CAPSTONE — Long Civil Rights Multi-Movement Research Storybook + Civic-Action Letter + 5-Star Rubric + 5-Question Self-Reflection (Banks Level 4 Social Action) — K-8 History Capstone

Display MG-24 5-STAR CAPSTONE RUBRIC + 14 institution addresses. Read aloud the 5 self-reflection questions students will complete at end: I-LEARNED + I-CAN + I-STILL-WONDER + WHAT-I-WILL-DO + WHO-I-AM-AS-HISTORIAN.

• Display MG-24
• Read 5 self-reflection questions
• Recite TWELVE PROMISES one last time

Today is the K-8 HISTORY CAPSTONE (90 min). BANKS LEVEL 4 SOCIAL ACTION. This synthesizes 22 lessons of G8-Spring + the entire 4-year history sequence (G5 onward + earlier strands K-4). STUDENT CHOICE: each student selects ONE movement from MG-18 (Black Freedom + Chicano + AIM + Asian American + LGBTQ+ + women's + disability + decolonial — Indian Independence + Ghanaian + Algerian + Kenyan + South African anti-apartheid + Vietnamese self-determination + Standing Rock + LandBack + BLM + #MeToo + Disability Visibility + Climate Justice + COVID-19 long-COVID advocacy). RESEARCH PROTOCOL: students research >=4 primary sources applying MG-7 TWELVE-Q SOURCE CARD to each: REQUIREMENT >=1 movement-leader own-voice + >=1 survivor/grassroots own-voice + >=1 contemporaneous opposition or contextual source (newspaper editorials + government documents + court opinions) + >=1 contemporary scholarship (Hall 2005 + Theoharis 2013 + Ransby 2003 + Lee 2003 + Treuer 2019 + Estes 2019 + Heumann 2020 + Crenshaw 1989 + others provided per movement). PRODUCT: Foxfire 3-COPY STORYBOOK (~16 pages: research narrative + primary-source plates with MG-7 12-Q analysis + Q12 PRESENT-CONNECTION + civic-action letter draft); 3 COPIES — 1 school library + 1 family + 1 named descendant-community institution; CIVIC-ACTION LETTER mailed to 1 of 14 NAMED DESCENDANT-COMMUNITY INSTITUTIONS: (1) NMAAHC Smithsonian National Museum of African American History and Culture Washington DC; (2) Yad Vashem International School for Holocaust Studies Jerusalem; (3) USC Shoah Foundation Institute for Visual History and Education Los Angeles; (4) Hiroshima Peace Memorial Museum Hiroshima Japan; (5) Manzanar National Historic Site / Densho Seattle WA; (6) Smithsonian National Museum of the American Latino Washington DC; (7) Smithsonian Asian Pacific American Center Washington DC; (8) Stonewall National Monument NYC; (9) Disability Visibility Project Alice Wong; (10) Apartheid Museum Johannesburg South Africa; (11) Mahatma Gandhi National Memorial Sevagram India; (12) Nelson Mandela Foundation Houghton South Africa; (13) Vietnam Center and Sam Johnson Vietnam Archive Texas Tech University Lubbock TX; (14) AIM Grand Governing Council Minneapolis MN. Letter must include: specific request OR appreciation + acknowledge institution's existing work + commit to follow-up + draft signature. PRESENTATION 8 min each student presents to class scored on MG-24 5-STAR RUBRIC each criterion 0-2 max 10 points: STAR 1 PRIMARY SOURCES (>=4 from selected movement + MG-7 12-Q applied to each); STAR 2 OWN-VOICE CENTERED (movement-leader own-voice >=1 + survivor own-voice >=1 + refuses single-leader hagiography per MG-14f); STAR 3 MULTI-PERSPECTIVE (named opposition + named alliances + named internal debate within movement); STAR 4 PRESENT-CONNECTION (Q12 applied; what does this movement mean today; what is the ONGOING work); STAR 5 CIVIC ACTION (Banks Level 4: identifies real institution + drafts respectful letter + commits to mailing). 5-QUESTION SELF-REFLECTION: (1) I-LEARNED — what is one specific thing you learned in this unit; (2) I-CAN — what is one historical-thinking skill you can now do; (3) I-STILL-WONDER — what is one question you still have; (4) WHAT-I-WILL-DO — what is one civic action you commit to taking; (5) WHO-I-AM-AS-HISTORIAN — who are you becoming as a person who thinks historically? K-8 HISTORY CAPSTONE FRAMING: students have completed 9 years of history (K-8). They have developed: chronological thinking (G3 Deep-Time Strip) + sourcework (MG-7 12-Q SOURCE CARD culminating from G7's 8-Q + G8-Fall 9-Q + G8-Spring 12-Q) + multi-perspective check (MG-14f) + own-voice centering (MG-14d/e/g) + present-connection (MG-12 Q12) + civic action (Banks Level 4 capstone). HIGH SCHOOL will deepen all of these. Today students LEAVE with the K-8 toolkit and TAKE CIVIC ACTION.

• Knowledge becomes action.

  model Banks 1989/2008 Multicultural Education Levels: Level 1 contributions + Level 2 additive + Level 3 transformative + Level 4 SOCIAL ACTION. Level 4 is the highest: students take real-world action on what they have learned. Per MG-14f + K-8 capstone framing. Mail the letter actually.

  prompt Why Banks Level 4 SOCIAL ACTION?
• You assess yourself.

  model Self-reflection is assessment-as-learning per §6.3.4. Students evaluate their own historical-thinking growth. The 5 questions trace from cognition (I-LEARNED + I-CAN) to wondering (I-STILL-WONDER) to action (WHAT-I-WILL-DO) to identity (WHO-I-AM-AS-HISTORIAN). Per Hattie + Brown 2007 + Wiliam 2011.

  prompt Why 5-question self-reflection assessment-as-learning?

• State selected movement.
• List 4 primary sources applying MG-7 12-Q.
• Draft 3 sentences of civic-action letter.

M-8-S-CUL-22-A Chart

36x60 5-track poster activated for student-choice movement selection.

MG-18 Chart

MG-18 LONG CIVIL RIGHTS MOVEMENT poster — 36x60; HORIZONTAL TIMELINE 1909-present; FIVE PARALLEL TRACKS color-coded: (1) BLACK FREEDOM (NAACP 1909 + UNIA Garvey 1914 + Brown v. Board May 17 1954 + Emmett Till Aug 1955 + Montgomery Bus Boycott Dec 1 1955 – Dec 20 1956 + Little Rock Sept 1957 + Greensboro Sit-ins Feb 1 1960 + Freedom Rides May 4 1961 + March on Washington Aug 28 1963 + Birmingham Children's Crusade May 1963 + Civil Rights Act July 2 1964 + Freedom Summer 1964 + Selma March 7-25 1965 + Voting Rights Act Aug 6 1965 + MLK assassinated April 4 1968 + Black Power SNCC 1966 + Black Panthers 1966 + Combahee 1977 + Crenshaw 1989 + BLM 2013); (2) CHICANO (UFW 1962 Chavez/Huerta + Delano Strike 1965 + Plan of Delano 1966 + East LA Walkouts 1968 + Plan Espiritual de Aztlán 1969 + Chicano Moratorium Aug 29 1970 + Anzaldua 1987); (3) AIM (NCAI 1944 + Termination/Relocation 1953-69 + AIM 1968 + Alcatraz Nov 20 1969 – June 11 1971 + Trail of Broken Treaties Nov 1972 + Wounded Knee II Feb-May 1973 + Indian Self-Determination Act Jan 4 1975 + AIRFA 1978 + NAGPRA 1990 + UNDRIP 2007 + Standing Rock 2016-17 + LandBack); (4) ASIAN AMERICAN + LGBTQ+ + WOMEN + DISABILITY (TWLF SF State 1968-69 + Yuri Kochiyama + Grace Lee Boggs + Stonewall June 28 1969 + STAR Johnson/Rivera 1970 + Lavender Menace 1970 + Title IX June 23 1972 + Roe v. Wade Jan 22 1973 + Section 504 sit-ins April 1977 26-day occupation + Combahee River Collective 1977 + bell hooks 1981 + ACT UP 1987 + ADA July 26 1990 + Obergefell June 26 2015); (5) ANCHORS show MLK is ONE of MANY — Ella Baker + Bayard Rustin + Fannie Lou Hamer + Septima Clark + Bob Moses + Diane Nash + James Baldwin + Audre Lorde + Pauli Murray + Marsha P. Johnson + Sylvia Rivera + Cesar Chavez + Dolores Huerta + Russell Means + Judith Heumann + Yuri Kochiyama; refuses 'MLK-only' framing per Hall 2005 + Theoharis 2018 + Ransby 2003.

M-8-S-CUL-22-B Diagram

18x24 laminated poster; 5 STARS (PRIMARY SOURCES + OWN-VOICE + MULTI-PERSPECTIVE + PRESENT-CONNECTION + CIVIC ACTION) each scored 0-2 + 5-question self-reflection (I-LEARNED + I-CAN + I-STILL-WONDER + WHAT-I-WILL-DO + WHO-I-AM-AS-HISTORIAN); Banks Level 4 SOCIAL ACTION explicit; assessment-as-learning per §6.3.4.

MG-24 Diagram Physical / non-image

MG-24 FIVE-STAR CAPSTONE RUBRIC poster (18x24 laminated) — Lesson 22 Long-Civil-Rights-Multi-Movement capstone scored on 5 STAR criteria each 0-2 (10 max): STAR 1 — PRIMARY SOURCES (>=4 from selected movement; MG-7 12-Q applied to each); STAR 2 — OWN-VOICE CENTERED (movement-leader own-voice primary source >= 1; survivor own-voice >= 1; refuses single-leader hagiography); STAR 3 — MULTI-PERSPECTIVE (named opposition + named alliances + named internal debate within movement); STAR 4 — PRESENT CONNECTION (Q12 applied; what does this movement mean today; what is the ONGOING work); STAR 5 — CIVIC ACTION (Banks Level 4: identifies real institution + drafts respectful letter + commits to mailing). 5-question self-reflection: I-LEARNED + I-CAN + I-STILL-WONDER + WHAT-I-WILL-DO + WHO-I-AM-AS-HISTORIAN.

M-8-S-CUL-22-D Chart

Visual map of K-8 history sequence (K-2 family + community → G3-4 local + state → G5 early US → G6 ancient civilizations → G7 medieval + early modern → G8 US 1850-1900 + 20th century world) with arrow forward to high school; centered: students have completed 9 years of history-thinking development; they leave equipped to read primary sources, evaluate evidence, refuse single-perspective framing, and act civically per K-8 history capstone framing.

• Individual student selects movement from MG-18.

  scaffold MG-18 movement-cards + librarian support
• Students research + draft storybook + civic-action letter (20 min in class + completed via homework week 18).
• Pairs peer-review using MG-24 5-STAR rubric before presentation.

  scaffold 5-STAR rubric template

• Selected movement + 4 primary sources cited.
• Civic-action letter draft + selected institution from 14.
• Complete 5-question self-reflection.

• Mail civic-action letter (homework)
• Add final sticky to MG-6
• Celebrate K-8 history capstone — students leave equipped

• Complete storybook in chosen language + selected movement; mail civic-action letter; complete 5-question self-reflection.