West Virginia standards alignment

• SS.C.20

  Covered

  Examine how decisions and policies of state and local government impact the lives of citizens—such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl, and ordinances and jurisdiction.

  Covered by

  • West Virginia Civics: How Your State Government Works
  • US, State & Local Government: Who Does What

  • · West Virginia Civics, Lesson 1 · The only state born by breaking away from another
  • · West Virginia Civics, Lesson 2 · The executive and the Legislature
  • · West Virginia Civics, Lesson 4 · How a bill becomes law, local government, and getting involved
  • · 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
  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level

  Note: The flagship's primary home: this is the one Civics standard about how STATE and LOCAL government works and touches citizens' lives, and West Virginia's own government is taught in full — the Constitution of 1872 and the state's singular Civil-War origin, the plural executive with no Lieutenant Governor, the 100-Delegate/34-Senator part-time Legislature and how a West Virginia bill becomes law, and the 55 counties with their elected commissions. The standard's enumerated local-policy examples (zoning, annexation, land use) are illustrative and not each worked as their own case; the structure and impact the standard's stem names are taught end to end.

• SS.C.13

  Covered

  Compare and contrast the original and appellate jurisdictions of local, state and national judicial systems to show how America’s court system addresses criminal and civil cases.

  Covered by

  • The Supreme Court & the Judicial Branch
  • West Virginia Civics: How Your State Government Works
  • Jury Duty & the Courts (the citizen's side)

  • · 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
  • · West Virginia Civics, Lesson 3 · How West Virginia picks its judges (a recent switch to nonpartisan)
  • · Jury Duty & the Courts · the whole course (the citizen's side of the court system)

  Note: Both the state and national judicial systems the standard names are taught: the federal judiciary's structure and the citizen's side of it (jury service, criminal vs. civil cases), and West Virginia's own courts — the original/appellate split made concrete by West Virginia's 2022 creation of an Intermediate Court of Appeals below the Supreme Court of Appeals, and the 2015 switch to nonpartisan judicial elections.

• SS.C.1

  Covered

  Strive to become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (e.g., individual service projects, patriotic events, mock trials, group initiatives, community volunteerism).

  Covered by

  • West Virginia Civics: How Your State Government Works
  • US, State & Local Government: Who Does What
  • Citizenship & Naturalization Basics
  • How to Help a Campaign: A Practical, Non-Partisan Guide

  • · West Virginia Civics, Lesson 4 · How a bill becomes law, local government, and getting involved
  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
  • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
  • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)

  Note: Participatory citizenship is taught as practice, West Virginia edition: registering and voting (early and absentee, with ID, via county clerks — confirm at sos.wv.gov), showing up at county commissions, city and town councils, and county boards of education, contacting legislators during the short 60-day session, and helping a campaign lawfully.

• SS.C.2

  Covered

  Explore social contracts and the establishment of the rule of law, and evaluate how limited government and the rule of law protect individual rights.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • The Bill of Rights: Know Your Rights

  • · US Constitution 101, Lesson 2 · The Preamble: who, and why
  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power
  • · The Bill of Rights: Know Your Rights, Lesson 1 · What is the Bill of Rights?

  Note: The rule of law, limited government, and how they protect individual rights are the constitution course's spine: the Preamble's purposes, separation of powers and checks and balances as the structure that limits government, and the Bill of Rights as the protection of the individual.

• SS.C.3

  Covered

  Demonstrate that the purpose of American government is the protection of personal, political and economic rights of citizens as evidenced by the Declaration of Independence, the U. S. Constitution, Constitutional Amendments and the ideas of those involved in the establishment of American government.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 2 · The Preamble: who, and why
  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
  • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)

  Note: That the purpose of American government is the protection of rights is taught squarely — the Preamble worked clause by clause, the Constitution analyzed article by article, and the Bill of Rights as the document that secures those rights. The Declaration of Independence itself is background context rather than its own lesson.

• SS.C.7

  Covered

  Evaluate the elements in the U.S. Constitution that make it a living document with democratic principles that are modified and expanded to meet the changing needs of society.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • The Supreme Court & the Judicial Branch
  • The Bill of Rights: Know Your Rights

  • · US Constitution 101, Lesson 9 · Changing the Constitution: Article V and key later amendments
  • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent
  • · 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

  Note: The Constitution as a living document is taught through the mechanisms that change it: the Article V amendment process and how Supreme Court precedent expands rights over time through the landmark cases.

• SS.C.8

  Covered

  Investigate the system of government created by the Preamble, Seven Articles, the Bill of Rights and other Amendments of the U.S. Constitution to evaluate how the framework for American society is provided.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 2 · The Preamble: who, and why
  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances
  • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)

  Note: This is the constitution course's whole arc: the Preamble, the seven Articles (I-III and the branch relationships they create), and the Bill of Rights and later amendments, analyzed as the framework for American society.

• SS.C.9

  Covered

  Analyze how the U.S. Constitution defines federalism and outlines a structure for the United States government.

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • State vs Federal Power: How American Government Is Divided
  • US Civics 101: How American Government Works

  • · 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?
  • · US Civics 101, Lesson 1 · Purpose of government and the three branches
  • · US Constitution 101, Lessons 3-6 · Articles I-III and checks & balances

  Note: Federalism and the structure of the federal government are taught directly — why power is split between state and nation, and the three branches the Articles create.

• SS.C.10

  Covered

  Analyze the protection of liberties in the Bill of Rights and their expansion through judicial review and the gradual incorporation of those rights by the Fourteenth Amendment.

  Covered by

  • The Bill of Rights: Know Your Rights
  • The Supreme Court & the Judicial Branch
  • US Civics 101: How American Government Works
  • Citizenship & Naturalization Basics

  • · The Bill of Rights: Know Your Rights, Lesson 1 · What is the Bill of Rights?
  • · 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
  • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent
  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)
  • · Citizenship & Naturalization Basics, Lesson 1 · Who is a U.S. citizen? Birthright and the 14th Amendment
  • · Citizenship & Naturalization Basics, Lesson 3 · Becoming a citizen: naturalization eligibility

  Note: Every element the standard names is taught: the Bill of Rights' protections, judicial review (Marbury v. Madison), the landmark cases that expand rights over time, and the Fourteenth Amendment (whose citizenship and incorporation role is taught in the citizenship course).

• SS.C.11

  Covered

  Analyze how the freedoms of speech and press in a democratic society enable citizens to develop informed opinions, express their views, shape public policy and monitor government actions.

  Covered by

  • The Bill of Rights: Know Your Rights

  • · 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
  • · 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 freedoms of speech and press are taught as usable rules through the landmark speech and press cases (Tinker, Brandenburg) and where the line falls — exactly the standard's 'develop informed opinions, express their views, monitor government' purpose.

• SS.C.12

  Covered

  Determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety.

  Covered by

  • The Bill of Rights: Know Your Rights

  • · 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: When government may constitutionally limit rights, and why — time-place-manner, incitement, school speech, reasonable suspicion — is precisely the standard's conflict between liberty and the need for order.

• SS.C.14

  Covered

  Apply the concepts of legal precedent through past and present landmark Supreme Court cases, interpretations of the U.S. Constitution by the Supreme Court and the impact of these decisions on American society.

  Covered by

  • The Bill of Rights: Know Your Rights
  • The Supreme Court & the Judicial Branch
  • US Civics 101: How American Government Works

  • · 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
  • · The Supreme Court & the Judicial Branch, Lesson 5 · Writing the opinion: majority, concurrence, dissent, and precedent
  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)

  Note: Legal precedent is taught as a rule the student can apply — the landmark Supreme Court cases, how precedent works and expands, and judicial review as the Court's power to interpret the Constitution.

• SS.C.17

  Covered

  Assess the influence of the media on public opinion and on the decisions of elected officials and the bureaucracy: • bias in reporting and editorials • push-pull polls and selective reporting of citizen opinions • advertising and campaign ads • reporting news out of context

  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

  • · Ep 1 · Reading a Coffee Ad
  • · Ep 2 · Reading a Tea Ad
  • · Ep 3 · Reading a Chocolate Ad
  • · Ep 4 · Whose Voice Tells the Story (reading a text for what it leaves out)
  • · Ep 11 · Tiki and the Tropical Paradise
  • · Ep 15 · The Language of Doubt
  • · Ep 8 · Reading a Craft Beer Label
  • · Ep 15 · Torches of Freedom
  • · Ep 16 · Reefer Madness and the Language of Fear
  • · Ep 18 · Just Say No
  • · Ep 19 · Peer Review Versus Press Release
  • · Every course's Sources bibliography, with per-claim verification

  Note: Media influence on public opinion is a spine of the catalog's media-literacy strand — reading advertising for what it omits, the recurring media fallacies, the language of fear in Reefer Madness, and source evaluation modelled step by step, covering the standard's bias, advertising, and out-of-context bullets squarely.

• SS.C.5

  Partially covered

  Examine and analyze the contributing factors to the drafting of the Declaration of Independence and the U.S. Constitution: • leaders and philosophers (e.g., John Locke, James Madison, Thomas Jefferson, and John Adams) • events (e.g., Glorious Revolution, Reformation and Enlightenment) • documents (e.g., English Bill of Rights, Petition of Right and Magna Carta) • classical periods (e.g., eras of Greece and Rome) • principles (e.g., popular sovereignty, federalism, limited government, separation of powers, checks and balances, civil liberties, and rule of law

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • State vs Federal Power: How American Government Is Divided

  • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation
  • · 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?

  What we do and don't cover: Partial: the principles bullet — popular sovereignty, federalism, limited government, separation of powers, checks and balances, and the rule of law — is taught in full through why the Articles of Confederation failed and the structure the 1787 Constitution built. The genealogy of philosophers, events, and documents (Locke, the Glorious Revolution, Magna Carta) is named but not each worked as its own case. (The source omits the closing parenthesis on the final bullet; transcribed as printed.)

• SS.C.6

  Partially covered

  Examine the compromises of the Constitutional Convention and how those decisions were characterized in the Federalist and the Anti-Federalist papers.

  Covered by

  • US Constitution 101: The Document That Builds the Government

  • · US Constitution 101, Lesson 1 · Why a constitution? From the Articles of Confederation

  What we do and don't cover: Partial: the road from the failed Articles of Confederation to the 1787 Constitution is taught, but the specific Convention compromises (the Great Compromise, the three-fifths clause) and the Federalist / Anti-Federalist debate are not worked individually.

• SS.C.15

  Partially covered

  Develop an understanding of the American legal system through examining existing ordinances, statutes and Federal Acts, exploring the differences between criminal and civil law and determining the legal obligations and liabilities of American citizenship.

  Covered by

  • Jury Duty & the Courts (the citizen's side)
  • Citizenship & Naturalization Basics

  • · Jury Duty & the Courts · the whole course (the citizen's side of the court system)
  • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship

  What we do and don't cover: Partial: the criminal-versus-civil distinction and a citizen's legal obligations are taught through jury service (the citizen's side of the court system) and the responsibilities of citizenship. The systematic survey of ordinances, statutes, and Federal Acts is not the course's focus.

• SS.C.19

  Partially covered

  Assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections.

  Covered by

  • How to Help a Campaign: A Practical, Non-Partisan Guide
  • Voting & Elections 101

  • · How to Help a Campaign · the whole course (volunteering, donating, canvassing, with the legal guardrails)
  • · 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

  What we do and don't cover: Partial: campaign participation and its legal guardrails (including the money rules) and how elections are run and won are taught through How to Help a Campaign and Voting & Elections 101. The demographic-factors analysis the standard also names is not the focus.

• SS.C.22

  Partially covered

  Compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy, to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

  Covered by

  • US Constitution 101: The Document That Builds the Government
  • Citizenship & Naturalization Basics

  • · US Constitution 101, Lesson 2 · The Preamble: who, and why
  • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship

  What we do and don't cover: Partial: the values and principles of a democratic republic and the citizen's role in it are taught in depth. The systematic comparison to non-democratic systems (communism, fascism) that the standard also requires is not part of this catalog.

• SS.C.25

  Partially covered

  Explain how supply and demand affects prices, profits, and availability of goods and services.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Sugar — The Sweet Revolution

  • · Ep 1 · Price Shocks and Why You Keep Buying
  • · Ep 4 · From Luxury to the Cheapest Calorie

  What we do and don't cover: Partial: how demand affects price is taught through a worked commodity case — a Brazilian frost moving world coffee prices, and why inelastic demand absorbs the spike. The formal supply-and-demand treatment (schedules, equilibrium) is not the method.

• SS.C.26

  Partially covered

  Debate the role of government in a free-market economy.

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • BVC: Guayusa & Kola Nut — Forest Wisdom
  • BVC: Kava — The Root of Peace
  • BVC: My Daily Altar — Season Synthesis

  • · Ep 4 · The Hidden Costs of Cheap Sugar
  • · 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: Partial: the role of government in a market economy is taught through a concrete case — the U.S. sugar program's quotas, price supports, and tariffs — set against the contrast between traditional (reciprocity) and free-market economies. The course does not stage the standard's open debate as an assessed exercise.

• Appendix A, item 8

  Covered

  Develop the knowledge and practices of a savvy consumer who knows consumer rights and responsibilities, can identify and avoid fraudulent practices and guard against identify theft.

  Covered by

  • Credit, and the Decisions Made About You
  • Predatory Products, Priced
  • Taxes, and the Money Taken Before You See It

  • · 17 · The dispute, and the clock it starts
  • · 18 · The furnisher has duties too, and that is the leverage
  • · 19 · Getting your own file, and the site the regulation does not name
  • · 13 · Read your own adverse action notice
  • · 14 · The second notice on the same page
  • · 15 · A gate that has to state a standard
  • · 6 · Who is allowed to look, and the four words that end the list
  • · 18 · Unauthorized is a defined word, and everything depends on it
  • · 19 · What the institution owes you when the definition is met
  • · 20 · When you pressed send, the machine does not start
  • · 21 · The same loss under four different rulebooks
  • · 23 · Three tools in the Fair Credit Reporting Act, and what each one does
  • · 24 · Complaint, order, verdict: three documents that are not the same thing
  • · 25 · Who is targeted, taken from the record rather than asserted
  • · 7 · Two states, opposite answers, and how to find yours
  • · 12 · Where the total hides, and what a regulator found
  • · 26 · Capstone: price one product, check one rule, read one document
  • · 13 · Free File is a contract, and the number in it moves
  • · 14 · The volunteer programs, and the statute behind them
  • · 15 · The government built one itself, and then suspended it
  • · 16 · An examination is a procedure with a clock and a list of rights

  Note: EXTENDED 2026-08-29 WITH MONEY-05 (`taxes-and-filing`), which deepens the consumer-rights-and-responsibilities half rather than changing the coverage, which was already full. A savvy consumer of tax services now gets three additions from the statutes: the ten taxpayer rights enumerated in the United States Code at 26 U.S.C. 7803(a)(3), which the Commissioner is directed to ensure employees act in accord with (among them the right to be informed, the right to challenge the position of the Service and be heard, and the right to retain representation); the free, non-commercial routes to preparation and to representation, which are the Free File public-private partnership, the VITA and TCE volunteer programs whose matching grants sit at 26 U.S.C. 7526A, and the low-income taxpayer clinics at 26 U.S.C. 7526; and the method for checking which of those routes is actually open in a given filing season, taught against a documented case in which one route was built, used by hundreds of thousands of filers and then suspended inside about eighteen months. THE ORIGINAL BASIS FOR THE FULL RATING IS UNCHANGED and is recorded below. FULL as of 2026-08-28, and this entry records the change rather than hiding it: until MONEY-04 shipped it read partial, because the course then said in these words that it taught NOTHING about identifying and avoiding fraudulent practices or guarding against identity theft. Item 8 has three parts and each now has a course behind it. CONSUMER RIGHTS AND RESPONSIBILITIES: MONEY-01, from the statutes rather than as general awareness (who may lawfully obtain your file under 15 U.S.C. 1681b, what a refusal must tell you under ECOA and Regulation B, the dispute and reinvestigation right under 1681i, furnisher duties under 1681s-2, the free annual file disclosure under 1681j). IDENTIFY AND AVOID FRAUDULENT PRACTICES: MONEY-04, taught as a rule rather than as a warning list. The load-bearing lesson is the line Regulation E draws at 12 CFR 1005.2(m), under which a transfer taken without the consumer's authority starts an error-resolution procedure with deadlines and the burden of proof on the institution at 15 U.S.C. 1693g(b), while a transfer the consumer was deceived into making themselves does not. Avoidance is taught procedurally (end the call, dial the number on your own card; check the lender against the state licensing register) and evidentially (how to read a complaint, a stipulated order and a jury verdict without confusing the three). GUARD AGAINST IDENTITY THEFT: MONEY-04 again, from 15 U.S.C. 1681c-1 and 1681c-2, which supply the initial fraud alert, the extended alert, the free security freeze with its one-business-day placement and one-hour lift, and the four-business-day block. What the course still does not do is survey scam TYPES as a taxonomy (phishing, pyramid schemes, skimming, data breaches), because item 8 asks for practices and rights rather than for a catalogue of schemes. (West Virginia's published text reads "identify theft"; the intended term is plainly identity theft, and the typo is the publisher's, transcribed here as printed.)

• Appendix A, item 6

  Partially covered

  Complete federal and state income tax forms and examine other state and local taxes.

  Covered by

  • Taxes, and the Money Taken Before You See It

  • · 1 · The money is taken before you ever see it
  • · 2 · The withholding certificate is the one dial you hold
  • · 3 · A refund is not a gift, and a balance due is not a fine
  • · 18 · Capstone: read your own paperwork, and look one thing up properly
  • · 4 · Who has to file, and who files anyway
  • · 5 · You sign it under penalties of perjury, and that starts two clocks
  • · 6 · Filing status is a legal fact, not a preference

  What we do and don't cover: Partial, and narrowly, so a teacher planning against this item knows before the lesson what they are getting. THE FEDERAL FORM THIS COURSE TEACHES A STUDENT TO READ AND COMPLETE IS THE WITHHOLDING CERTIFICATE, NOT THE RETURN. MONEY-05 works Form W-4 in detail, from the statute that requires it (26 U.S.C. 3402(f)(2)) and the regulation that prescribes it (26 CFR 31.3402(f)(5)-1(a), which also records that the form was previously called the Employee's Withholding Allowance Certificate), including the 3402(n) exemption and its two conditions, and the capstone has the learner read their own. AROUND THE RETURN it teaches what the document legally is rather than how to fill it in: who is required to file under 26 U.S.C. 6012(a)(1)(A) and by when under 6072(a), what the 6065 declaration under penalties of perjury commits, how filing status is determined as a matter of fact on one date under 7703(a) and 2(b)(1), and what joint and several liability under 6013(d)(3) means for each spouse. It also classifies every line of a pay statement by the chapter that imposes it and works gross to net by hand. WHAT IS NOT COVERED, and it is a real gap: the course does NOT walk a Form 1040 line by line, so a student will not have completed a return; it teaches NO state income tax form, since state tax is state law and this catalog covers none of it; and it does not examine other state and local taxes at all, which is the entire second clause of the item. West Virginia's own personal-finance course will need to supply the completion practice and the state and local half; this catalog supplies the machinery underneath them.

• Appendix A, item 7

  Partially covered

  Examine the advantages and disadvantages of different types of consumer debt to make sound financial decisions (e.g., home loans, credit card debt, automobile loans, pay-day loans, and rent-to-own).

  Covered by

  • Credit, and the Decisions Made About You
  • Predatory Products, Priced

  • · 21 · The number that exists so two offers can be compared
  • · 1 · Before it is about scores, it is about a calendar
  • · 7 · The file that does not exist
  • · 2 · A fee is a rate, and the law already told you why
  • · 5 · What the transaction actually is, in a state that licenses it
  • · 8 · The same arithmetic, with the car attached
  • · 6 · The first loan is not where the money is
  • · 10 · Two numbers, and the only comparison that matters
  • · 15 · Two products, and only one of them is a loan
  • · 16 · Overdraft, priced the way this course prices everything else
  • · 11 · Why there is no rate on the page
  • · 12 · Where the total hides, and what a regulator found
  • · 7 · Two states, opposite answers, and how to find yours
  • · 26 · Capstone: price one product, check one rule, read one document

  What we do and don't cover: Partial, and much less narrowly than on 2026-08-28, when this entry said the course supplied the comparison method and none of the product catalog. Two of the five products West Virginia names in its own parenthetical are now taught in depth. PAY-DAY LOANS: the transaction read in full from a state statute that licenses it (Fla. Stat. 560.404, its amount, fee and term ceilings, its rollover ban and its statewide one-at-a-time database), against a state whose penal law makes the same charge a felony (N.Y. Penal Law 190.40), with the annual rate computed from the statutory ceiling by the 15 U.S.C. 1606(a)(2) method. RENT-TO-OWN: total of payments against cash price from Conn. Gen. Stat. 42-240, 42-241 and 42-248, including why no annual percentage rate is disclosed at all, which turns on Regulation Z's credit-sale test at 12 CFR 1026.2(a)(16). Automobile loans are reached only in the title-lending direction, which is a loan secured by a car already owned rather than one financing a purchase. STILL NOT COVERED: home loans, which are MONEY-06, and credit card debt, which is not taught anywhere in this catalog. A teacher planning against item 7 now gets three of the five products and the comparison method that prices any of them.

• Appendix A, item 9

  Partially covered

  Utilize traditional and online banking services as well as examining fees, services and hidden costs of checking, savings, debit cards, Certificates of Deposit, etc.

  Covered by

  • Banking, and Who Has No Bank

  • · 1 · What a deposit account actually is
  • · 3 · The fee schedule is a document you can demand
  • · 13 · Overdraft is a mechanism, and it has an on switch
  • · 15 · Why the cost lands where it does, and what an alternative looks like
  • · 2 · The first gate: four pieces of information
  • · 9 · The second gate: a report about you that you have never seen
  • · 10 · The letter that has to tell you who was consulted
  • · 11 · Getting the file, and what a dispute actually does
  • · 14 · The rule that was made, and then unmade
  • · 23 · Read your own account: what this course leaves you able to do

  What we do and don't cover: Partial, and the examining half is the strong half. Fees, services and costs of checking and savings accounts are worked from the disclosure rule that requires them (12 CFR 1030.4, before opening and on request, including the conditions under which a fee may be imposed); debit-card overdraft is taught from the Regulation E opt-in and its boundary; certificates of deposit appear as an insured time deposit; and the FDIC's own data on teller against mobile access supplies the traditional-and-online contrast. Two gaps, stated plainly: certificates of deposit are not taught as a savings instrument with a return, and 'utilize' as a hands-on exercise on a live account is beyond a self-paced course, which teaches the documents instead. PROVENANCE OF THE CODE ITSELF, since it changed: MONEY-02 shipped this claim on 2026-08-28 against a Civics code, SS.C.38, taken from the 2016 numbering. The 2024 rule runs the Civics course to SS.C.37 and prints this standard as Appendix A item 9 instead, so the claim was re-filed here on 2026-08-29 after the rule was re-fetched. Nothing about what the course teaches changed.

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 West Virginia College- and Career-Readiness mathematics standard.
• Science — considered, deferred, not claimed this pass. West Virginia's science standards (WVBE Policy 2520.3C, adopted 2021) are NGSS-derived, so the catalog's one honest science idea — resource availability and climate shaping human activity (the substance of NGSS HS-ESS3-1) — would in principle map to a West Virginia science code. But the West Virginia-hosted and regulatory copies we could retrieve are image-only scans with no extractable, byte-faithful text, and our rule is verbatim-or-nothing. We will not alias the shared NGSS file to a West Virginia code we could not confirm against West Virginia's own printed wording, nor transcribe from a scan we cannot read exactly. Science is deferred until that verbatim text is in hand.
• West Virginia's own state structure is taught more fully than any one Civics standard names. West Virginia Civics teaches the state's singular origin (the only state formed by breaking away from another, its pro-Union western counties splitting from Virginia in 1863) and its Constitution of 1872, the plural executive with no Lieutenant Governor (the Senate President succeeds the Governor) and its weak veto, the 100-Delegate/34-Senator part-time Legislature and its 60-day session, the 2015 switch to nonpartisan judicial elections and the 2022 Intermediate Court of Appeals, the absence of any statewide citizen initiative, and the 55 counties — all from West Virginia's own sources. SS.C.20 (state and local government) and SS.C.13 (state judicial systems) host most of it, but the WVCCRS Civics standards are U.S.-system concept statements, not a West-Virginia-government checklist, so West Virginia's origin story, its plural executive, and its recent court changes have no code of their own.
• The Civics standards on parties, interest groups, and world affairs. Standards the catalog's civics does not genuinely teach are not claimed: SS.C.4 (collaboratively build a model to defend the American Republic — a classroom performance task), SS.C.16 (the evolution and function of the two-party system), SS.C.18 (the impact of special interest groups on public policy), and SS.C.21 (cooperation, competition, and conflict among nations — the United Nations, international treaties, terrorism). The catalog's civics is domestic structure, rights, and participation, so these are left unclaimed.
• Personal Finance — this rejection has been superseded, and its codes no longer mean what it said. Until 2026-08-28 this entry said West Virginia's Civics course carried a full Personal Finance strand at SS.C.30-39 and that the catalog met none of it. Both halves needed correcting. On the codes: under W. Va. 126CSR44D as filed July 8, 2024 and effective July 1, 2025, the Civics course runs SS.C.1 through SS.C.37 only, SS.C.38 and SS.C.39 do not exist, SS.C.30 and SS.C.31 are now ECONOMICS standards and SS.C.32-37 are GEOGRAPHY, and the ten personal-finance standards were moved to Appendix A of the rule and renumbered 1 through 10 with no code prefix. A rejection filed against SS.C.30 today would point at a standard about business climate, not about money management. On the substance: the catalog now teaches one personal-finance course, MONEY-01, and two Appendix A items are claimed above as partials, item 7 through the annual percentage rate and item 8 on its consumer-rights half, each with its gap named. The other six are still not claimed and the reasons are specific. Items 1 through 4 are postsecondary cost, income and lifestyle against education, career expectations, and workforce preparedness including resumes and mock interviews; item 5 is bankruptcy; item 6 was added as a narrow partial on 2026-08-29 and is dealt with on its own entry; item 5 is bankruptcy; the rest are completing income tax forms; item 9 is banking services and account fees; item 10 is investing and insurance. None of that is in this catalog, and MONEY-01 states in three separate lessons that it gives no financial advice, so a budgeting or investing claim would misdescribe it. TWO THINGS THIS PASS COULD NOT SETTLE, recorded rather than assumed: the superseded 2016 text of SS.C.30-39 could not be obtained from West Virginia's own publisher, so nothing is transcribed under those retired codes; and whether the SS.C civics and economics codes claimed elsewhere in this file also moved in the 2025 amendment has not been re-verified and is filed as a research check. UPDATED 2026-08-29: this entry's own claim that SS.C.38 does not exist has now been verified against a fresh fetch of the rule, and the contradiction it had with the Civics framework (which carried a claimed SS.C.38 entry) is resolved in this rule's favour. That claim moved to Appendix A item 9, which is where its text is actually printed. The research check on the OTHER SS.C codes stays open and is, if anything, more warranted: the same fetch shows the current SS.C.28 carrying the supply-and-demand text this file files under SS.C.25.
• Personal Finance (SS.C.30-39) — three of ten, and one claim moved to a code that exists. This entry used to read that the catalog taught none of West Virginia's Personal Finance strand. That is no longer true and the correction is recorded here rather than deleted, so a teacher can see exactly what changed and when. Personal finance now lives in Appendix A of Policy 2520.4, numbered 1 through 10; two of those ten are claimed above. SUPERSEDED AGAIN ON 2026-08-28, when MONEY-04 shipped, and both claimed items moved: Appendix A item 7 (consumer debt) was previously claimed on the annual-percentage-rate comparison method alone and now also carries pay-day loans and rent-to-own, each read from a state statute that governs it, though home loans and credit card debt remain outside it; and Appendix A item 8 (the savvy consumer) moved from partial to FULL, because the identify-and-avoid-fraudulent-practices and guard-against-identity-theft halves this catalog genuinely did not teach are now taught from 12 CFR part 1005 and from 15 U.S.C. 1681c-1 and 1681c-2. The other eight Appendix A items remain unclaimed and are named so the gap stays visible: the cost of postsecondary education, income and lifestyle against education and aid decisions, careers and lifelong earning potential, workforce preparedness, the causes of bankruptcy, completing federal and state income tax forms, banking services, and investing and insurance. Their verbatim text has not been transcribed here, so none of them carries a code entry, per fetch-or-do-not-cite. Later courses in the same series are planned to reach several of them; none is claimed before it is taught. SUPERSEDED A THIRD TIME ON 2026-08-29, and this one is a correction to our own record rather than to the catalog. Banking services, named just above as unclaimed, WAS claimed on 2026-08-28: MONEY-02 reached it, but the claim was filed in the Civics framework under SS.C.38, a code the current rule does not contain, which left this file asserting in one place that SS.C.38 does not exist and asserting in another that the catalog meets it. Policy 2520.4 was re-fetched from the Word version the WVBE policy viewer serves, since the PDF is a scan with no text layer. It contains thirty-seven SS.C codes and stops, and it prints the banking-services standard as Appendix A item 9. The claim has been moved to that locator unchanged, so three of the ten Appendix A items are now claimed (7 partial, 8 full, 9 partial) and seven are not: postsecondary cost, income and lifestyle, careers, workforce preparedness, bankruptcy, income tax forms, and investing and insurance.
• Geography (SS.C.40-43) — checked, thin overlap, not claimed. The Civics course's Geography strand (census and demographic analysis, geopolitical research, sustainable development, and geographic information systems) is human-environment and spatial geography. The catalog's growing-belts, resource-map, and climate content is geographic in flavor, but its overlap with these specific standards is adjacency-level at best; where that content maps squarely — how trade and commodities distribute wealth and shape economies — it is claimed under the Economics standards instead, not padded into Geography.
• The remaining Economics standards (SS.C.23, 24, 27, 28, 29). Beyond SS.C.25 (supply and demand affecting price) and SS.C.26 (the role of government in a free market), the Economics strand's other standards — opportunity cost and scarcity, allocating the factors of production, the household/business/government circular flow, local-to-global business climate, and the historical evolution of currency — are not the substance of this catalog's commodity history, so they are left unclaimed rather than stretched.
• The ELA grades 9, 10, and 12 standards, and the grade-11 standards outside the reading/writing/research claims above. West Virginia's ELA standards run across four grade bands (ELA.9, ELA.10, ELA.11, ELA.12). We claim only the grade-11 informational-reading, argument-writing, and research standards the catalog's media-literacy and source-evaluation teaching genuinely meets. The literature strands, the language and speaking/listening strands, and the near-identical standards in the other grade bands are not separately claimed, to avoid mapping the same teaching against four grades' worth of duplicate codes.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. West Virginia's closest frameworks for these (its Technology and Computer Science standards, WVBE Policy 2520.14, and its world-languages standards) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no West Virginia claims this pass.