# Two optional evidence swaps each day

Each swap is an extra **5–15-minute** task, not compulsory homework. It gives another example or a longer lesson while keeping the same day's source target. A–E are [practice cards](SOURCE-CARDS.md). F–H remain unseen before the public checks. Analogies in the [example bank](EXAMPLE-BANK.md) are teaching scaffolds, **not new historical facts**. Do not turn a paper engineering puzzle into a Budj Bim reconstruction or a game of locating heritage features.

| Day | Swap 1 · another evidence move | Swap 2 · another evidence move |
|---|---|---|
| 1 | A: write a question about living custodianship that this public page can answer; name a question it cannot. | C: ask what a government overview can add to A without replacing A's community authorship. |
| 2 | B: mark which sentence reports excavated material and which makes an inference about construction. | D: classify a public visit protocol as a contemporary source; explain why it matters for an ancient-place inquiry. |
| 3 | B: invent a *different* possible sample context (loose topsoil) and explain why its date would support a weaker feature claim; label it hypothetical. | B/C: compare a precise excavated feature's phases with a government “at least 6,600 years” landscape summary. |
| 4 | C: produce a text-only three-component list and say what it omits about local access. | A/D: ask whether a culture page plus a visitor protocol can be read as a public invitation to all physical sites. |
| 5 | **After submission**, use B to identify what field evidence a listing decision F does not itself provide. | **After submission**, use D to test the claim that recognition changed Traditional Owner permission rules. |
| 6 | A/C: compare the audience and emphasis of custodian and government descriptions; quote no protected prose. | B: write two different research questions, one B answers well and one requiring an unexcavated feature or different source. |
| 7 | E: draft an image-reuse request to the museum without assuming permission; state why attribution alone is insufficient. | D: revise a class proposal to mark exact sites on a public map into a location-free source-method display. |
| 8 | E/A: draft two alternative first sentences for a museum label, each attributing the source and avoiding an invented voice. | C/D: compare an institution's management summary with a current visitor instruction; say which guides a school visit. |
| 9 | A/B/D: argue how a published date, a custodial account and a protocol answer different parts of the inquiry. | B/C/E: diagnose “all features were excavated and dated” by tracing what each source actually covers. |
| 10 | **After submission**, compare G's digital candidate with B's excavated sample and mark “possible” versus “dated.” | **After submission**, use H/D to plan an authorised, guided visit inquiry without coordinates or assumed booking. |

**Larger assignment seed:** a pair develops a 600-word or 4-minute source audit of a school-approved archaeological question. They must use a public custodian source, an original research report and a later institutional interpretation; record maker, date, precise evidence, what is unknown and rights. The teacher checks the source/permission log and discusses a draft before any public exhibition. A distinct Topic 2 ancient-society assignment remains for the school to design; this seed does not substitute for it.

Original SubjectNest evidence swaps © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).