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Better Vice Club

Wyoming standards alignment

Designed for high school. Below is every Wyomingstandard 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.

6
standards mapped
4
fully covered
2
partially covered
2
frameworks

Read this before you rely on it

  • We mapped this ourselves. This alignment was done by Better Vice Club against the published standards. It has not been reviewed, endorsed, or approved by Wyoming'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.

Subject

Filtering by course: BVC: Guayusa & Kola Nut — Forest Wisdom

Showing 6 standards covered by BVC: Guayusa & Kola Nut — Forest Wisdom. Clear filters

Wyoming · Social Studies

Wyoming Social Studies Content and Performance Standards

2014 with 2018 Additions · High School (Grade 12) band · Wyoming Department of Education (WDE) · retrieved 2026-07-19

Wyoming's bespoke K-12 social-studies document. High-school benchmarks are coded SS12.<standard>.<benchmark> under the “Upon Graduation / Grade 12” column of a four-column grade-band table. Six content standards: (1) Citizenship, Government, and Democracy; (2) Culture and Cultural Diversity; (3) Production, Distribution, and Consumption; (4) Time, Continuity, and Change; (5) People, Places, and Environments; (6) Technology, Literacy, and Global Connections. SS12.1.5 (structures of both the U.S. and Wyoming Constitutions) is the Wyoming flagship's home. The document's Wind River / tribal-sovereignty sub-benchmarks (the .a codes) and its Culture standard are not taught by this catalog and are published in notClaimed.

Read the source document →

  • SS12.4.1

    Covered
    Describe patterns of change (cause and effect) and evaluate how past events impacted future events and the modern world.

    Covered by

    • · 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)
    • · Ep 4 · The Triangular Trade and the Middle Passage
    • · Ep 11 · The Triangular Trade
    • · Ep 12 · Burning the Books (the destruction of the Mesoamerican codices)
    • · Ep 15 · From Sacred to Commodity
    • · 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

    Note: Cause-and-effect from past to present is the catalog's method: conquest and the Columbian Exchange, the colonial cash-crop systems whose patterns persist today, and industrial-era labor shaping the modern world.

  • SS12.4.5

    Covered
    Using primary and secondary sources, apply historical research methods to interpret and evaluate important historical events from multiple perspectives.

    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)
    • · 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: This is the Whose Voice method: primary and secondary sources read against each other from multiple perspectives — a planter's account against Equiano and Mary Prince, the documentary record against the oral record that preserved Nathan Green, and every Great Migration lesson pointing to its real archive.

  • SS12.5.1

    Covered
    Use geographic tools and reference materials to interpret, analyze, evaluate, and synthesize historical and geographic data to demonstrate an understanding of global patterns and interconnectedness.

    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 1 · Assignment, Option A, map the supply chain of 3 items from your morning routine
    • · Ep 1 · Assignment, Option B, Coffee Belt climate report, with maps and data tables

    Note: The Commodity Map itself is this standard: every episode pinned at its origin, the Growing Belts mapped by latitude band and country, and the Coffee project has the student prepare their own maps and data tables — geographic tools used to reveal global patterns and interconnectedness.

  • SS12.3.2

    Partially covered
    Analyze and evaluate how people organize for the production, distribution, and consumption of goods and services in various economic systems (e.g., capitalism, communism, and socialism).

    Covered by

    • · Ep 5 · The Reciprocity Economy
    • · Ep 6 · Ceremony Meets the Market
    • · Ep 7 · Two Ways of Doing Economics
    • · 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

    What we do and don't cover: Partial: reciprocity economies against market economies is taught directly and at length, and a communist workers' state against the union that unmade it (Solidarity). A systematic survey of capitalism, communism, and socialism as named systems is not taught.

  • SS12.5.2

    Partially covered
    Describe regionalization and analyze how physical characteristics distinguish a place, influence human trends, political and economic development, and solve immediate and long-range problems.

    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 1 · Climate Change Is Redrawing the Map
    • · Ep 3 · A Two-Degree Threat
    • · 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: Partial: physical characteristics — climate, soil, altitude — distinguishing a place and shaping its economic development is the growing-belts method. “Regionalization” as a named concept and the problem-solving half are not the framing.

Wyoming · English/Language Arts

Common Core State Standards for English Language Arts & Literacy

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

Wyoming adopted the Common Core State Standards for English Language Arts as the 2011/2012 Wyoming Language Arts Content and Performance Standards; the document's own front matter states that no content or formatting changes would be made in the adoption for Wyoming students, and we confirmed the RH/RI/WHST grade 11-12 strands we cite are present verbatim. Wyoming prints the bare CCSS codes (RH.11-12.6, WHST.11-12.7, …) without the “CCSS.ELA-Literacy” web namespace, so the codes here are aliased to Wyoming's printed form. We claim no mathematics standards.

Read the source document →

  • 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.

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 Wyoming Common Core mathematics standard.
  • Science — one partial claim, via the shared NGSS file. Wyoming's 2016 Science standards are built on the NGSS, 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.
  • The Wind River / tribal-sovereignty sub-benchmarks (every .a code). Wyoming's social-studies standards are saturated with Indian Education for All: SS12.1.1.a (comparing tribal-member and citizen rights on the Wind River Indian Reservation), SS12.1.3.a (governance of the Indigenous Tribes of Wyoming through Congressional Acts and Supreme Court decisions — the Marshall Trilogy, U.S. v. Shoshone Tribe of Indians), SS12.1.5.a (the inherent powers of Wyoming's tribes), SS12.2.1.a-2.4.a, SS12.4.1.a/4.4.a/4.5.a, and SS12.5.2.a/5.3.a. These are specific, sovereign, Wyoming-tribal content — the Eastern Shoshone and Northern Arapaho, treaties, boarding schools, land cessions — that this catalog does not teach. We claim none of them.
  • Standard 2 — Culture and Cultural Diversity — nothing. SS12.2.1-2.2.4 ask students to analyze how groups meet human needs and express culture, and to evaluate cultural assimilation and preservation in Wyoming, the United States, and the world — the standard is anchored in Wyoming's own and Indigenous cultural life. The catalog does not teach this, so we claim no Standard 2 benchmark.
  • SS12.1.4 — the U.S. civil and criminal legal systems. SS12.1.4 asks students to demonstrate an understanding of, and distinguish between, the United States civil and criminal legal systems at the federal, state, and tribal levels. The Civics courses teach jury service and the judiciary's structure, but not the civil-vs-criminal-systems distinction the standard names, so we do not claim it.
  • The economics and history benchmarks we checked and rejected. SS12.3.4 (how financial and government institutions make economic decisions — banking, investment, credit, regulation, debt; the catalog teaches no financial literacy), SS12.3.5 (how values and beliefs influence micro/macroeconomic decisions), and SS12.4.3 (given a current event, critique the actors and hypothesize how it would have played out in another country — not this catalog's method) are not genuinely taught, so we do not claim them.
  • SS12.5.3 and SS12.6.3 — sense of place, and digital production. SS12.5.3 asks how conflict, demographics, movement, trade, and technology affect humans' “sense of place” — the catalog teaches trade and movement, but not sense of place as the geographic object of study, so we do not claim it. SS12.6.3 (use digital tools to research, design, and present social studies concepts, per the ISTE student standards) is a production standard the catalog does not deliver.
  • Wyoming's own state structure is taught more fully than any one code captures. Wyoming Civics teaches the 1889 constitution's equal-political-rights founding, the five-officer plural executive with no lieutenant governor (the Secretary of State succeeds the Governor), the part-time citizen Legislature and its short biennial sessions, the absence of a state income tax, the Missouri-Plan judiciary, direct democracy with high thresholds, and the 23 counties — from Wyoming's own sources. SS12.1.5 (structures of both constitutions) hosts most of it, but the succession quirk, the no-income-tax fact, and the initiative's high thresholds have no code of their own.
  • The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Wyoming's other frameworks (Computer Science, World Languages) have not been fetched and verified against these courses yet. Our rule is fetch-or-don't-cite, so these courses carry no Wyoming claims this pass.

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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