Education: expansion, purpose and unequal access

Twelve introductory lessons, 36 explained tasks, twelve analytical models and four selected comparison workshops introduce revised International AS enquiry 9.4. The sequence introduces the March guarantee and April reciprocity, British warnings and entry, selected German expansionist aims, April planning, June coordination, the final August order, Halder’s Western estimate and Raeder’s later testimony. Four of seventeen editorial working entries have partial introductory links; these are planning aids, not an official denominator or completion percentage. This is partial coverage, not full AS or A Level preparation. These introductions do not complete those four entries or the wider enquiry. The August treaty and protocol, fuller French and Polish perspectives, the wider history of German aims and command differences, Danzig and the Corridor, British preparation, German alliances and a weighed overall explanation remain unfinished. The other thirteen editorial entries remain wholly unlinked in this sequence. C-120 is a selected partial English documentary translation; omitted annexes are not reconstructed. Halder’s translated notes are fragmentary and not official OKH war diaries. Retrospective testimony is identified separately. Earlier enquiry 9.3 lessons receive no automatic 9.4 credit. Historical depth, wider authentic reading, subject-specialist review, full source sets, timed papers and calibrated marking remain unfinished. Existing 2026 lessons receive no automatic revised-year coverage credit. One hundred and three introductory lessons, 309 explained tasks, 103 analytical models and seventeen selected comparison workshops address revised International AS enquiry 9.3. This is partial coverage, not full AS or A Level preparation. All 24 editorial working entries have introductory links; these are not an official denominator or a completion percentage. The sequence introduces British and French foundations, selected ideological arguments, rearmament and the Rhineland, Anschluss, the Sudetenland negotiations, Munich and the March 1939 occupation. Selected public-consent evidence, British opposition, German resource mechanisms and production forecasts, strategic expectations and Italian intervention conditions are introduced. This does not complete German or Italian resource balances, psychological or causal evaluation, or the wider effects of appeasement. Public opinion and opposition need wider sources, chronology, French perspectives and policy effects. Wider British, French and German comparisons, affected perspectives, economic costs, counterfactual alternatives and enquiry 9.4 remain unfinished. The eight-demand memorandum has been checked in the English documentary edition, not the full original speech or every translation. Prague, Runciman, negotiations and Munich still need fuller implementation and outcomes. Historical depth, wider authentic reading, subject-specialist review, full source sets, timed papers and calibrated marking remain unfinished. Existing 2026 lessons receive no automatic revised-year coverage credit. Eighteen further lessons introduce revised International AS enquiry 7.1 on imperialism in Africa; twenty-six further lessons introduce enquiry 7.2 on imperial rivalries and diplomacy; twenty-two further lessons introduce enquiry 7.3 on Japan’s emergence; twenty-seven further lessons introduce enquiry 7.4 on American emergence. All four enquiries remain introductory, with depth, review and assessment unfinished. Twenty-six further lessons introduce revised International AS enquiry 8.1 on the peace settlements; thirty-two further lessons introduce enquiry 8.2 on the League, while thirty-six further lessons introduce enquiry 8.3 on continuing tensions and thirty-nine lessons introduce enquiry 8.4 on cooperation and its limits. Historical depth and assessment remain unfinished. Thirty-three further introductory lessons, 99 explained tasks and three selected comparisons address revised International AS enquiry 9.1 on extremism and changing alignments; enquiry 9.2 now adds 49 introductory lessons and 147 explained tasks, including six selected comparisons; enquiry 9.3 has introductory teaching with wider depth and assessment unfinished; enquiry 9.4 now introduces guarantees and British entry, selected German aims, preparation and command perspectives, with the wider enquiry unfinished. Two thousand one hundred and thirty-nine original lessons provide 6417 guided, independent and application tasks and 2145 analytical models, including eighteen longer depth essays. Eight context lessons per topic introduce four enquiries each for France, Britain, Germany, Russia, American Civil War origins, Civil War and Reconstruction, and the Gilded/Progressive Era. Ten further lessons introduce four enquiries on the Great Crash, Depression and New Deal. Eleven lessons introduce four enquiries on European imperialism, international rivalry and the rise of Japan and the USA, with separate three-lesson sequences for rivalry and each emerging power. Twelve lessons introduce four enquiries on peace settlements, early crises, later cooperation and League institutions and agencies in the 1920s, with three lessons per enquiry. Thirteen lessons introduce the four 1930s enquiries: four on extremism and expansion, and three each on collective security, appeasement and war in 1939. The Poland lesson is also linked from the extremism enquiry to cover its final expansion-policy example. Sixteen lessons introduce four enquiries on China and Japan, with four lessons per enquiry. Six further workshops compare selected primary-document paraphrases: two in Russia, two in the American document topic and two in China and Japan. Read the linked sources in full; these are not complete examination source sets. Fourteen additional lessons introduce First World War context and the listed interpretation approaches, followed by two original single-passage workshops. Seventeen further lessons introduce the Holocaust alternative: six historical context lessons, four on explanatory approaches, five on perpetrators and victim experiences and definitions, and two original workshops. Sixteen further lessons introduce Cold War interpretations: eight on Europe in 1941–1950, six on historical approaches and two original single-passage workshops. These are identified teaching exercises, not authentic historian extracts or a full Paper 3 course. Twenty further lessons begin Mussolini’s Italy: eighteen on its four depth enquiries and two original essay workshops. Twenty further lessons begin Stalin’s Russia: eighteen on its four depth enquiries and two longer essay workshops. Twenty further lessons begin Hitler’s Germany: four on rise, five on government, four on economic policy, five on society and two longer essay workshops. Twenty further lessons begin interwar Britain: four on politics, four on economic development, five on society, five on preparation for war and two longer essay workshops. Twenty-two further lessons begin the USA in the late 1940s and 1950s: four on prosperity, five on social change, five on politics, six on civil rights and two longer essay workshops. Twenty-four further lessons begin the USA in the 1960s and 1970s: four on the economy, four on society, eight on presidential and party politics, six on minority rights and two longer essay workshops. Twenty-two further lessons introduce the 1980s and early 1990s: four on economic improvement, four on social challenges, six on party politics, six on minority experiences and two longer essay workshops. Twenty-six further lessons introduce US foreign policy in 1944–1992: six each on global economic leadership, containment and rollback, détente, and changing relations with the communist world, followed by two longer essay workshops. American teaching stays separate from the European route. These introductions do not complete either depth option; broader reading and specialist review remain unfinished. This is not a complete option or qualification. All twelve 2026 AS topics have introductory context. Thirty-two lessons introduce all four US–Soviet enquiries, including ten core lessons on the ending and two longer essay workshops. Forty-one lessons introduce all four East and Southeast Asia enquiries: eight on post-war change, nine on Korea, twelve on Vietnam and twelve on Sino-American relations. Twelve lessons introduce the African UN enquiry; all four Middle East enquiries have introductory lessons; The separate 2027–2029 map records revised AS rotations and topic orientation; fifty-nine lessons introduce its Eastern Europe enquiries 7.1–7.4 and eighteen introduce South Africa enquiry 8.1; twenty-one further lessons introduce enquiry 8.2, and twenty-one introduce the ending of apartheid in enquiry 8.3; twenty-four introduce Zimbabwe enquiry 8.4 and twenty-two introduce Malaya enquiry 9.1; thirty-four introduce enquiry 9.2 through restoration, the Emergency, party cooperation, independence, merger and separation; twenty-four introduce Indonesian nationalism and Japanese occupation in enquiry 9.3. Sixty-two introductory lessons introduce enquiry 9.4 through preparation, revolution, the sovereignty settlement, wider 1950s challenges and the New Order transition. Historical depth and full assessment remain unfinished. Deeper reading and full-paper assessment remain unfinished. Twenty new lessons and sixty tasks introduce revised AS France enquiry 1.1, including two selected source-comparison workshops. France is Paper 1 in 2027 and Paper 2 in 2028–2029; Twenty-two further lessons and sixty-six tasks introduce enquiry 1.2, including two further selected source-comparison workshops. Twenty-eight further lessons and eighty-four tasks introduce enquiry 1.3, government in 1793–1799, including two further selected source-comparison workshops. Thirty-six further lessons and 108 tasks introduce enquiry 1.4: Napoleon’s rise, authoritarian control, domestic reforms and fall through 1814, including two further selected source-comparison workshops. All four France enquiries now have introductory teaching; historical depth and full assessment remain unfinished. Twenty-six lessons and 78 explained tasks now introduce Germany enquiry 2.1, causes of the 1848 revolutions, including two selected source comparisons. Thirty-eight further lessons and 114 explained tasks introduce enquiry 2.2, the revolutions and their failure, conservative recovery and relations through 1859, including two further selected source comparisons. Forty further lessons and 120 explained tasks introduce enquiry 2.3: the constitutional crisis, Princes’ Congress, Denmark and Gastein, preparation and war in 1866, peace, northern organisation and Liberal compromise, with a dated 1867 constitutional follow-through and two selected source workshops. Forty further lessons and 120 explained tasks introduce enquiry 2.4: national pressure, southern states and the Zollparlament, Luxemburg, the Spanish candidature and Ems, war and peace in 1870–1871, southern concessions and the imperial constitution, with two further selected source workshops. All four Germany enquiries have introductory teaching. Thirty-four lessons and 102 explained tasks introduce revised AS Russia enquiry 3.1: Tsarist institutions, reform and repression, Russification, Bunge and economic change, famine, social development, peasant and worker opposition and Marxist strategy, with two selected source workshops. Eighteen further lessons and 54 explained tasks begin enquiry 3.2, including two further selected source comparisons. 28 further lessons and 84 explained tasks address strikes and unrest, the October Manifesto, Duma formation and conflicts, regime survival, Fundamental Laws, repression, Stolypin’s agrarian reforms and industrial developments to 1914. Enquiries 3.1–3.2 now have introductory teaching sequences, not full historical or assessment coverage. 20 further lessons and 60 explained tasks begin enquiry 3.3 through wartime defeats and government weakness, inflation and food distribution, women’s action and garrison mutiny, competing institutions, Nicholas’s abdication and Michael’s response, the first cabinet, Order No.1, revolutionary defence, Lenin’s April Theses, the war note, deferred land policy and the May coalition. Two further selected comparisons examine the succession decisions and March programmes. 22 further lessons and 66 explained tasks continue enquiry 3.3 through rural demands and seizures, summer economic pressures, the June offensive, the July Days and repression, Kerensky’s leadership, the Kornilov break and failed advance, Bolshevik tactics and Soviet support, Lenin’s September strategy and October party decision, Trotsky, the Military Revolutionary Committee, promises and mobilisation, the October operation, Winter Palace, Second Congress and a weighed explanation of the seizure. Two further selected comparisons examine Kornilov’s political opportunity and October plans and reports. Enquiries 3.1–3.3 now have introductory teaching sequences, not full historical or assessment coverage. 22 further lessons and 66 explained tasks begin enquiry 3.4 through Sovnarkom and CEC accountability, civil and national rights, land provisions and local administration, workers’ control and press restrictions, the Assembly election and closure, the Cheka’s initial remit, the Peace Decree, armistice, divided strategies, February military pressure and Brest-Litovsk terms and ratification. Two further selected workshops compare legal equality with press restriction and a January warning with a February report. 32 further lessons and 96 explained tasks continue enquiry 3.4 through Red Army founding and Civil War leadership, Trotsky, specialists and commissars, mobilisation and discipline, geography and campaign timing; Kolchak, Denikin, Yudenich and Wrangel; White leadership, politics, conscription, recruitment, land and supplies; changing foreign intervention; support and coercion; War Communism: grain procurement, nationalisation, labour mobilisation, rationing and exchange; the 1921 crisis, Kronstadt demands and suppression, party unity, and NEP through 1924: reasons, tax, mixed economy, currency reform and effects. Two further selected comparisons examine a White programme and regional report, and Kronstadt demands and the government accusation. All four Russia enquiries now have introductory teaching sequences, not full historical or assessment coverage. Wider regional and authentic reading, historical depth, subject-specialist review, complete four-source assessment, full-paper preparation and calibrated marking remain unfinished. Other revised teaching remains unfinished. The 2026 lessons are not automatically validated for revised years. It mixes enquiry-level entries with broader unbuilt topic headings, so its linked count is not a syllabus-completion percentage. Partial 2026 course: introductory context across the twelve AS topics, with selected document workshops, not full AS or A Level preparation. All three Paper 3 alternatives have introductory context, historiography and original interpretation exercises; Italy, Stalin’s Russia, Hitler’s Germany and Britain have introductory depth pathways across their four enquiries. The USA in the late 1940s/1950s and the 1960s/1970s have introductory American depth pathways; the 1980s/early-1990s theme now introduces all four enquiries with original teaching and two longer essay workshops. All four American themes now have introductory teaching and longer essay workshops, including US foreign policy, 1944–1992. The US–Soviet theme introduces all four enquiries through thirty core lessons and two longer essay workshops. Forty-one lessons introduce all four East and Southeast Asia enquiries: eight on post-war change, nine on Korea, twelve on Vietnam and twelve on Sino-American relations. Eight lessons introduce the African independence enquiry through Ghana, Nigeria, Senegal, Kenya and comparative reasoning. Nine further lessons introduce government, economic and social challenges after independence. Thirteen further lessons introduce Cold War involvement, Chinese support, non-alignment and Pan-Africanism. Twelve further lessons introduce UN involvement in Congo and Somalia, with 1993–1995 explicitly labelled as later context beyond the theme’s 1992 endpoint. Ten lessons introduce the creation-of-Israel enquiry. Twenty further lessons introduce wars and peace efforts in 1948–1979. Seventeen further lessons introduce superpower motives, oil, American and Soviet policies and their consequences through 1991. Twenty-one further lessons introduce the Iranian Revolution, Iran–Iraq War and 1990–1991 Gulf War. All four 2026 Middle East enquiries have introductory lessons; broader reading, depth, specialist review and full assessment remain unfinished. The separate 2027–2029 requirements are not mapped by these 2026 lessons. A separately labelled revised-year orientation and Eastern Europe enquiries 7.1–7.4 introductions and South Africa enquiries 8.1–8.3 and Zimbabwe enquiry 8.4, followed by Malaya enquiry 9.1 and introductory sequences for Malaysia formation enquiry 9.2 and Indonesian nationalism enquiry 9.3, with partial preparation, revolution, 1950s challenges and New Order teaching in enquiry 9.4, are available; other revised teaching remains unfinished. Source summaries are original StudyForA paraphrases, not quotations, complete documents or simulated eyewitness sources. Primary documents, historians’ arguments and original exercises are identified separately. Guided source comparisons, interpretation exercises and analytical models are not full papers, calibrated marking or Cambridge grades. Broader authentic source reading, historical depth and subject-specialist review remain required. The revised American route introduces sectional tension in 26 lessons, the outbreak of war in 33, war duration in 40 and Reconstruction in 45: 144 lessons and 432 explained tasks, including eight selected comparisons. Reconstruction covers competing aims and economic recovery; Lincoln, Wade–Davis, Johnson, Congress and the amendments; the Freedmen’s Bureau, schools, families, land, sharecropping and credit; coalition politics, Black leadership and organised coercion; Grant’s Enforcement, Amnesty and Civil Rights measures; the disputed 1876 election, commission, settlement and withdrawal of political protection in 1877. Selected source cards are original paraphrases, not quotations or complete authentic examination sets. Introductory 2027–2029 teaching for American enquiries 4.1–4.4 on sectional tension, outbreak, war duration and Reconstruction, not full AS or A Level preparation. 144 lessons and 432 explained tasks include 26 lessons on 4.1, 33 on 4.2, 40 on 4.3 and 45 on 4.4. All four enquiries now have introductory sequences; full historical and assessment coverage remains unfinished. Reconstruction introduces competing aims, presidential and congressional policies, the amendments, freedpeople’s lives, labour and land, coercion, Grant’s measures, the 1876–1877 settlement and evaluation. Wider authentic reading, historical depth, subject-specialist review, complete source sets, full-paper assessment and calibrated marking remain unfinished. The eight selected comparison workshops use labelled original paraphrases, not quotations, complete documents, authentic examination sets or Cambridge grades. Existing 2026 lessons remain checked for 2026 only. Introductory 2027–2029 teaching for American enquiry 5.1, why industrialisation accelerated after 1870: 35 lessons and 105 explained guided, independent and transfer tasks. Wartime foundations and railways, migration and population, resources and markets, government and finance, technological adoption and commercial attitudes have introductory sequences. This is partial coverage of the Gilded Age and Progressive Era, 1870–1920, not full AS or A Level preparation. Nine further lessons and 27 explained tasks begin enquiry 5.2 through industrial measures, regional comparisons, growth networks and the panics of 1873, 1893 and 1907. Eight further lessons and 24 explained tasks introduce the urban and social strand through housing, sanitation, working conditions, women and children at work, community support and political bosses. These are introductory sequences, not full strand coverage. Nine further lessons and 27 explained tasks introduce corporate organisation, trusts and holding companies, Standard Oil, Carnegie, Morgan, campaign money, state powers and federal courts. These introduce the trusts and political influence strand, not full historical depth. Seventeen further lessons and 51 explained tasks introduce national labour organisation, the Knights, AFL, the 1877 railway strikes, Homestead, Pullman, farm pressures, the Grange, alliances, Greenback and Populist programmes, worker–farmer comparison and three concluding judgement workshops. All four listed strands of enquiry 5.2 now have introductory teaching sequences, not full historical or assessment coverage. Twelve further lessons and 36 explained tasks begin enquiry 5.3 through muckraking, temperance, banking panics and concentrated wealth, urban corruption, women’s demands and participation, a selected source workshop and causal judgement. These introduce the reasons-for-reform strand, not full historical or assessment coverage. Sixteen further lessons and 48 explained tasks introduce the political reform strand of 5.3: city commissions and managers, public accountability, state primaries, direct-democracy devices, Senate election and vacancies, franchise barriers, Congress, parties and civil service. These are introductory sequences, not full historical or assessment coverage. Fourteen further lessons and 42 explained tasks introduce economic regulation in 5.3: union recognition and its limits, working conditions and court challenges, banking designs and Reserve Bank access, insurance governance, trusts, the original Clayton and FTC Acts, and state securities controls. All three strands of enquiry 5.3 now have introductory teaching; historical depth and assessment remain unfinished. Eight further lessons and 24 explained tasks begin enquiry 5.4 through success criteria, Roosevelt, Taft and Wilson, railway-rate remedies, food and meat controls, therapeutic claims and a selected presidential-source comparison. Eleven further lessons and 33 explained tasks extend enquiry 5.4 through forest management and state cooperation, monument powers, Hetch Hetchy, housing standards and inspection evidence, workplace outcomes, financial access, competition and securities, accountability and a selected women’s-club comparison. Eleven further lessons and 33 explained tasks introduce all four constitutional amendments, their distinct powers and rights, proposal and ratification, the first income-tax return, Senate-election transitions, prohibition definitions and concurrent enforcement, unequal voting access, campaign methods and a selected Catt/Wilson comparison. Sixteen further lessons and 48 explained tasks extend enquiry 5.4 through settlement and consumers’ work, Kelley’s appointment request, Terrell and Black women’s clubs, civil-rights organisation, Guinn and Buchanan, federal employment, the Silent Parade, gendered work, Indigenous policy, rural credit, extension and unequal access. A selected comparison distinguishes Terrell’s address from favourable reception reprinted with it. All five listed strands of enquiry 5.4 now have introductory examples and staged practice; full historical and assessment coverage remains unfinished. These are introductory evaluations, not complete historical coverage. Fuller regulatory and constitutional outcomes, wider pressure-group and women’s histories, racial, gender, Indigenous and rural experiences remain unfinished in enquiry 5.4. Historical depth, wider authentic reading, subject-specialist review, complete source sets, full papers and calibrated marking remain unfinished. The seventeen selected comparisons use labelled original paraphrases, not quotations, complete authentic documents, examination sets or Cambridge grades. Existing 2026 lessons receive no automatic revised-year credit. Sixteen original lessons and 48 explained guided, independent and transfer tasks introduce the listed causes in enquiry 6.1 for 2027–2029. Compare Republican policy, the boom and unequal wealth, urban/rural differences, speculation and valuation, confidence, war and international trade, banking and the Federal Reserve, agriculture, old and new industries, production and oversupply. This is introductory teaching, not full AS or A Level preparation. Twenty-six further lessons and 78 explained tasks introduce enquiry 6.2: financial losses and bankruptcy, regulation demands, unemployment and hours, agriculture and deflation, welfare, family and minority experiences, Hoover’s agricultural, housing, RFC and relief responses, Bonus Marchers, and the 1932 election and developing coalition. Fifteen further lessons and 45 explained tasks begin enquiry 6.3 through the March crisis, advisers and Congress, holiday and emergency banking legislation, selective reopening, an original source-comparison workshop, conservation work, FERA, agricultural adjustment, industrial codes, public works, TVA and securities disclosure. Eighteen further lessons and 54 explained tasks deepen enquiry 6.3 through original banking-separation and temporary-insurance conditions, securities registration and non-approval, the 1934 market framework, distinct HOLC routes and later operational evidence, farm credit, November CWA recruitment and February 1934 reductions, a local tenant case, labour conditions and an original programme-source comparison. Ten further lessons and 30 explained tasks introduce Supreme Court disputes: Schechter’s delegation and commerce grounds, Butler’s majority and Stone’s dissent, the February 1937 draft’s conditions and ceilings, its failure, Gannett’s press argument, Sumners’s Southern Democratic opposition, the Jones & Laughlin industrial case and existing-seat appointments through 1941. A selected administration/publisher comparison uses original paraphrases, not a full authentic source set. Nine further lessons and 27 explained tasks introduce critics from the Left and Right through Thomas, the June 1936 Communist platform, Townsend’s changing pension plans, Long’s dated redistribution appeal, Coughlin’s monetary proposals and antisemitic propaganda, Republican alternatives and Smith’s Liberty League intervention. A selected Smith/Thomas comparison and a dated official election-table exercise distinguish shared opposition, different institutions, audience, votes and influence. These are original introductory case studies, not complete political histories. Enquiry 6.3 remains partial: wider programme implementation and local, racial and gender access and outcomes, deeper organisational and regional histories of opposition, earlier and later political tactics, further Supreme Court rulings and fuller political and legal depth still need teaching and practice. Ten further lessons and 30 explained tasks begin enquiry 6.4 through the January 1935 security initiative, selected original Social Security assistance, benefit and tax provisions, Wagner Act rights and Board procedures, and WPA creation and work rules. A selected proposal/statute comparison uses original paraphrases, not a full authentic source set. Ten further lessons and 30 explained tasks introduce the 1936 election through the electoral result and its denominator, party claims and pledges, Roosevelt’s Philadelphia economic-freedom argument, the September farm–city broadcast, labour mobilisation, Black political agency and Southern resistance, Farley’s organisation, the July postmaster procedures and June relief anti-coercion provisions. A selected Roosevelt/Republican comparison distinguishes shared concern with insecurity from different institutions. Fourteen further lessons and 42 explained tasks introduce selected 1935–1937 mechanisms: the June tax proposals and enacted individual and corporate schedules; NYA creation and student-aid limits; original rural power loans and allocations; conservation plans, payments and tenant safeguards; farm-acquisition and rehabilitation finance; and original low-rent housing access and finance. A selected tax-proposal/electrification-statute comparison distinguishes instruments and evidence of outcomes. Sixteen further lessons and 48 explained tasks introduce the 1937–1938 recession through industrial measures, fiscal cash flows, payroll collection, reserve requirements and bank responses, Treasury gold finance, inventories and prices, employment and hours, uneven business and household effects, the April recovery proposals, June work-relief and public-works authority, and an upturn with continuing weaknesses. A selected Roosevelt/Eccles comparison preserves the latter’s expressly personal standpoint. All three listed recession strands now have introductory teaching; full historical and assessment coverage remains unfinished. Ten further lessons and 30 explained tasks introduce the original 1938 Fair Labor Standards Act and its 1941 Darby validation: commercial coverage, phased wages and overtime, distinct exemptions, child-labour conditions, special certificates, enforcement and stronger applicable state standards. A selected statute/Court comparison distinguishes purpose, constitutional validity and measured outcomes. This is a selected labour-standards introduction, not complete beneficiary, exclusion or government-change coverage. Eleven further lessons and 33 explained tasks introduce family security under the original 1939 Social Security amendments: earlier monthly operation, worker qualification, wives, widows, children and parents, continuing employment exclusions, distinct state assistance, claims and hearings, pooled finance, actual January–June 1940 payment records and startup limits. A selected law/trustees comparison distinguishes legal rights, recorded delivery and unproven household adequacy. This is a selected family-security introduction, not complete beneficiary, exclusion, administrative or economic-recovery coverage. Enquiry 6.4 remains partial: fuller revenue and programme histories, political motives, deeper regional election and coalition histories, reception and causal evidence, fuller patronage and civil-service practice, programme implementation and unequal access and outcomes, deeper fiscal and bank series, industrial and household experiences, and government, recovery and experiences through 1941 still need further teaching and practice. The 1937 proposal is later follow-through within 6.3, not an event of the First 100 Days. Historical depth, wider authentic reading, subject-specialist review, complete source sets, full papers and calibrated marking remain unfinished. Selected source cards are labelled original paraphrases, not quotations or complete authentic documents. Existing 2026 lessons receive no automatic revised-year credit.