor, and civil-rights history and its commodity geography WOULD map to Maryland's High School United States History, World History, and Geography frameworks, as they do in other states, but we mapped the American Government framework this pass and defer the rest (verbatim-or-nothing) rather than cite text we have not transcribed and verified.