# HASS · Year 7 · optional Days 11–20

This menu samples **Geography (Days 11–12), History (13–14), Civics and Citizenship (16–17), and Economics and Business (18–19)**, with fresh checks on 15/20. It supplements the opening opportunity-cost guide. All case maps, businesses and people are fictional unless an official source is named. An invented model cannot establish real water availability, ancient culture, law or consumer rights. Use the [source-and-decision sheet](print/source-decision-sheet.pdf). No personal finances, beliefs, citizenship or cultural identity are requested.

### Day 11 · Water moves; maps select · AC9HG7K01, AC9HG7S01
**Kit:** invented catchment sketch: upland rain → stream → storage → coast, with no scale. 0–2: Say arrows model movement, not a real basin. 2–4: Ask an investigable question about where water enters or changes. 4–10: Trace a route and list what this sketch omits: groundwater, season, quantity, water quality or people’s uses. 10–12: Check: a source is needed for actual Australian distribution. **Routes:** arrow cards; tactile string path; spoken description. **Response move:** if learner cites model as live data, label it fictional and request [Bureau of Meteorology](SOURCE-AND-RIGHTS.md) data. **Home:** ask how a public map signals scale, no field visit.

### Day 12 · Facilities shape liveability · AC9HG7K06, AC9HG7K08, AC9HG7S03
**Kit:** invented two-neighbourhood grid: A has bus stop 2 blocks away and step-only clinic; B has bus stop 5 blocks away and level-entry clinic. 0–2: Name that different users value access differently. 2–4: Predict how a wheelchair user or late-shift worker might evaluate each, as a *question* not an assumed view. 4–10: Compare mapped distances and missing data (frequency, cost, accessibility confirmation); propose one change and possible trade-off. 10–12: Check: no universal “best place” follows from this grid. **Routes:** counters/map; table; dictated comparison. **Response move:** if a user’s preference is assumed, turn it into a consultation question. **Home:** notice a public facility’s access sign from a safe route.

### Day 13 · A museum summary is a secondary source · AC9HH7K09, AC9HH7S02, AC9HH7S03
**Kit:** teacher paraphrase of [British Museum](SOURCE-AND-RIGHTS.md): ancient Egyptian farming settlements developed along the Nile; annual flooding made fertile land. 0–2: Name source and that this is a modern museum summary, not an ancient diary. 2–4: Ask how river conditions may have influenced settlement. 4–10: Build a conditional environment → farming → settlement chain and identify a missing ancient source or archaeological evidence. 10–12: Check: avoid saying every ancient Egyptian lived the same way. **Routes:** cause cards; timeline arrows; oral explanation. **Response move:** if paraphrase becomes primary evidence, relabel its modern author/purpose. **Home:** ask what makes a museum claim checkable.

### Day 14 · Provenance before interpretation · AC9HH7K08, AC9HH7S04
**Kit:** invented unlabelled clay-token drawing, not based on a cultural object; source card says “found in a classroom box, made yesterday.” 0–2: Ask what can actually be known. 2–4: Predict why location/date of discovery matters. 4–10: Compare “ancient trade token” claim with the source card; list evidence archaeologists would need and why real heritage objects must not be collected or handled without permission. 10–12: Check: shape alone does not make a classroom prop ancient. **Routes:** provenance cards; source grid; dictated critique. **Response move:** if guessed identity is certain, ask for material, context and verified provenance. **Home:** no object collecting; describe a labelled museum item if already viewed.

### Day 15 · HASS Check A · AC9HG7S03, AC9HH7S04
**Kit:** fresh map/source scenarios in [ASSESSMENT](ASSESSMENT.md). 0–2: Recall map omissions and source provenance. 2–4: Model a different “known/unknown” example. 4–10: Independent HASS A. 10–12: Check: staff uses private key for mapped evidence, user perspectives and historical-source limits. **Routes:** mark grid; write; dictate. **Response move:** recheck a new source label rather than reward a confident guess. **Home:** name one question a map cannot answer.

### Day 16 · Powers are divided for reasons · AC9HC7K01, AC9HC7S02
**Kit:** original three-card PEO-based summary: Parliament makes laws, executive administers, judiciary interprets/applies law; see ledger. 0–2: Say the card is a simplified summary of a real system, not a classroom rule. 2–4: Predict which institution would decide a legal case. 4–10: Match fictional acts to roles and identify a confusing overlap to verify from [Parliamentary Education Office](SOURCE-AND-RIGHTS.md). 10–12: Check: teachers and students do not decide real legal disputes here. **Routes:** card sort; diagram; oral explanation. **Response move:** if all three are called “government,” distinguish their functions. **Home:** ask what a constitution sets out, no political opinion required.

### Day 17 · Make a civic argument from two views · AC9HC7K05, AC9HC7S03, AC9HC7S05
**Kit:** invented school assembly proposal: allow a quiet room nearby; one viewpoint values calm access, another worries about staff supervision. 0–2: Identify the decision maker: school leadership, not a court. 2–4: State a question each view might ask. 4–10: Write a respectful evidence-based suggestion with access/supervision criteria and an uncertainty; peer tests whether both views were fairly represented. 10–12: Check: disagreement is not evidence of bad character; no real school policy is changed. **Routes:** claim cards; small-group dialogue; private written memo. **Response move:** if a view is mocked, restate it in neutral terms before evaluating. **Home:** notice a respectful question in a community discussion.

### Day 18 · Goods, services and why a business exists · AC9HE7K02, AC9HE7S01
**Kit:** fictional repair stall, delivery service and stationery maker; no real prices. 0–2: Sort good versus service, allowing a business to offer both. 2–4: Ask what need each aims to meet. 4–10: Write one question about resources, customers and a possible benefit/cost for each; compare a non-profit school club as a different organisation. 10–12: Check: “makes profit” may be a motive but not the only fact to know. **Routes:** sort cards; mini-map; oral explanation. **Response move:** if all activities become “business,” compare purpose and revenue. **Home:** identify a service used publicly without naming household spending.

### Day 19 · A claim about a product needs a source · AC9HE7K05, AC9HE7S02, AC9HE7S04
**Kit:** invented flyer “guaranteed forever” for a reusable pen; no real seller. 0–2: Separate ad wording from a legal guarantee. 2–4: Ask what would count as evidence: terms, receipt, product performance, official [ACCC](SOURCE-AND-RIGHTS.md) guidance. 4–10: Draft three questions a consumer could ask a trusted adult/business and a conditional response if the pen fails; do not promise a particular refund or give legal advice. 10–12: Check: a fictional flyer cannot determine real rights. **Routes:** source ladder; roleplay inquiry; written questions. **Response move:** if “forever” is assumed enforceable, seek actual terms and official guidance. **Home:** no purchase or complaint required.

### Day 20 · HASS Check B · AC9HC7S05, AC9HE7S04
**Kit:** fresh civics/business source scenarios in [ASSESSMENT](ASSESSMENT.md). 0–2: Recall role, source and criterion. 2–4: Review a different fact/inference example. 4–10: Independent HASS B. 10–12: Check: staff distinguishes accurate government role, fair perspective and cautious economic response. **Routes:** card sort; write; dictate. **Response move:** use PEO/ACCC source rather than guess law or rights. **Home:** tell someone why “who made this?” matters.