# Year 2 HASS · ten optional 12-minute source and scale blocks

**Use:** Two short inquiries: how a communication tool worked, then how maps can show nested place scales. Each block is **notice 2 + try 7 + show 3 minutes**. Use [learner cards and source notes](LEARNER.md), the original [source-to-scale mat](../print/hass-aid.svg) or [text equivalent](../print/TEXT-ALTERNATIVES.md), and [teacher checks](ASSESSMENT.md). The National Museum of Australia [typewriter account](https://www.nma.gov.au/learn/classroom-resources/what-is-this/typewriter) supports the brief factual museum note, paraphrased and credited on learner Card 1; no image/video is copied. All named people and invented map places below are **fictional**. No child has to describe home technology, family history, a personal route or why a real place matters.

**Week 1 domains:** writing a note at a service desk, correcting it and choosing evidence for a technology claim. **Week 2 domains:** a fictional parcel depot, nested map scales and a locally approved source plan. An invented map teaches scale language, **not** the actual local-to-state geography in `AC9HS2K03`; only a checked, school-approved local map can support that part. `AC9HS2K01` local significance and `AC9HS2K04` First Nations Australians' local Country/Place connections are **deferred** until appropriately sourced and locally authorised work is available. Do not ask a child or an invented card to represent a community. See [crosswalk and limits](../CURRICULUM-CROSSWALK.md).

Read source notes verbatim if useful; offer large text, tactile nested boxes, pointing, sign, AAC, typed or child-directed adult responses. Mark evidence **museum source / classroom demonstration / invented practice card / not yet known**. A card's date is not proof that everyone at that date lived alike. Record `source named | source detail | conclusion and limit | mode/support | next move` without photographing pupils or private places.

## Day 1 — Ask what an old writing tool did

**Codes:** `AC9HS2K02`, `AC9HS2S01`, `AC9HS2S02`. **Prepare:** learner Card 1 museum note; teacher checks source link before use.

1. **Notice · 2 min.** Say, “This is a short note about a museum's typewriter. Which part tells us where the information came from?” Point to the museum name, not a copied image.
2. **Try · 7 min.** Read: a typewriter key printed directly on paper; a typed mistake could not simply be undone with a computer's undo command. Learners place **museum-supported** and **question to check** labels, then ask one question about how a worker might correct a mistake.
3. **Show · 3 min.** Child says one supported tool action and names the source. Do not conclude that all people had typewriters.

**Home/low-material:** Read the printed source note; no museum website or household interview required.

## Day 2 — A changed tool changes a task

**Codes:** `AC9HS2K02`, `AC9HS2S03`. **Prepare:** museum note and a present-day teacher-made text-edit demonstration or Card 2.

1. **Notice · 2 min.** Write a short invented label with one mistake on paper. Ask how it could be corrected here, and how a word processor might change that action.
2. **Try · 7 min.** Compare the museum typewriter account with a teacher-demonstrated current editable document if an approved device is available. Otherwise compare the written descriptions while marking the present-day step **described, not seen**. Children state which action changes and which aim—readable words—stays.
3. **Show · 3 min.** Child gives a two-source sentence: “The museum says __; the demonstration/description shows __.” Record source and mode.

**Home/low-material:** Paper mistake and two printed descriptions; no device or account.

## Day 3 — One invented worker is not everybody

**Codes:** `AC9HS2K02`, `AC9HS2S04`. **Prepare:** Card 3 fictional Jori/Mara work notes.

1. **Notice · 2 min.** State that Jori and Mara are **invented** workers, not a record of a real workplace or era.
2. **Try · 7 min.** Read: Jori values a neat physical copy; Mara values quick editing on a current device. Learners match a reason to its speaker and ask what else would matter to a worker with a different access route. Do not make a child disclose disability.
3. **Show · 3 min.** Child reports two perspectives with speaker names and says what these made-up voices cannot prove.

**Home/low-material:** Two paper speech bubbles; no technology or family account.

## Day 4 — Sort a strong claim from a guess

**Codes:** `AC9HS2K02`, `AC9HS2S03`, `AC9HS2S05`. **Prepare:** Card 4 claims.

1. **Notice · 2 min.** Ask whether “the museum's typewriter printed on paper” and “everyone used one” have the same evidence.
2. **Try · 7 min.** Children place four statements under **supported by this source / needs another source / invented voice**. Propose a better question, such as how a different worker communicated, instead of filling a gap with a stereotype.
3. **Show · 3 min.** Child rewrites one over-wide claim with a source-bound phrase. Mark accuracy rather than polished handwriting.

**Home/low-material:** Read the four statements aloud and use three labelled scraps.

## Day 5 — Fresh comparison of writing tools

**Codes:** `AC9HS2K02`, `AC9HS2S02`, `AC9HS2S03`, `AC9HS2S06`. **Prepare:** Card 5 new teacher-created note and separate [key](ASSESSMENT.md).

1. **Notice · 2 min.** Reopen the museum source note. Give a new, clearly labelled **current classroom demonstration** or the printed current-tool description.
2. **Try · 7 min.** Independently sequence **type/print directly on paper** versus **type/edit before printing**, then make a short **first/now account** using both source names. Name a likely task difference and one thing the examples cannot tell us about all people. Record whether the current tool was actually shown.
3. **Show · 3 min.** Collect the source-labelled two-step account before modelling an answer.

**Home/low-material:** Two printed descriptions; no device, account or paid source.

## Day 6 — A map can change its scale

**Codes:** `AC9HS2K03`, `AC9HS2S01`, `AC9HS2S02` **as fictional model only**. **Prepare:** Card 6 invented map nesting.

1. **Notice · 2 min.** Show four nested boxes labelled **parcel desk → Lumo district → Weri region → Tava state**. Say these names are made up to model scale, not actual geography.
2. **Try · 7 min.** Child places a depot dot in the smallest box and traces how the smaller area sits within the next. Ask what a larger map shows and what it leaves out. Do not assign a real school location without a checked map.
3. **Show · 3 min.** Child names smallest to largest and asks one question needed for an actual local map. Record model reasoning only.

**Home/low-material:** Four nested rectangles on scrap paper; no personal address.

## Day 7 — Put a verified local map beside the model

**Codes:** `AC9HS2K03`, `AC9HS2S02`, `AC9HS2S03` **only with a school-approved local source**. **Prepare:** source title/date/rights and verified local, regional and state/territory labels; otherwise use Card 7 as rehearsal.

1. **Notice · 2 min.** Show the approved map's source and ask which labels are genuinely on it. If no approved map exists, explicitly remain in fictional rehearsal.
2. **Try · 7 min.** Children locate a public, non-sensitive school-area feature at a smaller scale, then show which larger region and state/territory contains it, using the source's labels. Do not map a child's home or restricted site.
3. **Show · 3 min.** Child names source and one nesting relation. Only the real, verified route contributes to the content-code evidence.

**Home/low-material:** Use the invented nested boxes and record **actual local labels not yet checked**.

## Day 8 — A parcel links places in the model

**Codes:** `AC9HS2K03`, `AC9HS2S03`, `AC9HS2S04` **as fictional model**. **Prepare:** Card 8 invented parcel route.

1. **Notice · 2 min.** Say, “This made-up parcel starts in one invented district and goes to another. What does the arrow show? What does it not show?”
2. **Try · 7 min.** Children trace depot → sorting point → destination on paper. Compare a sender's and receiver's possible questions, without claiming a real delivery time or service.
3. **Show · 3 min.** Child reports the modelled interconnection and one missing piece of evidence for a real route.

**Home/low-material:** Move a paper token between three labelled circles.

## Day 9 — A source can support a proposal

**Codes:** `AC9HS2S04`, `AC9HS2S05`. **Prepare:** Card 9 two fictional parcel-desk visitor comments.

1. **Notice · 2 min.** Read two invented visitors: one wants a clearer label; another wants a quieter waiting spot. No real visitor is identified.
2. **Try · 7 min.** Children match each comment to its speaker, then choose a provisional improvement for the **invented** desk. Ask what a responsible adult would check before a real change.
3. **Show · 3 min.** Child says “Source A/B says __, so I propose __; I would check __.” A preference is not a measured access finding.

**Home/low-material:** Two speech bubbles and a pencil, with no household question.

## Day 10 — Plan a careful local inquiry

**Codes:** `AC9HS2S01`, `AC9HS2S05`. **Prepare:** Card 10 blank source plan and [teacher check](ASSESSMENT.md).

1. **Notice · 2 min.** Offer a **teacher-selected, public, locally approved** place source if available; otherwise use an invented example and say it cannot prove local significance or Country/Place connections.
2. **Try · 7 min.** Learner writes/chooses a question, records source title/date if real, proposes one respectful way to learn more and states a limit. No child asks a community member without school and community process.
3. **Show · 3 min.** Collect the source-aware inquiry plan. Do not score local significance, spiritual meaning or First Nations connection from a fictional card.

**Home/low-material:** Use the blank source plan with **source to seek**; no visit or family disclosure.

Original SubjectNest teaching prose and invented cards © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Museum facts are paraphrased with source credit; no museum image/video is bundled.