# HASS · Year 6 · optional Days 11–20

One 12-minute block each day. The opening fortnight already covers a consumer-choice lab, so this menu centres government, source evaluation, geographic connection and public decisions. Cases and counts are invented. Use the [decision mat](print/decision-mat.pdf). Verify actual local responsibilities with the relevant authority before action; different levels can cooperate. No learner is asked to disclose citizenship, family migration history, political preference or finances.

### Day 11 · Who is responsible? · AC9HS6K07, AC9HS6S01
**Kit:** fictional issues: local playground bin, state school timetable, national passport rule. 0–2: Name federal, state/territory and local levels. 2–4: Learners predict the likely first contact for each, allowing overlap. 4–10: Place issue cards on three columns; write one research question where responsibility is shared. 10–12: Check: a council is not a state parliament; confirm details with a real official source before writing anyone. **Routes:** card sort; draw decision tree; dictate question. **Response move:** if every issue goes “to government,” ask which level and why. **Home:** ask an adult how they find a council service page, no address shared.

### Day 12 · Which source explains a rule? · AC9HS6S02, AC9HS6S04
**Kit:** invented dated council agenda extract and unsigned social post about a playground closure. 0–2: Read source labels. 2–4: Predict which better records a proposed meeting item. 4–10: Compare maker, date, purpose and what neither proves: whether a final decision was made. 10–12: Check: proposal is not enacted rule. **Routes:** highlight; source grid; oral comparison. **Response move:** if learner confuses post with decision, ask for an official minutes/notice source. **Home:** identify “made by” on a public notice without sharing private data.

### Day 13 · What changed at Federation? · AC9HS6K01, AC9HS6S03
**Kit:** original four-card sequence: six British colonies; colonial referendum votes on a Constitution; 1 January 1901 Federation; first federal Parliament opens 9 May 1901. 0–2: Say sequence is simplified and omits many voices, especially First Nations perspectives. 2–4: Predict which cards are before/after 1901. 4–10: Order cards; identify one national function and one power retained by states from [Parliamentary Education Office](SOURCE-AND-RIGHTS.md), not from invented memory. 10–12: Check: Federation did not mean every resident had equal political rights. **Routes:** tactile timeline; illustrated arrows; spoken sequence. **Response move:** if “all rights equal,” flag need for separately sourced history unit. **Home:** ask an adult what a constitution does, not family political views.

### Day 14 · A constitution is a rule framework · AC9HS6K01, AC9HS6K06
**Kit:** fictional class-club rules and a two-line official PEO summary of Australia’s Constitution, linked in ledger. 0–2: Distinguish analogy from real Constitution. 2–4: Ask which document sets enduring decision powers. 4–10: Compare “who can decide what” in club rules with federal/state law-making powers; list one difference (real constitution has legal force and history). 10–12: Check: a classroom rule can illustrate structure but cannot teach the full Westminster system. **Routes:** two-column sort; diagram; talk-through. **Response move:** if analogy treated as law, relabel each column. **Home:** find a non-private club rule and ask who can change it.

### Day 15 · HASS Check A · AC9HS6K07, AC9HS6S04, AC9HS6S06
**Kit:** new public-space notice and service issue in [ASSESSMENT](ASSESSMENT.md). 0–2: Recall levels and source purpose. 2–4: Work a different “proposal versus decision” example. 4–10: Independent HASS A. 10–12: Check: staff sorts level, source evaluation and criterion using private key. **Routes:** annotate; speak; write. **Response move:** revisit the specific role/source confusion. **Home:** explain why the date on a public notice matters.

### Day 16 · Locate Asia in relation to Australia · AC9HS6K04, AC9HS6S02
**Kit:** teacher-provided approved atlas or official map, not an invented scale map. 0–2: State Asia is a diverse region, not one country or culture. 2–4: Locate Australia, Indonesia, Japan and India, then compare directions using map north. 4–10: Learners name two different environments or distances as questions to investigate, not claims made from a small locator map. 10–12: Check: geographic proximity does not imply cultural sameness. **Routes:** atlas pointer; tactile globe; spoken relative directions. **Response move:** if “Asia is one place,” locate two contrasting countries. **Home:** browse an atlas with an adult if available; no device required.

### Day 17 · Connections have more than one effect · AC9HS6K05, AC9HS6S05
**Kit:** invented route: a book designed in Australia, printed in another country, sold locally; no claim about an actual publisher. 0–2: Trace people/material/information moves. 2–4: Predict one benefit and one possible cost or question. 4–10: Create an evidence-needed chain (jobs, transport, price, waste); distinguish possibilities from known facts. 10–12: Check: an origin label alone does not prove working conditions or impact. **Routes:** route arrows; oral chain; comparison table. **Response move:** if learner claims a country-wide fact, ask for a specific source. **Home:** notice one product origin label with adult permission; no purchase needed.

### Day 18 · Whose perspective is missing? · AC9HS6S04, AC9HS6S05
**Kit:** fictional transport survey: 12 bus riders, 0 wheelchair users interviewed, 0 caregivers interviewed. 0–2: Read who was asked. 2–4: Predict how a broad “everyone likes route A” claim could fail. 4–10: Write two missing questions and a cautious conclusion that does not speak for absent groups. 10–12: Check: small/unrepresentative sample limits inference, without assuming what unasked people think. **Routes:** tally grid; role cards; dictated conclusion. **Response move:** if learner guesses a group’s view, replace with a question. **Home:** ask what a survey might miss.

### Day 19 · Which level, which next step? · AC9HS6K07, AC9HS6S06, AC9HS6S07
**Kit:** fictional wet-weather route beside a local park and state school; no live safety advice. 0–2: Name the problem and unknown land responsibility. 2–4: Identify official sources for land owner and school access policy. 4–10: Draft two safe adult-led enquiries and criteria (safe, accessible, timely); make a conditional recommendation. 10–12: Check: do not enter floodwater or claim one level owns the route without checking. **Routes:** action cards; formal note; spoken plan. **Response move:** if learner leaps to action, insert the verification step. **Home:** identify a trusted adult for reporting a public-space concern.

### Day 20 · HASS Check B · AC9HS6K01, AC9HS6K05, AC9HS6S05
**Kit:** fresh Federation and interconnection prompts in [ASSESSMENT](ASSESSMENT.md). 0–2: Recall sequence and source limitations. 2–4: Model an unrelated “fact versus inference.” 4–10: Independent HASS B. 10–12: Check: staff uses key to distinguish historical fact, conditional inference and missing voice. **Routes:** timeline; written explanation; dictated response. **Response move:** introduce an authoritative source for the missing fact, not a guessed story. **Home:** explain one question you would ask before a public claim.