Wyoming standards alignment

• 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

  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: My Daily Altar — Season Synthesis
  • BVC: Rum — Sweet Poison
  • BVC: Sugar — The Sweet Revolution
  • BVC: Tequila & Mezcal — Heart of the Agave
  • BVC: Tobacco — Sacred Smoke

  • · 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

  • BVC: Sugar — The Sweet Revolution
  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Coca — White Lines
  • BVC: Whiskey — Fire Water

  • · 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

  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace

  • · 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.

• SS12.3.1

  Partially covered

  Analyze the impact of supply, demand, scarcity, prices, incentives, competition, and profits on what is produced, distributed, and consumed.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Sugar — The Sweet Revolution
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: Tequila & Mezcal — Heart of the Agave
  • BVC: The Toast — Season Synthesis
  • BVC: The Full Spectrum — Who Draws the Line?

  • · Ep 1 · Price Shocks and Why You Keep Buying
  • · Ep 4 · From Luxury to the Cheapest Calorie
  • · Ep 1 · Follow the Money: Bean to Cup
  • · Ep 2 · Who Gets Paid, Tea and Coffee Compared
  • · Ep 3 · The Commodity Trap
  • · Ep 12 · The Jimador's Share
  • · Ep 14 · Pattern 3: Labor Captures the Smallest Share (the smile curve)
  • · Ep 21 · The Smile Curve, Confirmed

  What we do and don't cover: Partial: what moves prices — supply shocks, inelastic demand absorbing a ~70% coffee price spike, competition and margins along the chain — is taught through real commodity markets, not as a general microeconomics unit.

• SS12.4.4

  Partially covered

  Describe the historical interactions between and among individuals, groups, and/or institutions (e.g., family, neighborhood, political, economic, religious, social, cultural, and workplace) and their impact on significant historical event

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • BVC: Rum — Sweet Poison

  • · Ep 4 · The Triangular Trade and the Middle Passage
  • · Ep 4 · Resistance and Revolution
  • · Ep 11 · The Maroons
  • · Ep 11 · The Haitian Revolution
  • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
  • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
  • · The Great Migration, Lesson 4 · Routes and railroads: the three streams
  • · The Great Migration, Lesson 5 · Arrival: Chicago, Detroit, New York, and the Pacific Northwest
  • · The Great Migration, Lesson 9 · Faith, family & mutual aid

  What we do and don't cover: Partial: interactions among groups and institutions are taught through the plantation system and its resistance, the labor and civil-rights movements, and the Great Migration — case studies, not a general treatment.

• 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

  • BVC: Coffee — The Daily Global Connection
  • BVC: Tea — The Way of Tea
  • BVC: Chocolate — Food of the Gods
  • BVC: Sugar — The Sweet Revolution
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace
  • BVC: Whiskey — Fire Water

  • · 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.

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.