# Two optional evidence swaps each day

These are *additional* 5–15-minute source tasks, not mandatory homework. Use them when a class needs a longer lesson, another example or a second attempt. IDs A–E refer to the core [practice cards](SOURCE-CARDS.md); I/J transfer the same source skill to the **different** QCAA Industrial Revolution option. F–H stay unseen before Days 5/10. An I/J swap is a comparison, **not** coverage of a second full topic. A swap never turns a US exemplar into the required Aboriginal and Torres Strait Islander topic or an Asia topic. For another school-selected topic, use the **same question structure** only after checking an authentic topic-specific source with the school.

| Day | Swap 1 · another evidence move | Swap 2 · another evidence move |
|---|---|---|
| 1 | B: ask what Abigail Adams requested; separate that from whether Congress granted it. | **Industrial option I:** ask what the inspector said he heard; explain why one report cannot describe every mill. |
| 2 | B/E: compare a private 1776 concern with a 2021 archive summary; mark source kinds. | **Industrial I/J:** compare an inspector's account and a later enforcement table as different record purposes. |
| 3 | A/C: contrast an equality ideal with Article II's state powers; avoid equating them. | **Industrial J:** distinguish “an after-hours case appears” from “the 1833 law solved child labour.” |
| 4 | B/A: place March and July 1776 in order, then state why a letter predates the Declaration. | **Industrial I/J:** order 1836 report, 1862 case and 1863 compilation; label event versus publication. |
| 5 | After submitting Check A, use B to ask whether different colonists wanted different changes. | **Industrial I:** after submission, compare a petition's request to an inspector's recorded observation; keep topics distinct. |
| 6 | C/D: identify how a state-power provision differs from an international recognition clause. | **Industrial J:** ask whether an administrative offence list directly records each young worker's own words. |
| 7 | D/C: write a question the treaty answers that Articles II cannot. | **Industrial I/J:** ask which source helps study alleged long hours and which helps study recorded enforcement. |
| 8 | E/A: identify one phrase in A that the later archive account asks us to examine critically. | **Industrial I:** trace the boys' reported words through an inspector's account; name the missing direct interview. |
| 9 | A/B/D: build a second argument on *whose* views our document set does and does not contain. | **Industrial I/J:** argue only that selected alleged breaches were recorded; reject a prevalence estimate. |
| 10 | After submitting Check B, revisit E to compare later archive interpretation with the two fresh records. | **Industrial I/H:** after submission, compare source type and young people's missing voices; do not equate slavery with factory employment. |

**Longer assignment seed:** select two **verified** additional sources representing an affected group and a decision-making institution in the chosen school topic. Record creator, date, original holding institution, excerpt, reason for selection, rights and potential limitations. Have a teacher approve source safety and historical accuracy before display or reuse. Do not make up a First Nations voice or ask students to perform a trauma scene.

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