Grade 8

Unit 1:

Racial Identity in the Context of Society

September - November

• How do memories and relationships from childhood shape personal identity?

• What role does society play in determining racial identities?

• What role does language play in shaping identity and culture?

Students will:

• Read Born a Crime by Trevor Noah, focusing on how his personal relationships in the context of apartheid in South Africa shaped his identity.

• Learn about apartheid in South Africa through multiple nonfiction sources.

• Write explanatory essays, synthesizing information from multiple sources and comparing different writers’ style and purpose.

• Research a societal issue that is of importance to them and write a narrative piece about it.

Unit 2:

Racial Stereotypes at Play

November -

January

• What is implicit bias? What is explicit bias?

• How do certain laws and policies serve to both help and harm various communities?

• How can individuals and communities use their power to seek justice?

Students will:

• Read All American Boys by Jason Reynolds and Brendan Kiely, focusing on how events in the novel directly connect to current issues of racial justice in America.

• Learn about and consider multiple perspectives of current policing & community issues in the United States through reading, research, and discussion.

• Understand how authors use rhetorical appeals, reasoning & evidence, and counter-arguments to develop a strong argument.

• Write a persuasive letter to an authentic audience, taking a stance on current events. 

Unit 3:

Seeking Justice - Racism in Our Past & Present

January - April

• How do we stand up for our beliefs, even when facing opposition?

• How does a person develop a sense of right and wrong? What is the role of a person’s family and community in their moral development?

• How do expectations around race, gender, and class shape the way that people understand themselves and their community?

Students will:

• Read To Kill a Mockingbird by Harper Lee, thinking critically about Lee’s portrayal of racism in America’s past.

• Conduct historical research on segregation, the Great Depression, and the Scottsboro Boys through multiple nonfiction sources. 

• Analyze point-of-view, focusing on the different perspectives of various characters in the novel.

• Construct a narrative from the perspective of an alternate character using dialogue and sensory details.

Unit 4:

Between Two Worlds - Relationships & Our Sense of Self

April - June

• What are the different worlds that we each inhabit (home, school, family, friends, etc.)?

• How are the norms, rules, and expectations of each of these worlds different?

• How does navigating each of these worlds shape our personal identity and sense of belonging?

• Which of these worlds holds the most power and why?

Students will:

• Independently read a contemporary novel by a Latin American author. 

• Think critically about plot, setting, characterization, style, and theme as they read their chosen novel.

• Further develop their speaking and listening skills by preparing for and actively contributing to regular, peer-led discussions.

• Complete creative projects to showcase their understanding of the various aspects of fiction & narrative structure.

Unit 1

Rigid Transformations and Congruence

September  

Rigid transformations (translations, rotations, and reflections) of polygons on the plane are explored.  

Rigid transformations of two-dimensional figures and angles preserve properties of congruence.

Students will:

• Translate, reflect and rotate polygons on a coordinate grid using geometry software (Desmos and Geogebra) and physically with graph paper and transparency paper.

• Use coordinates to describe the effects that rigid transformations have on two-dimensional figures in a coordinate plane.

• Prove that two figures are congruent by describing a sequence of rigid transformations that maps one figure onto the other. 

• Create a geometric picture that involves using all three rigid transformations.

• Apply their understanding of rigid transformations to make important discoveries about the angle relationships inside and outside of a triangle; as well as, the angles formed when parallel lines are cut by a transversal.

Unit 2

Dilations,  Similarity and  Introducing Slope

October

A dilation produces a similar figure with congruent corresponding angles, and side lengths that are proportional.  

Similar triangles can be used to prove that the slope between any two points on a non-vertical line is  the same. 

Students will:

• Understand that two-dimensional figures are similar if the image is obtained as a result of a rotation, reflection, translation, and/or dilation.

• Describe the characteristics that are preserved and/or changed when a figure is dilated.

• Describe the sequence of transformations that produce similar figures.

• Find the missing side lengths for similar figures. 

• Discover and apply the angle-angle criterion for similar triangles. 

• Use similar triangles to prove that the slope between any two points on a non-vertical line is the same.

Unit 3

Linear Relationships

November

Slope is a measure of the steepness of a line, and is a representation of the rate of change of a linear relationship. 

The equation y = mx + b can be used to express all linear relationships, including proportional relationships, where m gives the slope of the line and b gives the y-intercept.

Students will:

• Graph proportional relationships and write equations to represent the relationship.

• Identify the slope in a proportional relationship as the unit rate, and compare the slope represented in different ways (table, graph, equations and words). 

• Connect their understanding of a proportional relationship y = mx, to the linear relationship y = mx + b, by performing a translation.

• Graph a line in the form y = mx + b, and understand that m is the slope and b is the y-intercept.

• Model real world linear relationships by creating a scenario, writing an equation, creating a table, and graphing the line.  

Unit 4

Linear Equations and Systems of Linear Equations

December - January

Linear equations and systems of equations can have zero, one, or infinitely many solutions. These solutions can be analyzed both graphically and algebraically and have a specific meaning within the context of a problem.

Students will:

• Solve a multi-step linear equation with rational number coefficients, including equations requiring expanding and combining like terms.

• Identify examples of linear equations in one variable that result in one solution, infinitely many solutions, or no solutions. 

• Determine whether a system of equations will result in one solution, no solutions, or infinitely many solutions.

• Solve systems of linear equations in two variables graphically and  algebraically, using substitution and elimination. 

• Apply their understanding of systems of equations to compare real world situations and make informed decisions.  

Unit 5 Functions and Volume

February

A function is a relationship between two quantities that assigns one output for every input. Linear and nonlinear functions have structures that can be explored and connected across multiple representations.

The formulas for the volumes of cylinders, cones, and spheres are related to each other and can be used to solve mathematical and real-world problems.

Students will:

• Define what a function is and identify if a relationship is a function when it is represented graphically, in a table, in an equation or in a mapping diagram. 

• Write a function rule to represent inputs and outputs from a table of values.   

• Describe the properties of a function that is represented as an equation, a table of values, a graph, or a verbal representation.

• Compare the properties of two functions that are represented in different forms (tables, graphs, equation, or verbal representation).

• Model real world situations by writing a function and interpret the meaning of the rate of change and the initial value of the linear function.

• Explore the differences between non-linear and linear functions. 

• Describe the context of a distance-time piecewise function (including when the function is increasing/decreasing, and the rate of change). 

• Discover the volume formula for cones, cylinders, and spheres by investigating how they are related. 

• Apply their understanding of volume to solve real world problems.   

Unit 6

Pythagorean Theorem and Irrational Numbers

March

The Pythagorean Theorem describes a special relationship among the sides of a right triangle, which can be used to solve mathematical and real-world problems involving right triangles.

Students will:

• Explore lengths of sides that create right triangles, and investigate the special relationship between these sides.  This special relationship is called the Pythagorean theorem. 

• Determine if a triangle is a right triangle using the converse of the Pythagorean theorem.

• Apply the Pythagorean theorem to determine unknown side lengths in right triangles in order to solve real-world and mathematical problems.

• Use the Pythagorean theorem to determine the distance between two points in the coordinate plane.

• Learn about square roots and irrational numbers to approximate the length of any side of a right triangle, as side lengths are not always perfect squares.  

• Approximate the location of irrational numbers on a given number line. 

 Unit 7

Exponents and Scientific Notation

March - April

Exponents and scientific notation can be used to describe and compare very large and very small quantities.

Student will:

• Discover and apply exponent rules.

• Represent a large quantity or a small quantity as a number written in scientific notation and standard form.

• Perform operations with two numbers expressed in scientific notation, including problems that include a combination of standard form and scientific notation.

• Apply their understanding of scientific notation to solve problems about the solar system, cells and atoms, population growth and environmental impact. 

Unit 8

Associations in Data

April - May

Two attributes of a population may be associated with each other, and these associations can be revealed through the display and mathematical analysis of the data.

Students will:

• Gather, organize, and display bivariate quantitative data in tables and in graphs.

• Describe patterns in bivariate quantitative data, including clustering, outliers, positive or negative association, and linear or nonlinear association.

• Determine the equation of a line of best fit to model a set of data.

• Use a linear model to make predictions about future data.

• Analyze bivariate categorical data in a two-way table and summarize the data, including the relative frequency.

• Create their own surveys to learn more about their classmates and analyze the results using a bivariate table.  

Astronomy

September - October

What factors cause  the seasons?

How does gravity influence Earth’s tides and the orbiting of planets and moons?

Seasons lab: use mini-globes and a flashlight to model and explain the changing seasons

Tides project: Graph seasonal tide data to illustrate tidal fluctuations.

Weather/ Climate

October-November

How can students use local weather data to see patterns in air mass interactions and relate these patterns to their local weather?

What is the role of oceans and ocean currents in determining global and regional weather and climate?

Local Weather Observation Activity; observe and explain local weather patterns

Weather Report project - create a video explaining weather phenomena and using key vocabulary

Climate Debate: use evidence to support claims about climate change

Geology

November-December

How do plate tectonics change the Earth’s surface and cycle Earth’s materials and what role does convection play?

Why are minerals and fossil fuels unevenly distributed on the earth’s surface?

Rock Formation lab: model and explain how temperature affects rock formation with crystallization 

Evolution/ Climate Change

December-January 

How do environmental and inherited traits ensure/influence the survival of a species(natural and artificial selection)? 

How have human activities contributed to a fast increase in global temperatures and how does this impact the survival of species?

Bird Beak lab: model natural selection 

Climate Action project: research and explain mitigation efforts that can reduce greenhouse gasses in the atmosphere

Heredity

January-February 

How do inherited traits and adaptations ensure/influence the survival of a species(natural and artificial selection)?  

How do environmental and genetic factors influence the growth of organisms?

What is the relationship between DNA, genes and proteins?

Are mutations harmful, helpful or neither?

What are the advantages and disadvantages of both sexual and asexual reproduction?

Reebop activity: use Punnett squares to model both sexual and asexual reproduction in Reebops.

Chemistry

February- March

How do atoms combine in multiple ways to make molecules and compounds that make up all living and nonliving things in the universe?

How can we determine if a chemical reaction has occurred?

How does thermal energy change particle motion?

How is the Law of Conservation of Mass illustrated in chemical reactions?

Chemical Change Labs: investigate chemical changes with liver and hydrogen peroxide

Conservation of Mass: explain glow sticks demonstrate the Law of Conservation of Mass

Physics

March- April 

What results when two objects collide?

What is the difference between Velocity, Speed and Acceleration?

How does the mass and the net force on an object affect its speed?

Boat Speed

Mass vs Weight Comparison Lab

Tablecloth Trick: explain net forces involved in pulling a cloth out from a set table

Net Forces lab; use wooden blocks and spring scales to calculate net forces

MCAS PREP

May

Greenhouse Project 

May-June

How do environmental and genetic factors influence the growth of organisms?

Greenhouse Project: design and write code to monitor variables in a smart greenhouse (temperature, humidity, soil moisture)

September

• What is the purpose of government?  

• What are some of the different systems of government?  What are the characteristics of each?

Students will:

• Explore  the development of societies, laws, and governments among ancient peoples

• Compare the features and trace the contributions of the governments of ancient peoples.

Assessments include:

•  Create your own government project

October

• What were the roots of the ideas that influenced the development of the United States political system?

• What are the rights that everyone should have?  What are “natural rights”?

Students will:

• Explain the influence of Enlightenment ideas upon the American Revolution and the framework of American government

• Explore other important influences upon the US Constitution including the Magna Carta, the English Bill of Rights and the Mayflower Compact

Assessments include:

• Enlightenment Thought Module Assessment

October - November

• How did British actions and legislation lead to changes in colonial attitudes and perspectives and ultimately American independence?

• Why is the Declaration of Independence considered one of the most important documents in United States and World history?

• What methods can citizens use to enact change in government (ie. boycott)?  

Students will:

• Investigate the experiences that led the American colonies to declare independence

• Describe the actions used by the American colonists and contemporary Americans to change / improve their government.

• Explain the key ideas included in the Declaration of Independence

Assessments include:

• Boston Massacre Woodcut Module Assessment

• Declaration of Independence Module Assessment

December - January

• How do the institutions of the U.S. political system work?

• How and why does each branch of government check the powers of others?

• Why did political parties form?  What purpose do they serve?  Do they help or hinder democratic government?

Students will:

• Explore the features of the US Constitution and learn the functions of each branch of government

• Examine the relationship between each of the branches of government

• Describe the role of political parties in elections

Assessments include:

• Daniel Shays: Hero of Villian? Monument Project

• “Should we keep the Electoral College?” Debate

• Preamble to the Constitution Module Assessment

February - March

• How has the content and interpretation of the Constitution evolved over time?

• How has / does the Supreme Court and its decisions (precedents) impact our lives?

Students will:

• Explain the role of courts in local, state and federal government.

• Explore how the Supreme Court’s interpretation of the Constitution and its Amendments has shifted over time and has impacted life in the US

• Research major precedents / decisions of the Supreme Court

Assessments include:

• Supreme Court: “Which Amendment was Violated?” group activity

• Mock Supreme Court Trial

• Texas v. Johnson Module Assessment

April - May

• How does a free press support a democratic government?

• What is bias?  How does bias affect history/the media?

Students will:

• Explain why freedom of the press was included in the First Amendment and explain the role of a free press in a democratic society

• Give examples of how a free press can provide differing views of events, governments and politics

Assessments include:

• News sources analysis and comparison activity

• Internet Bill of Rights activity

May - June

• What is the role of state and local government in the U.S. political system?

• How do / can citizens participate in local and state government?

Students will:

• Learn the structures and functions of our state and local governments

• Explore the ways in which citizens can participate in state and local government

Assessments include:

• Action Civics Project

Reflecting and Inspiring Confidence for the Future

Connect to:

Social and Instructional Language

6 weeks 

• How has my own thinking evolved about myself, my relationships, and my goals over the course of my life?

• How do I develop the confidence, language, and skills to advocate for myself and pursue my goals?

• How can I become more independent in ways that will advance my goals for high school and beyond?

Students will: 

• NARRATE by identifying and raising questions about what might be unexplained, missing, or left unsaid

• INFORM by determining what is known vs. unknown

• EXPLAIN by offering alternatives to extend or deepen awareness of factors that contribute to particular outcomes

• ARGUE by evaluating changes in thinking, identifying trade-offs

Learning from and Giving Back to our Community

Connect to:

Language of Social Studies

and

Social and Instructional Language

6 Weeks

• How do we interpret and evaluate information from a variety of sources to form our own opinions?

• What is my role and responsibility as a citizen of my community?

• How do our unique life experiences, skills, and strengths best position us to give back to our communities?

Students will:

• INTERPRET SOCIAL STUDIES EXPLANATIONS by analyzing sources for logical relationships among contributing factors or causes

• CONSTRUCT SOCIAL STUDIES EXPLANATIONS that introduce and contextualize phenomena or events

• INTERPRET SOCIAL STUDIES ARGUMENTS by identifying topic and purpose (argue in favor or against a position, present a balanced interpretation, challenge perspective)

• INTERPRET SOCIAL STUDIES ARGUMENTS by analyzing relevant information from multiple sources to support claims

• EXPLAIN by acting on information to revise understandings of how or why something is or works in particular ways

See Grade 8 Social Studies Overview for more context.

The Power of Persuasion

Connect to:

Language of ELA

and

Social and Instructional Language

6 weeks 

• How can language be used to change minds and spark transformation?

• How do writers communicate with a specific audience in mind?

• Every voice has power.  What is your voice and how can you use it to make a positive transformation in the world around you?

Students will:

• CONSTRUCT LANGUAGE ARTS ARGUMENTS that engage and adjust for audience using narrative anecdotes

• INTERPRET LANGUAGE ARTS ARGUMENTS by analyzing how an author acknowledges and responds to conflicting evidence or viewpoints

• INTERPRET LANGUAGE ARTS ARGUMENTS by evaluating relevance, sufficiency of evidence, and validity of reasoning that support claim(s)

• CONSTRUCT LANGUAGE ARTS ARGUMENTS that support claims with reasons and evidence that are clear, relevant, and credible

• ARGUE by clarifying and elaborating ideas based on feedback

The focus this year is on persuasive/argumentative writing.  See Grade 8 ELA Overview for more context.

Cause and Effect in the Scientific World

Connect to:

Language of Science

and

Social and Instructional Language

6 weeks 

• How do scientists explain causes of natural phenomena and predict future events?

• How do scientists use visual models to represent abstract concepts that are not immediately observable?

Students will: 

• INTERPRET SCIENTIFIC EXPLANATIONS by determining central ideas in complex evidence and information to help explain how or why a phenomenon occurs

• INTERPRET SCIENTIFIC EXPLANATIONS by evaluating scientific reasoning that shows why data or evidence adequately supports conclusions

• CONSTRUCT SCIENTIFIC ARGUMENTS that support or refute a claim based on data and evidence

• EXPLAIN by following and describing cycles and sequences of steps and their causes and effects

See Grade 8 Science Overview for more context.

Types of Change

Connect to:

Language of Math

and

Social and Instructional Language

6 weeks 

• What kinds of changes do we observe in the world?  What doesn’t change?

• Describe types of changes: when are they constant and when are they variable?

• When does one type of change depend on another type of change?

• How can change be presented in a variety of ways (in equations, tables, graphs, and words)?

Students will:

• INTERPRET MATHEMATICAL EXPLANATIONS by analyzing possible ways to represent and solve a problem

• CONSTRUCT MATHEMATICAL ARGUMENTS that create conjecture, using definitions and previously established results

• INFORM by sorting, clarifying, and summarizing relationships

• EXPLAIN by comparing changing variables, factors, and circumstances

See Grade 8 Mathematics Overview (Unit 3 Linear Relationships and Unit 4 Linear Equations) for more context.