# HASS · ten new 12-minute blocks · Days 11–20

Use [clean learner cards](LEARNER.md), the [A4 source/scale aid](../print/hass-source.pdf) and staff [assessment](ASSESSMENT.md). Weeks 1–2 compared a typewriter and rehearsed a fictional parcel route; this block asks **what a map/source can actually support** and uses a different, documented museum stock-tracking technology. Every day has **2 + 7 + 3 = 12 minutes**. `AC9HS2K03` local/regional/state learning is a *model* until a school-approved, dated local map is checked. `AC9HS2K01` local importance and `AC9HS2K04` First Nations connections require legitimate local sources/authority and are not claimed here.

## Day 11 — A map answers a particular question

**Codes:** `AC9HS2S01`, `AC9HS2S03`; `AC9HS2K03` as scale rehearsal only. **Setup:** invented courtyard plan and a blank outline labelled “state/territory view”; no real location claims.

1. **Notice · 2 min:** Ask which picture could show where a classroom door is and which could show a state boundary.
2. **Try · 7 min:** Learners sort two questions to the appropriate view and note one detail each omits. Explain that “larger area” usually means less fine detail on this paper, without making a fixed mathematical-scale claim.
3. **Show · 3 min:** A child asks a new question and points to a source that might answer it.

**Access/home:** Tactile nested boxes or spoken choices; use imaginary places at home. **Limit:** a blank state outline cannot locate a real town.

## Day 12 — Record who made a source

**Codes:** `AC9HS2S01`, `AC9HS2S02`. **Setup:** teacher opens the [Geoscience Australia reference-map page](https://www.ga.gov.au/scientific-topics/national-location-information/topographic-maps-data/theme-and-reference-maps), checks it loads, and writes its publisher/title/access date on the aid.

1. **Notice · 2 min:** Ask, “Who made this map information, and when did we check it?”
2. **Try · 7 min:** Learner fills a source note: publisher Geoscience Australia, page title, date accessed, one question broad reference maps could help answer. Adult reads web text rather than copying map art.
3. **Show · 3 min:** Learner explains why a named source is easier to recheck than “I saw a map online.”

**Access/home:** Printed teacher source note, adult read-aloud, AAC/pointing; home uses the provided source note, no account. **Limit:** publisher/title do not guarantee a particular local place is correctly labelled without inspecting the map.

## Day 13 — Local, region, state: a nested model

**Codes:** `AC9HS2K03` only with verified local source; `AC9HS2S02`, `AC9HS2S03` for model sorting. **Setup:** three blank nested cards labelled “fictional local place”, “fictional region”, “state/territory”. For real place work, teacher supplies approved map with title/date/rights and checks boundaries.

1. **Notice · 2 min:** Ask which view includes the smallest area and which includes a broader area.
2. **Try · 7 min:** Learner nests the fictional cards and explains one connection across them (e.g. a route begins in one local place and may continue through a region). If a verified local map is available, replace names and cite it.
3. **Show · 3 min:** Child distinguishes “model labels” from a verified local claim and names one missing source.

**Access/home:** Tactile nesting or spoken order; no home location disclosure. **Limit:** invented model alone is not evidence for the local geography part of `K03`.

## Day 14 — What can a map leave out?

**Codes:** `AC9HS2S03`, `AC9HS2S04`. **Setup:** two original imaginary plans of the same materials area: Plan A marks shelves and a wide path; Plan B marks only shelf labels.

1. **Notice · 2 min:** Ask what each plan was made to help someone do.
2. **Try · 7 min:** Learner identifies one missing feature in each, and describes how a new visitor and a stock helper might need different information. These are fictional perspectives, not actual interviews.
3. **Show · 3 min:** Learner proposes a key or label that would help both viewers, without claiming the plan proves real-world access.

**Access/home:** Text description of both plans and tactile shelf cards; home uses invented layout. **Limit:** a drawn wide path does not certify accessibility or safety.

## Day 15 — Fresh map-source decision

**Codes:** `AC9HS2S01`, `AC9HS2S03`, `AC9HS2S05`. **Setup:** keep new Card 15 closed; it describes two sources with different purposes and a claim about a real state boundary. Staff [key](ASSESSMENT.md) stays separate.

1. **Notice · 2 min:** Rehearse “question, source, claim” using three blank labels, not Card 15.
2. **Try · 7 min:** Learner independently chooses which new source could test the state-boundary claim and states what the other cannot show; adult reads neutrally.
3. **Show · 3 min:** Retain first answer and a cautious next source question before feedback.

**Access/home:** Spoken/tactile two-source choice; home after check uses a different imaginary map question. **Limit:** no real boundary answer is supplied by the card itself.

## Day 16 — A dated museum technology record

**Codes:** `AC9HS2K02`, `AC9HS2S02`, `AC9HS2S03`. **Setup:** teacher checks the [Museums Victoria collection record](https://collections.museumsvictoria.com.au/items/474775) for its 2001 handheld barcode/location tracking account. Read the short original paraphrase in the learner card; do not copy its images.

1. **Notice · 2 min:** Ask what a museum might need to know when objects move to another store.
2. **Try · 7 min:** Learner separates source fact (“this museum used handheld barcode technology for location records”) from a guessed universal claim (“every museum did this”). Record publisher/item/date accessed.
3. **Show · 3 min:** Child states one supported effect on this museum's work and one question still open.

**Access/home:** Text-only source card, adult read or AAC; no device required at home. **Limit:** one museum record does not establish every workplace's history.

## Day 17 — Two ways to track a fictional item

**Codes:** `AC9HS2K02` as sourced comparison, `AC9HS2S03`, `AC9HS2S04`. **Setup:** fictional paper stock list and a pretend barcode-entry card; identify them as **invented demonstration**, separate from the museum source.

1. **Notice · 2 min:** Ask how a helper might find which shelf holds a fictional art kit.
2. **Try · 7 min:** Learner compares what a paper list and a digital entry could record; then marks which specific claim the museum record supports (barcode/location records at that museum) and which details remain invented.
3. **Show · 3 min:** Child gives a conditional comparison (“a searchable entry might help…”) and names a possible problem, such as a missing/wrong entry.

**Access/home:** Two text cards and movable shelf labels; no device or family workplace knowledge needed. **Limit:** do not claim Museums Victoria used our fictional paper list.

## Day 18 — Different needs around the same stock list

**Codes:** `AC9HS2S04`, `AC9HS2S05`. **Setup:** fictional visitor asks “Where can I find the kit?” and stock helper asks “Where should it be returned?”; no real people quoted.

1. **Notice · 2 min:** Ask why two people might need different parts of the same record.
2. **Try · 7 min:** Learner labels each fictional perspective, chooses a helpful field for each (public location vs return shelf), and suggests one field that should not be public, such as a person's name.
3. **Show · 3 min:** Child gives a proposal that helps both without disclosing private details.

**Access/home:** Adult reads roles; puppets, text strips, AAC or drawing; home uses fictional names only. **Limit:** these are model perspectives, not primary testimony.

## Day 19 — Make a careful proposal

**Codes:** `AC9HS2S05`, `AC9HS2S06`. **Setup:** fictional class materials store, two source labels: a sketch of its shelves and the museum technology note. Keep the sources distinguishable.

1. **Notice · 2 min:** Ask what a proposal should say besides “use a scanner”.
2. **Try · 7 min:** Learner proposes one low-cost way to help people find/return materials, cites the relevant source or labels it as an untested idea, and predicts one possible effect to check.
3. **Show · 3 min:** Peer identifies the source and one uncertainty. Learner edits one over-strong word if needed.

**Access/home:** Dictation, tactile labels, AAC reason choices; home imaginary store. **Limit:** no budget or accessibility claim without local testing.

## Day 20 — Fresh historical-source check

**Codes:** `AC9HS2K02`, `AC9HS2S02`, `AC9HS2S03`, `AC9HS2S06`. **Setup:** new Card 20 paraphrases a *different* [Museums Victoria scanner record](https://collections.museumsvictoria.com.au/items/2051603) describing use from 2008–2014. Check the live page before class; staff [key](ASSESSMENT.md) remains closed.

1. **Notice · 2 min:** Rehearse the difference between “at this museum” and “every museum” without previewing the date range.
2. **Try · 7 min:** Learner records source title/publisher, one supported time-bounded claim and one question the record cannot answer. Read neutrally.
3. **Show · 3 min:** Retain first response; child shares a cautious one-sentence narrative linked to the source.

**Access/home:** Printed paraphrase, text-to-speech or AAC; home after check can inspect another sourced object with an adult. **Limit:** catalogue dates do not prove when all museums adopted barcodes.