Grade VIII

List of 9 items.

• + Central Subject: Democracy & Immigration in the U.S.

  Students begin the year with the exploration of the themes of identity, belonging, and values that tie societies together. They explore their own values in their This I Believe projects and read The House on Mango Street, a coming of age story of a girl who comes to understand her relationship to her community. Building from the foundation of self-awareness and community values, students then explore group governance, using the U.S. Constitution as a primary text. Students read Lord of the Flies as an example of how groups establish leadership, divide power, and create and enforce rules. This leads to discussion of questions such as:: What are the needs of a nation? What makes a good leader? Does a society need rules? What is it like to be an outsider? Students also explore the historical evolution of racist thought in America during this same period using Stamped: Racism, Antiracism, and You. 
  
  

  During the winter, students examine the shifting U.S. policy towards Native Americans in the 19th century and consider the legacy of such policy in the 20th and 21st centuries. With that foundation firmly in place, we then segue into a study of immigration over time, exploring topics from the Great Waves of Immigration (1840-1920) to current events and policies about immigration. We read several books that feature first-person immigrant narratives in a variety of formats (see literature selections below), investigating the changing political and social fabric of the nation. 
  
  

  Eighth Grade students begin the spring term with a case study exploration of the incarceration of Japanese Americans during World War Two. We read and analyze Julie Otsuka’s When the Emperor Was Divine as we explore the text of Executive Order 9066, alternating our focus between individual family stories and larger-scale impacts on communities, all while discussing themes of justice, legacy, and ties to current events. Students take these themes and ideas and apply them to their Oral History Projects, in which they interview someone with first-hand experience of immigrating to the United States. 

  
  We end the year by using Lorraine Hansberry’s A Raisin in the Sun to ground our exploration of Black American History, from Reconstruction through the Great Migration through the Black Power Movement and into current events. The year culminates with several major student projects, including their Social Justice Action Projects, Research Papers, and Portfolio Presentations. 

  
  Throughout the year, the Eighth Grade experience includes several opportunities to explore what it means to be a community member and to experiment with various leadership models. Eighth graders partner with Lower School classes to build connections across the ages of the school. They run for election to the Student Board where they lead fifth through eighth grade students in creating activities and considering how to promote the culture of the middle school. In addition, they work as the oldest members of a smaller group of middle school students to create closer individual connections by engaging in various activities throughout the year. Teachers lead conversations on topics relevant to adolescents (TOAD: Talks On Adolescent Development) that include relationships, sexuality, drugs and alcohol, digital citizenship, stress and time-management, and leadership, as well as how to negotiate the process of moving to a next school. 

   

  Literature selections that ground our year include: The House on Mango Street by Sandra Cisneros, Lord of the Flies by William Golding, Borders by Thomas King; assorted immigrant narratives (including excerpts from A Map is Only One Story edited by Nicole Chung and Mensah Demary, as well as one or more of the following: When Stars Are Scattered by Omar Mohamed and Victoria Jamieson, Everything Sad is Untrue by Daniel Nayeri, Ink Knows No Borders edited by Alyssa Raymond and Patrice Vecchione, and Sanctuary by Abby Sher and Paola Mendoza), When the Emperor Was Divine by Julie Otsuka, and A Raisin in the Sun by Lorraine Hansberry. In addition to reading various historical documents and first-hand accounts, we use Stamped: Racism, Antiracism, and You by Ibram X. Kendi and Jason Reynolds throughout the year. We also utilize the Pollyanna Racial Literacy Curriculum as well as resources from Facing History and Ourselves and Learning for Justice to supplement the readings to provide a chronological and thematic understanding of United States history and current events.

• + Mathematics

  The Middle School mathematics program guides students in constructing new mathematical knowledge built upon deep understanding and prior learning. The program provides students with meaningful learning experiences through discovery and exploration, complemented by the formalization of requisite algorithms and skill work. Students work both independently and collaboratively in class. They develop skill in problem solving and further their ability to communicate and justify their reasoning. They are encouraged to represent their thinking in both oral and written form. Students make connections between mathematical ideas and real-world experiences. The use of manipulatives and technology allows students to move from concrete to abstract thinking in the ongoing development of mathematical ideas.
  
  The Eighth Grade math curriculum consists of a full year of algebra. The course focuses on the integration of graphs, patterns, word problems, and algebraic representation. We seek to emphasize depth of understanding so that students will retain the algebra they study. All eighth graders will dive deeply into linear relationships, proportions, and inequalities. They will study quadratic equations and see contexts for exponential growth. We are using a differentiated curriculum to offer challenging material to students who are ready  to wrestle with novel problems and take on the additional topics of exponential equations, radical equations, and rational equations. 

• + Science

  (four 45-minute periods per week)
  
  

  PACE: Physical and Chemical Explorations is a course designed to introduce students to the exciting world of chemistry, physics, and robotics, both at the lab bench and in the world around them. This discovery-based course focuses on physical science topics, such as motion and forces, density and buoyancy, physical and chemical changes, and matter and atomic theory. The course emphasizes experimental and engineering design and challenges students to think deeply about the kinds of questions that can be answered experimentally. Like scientists, students are problem solvers, designing their own experiments to answer questions. For example: How does changing the size of a balloon affect the distance a balloon car can travel? Students work collaboratively to collect and analyze data in order to draw conclusions based on their qualitative and quantitative evidence.
  
  

  Students learn how to use a variety of measurement tools, as well as how to apply the rules of significant digits in reporting and calculating with measurements. Students analyze and interpret data, make various types of graphs, and complete a variety of creative projects. The students also learn how to communicate their ideas effectively in different formats. They develop skills in crafting data-driven arguments both in writing (analytical lab reports) and in oral, multimedia presentations (scientific symposia).

  
  
  

• + World Languages

  (four 50-minute periods per week)
  
  

  French II at Shady Hill is a study of some of the various cultures of the francophone world through their shared linguistic heritage. The four basic language skill areas of listening, speaking, reading and writing continue to be developed at the same time that students explore the interconnection between culture and language.

  
  

  Second year students build upon the foundation of skills that they constructed during the previous year, layering on the conversational vocabulary associated with new communicative contexts and exploring more advanced grammatical and verbal constructions. Students progress from being able to speak or write in complete sentences on familiar and researched topics (intermediate mid level) to being able to speak or write in complex sentences that may combine to form paragraphs, often across time frames (intermediate mid high). They understand the main idea and key information in paragragraph length straightforward and fictional texts and conversations, they explain differences in opinions and provide advice. Materials are pulled from a wide variety of sources such as taped interviews, a variety of songs from the francophone world, excerpts of newspaper articles, magazines, web sites and children's books and videos.

  
  

  Similarly to the previous year, we follow the textbook D’accord 2 which 7 units revolves around a topic that is examined through the lenses of an essential question and is accompanied by a number of linguistic and grammatical objectives. As real communicative competency is the ultimate goal, lessons are presented almost exclusively in French, and students engage in a wide variety of activities, which are all designed to encourage the growth of all four of the language skill areas.

  
  

  Regular exchange throughout the academic year of pen pal letters with middle school students at the Collège Jean de la Fontaine in Gémenos, France allows Shady Hill students to hone their newly acquired reading and writing skills in French, and the cultural contact is a pleasure for all students on both sides of the Atlantic.

   

  Mandarin II This continuation of Mandarin I is designed to increase general comprehension and facility with the language. The class introduces Chinese language and culture while teaching communication in both spoken and written Chinese. Students will gain additional proficiency in their four skills of listening, speaking, reading, and writing. Practical objectives enable students to use Chinese in the classroom, on the playground, and in the local community. We use the second level textbook in the Ni Hao series. Chinese characters are used extensively throughout the text and are accompanied by Pinyin which acts as a guide to pronunciation and is gradually phased out as the student becomes familiar with the characters and vocabulary. This level introduces more than 300 words and phrases and there are 120 written characters to be learned. By the end of the course, students should be able to talk about birthdays, daily routines, house plans, clothing, weather and to hold conversations when going shopping, visiting Chinese families, making phone calls and going to restaurants. They will also be able to express opinions, arrange an outing and write a message, note or diary entry. Grammar is introduced and practiced in innovative and interesting ways with a variety of learning styles in mind. Culture is sprinkled throughout the course in an attempt to help the learner focus on the Chinese-speaking world and their culture, people, geographical locations and histories. Multimedia applications are utilized in class and encouraged for students to use for their individual and group projects.
  
  

  Spanish II at Shady Hill continues its study of Hispanic cultures through its language. The four language skills –listening, speaking, reading, and writing – are developed concurrently throughout the year, with an emphasis on speaking and listening. Spanish is the primary language of the classroom.
  
  

  During the second year, the focus will be on Chapters 5-9 of the Descubre textbook. With this text, the language is taught in context with numerous supplementary materials that support the development of each skill. The goal in the second year is to focus more on advanced grammatical topics and to expand the range of vocabulary allowing students to express themselves and discuss everyday activities. Through the cultural readings of the text, students are able to explore the differences between American and Hispanic cultures in everyday situations. The students are expected to speak and present in the target language on a weekly basis. There will be a special emphasis on project sharing.
  
  

  At home students will continue to develop their skills with the Discubre online workbook. With the features of a traditional workbook, students will practice reading and writing skills; additionally, students will practice speaking and listening skills; many of the activities provide instant feedback. This real-time feature enables students to see which areas need attention and to work at their own pace.

• + Physical Education & Athletics

  Physical Education: (two 50-minute periods per week) Students in Grades VI, VII and VIII have opportunities to engage in and deeply explore rich and diverse physical activities during the school day. Shady Hill offers Yoga, Fitness, and Sports and Games as electives during select trimesters. We believe our Middle School Physical Education program brings choice and balance, and an overall robust experience to our oldest students without an after school commitment. Students may choose to participate in PE electives or athletics, but never both at the same time.
  
  

  Athletics: (two or three sessions per week) The athletics program provides students in grades six, seventh, and eighth with the opportunity to study a single sport in depth each season, with the goal of developing sport-specific skills and learning team strategies and concepts, while fostering fairplay, school spirit, and fun. We have a three-tiered program- Thirds, Junior Varsity, and Varsity levels. This structure allows us to better meet students where they are in their athletic development. We encourage all students to go out for Shady Hill teams (cross country, flag football, soccer, volleyball, basketball, ice hockey, fencing, lacrosse, track and field, and ultimate frisbee), whether they have several years of experience or no experience at all. There is a level of playing and learning that is right for each student-athlete, and at the end of the program, our middle schoolers will be stronger, more prepared, and confident competitors.

• + Visual & Performing Arts

  (“StudioSpaces” : one 95-minute and one 45-minute period per week)
  
  

  The Arts are presented in Seventh and Eighth Grade as a three-term program, “StudioSpaces,” taught by Shady Hill School music, studio and shop teachers as well as several professional artists and musicians from outside the school community. Students enroll in a variety of courses in both Visual and Performing Arts before leaving Shady Hill. StudioSpaces courses vary from year to year, but may include: Improv Comedy, Filmmaking, Rock Band, Hip-Hop Songwriting, Intro to Guitar, Costume Design, Ceramics, Photography, Drawing, Sculpture, Animation, Design, Shop, and Oil Painting.
  
  

  The Winter Musical is a StudioSpaces course which requires an additional time commitment. Students in the cast of the Musical rehearse occasionally on Wednesday and Friday afternoons, and on some Saturdays throughout the Winter Term. All participants will be required to be at some after-school rehearsals in the two weeks immediately prior to performances. 
  
  

  Ensembles: (one period/60 minutes per week) Middle School Chorus meets once per week during the school day.  The Gold Jazz Band, for experienced seventh and eighth grade musicians, meets once weekly for rehearsal after dismissal for one hour. These students also perform several times during the school year at school assemblies, evening concerts, and some off-campus venues.

• + Technology

  The school gives each student a computer to use throughout the year. Students use a variety of programs as tools to build and complement their understanding in most classes. Teachers place emphasis on how to use technology to organize their work, research information, communicate responsibly and generally hone academic skills. Teachers post assignments to Google Classroom, and the Google Suite of applications serves as the foundation of tools for student use.

• + Library

  Library time for Eighth Graders includes librarian book recommendations, book discussions, research instruction, and Quiet Reading, an independent reading program supported by the librarians but overseen by the Gradehead. Students also meet with a librarian on a flexible basis for research support and instruction using both print and digital resources.

• + School Community

  (one 45-minute assembly per week) 
  
  

  Assembly is a regular time designated for Middle School students, faculty and staff to build and maintain community. A variety of activities are scheduled during this time, from classroom sharing and performances by visiting artists and outside speakers, to gatherings of Affinity Groups and Social Justice Spotlight curriculum to PODs, a small group of students representing each Middle School Grade.

   

  Morning Meetings: Daily morning meetings take place in Gradehead classrooms every morning and provide opportunities for school and division related announcements and student sharing. This informal meeting allows Gradeheads to welcome students every morning, build community, and prepare students for the day.