# HASS · optional Year 10 Days 11–20

Ten separate **12-minute blocks** sample History (2), Geography (2), Civics and Citizenship (2), and Economics and Business (4). This is not a full sequence in any HASS subject. Years 9–10 Economics and Business availability/sequence depends on school authority. History's limited facts are paraphrased from the [United Nations Declaration history](https://www.un.org/en/about-us/udhr/history-of-the-declaration) and [Australian Human Rights Commission Australian-connection account](https://humanrights.gov.au/know-your-rights/understanding-human-rights/the-universal-declaration-of-human-rights-75-years-on); later cards use **invented** places, responses, credits and decisions. Do not present them as local geography, public opinion, law or financial advice. Use the [learner cards](LEARNER.md#hass). Rhythm for every activity: **0–2 orient; 2–4 model one source move; 4–10 A/B/C learner work; 10–12 collect and teach next**. The two [fresh HASS checks](ASSESSMENT.md#hass-checks) are additional and publicly accessible.

### HASS Day 11 · A declaration's source trail · AC9HH10K15, AC9HH10S03

**0–2:** Name the UDHR as a real 1948 document, but the two linked pages as later official explanations, not eyewitness diaries. **2–4:** Show the UN origin and AHRC origin/date/purpose fields. **4–10:** A/B/C compares one use and one limit for each. **10–12 evidence/next:** The UN confirms adoption on 10 December 1948 in postwar context; AHRC describes the Australian connection. To examine exact 1948 wording or negotiating claims, seek the original document/records. If learner calls an AHRC page primary evidence of a 1948 person's thoughts, ask who wrote it and when. **Home:** record two source URLs/titles and one origin question; no paid access.

### HASS Day 12 · Two named contributors · AC9HH10K15, AC9HH10S03

**0–2:** Use names from the AHRC page without invented quotations or biographies. **2–4:** Model “Evatt's UN role” versus “Street's advocacy” as differently documented roles, not sole authorship. **4–10:** A/B/C cites one sourced role each and a question for further inquiry. **10–12 evidence/next:** The AHRC account identifies H. V. Evatt as Australian foreign minister and UN General Assembly president at adoption, and Jessie Street as part of Australia's 1945 UN delegation advocating inclusive wording. A careful response does not claim they alone wrote the Declaration or that adoption instantly changed domestic law. If the learner conflates 1945 conference and 1948 adoption, build a two-date timeline. **Home:** write an attribution sentence with the linked source.

### HASS Day 13 · Pocket-park shade inquiry · AC9HG10S01

**0–2:** The pocket-park sketch is invented, not a local map. **2–4:** Model a spatial question that specifies zone and possible evidence. **4–10:** A/B/C asks pattern and strategy questions with data needed. **10–12 evidence/next:** “How might shade vary across the paved centre, planted edge and covered seat in a real approved site?” is investigable; the drawing itself supplies no temperatures or access proof. If learner predicts heat as observed, ask for date, method and measurements. **Home:** create a fictional three-zone map with two questions; no fieldwork.

### HASS Day 14 · Public refill point choice · AC9HG10S05

**0–2:** Two locations exist only on a fictional paper sketch. **2–4:** Show environmental/social/cost criteria, marking access-route information UNKNOWN. **4–10:** A/B/C compares and makes a conditional recommendation or defers it. **10–12 evidence/next:** Either site may be favoured only after relevant real route, demand, installation and maintenance evidence; a shorter drawn distance is not a verified accessible route. If learner asserts “A is best”, ask which criterion and evidence support it. **Home:** build a no-purchase criteria matrix for a made-up site.

### HASS Day 15 · Forum speaking order · AC9HC10S04

**0–2:** This is a fictional forum, not actual civic consensus. **2–4:** Compare 3×4=12 and 6×2=12 minutes; state participation goal first. **4–10:** A/B/C evaluates schedules and a written/AAC route. **10–12 evidence/next:** B allows more distinct speakers if all opt in; A gives more time per speaker. Neither guarantees representation or accessibility. A fair evaluation names goal, method, missing invitee/input and review process. If learner equates speaker count with public support, ask who chose not to speak. **Home:** devise a fictional contribution method with a trade-off.

### HASS Day 16 · Community notice response · AC9HC10S04

**0–2:** All 15 responses are invented; no council decision exists. **2–4:** Read categories 8 supportive, 4 uncertain, 3 opposed before the word “everyone”. **4–10:** A/B/C repairs the claim and evaluates a participation method. **10–12 evidence/next:** “Eight of 15 fictional responses were supportive” is supportable; a sampling method and accessible response route remain unknown. If a learner deletes uncertain voices, ask what the tally would lose. **Home:** draft an optional paper/voice response invitation without collecting one.

### HASS Day 17 · Theatre-prop reuse decision · AC9HE10S04

**0–2:** Credits are fictional, not currency or real price. **2–4:** Compute reuse `10×3+8=38` versus new `10×5=50` stated credits. **4–10:** A/B/C evaluates with cost plus quality/labour uncertainty. **10–12 evidence/next:** Reuse costs 12 fewer *stated model credits*, conditional on missing quality/labour and suitable props. If “cheapest is best” appears, ask for one non-price criterion and actual evidence need. **Home:** a paper cost-benefit list, no household budget.

### HASS Day 18 · Canteen packing prompt · AC9HE10S01, AC9HE10S04

**0–2:** This is an invented container model, with no food/safety/environment evidence. **2–4:** Compute at 20 planned uses: R=40 credits, S=10+20=30; at 10 both=20. **4–10:** A/B/C refines the question for uncertain demand and offers conditional advice. **10–12 evidence/next:** S has lower stated credits at 20 uses and ties at 10, but actual demand, hygiene, quality and disposal impacts are unknown. If a learner says “sustainable”, request life-cycle evidence and safety review. **Home:** alter the planned-use number in a fictional table; no food preparation.

### HASS Day 19 · Music-room schedule trade-off · AC9HE10S01, AC9HE10S04

**0–2:** Slots are hypothetical and have no measured community value. **2–4:** Model an inquiry question linking a criterion to needed evidence. **4–10:** A/B/C ranks access/maintenance/cost, asks stakeholders *on paper* or advises conditionally. **10–12 evidence/next:** Both plans total six slots; A 4 rehearsal/2 repair, B 3/3. Counts do not prove benefit. If learner chooses solely from slot total, ask whose needs and what cost would change the decision. **Home:** write two hypothetical stakeholder questions; no actual interviews.

### HASS Day 20 · Weekend market paper signs · AC9HE10S04

**0–2:** No real market purchase or environmental claim. **2–4:** Compute one-event model totals: reuse `12×4=48`, single-use `12×3=36` credits. **4–10:** A/B/C compares one event and future unknown reuse. **10–12 evidence/next:** Single-use is 12 credits lower for one fictional event; longer-run cost requires lifespan/reuse count and upkeep. A learner may reasonably defer the choice. If “greenest” appears, ask for material and disposal evidence rather than inventing it. **Home:** make a two-horizon paper question.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit author, source, licence and changes. Official History sources and ACARA wording retain the separate [ledger](SOURCE-AND-RIGHTS.md).