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Connecticut standards alignment

Designed for high school. Below is every Connecticutstandard 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.

19
standards mapped
7
fully covered
12
partially covered
3
frameworks

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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 Connecticut'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.

Connecticut · Social Studies

Connecticut Elementary and Secondary Social Studies Frameworks — High School Civics and Government (CIV 9–12)

Connecticut Elementary and Secondary Social Studies Frameworks, 2015 (C3-based) · High School Civics and Government course, Civics dimension · Connecticut State Department of Education (CT SDE) · retrieved 2026-07-18

Connecticut's High School Civics and Government course is the anchor for the Connecticut Civics flagship. Built on the C3 inquiry arc, its lead standard CIV 9–12.1 names local, state, tribal, national, and international institutions explicitly, so — unlike states whose civics standards are purely federal-and-abstract — Connecticut's own structure (its abolished counties, its town-based local layer, its legislative appointment of judges) has a genuine home, mapped there. Transcribed verbatim from the CT SDE Frameworks PDF (see the file header for the provenance note). Codes are cited as printed: CIV <grade band>.<indicator> (e.g. CIV 9–12.1).

Read the source document →

  • CIV 9–12.4

    Covered
    Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.

    Covered by

    • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
    • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
    • · US Constitution 101, Lesson 7 · Federalism: state and federal power
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?

    Note: The Constitution's system — its enumerated powers, its limits (separation of powers, checks and balances, federalism), and how those have changed and remain contested — is taught article by article.

  • CIV 9–12.1

    Partially covered
    Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.

    Covered by

    • · Connecticut Civics, Lesson 3 · The executive and the General Assembly
    • · Connecticut Civics, Lesson 5 · Town government and how to take part
    • · Connecticut Civics, Lesson 2 · Connecticut abolished county government (1960)
    • · 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
    • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
    • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
    • · US Constitution 101, Lesson 7 · Federalism: state and federal power

    What we do and don't cover: This is the flagship's primary home: Connecticut's own institutions — the plural executive and General Assembly, and the town as the workhorse of local government in a state with NO county governments — are taught in depth, and the local/state/national distribution and limiting of power is carried by the general civics catalog. The standard also names TRIBAL and INTERNATIONAL institutions, which the course does not cover — hence partial.

  • CIV 9–12.3

    Partially covered
    Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.

    Covered by

    • · Connecticut Civics, Lesson 1 · 'The Constitution State' and the Fundamental Orders of 1639
    • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article

    What we do and don't cover: Constitutions and laws — Connecticut's own (the Fundamental Orders of 1639 and the Constitution of 1965) and the U.S. Constitution — are analyzed for how they order government. Treaties, international agreements, and the international-order half of the standard are not covered — hence partial.

  • CIV 9–12.2

    Partially covered
    Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present.

    Covered by

    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
    • · Voting & Elections 101, Lesson 1 · Registering to vote
    • · Connecticut Civics, Lesson 5 · Town government and how to take part

    What we do and don't cover: The role of the citizen — the rights and responsibilities of citizenship, and participation as a practiced habit (registering and voting, showing up locally) — is taught. The comparative half (competing theories of democracy and alternative models from other countries) is not — hence partial.

  • CIV 9–12.11

    Partially covered
    Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.

    Covered by

    • · Connecticut Civics, Lesson 4 · How Connecticut picks its judges, and how a bill becomes law
    • · How a Bill Becomes Law (Federal) · the whole course, introduction to public law
    • · US Civics 101, Lesson 3 · How a bill becomes a law

    What we do and don't cover: Multiple decision-making procedures are taught and compared: Connecticut's own lawmaking through joint committees, its distinctive legislative APPOINTMENT of judges (and its absence of a citizen initiative), and the federal lawmaking process. The international level the standard also names is not covered — hence partial.

  • CIV 9–12.12

    Partially covered
    Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.

    Covered by

    • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · Connecticut Civics, Lesson 5 · Town government and how to take part

    What we do and don't cover: Using the law to address public issues is taught as practice — tracking a live bill, showing up at the level where an issue is decided, and Connecticut's own levers (the town meeting, contacting the Hartford legislators). The litigation ('challenge') half and the international level are not the course's focus — hence partial.

  • CIV 9–12.5

    Partially covered
    Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

    Covered by

    • · Connecticut Civics, Lesson 5 · Town government and how to take part
    • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
    • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard

    What we do and don't cover: Citizen effectiveness at the local and state level — showing up where decisions are made and tracking a bill — is taught as practice. A systematic evaluation of institutions' effectiveness, and the tribal/national/international levels, are not — hence partial.

Connecticut · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

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

Connecticut adopted the Common Core State Standards for English language arts and mathematics in 2010 and implements them as the Connecticut Core Standards (CT Core Standards). Connecticut did not renumber the standards — the CT SDE republishes the CCSS under the CCSS codes — so this framework is adopted verbatim with no aliases. The literacy-in-history/social-studies (RH), informational-reading (RI), and writing-in-history (WHST) grade 11-12 strands are the ones this catalog touches. We claim no mathematics standards.

Read the source document →

Connecticut · 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

The Connecticut State Board of Education adopted the Next Generation Science Standards in 2015 as the state's K-12 science standards, 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 Connecticut Core Standards (Common Core) mathematics standard.
  • Science — one partial claim, via the shared NGSS file. Connecticut adopted the NGSS in 2015 as its K-12 science standards, so our one honest science claim — HS-ESS3-1, partial — comes through the shared NGSS mapping with the limit stated on the entry itself. There is no laboratory work, investigation, or modelling in this catalog, and we will not claim more.
  • Connecticut's own state structure is taught more fully than any one code captures. Connecticut Civics teaches the Fundamental Orders of 1639 and the Constitution of 1965, the 1960 ABOLITION of county government (a two-tier state-plus-169-towns system found in only a couple of states), the legislative APPOINTMENT of judges (a Judicial Selection Commission screens, the Governor nominates, the General Assembly appoints to 8-year terms), the absence of a statewide citizen initiative, and the recent rollout of early in-person voting (2024) and no-excuse absentee voting — all from Connecticut's own sources. CIV 9–12.1 (powers of local/state institutions) hosts most of the structure, but the Frameworks are C3 CONCEPT standards, not a Connecticut-government checklist, so none of these distinctive Connecticut facts has a code of its own.
  • The Civics standards we checked and rejected. CIV 9–12.6 (critique relationships among governments, civil societies, and economic markets), CIV 9–12.7 (apply civic virtues when working with others), CIV 9–12.8 (evaluate systems that promote civic virtues in different contexts, times, and places), CIV 9–12.9 (use appropriate deliberative processes in multiple settings), CIV 9–12.10 (the roles of personal interests and perspectives on civic virtues, democratic principles, constitutional rights, and human rights), CIV 9–12.13 (evaluate public policies for intended and unintended outcomes), and CIV 9–12.14 (analyze historical, contemporary, and emerging means of changing societies and protecting rights) — the courses either do not genuinely teach these or teach them too thinly to claim, so we do not claim them.
  • Connecticut's Dimension-1 inquiry standards and the interdisciplinary HIST/ECO/GEO standards. The Frameworks organize each course into the C3 inquiry arc. Dimension 1 (the inquiry skills — developing questions, evaluating sources, communicating conclusions, taking informed action) and the HISTORY, ECONOMICS, and GEOGRAPHY disciplinary standards that appear inside the High School Civics and Government course (HIST 9–12.x, ECO 9–12.x, GEO 9–12.x) are not the civics-content standards we mapped this pass. The catalog's source-literacy method and its commodity history/economics WOULD map to some of them, as they do in other states, but we mapped the CIVICS (CIV 9–12) dimension and defer the rest rather than over-claim.
  • Connecticut's 2023 Social Studies Standards — a future re-map. Connecticut adopted new K-12 Social Studies Standards in October 2023 (a distinct document from the 2015 C3 Frameworks mapped here). This pass cites the 2015 Frameworks, which carry the discrete High School Civics and Government course; the 2023 standards are queued for a separate verbatim re-map. As the finder always advises, confirm against your jurisdiction's current requirements.

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