CAPSTONE — Medieval World Inquiry Exhibit Storybook (Foxfire 3-Copy Distribution) and Civic-Action Letter (Banks Level-4 Social Action)

Photograph of three identical bound copies of the Medieval World Inquiry Exhibit storybook on a desk. Each ~80-100 pages, hardcover binding, color title on spine: 'The Medieval World c. 500-1500 CE — Whose Golden Age? Whose Crusade? Whose Trade Network? — Grade 7 Fall Inquiry Exhibit.' Cover image: an adapted MG-1 unit-opener montage. Three destination labels on the desks: 'Classroom Library' / 'School Library' / '[student-chosen descendant-community institution]'. Per Foxfire 3-copy distribution protocol (Wigginton 1972 + Foxfire Fund). Caption: 'Three copies. Three audiences. Banks Level-4 social-action.'

Unit-opener splash: a digital-watercolor montage of the medieval world from Cordoba to Tenochtitlán, with Baghdad's House of Wisdom dome at center, Mansa Musa with his retinue crossing the Sahara, a Song-Chinese moveable-type print shop with Bi Sheng's clay types, a Tenochtitlán market scene with chinampas and pyramid-temple, and a Mongol horseman with the Pax Mongolica trade route highlighted as a luminous thread connecting all scenes. Style: layered tonal watercolor with gold leaf accents on each Golden Age core. Caption banner: 'The Medieval World c. 500-1500 CE — Whose Golden Age?'

Photograph of the I-STILL-WONDER chart MG-22 24x36 inches with all 22 lessons' entries filled in + final G7-Spring bridge wonderings. Five columns: WHO did we study? / WHAT golden age did we name? / WHAT primary source did we read? / WHOSE living descendants did we honor? / WHAT do I STILL wonder about? Hand-written student entries across all 5 columns. Bottom row of the chart highlighted in gold: 'BRIDGE TO G7-SPRING — G7-Spring opens with this chart. The Renaissance is NOT a self-generated European miracle. It is the European reception of an already-3-core medieval-world-system. We carry forward MG-7 + MG-2 + Four Promises + ibn Khaldun + Abu-Lughod + Foxfire + Banks Level-4.'

MG-2 GOLDEN-AGES-EVERYWHERE Atlas — primary unit reference map. 24x36 inches color wall display. Center: Afro-Eurasian world c. 1000 CE in equal-area projection (Goode homolosine). Marked: Three CORE GOLDEN-AGE cores — (a) Islamicate Damascus-Cordoba-Cairo-Baghdad axis in green; (b) Tang-Song China Chang'an-Hangzhou-Kaifeng axis in red; (c) Indian Ocean Calicut-Cambay-Aden axis in blue. Three additional civilizational poles — Mali-Timbuktu-Gao in gold; Tenochtitlán + Tula in orange; Cuzco / Inca cores in purple (for G3-Spring continuation). Medieval Europe (Paris/London/Rome/Constantinople) marked in muted gray as ONE periphery among many. Time-period markers for 750 CE, 1000 CE, 1258 CE, 1324 CE, 1325 CE, 1453 CE shown as vertical reference. Style: clean academic-cartography palette, no text overlapping landmasses, all transliterations in IPA-style guide on legend.

MG-22 I-STILL-WONDER chart for G7-Fall capstone Lesson 22 bridging into G7-Spring (Renaissance / Reformation / Age of Exploration). 24x36 inch class butcher paper grid. Five columns: WHO did we study? / WHAT golden age did we name? / WHAT primary source did we read? / WHOSE living descendants did we honor? / WHAT do I STILL wonder about? Filled collaboratively across capstone session. Carried as visible scaffold into G7-Spring Lesson 1 as the bridge — G7-Spring opens with the I-STILL-WONDER chart and the Toledo Translation Movement Renaissance origins question.

MG-7 SEVEN-QUESTION SOURCE CARD — primary instructional scaffold for ALL source analysis in the unit. 8.5x11 inch double-sided laminated card. Front: Seven questions with sentence-frame scaffolds. (1) WHO created this source? (Wineburg sourcing) (2) WHEN was it created and where? (Wineburg contextualization) (3) WHY was it created and for whom? (Wineburg sourcing — purpose + audience) (4) WHAT does it say + show + leave out? (Wineburg close reading) (5) WHAT do OTHER sources say? (Wineburg corroboration) (6) WHOSE living descendants connect to this source today? (NMAI 5th — present-tense protocol) (7) WHOSE GOLDEN AGE does this source name — and whose golden age does it occlude? (NEW G7-Fall 7th — Banks Level-3 transformative move; refuses single-narrative golden-age framing). Back: scaffolded sentence frames for each question.

11x17 inch capstone chapter rubric. Five required components: (1) ONE primary source analyzed via MG-7 SEVEN-QUESTION SOURCE CARD (10 points); (2) ONE descendant-tradition scholar with named work + named year (5 points); (3) ONE living-descendant community named with current population + cultural-institution example + present-tense protocol applied (10 points); (4) Application of ONE of THREE analytic lenses (MG-8 OR ibn Khaldun OR Abu-Lughod) (15 points); (5) MLA 9th Works Cited entry (5 points). Plus: 250-500 words narrative + 2 images + 1 map (15 points). Total 60 points. 3-star self-reflection rubric on back: 'I applied MG-9 + MG-10 + MG-11 + MG-12 voicing / I applied MG-7 fully / I learned something I want to share'.

MG-10 Humanity-FIRST Promise poster (continued from G6-Spring). 18x24 inch wall poster. Side-by-side primary-source plates: (left) Surah al-Fatiha calligraphy; (center-left) Confucian Analects opening passage in classical Chinese; (center-right) Mali oral epic Sundiata opening; (right) Aztec/Mexica Five Sun cosmology. Caption: 'Every civilization has families, food, work, play, prayer, beauty, art, sorrow, joy. We see HUMANITY first before we see DIFFERENCE.'

MG-11 Resilience-FIRST Promise poster (continued from G6-Spring). 18x24 inch wall poster. Two-panel composite: (left) historic destruction — illustration of 1258 Sack of Baghdad with explicit note 'civilizational continuity through trauma'; (right) contemporary resilience — photo of Mamma Haidara Commemorative Library in Timbuktu with manuscripts saved 2012 + photo of Hagia Sophia 2020 reopening + photo of Templo Mayor museum Mexico City with Indigenous-language signage. Caption: 'No civilization is defined by its destruction or decline. Resilience is the rule, not the exception.'

MG-12 Connection-FIRST Promise poster (NEW for G7-Fall). 18x24 inch wall poster. Network diagram showing the medieval Afro-Eurasian network with thick connection lines: Toledo Translation Movement (Cordoba-Toledo-Paris); ibn Battuta route (Tangier-Mecca-Mali-China-Maldives); Pax Mongolica trade (Karakorum-Beijing-Tabriz-Caffa-Venice); Black Death diffusion (Central Asia → Caffa → Mediterranean → Northern Europe + Cairo + Damascus + Maghreb); Mansa Musa hajj (Niani-Timbuktu-Cairo-Mecca-Cairo-Niani); Indian Ocean monsoon trade (Quanzhou-Calicut-Aden-Mombasa). Caption: 'Civilizations were CONNECTED, not isolated. Refuse the silo.'

MG-7 SEVEN-QUESTION SOURCE CARD — primary instructional scaffold for ALL source analysis in the unit. 8.5x11 inch double-sided laminated card. Front: Seven questions with sentence-frame scaffolds. (1) WHO created this source? (Wineburg sourcing) (2) WHEN was it created and where? (Wineburg contextualization) (3) WHY was it created and for whom? (Wineburg sourcing — purpose + audience) (4) WHAT does it say + show + leave out? (Wineburg close reading) (5) WHAT do OTHER sources say? (Wineburg corroboration) (6) WHOSE living descendants connect to this source today? (NMAI 5th — present-tense protocol) (7) WHOSE GOLDEN AGE does this source name — and whose golden age does it occlude? (NEW G7-Fall 7th — Banks Level-3 transformative move; refuses single-narrative golden-age framing). Back: scaffolded sentence frames for each question.

MG-8 FOUR-PERSPECTIVE CRUSADES PROTOCOL. 11x17 inch laminated graphic organizer for Lessons 13-14. Four columns: Islamic, Western Christian, Jewish, Eastern Christian/Byzantine. Each column with: (a) named anchor scholar (Hillenbrand / Tyerman / Chazan / Frankopan); (b) named primary source (ibn Munqidh / Fulcher of Chartres / Solomon bar Simson / Anna Komnene); (c) signature event(s) (Saladin's recapture of Jerusalem 1187 / Pope Urban II Clermont 1095 / Rhineland 1096 / Sack of Constantinople 1204); (d) interpretive frame (jihad-defense / pilgrimage-warfare / pogrom-trauma / Byzantine-betrayal); (e) descendant communities (Arab+Muslim worlds / Western Christianity / Jewish memory / Greek-Orthodox + Levantine-Christian). Bottom: integration prompt 'CONSTRUCT a multi-perspective narrative that honors all four.'

MG-9 Living-Descendant Promise poster (continued from G6-Spring). 18x24 inch wall poster. Black-and-white photo plate of descendant-tradition communities from each medieval-world civilization studied: (a) modern Iraqi family; (b) modern Andalusian Spanish family + Sephardic-descendant family; (c) modern Chinese family; (d) modern Malian family; (e) modern Mongolian family; (f) modern Nahua family; (g) modern Greek family + modern Turkish family + modern Coptic family; (h) modern Persian Iranian family + modern Parsi family. Caption: 'These civilizations have living descendants. We speak about their ancestors in the present tense whenever the descendants of that civilization continue today.'

Photograph of envelopes addressed to five descendant-community institutions (Mamma Haidara Commemorative Library Bamako; Hagia Sophia Foundation Istanbul; INAH Templo Mayor Museum Mexico City; Mongolian National Museum Ulaanbaatar; Sankore Educational Foundation virtual Mali) stamped and ready for mailing. Some envelopes show student return addresses in upper-left. Caption: 'Banks Level-4 social-action. Twenty-five+ civic-action letters mailed at end of capstone session. The institution may or may not reply — that's not the point. The point is connecting unit learning to a real contemporary community.'