These are author desk checks, not a classroom pilot, historical peer review, First Nations community review or measured learning gains. The public material is incomplete as a 55-hour Unit 1 course. A school must still choose two Unit 1 topics, plan its mandatory First Nations and Asia engagement, build full inquiry/assessment and check sensitive content locally.
Seat 1 · new teacher, 25 minutes
Open Day 4, give Cards A/C/D, print the dated timeline, and select a route. The page already supplies six timed moves and a checkable exit. A correct four-card ordering is 1776 Declaration → 1777 Articles adopted → 1781 Articles fully ratified → 1783 Treaty. If a student says “Articles became effective in 1777,” the teacher asks for the difference between adoption and all-state ratification. Stop at 25 minutes even if the optional swaps remain unused. Risk found: the treaty can be misread as a personal-rights text; the Day 4 audit and aid explicitly block that leap. Future school action: add full-context extracts and historiography before a depth study is claimed.
Seat 2 · learner using read-aloud and labels
On Day 5, read Source F's four-word petition fragment while the learner sees it, log that reading support, then give the same claim/evidence/limit/next-source target through Route C. A valid response says the Congress sought reconciliation with the King in 1775; the request cannot prove all colonists agreed or that the King accepted. The fragment and later museum explanation must stay distinct. The response form can change; historical target and evidence standard do not. Reading ability is considered separately from source reasoning. Source correction: an initial Library of Congress link was to a different, 1774 First Continental Congress petition. The public check, ledger and key now use the National Archives Museum's verified 1775 Olive Branch Petition fragment and explicitly identify its limit.
On Day 10, the learner can choose a pause before the same evidence-sort. G is a petition by enslaved Black people in 1773; the General Court did not grant it. H is the NPS account of Peter Nelson's 1777 service while enslaved. A good answer challenges “everyone was free” while saying these two records do not measure the experience of all Black people. No role play or personal disclosure is required.
Seat 3 · assessor or potential funder, claim audit
A funder may accurately say the pack contains ten 25-minute scripts, 30 same-target route options, 20 optional evidence swaps, two fresh public checks and worked feedback, four original A4 SVG/PDF aids and exact text alternatives. Ten of the optional swaps exercise a second listed context, the Industrial Revolution, using two credited UK archive records; they do not amount to its topic study. These are authored assets, not evidence of uptake, attainment or cultural review. The US example is an official Unit 1 option, not Queensland's required first topic. The dossier links the current QCAA v1.4 syllabus and archive records. A funder must not claim the pack delivers a complete Year 11 Modern History year, satisfies the Aboriginal and Torres Strait Islander course requirement, supplies secure assessment, or has been classroom tested. An Australian Frontier Wars or other First Nations topic requires locally relevant primary/First Nations-authored material and school/community review.
Mechanical and visual run
Run python3 verify_pack.py from any directory to check source/version markers, ten complete timings, routes/swaps, isolated fresh checks, local links, SVG semantics, PDF text and the SHA-256 manifest. The four 210 × 297 mm PDFs were regenerated from the included original SVG code and inspected for extracted text and page boundaries; print contrast is blue on white or pale blue with the same words in the accessible text alternative. This mechanical audit cannot fact-check an unvisited future revision of a source page. The public links and syllabus version were checked live on the date above.