hist.g6.s.cul.capstone_classical_late_antiquity_inquiry_exhibit
Capstone — Author a 44-page bound class Classical World and Late Antiquity Inquiry Exhibit storybook (Foxfire methodology, 3-copy distribution: self / school library / one descendant-community partner) covering all 8 civilizations + apply at least 3 primary sources from the unit, AND author a 5-paragraph Civic-Action Letter to a UNESCO World Heritage Centre official, museum director, or national antiquities ministry on a contemporary world-heritage issue
Dual-strand capstone: STRAND 1 — each child contributes 2-3 pages to a class 44-page bound Classical World and Late Antiquity Inquiry Exhibit storybook covering all 8 civilizations + Three Trade Networks + Comparative Religions + the SIMULTANEITY ARGUMENT, with at least 3 primary sources analyzed via MG-7 6-Question Source Card, with reflection on the unit's compelling question 'Whose classical world? Whose golden age? Whose living descendants?'; storybook printed in 3 copies (self / school library / one descendant-community partner: Maya Cultural Council / Ethiopian Embassy Cultural Office / Sanchi Stupa Management / Iranian Cultural Heritage Organization educator network / Italian Ministry of Culture educator office / Chinese-history educator network via academic resources). STRAND 2 — each child authors and mails a 5-paragraph civic-action letter to a UNESCO World Heritage Centre official, museum director, or national antiquities ministry on a contemporary world-heritage issue (repatriation of looted Maya stelae, Aksum-stele restitution from Italy to Ethiopia which was actually completed in 2008, Persepolis preservation funding, Mahabalipuram or Sanchi tourism stewardship, Mogao Caves preservation, Hagia Sophia stewardship, Tikal park funding, OR any contemporary world-heritage issue student selects).
- Synthesize MG-7 6-Question Source Card analyses across 8 classical civilizations — applying Wineburg's 4 questions + NMAI 5th living-descendant move + WHA 6th whose-translations-and-silences move to Diocletian's Edict, Ashoka's Rock Edicts, Aryabhatiya, Sima Qian's Shiji, Ban Zhao's Lessons for Women, Shapur I's Naqsh-e Rostam inscription, Ezana's Stele, Tikal Stela 31, and Justinian's Code
- Comparative governance — empire (Rome, Han, Sasanian, Mauryan, Gupta) vs. city-state (Classical Maya divine kingships at Tikal, Palenque, Calakmul) vs. kingdom (Aksum, early Ghana / Wagadou) — what governs which form emerges? — per Charles Tilly and Walter Scheidel scholarship
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hist.g7.f.cul.medieval_world_inquiry_exhibit
(not yet loaded)
- Believing the capstone is a separate 'project' rather than the synthesis of the entire unit — every lesson contributes to the capstone
- Treating the civic-action letter as 'pretend' — letters ARE mailed (with caregiver consent) to actual addressees; some actually receive replies