# Day 16 · A new picture is not proof the place changed

**Purpose:** Compare source editions and keep a changed representation distinct from an actual place change. Distinguish fictional edition date, proposed event and today's source-check date without inventing a publication date.

**Actually taught prerequisite:** Recall opening date-order/source practice if taught. Otherwise show two unrelated dated cards and explain before/later in ordinary words. No calculation of time intervals is required.

**Prepare:** O07 delivery-desk editions, O08 garden-tools index editions, dated-editions illustration/full alternative, question-own aid (Your question and helpful detail). Dates refer to fictional source editions, not real events.

[Complete ordinary sources](../ordinary/index.md) · [Worked contexts](../ordinary/CONTEXTS.md) · [Selected original aid](../aids/dated-editions.svg) · [Complete alternative](../aids/dated-editions-alternative.md)

[Genuinely empty own aid](../aids/question-own.svg) · [Complete empty-aid words](../aids/question-own-alternative.md)

## Full teacher script

1. **Inspect the dates · about 3 minutes.** Read O07's two FICTIONAL edition dates: 4 March and 8 March in the same invented year. Point to the earlier/later date. The second edition's new label is a recorded representation change; do not say someone moved furniture or opened a real desk.

2. **Model a careful comparison · about 6 minutes.** Use O08, whose later index omits a hook label. Say, ‘I can see that the label is missing on this picture. I don't know whether the hook was removed.’ Compare source absence with a statement that explicitly reports removal; that different statement would need its own source.

3. **Choose a route · about 10 minutes.** Child finds one detail present in one edition and changed/omitted in the other. Record exact edition labels, the visible difference and one unknown. Large words or a faithful scribe can replace a drawn before/after. Actual class-plan comparison is optional and adult-approved; keep its own checked facts rather than assuming the supplied fiction applies.

4. **Order without changing meaning · about 5 minutes.** Arrange edition cards earlier/later. A teacher checking them today adds a separate actual source-check date; it is not a new edition date. If dates only give an order, do not turn spacing on the page into a scale or duration. Retain any date not supplied as unknown.

5. **Ask the next useful question · about 3 minutes.** Invite ‘Did the desk move, or only the label?’ or a child's own related question. This example question is supplied support if repeated. Choose what observation/source might answer it and what it would need to report. Do not answer from an empty map patch.

6. **Choose next teaching.** If omission becomes a removal claim, give a new unrelated picture with one label missing and compare it with an explicit ‘removed’ note. If check/edition dates merge, use two labelled cards for those roles. If careful comparison is sound, extend to a missing detail whose absence matters to a stated reader.

## Three selectable routes

### Delivery desk

O07's earlier plan says ‘collection’ beside a star; later says ‘collection desk’ beside that star. Describe the label change and ask whether any physical desk change happened. Neither fictional plan reports that.

### Garden-tools index

O08's earlier picture includes ‘hook’; later picture leaves the label out but makes no removal statement. Keep ‘label omitted’ distinct from ‘hook removed’. No garden/tool activity is performed.

### Actual approved class plan, or fiction

If an adult has two appropriate dated classroom plans, compare visible representation details and retain separately checked actual facts. No plan of a home or personal workplace. Use complete O07 instead if no suitable real pair; imagined plan differences do not become observed site changes.

## What to notice and teach next

S02 ordering/recording and S03/S05 source-limited interpretation; possible narratives S06. No actual place/technology change or K02 effect follows solely from a changed drawing.

Components may be offered across suitable sittings with usual communication/neutral reading and faithful scribing identified. Keep the child’s contribution distinct from an adult’s supplied answer. Response length is not quality; these are original formative components, not a complete folio or Year 2 reporting grade.

Modified from [Years 1–2 HASS assessment techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/assessment/ac9_hass_technique_cond_yr1-2.pdf), October 2023, © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Original SubjectNest task/criterion/next teaching is separate; source exceptions remain.