Evidence-sheet accounting

Before teaching

• Choose actual school-approved products; read current labels/SDS and school requirements.

• Pilot the chosen hands-on method and document real failures, quantities, timings, drying/release and accessibility.

• Verify equipment, supervision, handling, waste and incident procedures.

• Apply lab-specific fallback whenever procurement, source visibility or safe-transfer conditions cannot be met.

Lab-specific review

• Confirm every group has 24 initial tokens plus 3 separately held notebook tokens, four pencils, and a later-transaction card. Initial total 24; revised total 27.

• Exact LOC panel and authorized display/reproduction must be selected before teaching.

Teacher preparation

Class quantities for 24 students

Make six packs for groups of four. Each requires four A4/letter sheets, 24 initial precut tokens, three later tokens in a second envelope, four pencils, one ruler, one clip, two envelopes, one historical source card, and two fictional data cards. Class totals are 24 working sheets, 162 tokens (144 initial plus 18 later), 24 pencils, six rulers, six clips, and 12 envelopes. Print six initial data cards and six later-transaction cards. If tokens are not pre-cut, an adult should prepare them or approve rounded student scissors under school policy.

Allow about 25–35 minutes to assemble packs and check a legible historical panel. Its source card needs the object name, Nahua/Huexotzinco attribution, 1531 date, holder, precise panel/image locator, stable URL, and a short legal-context paraphrase. Retain complete image boundaries. Select a view and explanation that can be checked, rather than placing invented arrows over a historical image.

Use the seven student steps for a 55-minute session. The later transaction is a change in the fictional inventory, distinct from an editorial correction. Keep both versions and the source cards. If groups require extra time, stop after the exchange and resume with the later envelope still sealed; elapsed time does not justify quietly supplying a corrected result.

Arithmetic and assessment

Version 1 is 12 notebooks + 6 pencils + 6 rulers = 24 objects. Version 2 is 15 notebooks + 6 pencils + 6 rulers = 27 objects. The addition changes notebooks by three and the total by three; pencils and rulers stay at six each. Accept any key from which a partner can recover these counts. Distinguish category totals from an aggregate total; “27 objects” alone conceals whether the categories are correct.

The rubric in the student chapter totals 20 points: four each for counts/units, readable key, observation/explanation separation, revision history, and a historically specific comparison. A clear change log can earn credit even when the initial drawing failed. Do not grade artistic imitation.

Use ordinary fictional supplies throughout. Do not stage auctions, require students to calculate the price of enslaved people, or assign colonizer/enslaved-person roles. The historical banner paragraph records violence and coercion directly. It can be discussed through the sources without a simulation. Students need not discuss their own immigration, tax, financial, or legal circumstances.

Schedule and equipment queues

One 55-minute session in seven steps: 3 observation +6 context +10 Version 1 +8 exchange +10 later transaction +8 revision check +10 explanation/assembly.

Alternative material plans

Use the accessible alternatives and fallback instructions in the student procedure.

Editorial corrections

• Current baseline: 24 initial plus 3 reserved tokens and 4 pencils per group; 162 tokens and 24 pencils per class.

  Earlier allocation: 24 tokens and one pencil per group; 144 tokens and 6 pencils per class.

  Final-manuscript production alignment: provide physical tokens for the later transaction and one pencil per group member.

Safety and stop conditions

Read these controls with the teacher before handling materials. Chemical etching is historical context only; the practical intaglio activity uses drypoint without mordants.

Controls

• Use ordinary paper tokens and blunt classroom scissors only if cutting is necessary.

• Keep the historical panel intact in its lawful display; work on separate modern sheets.

• Use fictional units without money and clearly label all classroom data.

Stop when

• Image/folio/caption cannot be verified: withhold its semantic interpretation and use documented object context.

• A student treats invented marks as verified historical numbers: pause and correct the label.

• Object handling or personal disclosures become uncomfortable: stop that part and use fictional or verbal alternatives.

Trained adult only

• Source-card/image permission and locator checks; token preparation, or explicit approval of rounded student scissors under school policy.

Excluded activities

• Disclosure of taxes, immigration status, family finances or personal legal history.

• Inventing the meaning of a historical mark; silently overwriting original version evidence; role-play as colonizers or enslaved people.

Cultural and source review

Specific specialist/practitioner review or permission is needed before claiming cultural endorsement or expanding into community-specific or restricted practice. No paid review, purchase, or spending is imposed as a blanket release gate for these explicitly labeled ordinary classroom adaptations. Do not claim any such consultation has occurred.