Use these on Days 5 and 10 before reviewing worked teaching feedback. They are publicly accessible by URL; they are not secure tests or Queensland assessment instruments. Source IDs F–H have not appeared in practice. You may hear the exact wording read aloud and keep the text in front of you. Respond in words, speech, a labelled diagram or AAC. In every route, show source detail, a bounded claim and a limit. You are analysing evidence, not giving your personal view of anyone's worth.
Day 5 Check A · Olive Branch Petition
New source F. The Second Continental Congress petitioned King George III in July 1775. The National Archives Museum's Olive Branch Petition record shows the original petition page and quotes its call for a “happy and permanent reconciliation”. The museum explains that King George III did not formally receive or answer the petition. The four quoted words are a primary-source fragment; the account of what followed is later archive explanation. This is only a fragment, so consult the full petition for a close reading.
Question: A classmate says, “By July 1775, every colonist wanted immediate independence and the King agreed.” Use F to make a narrower claim about what some Congress delegates sought. Identify F's maker, intended reader and purpose. Give one phrase from F, one reason it cannot establish the classmate's whole claim, and one other source you would seek. You may arrange those parts in the claim ladder.
Submit: first response plus access/support mode. Do not use the later worked feedback until submitted.
Day 10 Check B · Petition and service
New source G. In a 1773 petition to the Massachusetts General Court, enslaved Black petitioners sought freedom. A National Park Service account reproduces their words: “We expect great things from men who have made such a noble stand”. The NPS reports that the petition was not granted by the General Court. This is a short primary voice relayed in a later NPS account, not a full facsimile; the individual petitioners are not named here.
New source H. A National Park Service historical account records that Peter Nelson, age 14, served 39 days with militia in 1777 and remained enslaved when he returned. This is a modern secondary account of one young person's documented experience, not his own quoted testimony.
Question: A classmate says, “The revolutionary talk of liberty meant everyone in these colonies was free.” Explain how G and H together challenge that sentence. For each source identify its kind, date, a relevant detail and one limit. End with one carefully worded historical question for further research. Avoid claiming G succeeded or generalising H to all Black participants.
Submit: first response plus access/support mode. The separate worked teaching feedback is public by URL and is for discussion after submission.
Original SubjectNest formative questions and format © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. The brief historical excerpts are credited to the linked holders.