# Source, fact and rights register

Checked against publisher pages on **29 September 2026**. This register distinguishes a historical document, its archive's metadata, our excerpt selection, our plain-language notes and our invented learner tasks. Links are for provenance; the [short cards](SOURCE-CARDS.md) also work offline. Do not treat an excerpt as the whole source or assume an archive page represents every historical voice.

| ID | Historical source or authority | What we checked and use | Boundary |
|---|---|---|---|
| QCAA | [Modern History General senior syllabus 2025 v1.4](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_modern_history_25_syll.pdf) | Printed pp10–11 course design, pp15–17 Unit 1, p19 Unit 2 topics; two chosen Unit 1 topics, Unit 1 Topic 1 or Unit 2 Topic 1 for Aboriginal and Torres Strait Islander perspectives, at least one Asia-engaging topic across course; 55-hour unit. | QCAA text is referenced, not offered under our CC licence. This pack is 4h10m only. |
| A | [US National Archives, Declaration transcript](https://www.archives.gov/founding-docs/declaration-transcript) and [document record](https://www.archives.gov/milestone-documents/declaration-of-independence) | Congress adopted the Declaration 4 July 1776; the named phrases on Card A occur in the archive transcript. | A declaration of principles and grievances is not evidence that rights were equally enjoyed. The archive notes the transcript is from an engraving; the engrossed parchment is a distinct object. |
| B | [Library of Congress, Abigail Adams letter account](https://blogs.loc.gov/loc/2016/03/remember-the-ladies/) | LOC attributes the 31 March 1776 letter to Abigail Adams and reproduces the brief phrases used on Card B. | A private letter is one writer's view, not a survey of all women. Original words are historical public-domain text; LOC page prose and images are not copied. |
| C | [US National Archives, Articles of Confederation](https://www.archives.gov/milestone-documents/articles-of-confederation) | Congress adopted Articles 15 Nov 1777; all states ratified by 1 March 1781; Article II retained state sovereignty. | Adopted and put into force are different dates. The excerpt is just Article II, not an exhaustive account of government. |
| D | [US National Archives, Treaty of Paris (1783)](https://www.archives.gov/milestone-documents/treaty-of-paris) | Signed 3 Sep 1783; Article 1 acknowledges the United States as free sovereign and independent states. | Treaty records a diplomatic agreement between named parties; it cannot alone tell us who experienced freedom or consent. We do not reproduce Article 7's dehumanising wording. |
| E | [US National Archives, public-history discussion of the Declaration and diversity](https://www.archives.gov/about/speeches/2021/declaration-of-independence-and-diversity) | Archive presentation notes that women, enslaved people and Indigenous peoples were not equally included in the Declaration's contemporary promise. | Modern interpretive source, not a 1776 witness; use as a claim to test against further historical research. The archive's prose is paraphrased, not copied. |
| F · fresh Day 5 | [National Archives Museum, Olive Branch Petition original-page record and account](https://visit.archives.gov/whats-on/explore-exhibits/olive-branch-petition) | The museum identifies the Second Continental Congress's July 1775 petition to George III and quotes its short “happy and permanent reconciliation” appeal. It says the King did not formally receive or answer it. | Only a four-word primary fragment is supplied, with later museum explanation clearly separated. It cannot prove all colonists wanted reconciliation. Held out from practice. |
| G · fresh Day 10 | [US National Park Service account quoting a 1773 Massachusetts petition](https://home.nps.gov/articles/000/slavery-and-law-in-early-ma.htm) | NPS reproduces wording from enslaved Black petitioners seeking freedom during the revolutionary period, and reports the General Court did not grant it. | The quotation is mediated by a modern NPS account; identify this chain. Do not invent individual signers or say the petition succeeded. Held out from practice. |
| H · fresh Day 10 | [US National Park Service, Peter Nelson 1777](https://www.nps.gov/articles/000/massachusetts-1777-peter-nelson.htm) | NPS describes 14-year-old Peter Nelson's 39 days of militia service in 1777 and his continued enslaved status on return. | Secondary interpretation; details should not be generalised to every Black participant. Held out from practice. |
| I · optional cross-topic | [UK National Archives, 1836 factory inspector's report](https://www.nationalarchives.gov.uk/education/resources/1833-factory-act/source-1/) | Archive transcript presents the inspector's statement that he heard boys' evidence and checked a time book. | Unit 1 Industrial Revolution option. Inspector mediates the boys' accounts; one case cannot measure all factories. |
| J · optional cross-topic | [UK National Archives, 1862 cases in a 1863 inspectors' report](https://www.nationalarchives.gov.uk/education/resources/1833-factory-act/source-2/) | Archive transcript lists selected proceedings, including an after-hours employment entry. | A selected enforcement table is not a prevalence estimate; a listed allegation is not automatically a conviction. |

**Rights.** We use only a few words from each historical US or UK document, credit the holder and link to its full record. Publisher page prose is either summarised in new words or named as metadata. No archive images or logos are copied. Our CC licence does **not** grant rights over the underlying archival records, QCAA syllabus or archive editorial material. All learning activities, diagrams, teacher explanations and text alternatives are newly authored and offered under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). The included [DejaVu font notice](print/dejavu-font-copyright.txt) records the typeface used in PDF rendering. Translation rights and historical nuance require separate language-speaker review; no translated pack is supplied.

**Refresh rule.** Before a school adopts the pack, check QCAA's live subject page for later syllabus amendments and the source pages for revised metadata. Record school topic/aspect, local policy, teaching dates and chosen extra sources. This audit does not establish a classroom pilot or that every topic requirement is taught.