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Maryland standards alignment

Designed for high school. Below is every Marylandstandard 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.

31
standards mapped
21
fully covered
10
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 Maryland'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.

Maryland · Social Studies

Maryland Social Studies Framework — High School American Government (GOV)

High School American Government Framework, revised June 2025 · Maryland State Standards in Social Studies · MCAP Government End-of-Course assessment · Maryland State Department of Education (MSDE) / Maryland State Board of Education · retrieved 2026-07-18

Maryland's required High School American Government course is the anchor for the Maryland Civics flagship and the course assessed by the MCAP Government End-of-Course exam. Its structure indicators reach Maryland's OWN government explicitly — GOV.2.1.a names the Maryland General Assembly, and the legislative/executive/judicial structure indicators name “Federal and Maryland State Government” in their assessment limits — so a state's own structure has a genuine home. The general U.S. civics ladder maps to the Standard 1 structure/origins indicators, and the catalog's commodity-economics content maps to the Economic Systems indicator. Transcribed verbatim from the MSDE framework (see the file header for the provenance note); cited at the objective level (GOV.<unit>.<indicator>.<letter>).

Read the source document →

  • 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, 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, 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, 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, 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, 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, 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, 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, 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) · 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, 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, 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, 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, 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, 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, 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

    • · 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 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

    • · 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, 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.

Maryland · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

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

Maryland adopted the Common Core State Standards for English language arts as the Maryland College and Career Ready Standards (MCCRS). Maryland's document reproduces the CCSS text VERBATIM but prints the strands under the bare CCSS codes (RH.11-12.6, RH.11-12.8, …) without the “CCSS.ELA-Literacy” web namespace, so the codes here are aliased to Maryland's printed form. We compared the Reading in History/Social Studies grade 11-12 standards against Maryland's own June 2023 Disciplinary Literacy Framework and the wording is identical. We claim no mathematics standards.

Read the source document →

Maryland · 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

Maryland was an NGSS lead state and adopted the Next Generation Science Standards (2013) as the Maryland College and Career-Ready Standards for Science, using the NGSS codes verbatim — this is what the Maryland Integrated Science Assessment (MISA) measures. 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 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.

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