8th Grade

Eighth graders elect to take three art classes from the five subject areas: woodshop, drama, studio art, music, and digital media arts.

Essential guiding questions include:

• How do the arts express and share a diversity of cultures?
• How does music impact culture or vice versa?
• How does performance benefit a community and a culture?
• How can theater inspire individuals and communities to action?
• What does the artwork tell us about a culture?
• How do stories shape my identity? How does my identity shape the stories I tell?

Woodshop: Students choose between several assigned projects, such as stools or pencil cases, before proposing a build of their own design. Joinery, finishing, wood choice, and tool techniques are taught on an as-needed basis, depending on the project and the individual student. The focus is on process rather than product.

Drama: Using the techniques and skills learned in the years prior, students explore the questions, “How does theater impact and change the perspective of an audience?” They continue to explore acting, improvisation, theatrical design and playwriting, while using dramatic storytelling to engage questions about art, identity, and expression. For their final project, students self-design a creative project that integrates drama skills with their interests and passions.

Studio Art: Students learn about color theory and how to properly mix and blend colors with a palette knife in a palette. This knowledge allows them to complete their first major project of the year, the "Color Theory Blank Canvas Project." Once complete, students learn about the properties of 1-and 2-point perspective, and how to utilize this information in real life situations. Students use their sketchbooks for examples and create an original piece of artwork using wood and a wood burning tool. The final project is a self-study project where students choose a medium and create a piece of art of their own choosing. Students engage in beginning, middle and final critiques, as well as artist statements for each completed original artwork, and they document their artwork for future reference.

Music: Students explore harmonic function with the goal of being able to perform a song cover of their choice or an original composition.They create these songs through GarageBand, a digital audio workstation. In terms of movement, students continue to realize the artistic possibility of the body through the expansion of defined movement concepts, and the analysis of everyday movements in order to draw inspiration for the creation of original movement sequences. Modal-based pieces are utilized to continue the development of singing, ensemble skills, improvisation, and music literacy. In terms of musicology, concepts based around identity and location and popular culture and counterculture are discussed.

Digital Media Arts: Students explore the power of story through photography, graphic design, and graphic illustration. Students foster a strong foundation of how influential art is in the world through understanding the importance of digital citizenship, the curiosity to question, and the power and privilege they hold. They learn advanced skills within procreate, photography, and even how to work within a natural photography studio. Students are given the option to explore and create a piece of meaningful art within the community.

Students discover links among literature, history, and humanity. The developmental theme in English is identity formation: “Who Am I, Who Are We, Who Are They?” The curricular features are personal identity (memoir) and collective identity (The Holocaust).

Students use these lenses to answer essential guiding questions that include:

• What does it mean to “fully own my learning”?
• How are identities formed and what role do we play in the formation of our own identity?
• How can the stories of history inspire us to be stronger, more empathetic people?
• What does it mean to be human?

Students read, interpret, and write nonfiction, fiction, and poetry, developing a lens for analyzing their own writing and that of published writers. Reading and writing are inextricably tied so writing assignments are often in response to, or in emulation of, published writers who represent a variety of stylistic devices and voices.

Discussion is also central to eighth grade English, requiring students to reason, marshal evidence for their arguments, and defend their ideas orally. It is through discussion that students recognize important issues, develop intellectual interests, and engage in problem solving. In addition, students conduct research to construct knowledge focused on personal interests. Students design their own essential question and methodology for research. They then collect, store, and classify data, all while considering their question from multiple perspectives.

Students’ experiential learning includes:

• Shared Holocaust unit with history (including Holocaust survivor visits, trips to the Oregon Museum and Center for Holocaust Education and the Oregon Holocaust Memorial, creative writing contests, and Holocaust themed book group).

Eighth-grade students become more competent and confident in speaking up for themselves and others. The developmental theme is “advocating,” and the curricular feature is “recognizing the signs.”

Students use these lenses to answer essential guiding questions that include:

• Where can I access assistance for drug-related problems?
• How does my mental wellness impact my overall well-being?
• How does society react to mental illness?
• What is a healthy relationship?

By being inclusive and empathetic to all, students learn to recognize the warning signs of an abusive or toxic relationship, their own and others. They gain understanding about the various types of mental illness, how to recognize someone in distress, and what resources are available to support those with mental illness.

Students learn how to maintain safe sexual and emotional relationships and how to communicate with partners around sexual consent and explicit permission. They learn about birth control options and how to protect themselves from disease.

They study the short- and long-term effects of various drugs on the brain and learn about dependence, tolerance, and addiction. Students also examine the legal consequences of using drugs as minors and develop effective refusal skills for substance use.

In terms of digital citizenship, students learn about media balance by evaluating their digital footprint. Topics covered include how media impacts our brains, extensive data sharing, privacy, cyberbullying, and responding to hate speech online. Through activities, demos, videos, and group/class discussions, students will explore how these concepts and philosophies apply to their own life. Students will be encouraged to think and act from a place of thoughtful interactions and decision making through understanding the effect it can make on their lives.

Students continue their math studies with Algebra I and Geometry courses. In all courses, application of concepts is emphasized by way of in-class discussions, problem solving, and projects.

Algebra I is primarily concerned with learning to use formal Algebra with fluency, and then deploying those skills as algebraic models of real world phenomena and problems. Students in Algebra I will seek to develop a profound understanding of mathematical functions, with particular attention given to linear, exponential, and quadratic equations. 

Students will focus on:

• Seeing structure in expressions
• Arithmetic with polynomials and rational expressions
• Creating equations
• Reasoning with equations and inequalities

In Geometry, students relate concepts from algebra to geometric phenomena. The course emphasizes the study of the properties and applications of common geometric figures in two and three dimensions. Topics covered include angles, lines, triangles, polygons, circles, congruency, similar figures, area, volume, trigonometric ratios, logic and constructions.

Skills and understandings students gain include:

• The ability to use algebraic concepts explore to geometry, statistics and probability, and proportional reasoning
• An understanding of deductive reasoning in mathematics
• Experience in using theorems to solve problems and create formal proofs
• The ability to work in two-column proofs
   

By eighth grade, students are expected to communicate as much as possible in their chosen language. The developmental theme is “realistic interpersonal interactions,” and the curricular features are more advanced study of community, global, and political topics.

Students use these lenses to answer essential guiding questions that include:

• How do I expand my sense of global membership?
• How do I become more aware of my cultural biases?
• How do I communicate with native speakers in a culturally and linguistically appropriate manner?

Students gain greater confidence in their linguistic abilities and increase their ability to communicate with others.
 

Eighth graders progress into more detailed aspects of athletics and fitness, which includes an introduction to the workout room and more independence in choosing how to engage physically in class.

Students answer essential guiding questions that include:

• How do I support and include everyone, and help to create a safe learning environment?
• How does my understanding of the rules, etiquette, and procedures impact the class?

Eighth grade science begins by discovering fundamental concepts in chemistry explored through a series of driving questions, labs, and engineering challenges. The additional curricular features are environmental sciences, genetics, natural selection, and evolution.

Students use these lenses to answer essential guiding questions that include:

• How can I make new stuff from old stuff?
• How does understanding chemistry help me make healthy choices about the environment?
• How can I reduce my impact on the environment?
• Why do organisms look the way they do?
• How has life changed over time?

Chemical reactions and designing experiments serve as an introduction to physical science. This is an opportunity for students to engage in laboratory skills, such as measuring mass, volume, and density, and looking at characteristic properties. Students work to refine a model of the particulate nature of matter, and continually refine this model upon deeper exploration. Students examine how the world around them works with a particular focus on several phenomena, such as how soap is made or the chemistry of cooking. They also engage in engineering design challenges, such as how to maintain an exothermic hot-pack or reheat a meal without flame.

Leaning on their understanding of chemistry, students next begin by analyzing data and using this as evidence to form an argument for what is having the greatest impact on current temperature trends. They explore how chemical reactions produce greenhouse gasses, and how the molecular structure of these greenhouse gas molecules are linked to global warming. In addition, students examine how decisions, such as how to recycle our plastics and how we plan for space on our campus have a direct impact on the environment.

Finally, students delve into genetics, natural selection, and evolution, looking into patterns of inheritance, and the molecular basis underlying these concepts, as well as moral considerations surrounding human involvement. Students learn that they look the way they do because of the genetic information that is passed down via sexual reproduction and the same patterns seen in human offspring can also be seen in other species that reproduce sexually. They use the theory of natural selection to explain changes in organisms over time by examining peppered moths and Galapagos finches. To further explore the idea of how organisms change over time, students also examine evidence from fossils (relative dating), embryological data, DNA, and the skeletal structure of species, and look for patterns in this data. They explore the evidence that scientists use to trace our evolutionary history.

Students’ experiential learning includes:

• Making a recommendation to the school on land use decisions and plastic waste connected to climate change.
• Designing a hot pack or meal heating system in the event of a disaster. 
   

Eighth-grade students become more competent and confident in completing high quality work as they prepare for high school. Throughout the year students work to deepen critical thinking, their writing becomes more reflective and complex, and they become more comfortable with public speaking.

The developmental theme is “Grappling with Complex Social Issues,” and the curricular features are American civics, Holocaust studies, and multicultural America.

Students use these lenses to answer essential guiding questions that include:

• What are the roles and responsibilities of United States citizens?
• In any society, what characterizes equal treatment for all people?
• By studying human experience, can a person learn to make good personal choices?
• What stories are and are not traditionally told through the Master Narrative of American History?

The fall term involves civics, with students studying the roots of U.S. democracy and the founding documents. Students then relate founding principles to contemporary events and issues, writing a formal five-paragraph essay on one topic, followed by a one-on-one debate concerning their issue.

After winter break, students examine what happens when a good government goes bad. Investigating the Weimar Republic in 1920s Germany, and how its failure led to the rise of Nazism and World War II. Studying the Holocaust from the perspective of human behavior allows the class to examine labeling, stereotyping, and targeting. The focus on human rights at the founding of our own country is revisited as a distinct contrast to the fascism in 20th century Europe.

During the spring term, students look at the fabric of multicultural America while gaining an understanding that U.S. history is composed of stories that originate from many places across the world. Weaving those many stories together is the focus of the unit.

Students’ experiential learning includes:

• Shared Holocaust unit with English (including Holocaust survivor visits, trips to the Oregon Museum and Center for Holocaust Education and the Oregon Holocaust Memorial, creative writing contests, and Holocaust-themed book group)
• Debates concerning issues of controversy in American life