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Learn.WitUS

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.

29
standards mapped
11
fully covered
18
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 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.

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 →

  • SS12.1.5

    Covered
    Demonstrate an understanding of the structures of both the United States and Wyoming Constitutions.

    Covered by

    • · US Civics 101, Lesson 1 · Purpose of government and the three branches
    • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
    • · US Constitution 101, Lesson 7 · Federalism: state and federal power
    • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
    • · Wyoming Civics, Lesson 1 · 'The Equality State': first to grant women the vote
    • · Wyoming Civics, Lesson 2 · Wyoming's executive: five elected officers, and no Lieutenant Governor
    • · Wyoming Civics, Lesson 3 · The part-time Legislature and how Wyoming picks its judges
    • · Wyoming Civics, Lesson 4 · How a bill becomes law, local government, and getting involved

    Note: The strongest alignment on this page and the flagship's home: Wyoming Civics teaches the structure of the Wyoming Constitution in depth — the 1889 constitution, the five-officer plural executive with NO lieutenant governor, the part-time 62/31 Legislature, the Missouri-Plan judiciary, and direct democracy — and the general Civics courses teach the U.S. Constitution's three-branch structure and separation of powers. Both constitutions the standard names are genuinely taught.

  • 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.

  • SS12.6.2

    Covered
    Assess the extent to which the reasoning and evidence in a text supports the author's claims.

    Covered by

    • · Ep 15 · Doubt Is Our Product
    • · Ep 19 · Peer Review Versus Press Release
    • · Ep 20 · The Ban Against the Evidence (the UK banning khat against its own scientific advice)
    • · Every course's Sources bibliography, with per-claim verification
    • · Spotting Misleading Marketing, Lesson 8 · Misleading statistics and charts
    • · Spotting Misleading Marketing, Lesson 4 · Fake urgency, fake scarcity, and fake discounts

    Note: Assessing whether an author's reasoning and evidence actually support the claim — spotting fallacies and misleading statistics — is the media-literacy skill run in every BVC episode: ads, labels, and campaign language read for what they leave out.

  • SS12.1.1

    Partially covered
    Analyze unique freedoms, rights, and responsibilities of living in a democratic society and explain their interrelationships.

    Covered by

    • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
    • · Jury Duty & the Courts · the whole course (the citizen's side of the court system)
    • · Voting & Elections 101, Lesson 1 · Registering to vote
    • · Wyoming Civics, Lesson 1 · 'The Equality State': first to grant women the vote

    What we do and don't cover: Partial: the rights and responsibilities of citizenship — voting, jury service (an entire course), staying informed — are taught as practice, and Wyoming Civics adds the state's founding equal-political-rights identity. But the standard's analytic task (explaining the interrelationships among freedoms, rights, and responsibilities) is taught as content, not as a graded analysis.

  • SS12.1.2

    Partially covered
    Explain and/or demonstrate how to participate in the political process and form personal opinions. (i.e., tribal, local, state, and national elections).

    Covered by

    • · Wyoming 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
    • · 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: Partial: participation is taught as practice — Wyoming's get-involved lesson (registering and voting, showing up locally, contacting legislators, running for office) plus the general courses' campaign help, bill tracking, and showing up at every level. The TRIBAL elections the standard names are not taught.

  • SS12.1.3

    Partially covered
    Analyze the historical development of the United States Constitution and treaties (e.g., 1868 Fort Bridger Treaty) and how they have shaped the United States and Wyoming Government (tribal, local, state, federal).

    Covered by

    • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
    • · Wyoming Civics, Lesson 4 · How a bill becomes law, local government, and getting involved

    What we do and don't cover: Partial: the U.S. Constitution is worked article by article in the general courses, and Wyoming's own government (counties, cities, districts) is taught in Wyoming Civics. The TREATIES half the standard names — the 1868 Fort Bridger Treaty and how treaties shaped tribal and Wyoming government — is not taught.

  • 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

    • · 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.

  • SS12.3.2

    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.

  • SS12.3.3

    Partially covered
    Analyze and evaluate the impact of current and emerging technologies at the micro and macroeconomic levels (e.g., jobs, education, trade, and infrastructure) and their impact on global economic interdependence.

    Covered by

    • · 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
    • · Ep 7 · Who Captures the Value

    What we do and don't cover: Partial: global economic interdependence is the series' spine — who captures value along global commodity chains, and why producing regions stay poor (the commodity trap). The technology-as-driver half the standard leads with is not the focus.

  • SS12.4.2

    Partially covered
    Analyze the development and impact of tools and technology and how it shaped history and influenced the modern world.

    Covered by

    • · Ep 2 · The Roads Tea Traveled
    • · Ep 8 · Liquid Bread and the First Cities (the Code of Hammurabi, c. 1754 BCE, legislates beer)

    What we do and don't cover: Partial: the trade-network and grain-and-first-cities stories are deep, but technological innovation as a driver in its own right is not taught head-on.

  • 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

    • · 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

    • · 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.

  • SS12.5.4

    Partially covered
    Analyze how environmental changes and modifications positively and negatively affect communities, tribes and the world both economically and socially.

    Covered by

    • · Ep 1 · Climate Change Is Redrawing the Map
    • · Ep 3 · A Two-Degree Threat
    • · Ep 6 · Islands Under Pressure
    • · Ep 8 · Beer Geography Is Shifting
    • · 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: Partial: published climate forecasts and their economic and social effects on growing regions and communities are analyzed in depth (coffee, cacao, kava, beer). Environmental modification broadly, and tribal-specific effects, are not taught.

  • SS12.6.1

    Partially covered
    Analyze, evaluate, and/or synthesize multiple sources of information in diverse formats and media in order to address a question or solve a problem.

    Covered by

    • · Ep 19 · Peer Review Versus Press Release
    • · Every course's Sources bibliography, with per-claim verification
    • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources

    What we do and don't cover: Partial: multi-source evaluation is modeled constantly and a checkable bibliography is published, but the student is required to perform the synthesis only in the Coffee episode's project.

  • SS12.6.4

    Partially covered
    Evaluate and integrate accurate, sufficient, and relevant information from primary and secondary sources to support writing

    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
    • · Ep 1 · Assignment, Option D, a 1,200-1,500 word research paper with a required counterargument section

    What we do and don't cover: Partial: the Coffee project's Option D requires exactly this — authoritative primary and secondary sources, APA citation, and an argument paper with a counterargument section. It is one optional project in one episode, so we will not claim a writing programme.

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 →

Wyoming · 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

Wyoming's 2016 Science Content and Performance Standards are built on the NGSS (NGSS Lead States, 2013), and HS-ESS3-1 is printed with the NGSS code and text verbatim. 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 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.

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