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ElementaryMBA

Washington, D.C. standards alignment

Designed for high school. Below is every Washington, D.C.standard 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.

5
standards mapped
4
fully covered
1
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 Washington, D.C.'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.

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Showing 5 standards in English/Language Arts. Clear filters

Washington, D.C. · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

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

OSSE states that “In July 2010, the District of Columbia adopted the Common Core State Standards” for reading and mathematics. The literacy-in-history/social-studies (RH) and writing-in-history (WHST) strands are the ones this curriculum touches. We claim no mathematics standards.

Read the source document →

  • CCSS.ELA-Literacy.RH.11-12.6

    Covered
    Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

    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

    Note: The strongest single alignment on this page. Ep 4 puts a planter's euphemism and passive voice directly against two first-person accounts by formerly enslaved writers, and teaches the student to assess each author's claims and evidence.

  • CCSS.ELA-Literacy.RI.11-12.6

    Covered
    Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

    Covered by

    • · Ep 4 · Blood-Sweetened Luxury
    • · Ep 15 · Torches of Freedom
    • · Ep 17 · Lin Zexu's Letter
    • · Ep 16 · Three Sentences, Three Policies

  • CCSS.ELA-Literacy.WHST.11-12.7

    Covered
    Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

    Covered by

    • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources
    • · 19 · Your assignment: find a listing, then find the address today
    • · 20 · Your assignment: write one block
    • · 21 · Your assignment: write one firm
    • · 21 · Your assignment: test one connection of your own
    • · 17 · Your assignment: one schoolhouse, and the budget line that raised it
    • · 20 · Your assignment: write one property

    Note: The Coffee episode ships a graded assignment; the route series and the positive-track courses each close with a research capstone (find a listing, write one firm, test one connection) in which the student runs a self-directed inquiry and synthesizes multiple sources.

  • CCSS.ELA-Literacy.WHST.11-12.8

    Covered
    Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

    Covered by

    • · Ep 1 · Assignment, Option B, 3+ peer-reviewed sources and an APA bibliography
    • · Ep 1 · Assignment, Option C, interview ethics: informed consent, right to review
    • · 19 · Your assignment: find a listing, then find the address today
    • · 20 · Your assignment: write one block
    • · 21 · Your assignment: write one firm
    • · 21 · Your assignment: test one connection of your own
    • · 17 · Your assignment: one schoolhouse, and the budget line that raised it
    • · 20 · Your assignment: write one property

    Note: The route and positive-track capstones require the student to locate a primary record, corroborate it across independent sources, weigh each source's limits, and write it up with citations: the whole of this standard.

  • CCSS.ELA-Literacy.RH.11-12.9

    Partially covered
    Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

    Covered by

    • · Ep 10 · The Oral History That Survived (recovering Nathan “Nearest” Green's erased role)
    • · Ep 4 · Whose Voice Tells the Story
    • · 2 · How we know: reading a record the enslavers wrote
    • · 2 · The center of gravity: the claim, its sources, and its caveats
    • · 9 · Reading density: what a thick section and a thin one mean
    • · 8 · The Lula record, stated as dated fact
    • · Africa Before Colonization: The Documented Record

    What we do and don't cover: Full in the BVC Nathan Green lesson, where the documentary and oral records openly disagree. Partial across the catalog-wide claim: every one of those courses integrates cited primary and secondary sources into a coherent account (the standard's first clause), and the route, labor, and contested-scholarship courses also foreground where the sources disagree, but the narrative histories (bathing, hoodoo) integrate sources without making discrepancy-resolution a systematic exercise.

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 curriculum does no mathematics instruction, so it meets no Common Core mathematics standard.
  • Science — almost nothing. There is no laboratory work, no investigation and no scientific modelling here. We claim a single NGSS performance expectation, partially, and we explain exactly why on the entry itself. It is not a science course and we will not sell it as one.
  • Prohibition and mass incarceration. The curriculum teaches both. D.C.'s 2023 social studies standards contain no standard on either (we searched the full document), so there is nothing for us to cite. The gap is in the standards, not the lessons.
  • D.C.'s economics and geography strands. In the 2023 document these are un-numbered “statements of practice”, not coded standards. There is no code to cite, so we cite none — even though the economics content lines up well.
  • The wider catalog — not yet mapped for D.C. The civics, U.S. history, health, and PE mapping done for Indiana has not been repeated against D.C.'s frameworks yet. D.C. currently carries the Commodity Map alignment only; the catalog-wide pass is queued.

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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