Grade 7 Spring — The Early-Modern World c. 1450-1750 CE in Six Simultaneous Formations: Italian + Northern Renaissance, the Reformation and Wars of Religion, the Scientific Revolution, the Age of Exploration with Zheng He Precedence and Multi-Perspective Encounter, the Conquest of Mexica and Inca from Indigenous Perspectives, Ongoing Indigenous Resistance through Pueblo Revolt 1680 and Itzá Maya 1697, the Atlantic Slave Trade Origins with African Voices Centered, the Mughal Empire (KS3 Non-European Society Study), Ming/Qing China with Zheng He 1405-1433, Tokugawa Japan, and the Ottoman Empire — Whose Renaissance? Whose Discovery? Whose Conquest?

CAPSTONE — Renaissance-to-1750 Inquiry Exhibit — Foxfire 3-copy storybook + civic-action letter to descendant-community institutions, with multi-perspective storytelling across MEXICA + INCA + MAYA + PUEBLO + AFRICAN + MUGHAL + MING/QING + TOKUGAWA + OTTOMAN + ITALIAN/REFORMATION-EUROPEAN perspectives applying the FIVE PROMISES — Living-Descendant + Humanity-FIRST + Resilience-FIRST + Connection-FIRST + NEW Encounter-from-MULTIPLE-Perspectives

Two-strand culminating performance task drawing on all 17 prior skills. Strand A — student writes a 6-8-page chapter of a class storybook 'Renaissance-to-1750 in Many Voices' integrating at least three civilizations + at least one Indigenous-voiced source + at least one African-voiced source + applying MG-7 Source Card sourcing + MG-13 Decolonial Toolkit + MG-14 Restall SEVEN MYTHS refusal + NMAI present-tense protocol. Strand B — student drafts and mails a civic-action letter to one of 10 named descendant-community institutions naming what they learned + what they will do with it. Per Foxfire tradition + Banks Levels 3-4: three bound copies of the storybook are delivered — one to school library + one to local public library + one to a descendant-community institution per student.

Exercise pool (1)