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Middle School

Middle School at SJC

Our middle school program prepares students to become confident, faith-filled leaders who are ready for the challenges of high school and beyond. During these formative years, students are encouraged to think critically, collaborate effectively, and take increasing ownership of their learning. Through engaging instruction, meaningful projects, and opportunities for leadership and service, students deepen their academic knowledge while growing in character and faith.

Our dedicated middle school teachers create a supportive and challenging environment where every student is known, valued, and encouraged to reach their full potential. By fostering intellectual curiosity, personal responsibility, and strong relationships, our educators help students discover their unique gifts and develop the confidence to use them in service to others. Grounded in Catholic values, the middle school experience at St. John of the Cross equips students with the skills, faith, and resilience needed for future success.

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Explore Our Curriculum

Religion

Language Arts

Math

Science

Social Studies

Religion

Language Arts

Math

Science

Social Studies

Math

Language Arts

Science

Social Studies

Life at SJC

At St. John of the Cross Parish School, students are known, loved, served, and inspired to reach their fullest potential. Rooted in Catholic faith and academic excellence, our vibrant community nurtures the spiritual, intellectual, social, and emotional growth of every child.

From meaningful learning experiences and school traditions to prayer, service, athletics, and the arts, life at SJC is filled with opportunities to grow, lead, and thrive.

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Religion

Our Religion series, Blest Are We, was updated in 2020 to include the RCL Benziger Family Life series directly within the text. The essentials of Catholic teaching are presented to the students in an integrated and balanced approach, reinforced year to year as the students expand their knowledge and practice of their faith.

 
In every grade level the same format and catechetical process is followed:
Take Home pages that encourage family involvement
 Introduction to the theme and sharing
 Scripture stories
 Passages from Liturgy
 Biographies of Saints and doctrine
 Student response activities
 Connection to Catholic Social Teaching
 Review and Assessment
 
The text includes a summary of our beliefs and traditions. The Sacraments and Commandments are integrated. The curriculum focuses on our Catholic heritage, stemming from the Old Testament. While learning about the past, the students are asked to make the connection to their own lives of faith.
 
In the beginning of each school year, we introduce the students to an anti-bullying novel using the book, Crash, by Jerry Spinelli. In the Spring, the sixth graders participate in a study of the entire Gospel of St. Matthew.
 
The Family Life segment is used throughout the school year. Each grade level is organized around the same five themes: God’s Gift of Family, God’s Gift of Self, God’s Gift of Life, God’s Gift of Love, and God’s Gift of Community. Each of these themes are presented according to the student’s developmental readiness and level of comprehension. Each unit extends into the home through a variety of special parent materials.
 
In the past, the sixth graders were given the opportunity to become Altar Servers. As that opportunity arises, information will be sent home.
 
Dates for our 6t Grade Liturgies and for the Mary Chapel Rosary will be included in Google Classroom as they become available. Please join us on these days!
 
PORT Sandwich making opportunities will also be posted.
 
We ask that the sixth graders bring a canned good/non-perishable food item for the food panty on all Liturgy days. Donations, whenever possible, should come directly from the children.
 
In the past, our major service project each year is to visit Feed My Starving Children in Aurora during the Lenten season. We always appreciate parent participation with this event.

Language Arts

Reading
Reading focuses on key ideas and details, craft and structure, and integration of knowledge and ideas. Students will work toward proficiency on these skills/concepts through the reading of a variety of genres including:
  • Short stories
  • Poetry
  • Drama
  • Novels
  • Non-fiction
Writing
Writing focuses on the development of the seven writing traits: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. These writing traits will be developed through the following assignments and more:
  • Reflective narrative
  • Argumentative
  • Research-based
  • Literary Analysis
  • Monthly 40-minute timed writing experiences
  • Constructed responses to literature and non-fiction material
Vocabulary
Vocabulary knowledge develops the student’s ability to choose a word or phrase to enrich comprehension and expression. Our online learning tool, Membean.com, provides several different ways of learning a word, including audio, video, and word pictures. The site customizes a learning program for each student based on his/her existing skill level and speed of progress. In addition, we will focus on academic and domain-specific vocabulary throughout the year. The study of Greek and Latin roots is also part of the curriculum.

 

Grammar
Grammar focuses on the understanding and application of the conventions of standard English. We take a practical approach to grammar, covering concepts in context for greater accuracy and retention. We supplement the in-context learning with IXL online, CommonLit, and diagramming.

Texts

  • CommonLit (Comprehensive online literacy program)
  • Al Capone does my Shirts by Gennifer Choldenko
  • Hatchet by Gary Paulsen
  • The Boy in the Striped Pajamas by John Boyne
  • Percy Jackson: The Lightning Thief by Rick Riordan

Math

The new textbook for sixth grade this year is Go Math! Middle School Grade 6 Accelerated by Houghton Mifflin Harcourt. The purpose of this new version is to better prepare students for the accelerated 7th grade math level and to better prepare them for junior-high math. The sixth grade lessons begin with integers, a topic that will be very important to their success as a math student. Students will work with rational numbers, factors, and multiples, that will build the foundation for their work with rates and ratios. Operations with decimals and fractions are more formalized this year. Students will continue to work with area and perimeter and learn how to calculate surface area and volume of various polygons and solids. Students will also work on analyzing and displaying data. Every lesson has both skill practice and problem solving, including multi-step problems. The skills that are covered in sixth grade are as follows:

  • Integers
  • Factors and Multiples
  • Rational Numbers
  • Operations with Fractions
  • Operations with Decimals
  • Ratios and Rates
  • Percents
  • Numerical Expressions & Equations
  • Area & Polygons
  • Surface Area and Volume of Solids
  • Displaying, Analyzing and Summarizing Data

Science

Our 6th Grade curriculum focuses on Earth Science. Some of the major topics are: Plate Tectonics, Earthquakes, Atmosphere, Soil and Erosion, Earth in Space, Energy Resources, and Environmental Issues. The children study Physical Science in 7th and Life Science in 8th, however many of those topics are reinforced in 6th grade, as well.

Our write-in science series by Pearson is the Junior High version. As in the past, this series is available on-line. Although we have a prearranged day in the science lab, we often do quick labs and those taking more than one day directly in the classroom.

The children are encouraged to bring into class anything that would enrich scientific knowledge for their classmates. Examples would be evidence of labs they have done at home or interesting observations (pictures are always great) they’ve experienced on family outings. With their iPads available at home, they have my permission to use that as a tool to gain knowledge of current science events to share with the class.

We use several science apps that have already been installed on their iPads. We watch the news continually to see what is happening in the world around us. Often, a parent has an expertise in a subject we are studying, and we always welcome these talented guest speakers! We use videos and several tech resources such as Newsela, Mystery Science, Generation Genius, and Science Court. We also have access to Time For Kids.

Grading is done on a point system. Grades are based on daily work, labs, quizzes, and activities/projects. Tests will be announced at least one week in advance. In addition to reviewing notes, worksheets/pages, etc., the children are expected to reread the material in the chapters we cover.

Activities/projects are done almost totally at school, with occasional parent involvement in brainstorming. STREAM (science, technology, reading, engineering, art, and math) projects are incorporated throughout the year in conjunction with the 6th grade curriculums.
My expectations for my students are:
• Be respectful and sensitive toward others.
• Acknowledge that everyone has something to contribute.
• Cooperate on group activities.
• Listen attentively to anyone who is speaking.
• Be prepared for class by bringing all materials.
• Complete homework and class assignments on time.
• Use iPads for a variety of purposes directed by the teacher.
• Don’t worry about making mistakes.
• Remember that science is about trying new things.
• Don’t expect to always get the results that you expected.
 
To conclude, I always like to add this quote from John Whitsett, at NSTA:
“To succeed in the 21st Century, students have to learn how to be creative problem solvers who can work in collaborative groups. These new-world students must have the ability to think critically, use technology efficiently, and communicate effectively.

Social Studies

August/September

  • Origins of civilizations
  • Commemorate anniversary of 9/11/01
  • The Fertile Crescent- Assyrians, Persians, Phoenicians
  • Origins of Judaism

October

  • Current Event League Match #1
  • Ancient Egypt and Kush
  • Egyptian group presentations
  • Personal sarcophagus
  • Early civilization of India- Hinduism and Buddhism
  • Election process during election years

November

  • The election process during election years
  • Early civilization of China- Huang Dynasty, Zhou Dynasty, Han Dynasty
  • Ancient Greece – Athens- Sparta

December

  • Ancient Greece- religion, art, learning
  • Greek mythology- Pandora’s Box

January

  • Ancient Rome- The Republic and the rise and fall of Empire
  • Origins of Christianity
  • Roman culture and its legacy
  • Current Event League match #2
  • Commemorate Martin Luther King birthday

February

  • Europe- early, middle ages
  • Christianity, feudalism, manor economy
  • Conflicts and Crusades

March

  • The Reconquista
  • Fall of medieval society
  • Current Events League Match #3
  • Origins of Islam- beliefs and achievements

April

  • Japanese Feudalism
  • Japanese society and culture
  • Chinese Empire- Mongol and Ming Empires
  • Chinese achievements
  • Current Events League #4

May

  • National Social Studies Contest
  • African civilizations- Mali and Songhai
  • African culture and traditions

June

  • Summarize 6th grade social studies
  • “What did we learn?
  • Why did we learn it?

Religion

Confirmation
Seventh grade begins the important journey to Confirmation. The steps taken this year include:

 

  • Making a commitment to Confirmation at the Commitment Ceremony
  • Tracking service experiences in the red Confirmation booklet
  • Choosing a saint for their Confirmation name
  • Writing a saint report

Blest Are We Our Religion series, Blest Are We, was developed according to the four pillars of the Catechism of the Catholic Church:

  • What Catholics Believe
  • How Catholics Worship
  • How Catholics Live
  • How Catholics Pray

Each chapter teaches students about:

  • Doctrine
  • Scripture
  • Worship
  • Morality
  • Prayer

The themes for each unit are:

  • The Mystery of the Incarnation
  • The Meaning of the Kingdom
  • The Christian Life
  • The Paschal Mystery
  • The Good News

Family Life We also use the Family Life series. This text presents skills and virtues for Catholic family living and covers five themes:

  • God’s Gift of Family
  • God’s Gift of Self
  • God’s Gift of Life
  • God’s Gift of Love
  • God’s Gift of Community

Language Arts

Texts

  • StudySync (McGraw-Hill)
  • And Then There Were None – Agatha Christie
  • The Outsiders – S. E. Hinton
  • The Giver – Lois Lowry
  • Harriet Tubman: Conductor on the Underground Railroad – Ann Petry
  • Writing a Research Paper: A Step-by-Step Approach – Sadlier Oxford
Reading
Reading focuses on key ideas and details, craft and structure, and the integration of knowledge and ideas. These skills are developed through the reading of:

 

  • Short Stories
  • Novels
  • Poetry
  • Drama
  • Non-fiction
Writing
Writing follows the steps of the writing process (brainstorm, draft, revise, edit, publish) and focuses on the seven traits of good writing (ideas, sentence fluency, word choice, organization, voice, conventions, and presentation).  These skills are developed through the following types of writing:

 

  • Argumentative
  • Expository
  • Personal Narrative
  • Research-based
  • Literary Analysis
  • Poetry
Vocabulary
Vocabulary is developed through an online learning program called Membean. Membean provides different ways of learning a word, including audio, video, and word pictures. The site customizes a learning program for each student based on his/her existing skill level and speed of progress. Vocabulary will also be enriched by exploring new words in our readings.

 

Grammar
Grammar lessons are integrated into the context of reading and writing activities. IXL and Daily Oral Language (DOL) are also used to teach and reinforce grammar concepts.

Math

Welcome!
This page is to layout this year’s curriculum.  The seventh graders will be using the Go Math! Accelerated 7th Grade text.  The purpose of the Accelerated version is to prepare the students for Algebra I their 8th grade year.  You will notice in your child’s text the Common Core State Standard (domain and cluster) is listed under each module.  We will be learning 7th and 8th grade standards.  If you plan to have your student practice these standards using IXL, please ensure you are clicking the correct grade, along with the correct skill.  If you need help, feel free to contact me.
Within the class, we will work on units and modules.  Units are similar to chapters and modules to sections.  After we complete each module, there will be a module quiz.  When all modules of a unit are complete, we will have a unit test.  Please refer to the syllabus for a breakdown of the grading scale.
Listed below is the order of the units of which we will be learning.  You will notice the units seem to be out of order.  To keep common standards together, I have rearranged the order of the units. Additionally, below the list, are the standards for each unit, and the essential questions.
I look forward to this year and preparing your student for Algebra I.
Please do not hesitate to contact me with questions.

Unit 1: The Number System
Module 1: Adding and Subtracting Integers
Module 2: Multiplying and Dividing Integers
Module 3: Rational Numbers

 

Unit 2: Ratios and Proportional Relationships
Module 4: Ratios and Proportionality
Module 5: Proportions and Percents

 

Unit 3: Expressions, Equations, and Inequalities
Module 6: Expressions and Equations
Module 7: Inequalities

 

Unit 7: Real Numbers, Exponents, and Scientific Notation
Module 14: Real Numbers
Module 15: Exponents and Scientific Notation

 

Unit 8: Linear Relationships and Equations
Module 16: Proportional Relationships
Module 17: Nonproportional Relationships
Module 18: Solving Linear Equations

 

Unit 4: Geometry
Module 8: Modeling Geometric Figures

Module 9: Circumference, Area, and Volume

Unit 9: Transformational Geometry
Module 19: Transformations and Congruence

Module 20: Transformations and Similarity

Unit 10: Measurement Geometry
Module 21: Angle Relationships in Parallel Lines and Triangles
Module 22: Volume

 

Unit 6: Probability
Module 12: Experimental Probability
Module 13: Theoretical Probability and Simulations

 

Unit 5: Statistics
Module 10: Analyzing and Comparing Data

Module 11: Random Samples and Populations

Science

Welcome to the 7th grade science curriculum page. Here, you will be able to see the topics listed for the entire school year. If you have any questions, feel free to email me anytime.

News
Our text is in its second year and is entitled Interactive Science. It follows the Next Generation Science Standards and includes many STEM activities.

 

What they will learn
As a science teacher, I believe that it is extremely important that the students assume the role of a scientist. In my classroom they will learn about what scientists do, how they think and the technology that they use. Students will learn how to:

 

  • Write proper lab write-ups
  • Read tables and graphs
  • Create their own tables and graphs
  • Create their own lab procedures
  • How to properly operate lab equipment
  • (The list can go on and on!!!!!)
Curriculum map
August/September: Matter

 

  • What does a scientist do?
  • Metric system and measurements
  • Lab reports and safety
  • Introduction to matter
  • Describing matter
  • Measuring matter
  • Changes in matter

October: States of matter

  • Solids, liquids, gases
  • State changes
  • Gas behavior
  • Periodic table
  • Elements vs. compounds

November: Properties and Bonding

  • Metalloids
  • Radioactive elements
  • Valence electrons
  • Ionic, covalent, and metallic bonding
  • Conductivity

December: Chemical reactions

  • Law of Conservation of Mass
  • Chemical equations
  • Chemical reactions and rates
  • Describing and controlling chemical reactions

January: Acids and Bases

  • Acids, bases and neutral solutions
  • Properties

February: Motion and Force

  • Newton’s Laws of Motion
  • Velocity and acceleration
  • Forces in fluids
  • Floating and sinking

March: Motion and Force cont.

  • Friction
  • Gravity
  • Momentum

April: Energy

  • Energy and its forms
  • Transformation and conservation
  • Thermal energy
  • Heat transfer

May: Waves

  • Characteristics, properties, interactions
  • Electromagnetism
  • Magnetism

Social Studies

Below you will find a curriculum outline for 7th grade social studies. 7th grade begins with a review of 5th grade social studies. We do this because the 6th grade social studies curriculum is world history, geography, and cultures. 5th grade social studies encompasses ancient civilizations in North America through the Civil War.
7th grade then begins with Reconstruction after the Civil War through the Great Depression in the 1930s. 8th grade picks up with World War II and goes to the present day.
Besides the curriculum outline, I would like to provide my philosophy for teaching and learning social studies. My focus of instruction is to teach and reinforce critical thinking skills. Social studies includes history, geography, economics, government, and culture. These five disciplines are not taught separately, rather, they are taught simultaneously as they affect each other.
Social studies is not rote memorization of names, dates, and events. I encourage my students to challenge the traditionally held perspectives of historical events, and to go beyond the textbook version. Class discussions and debates are a vehicle for students to voice their opinions and ideas in a respectful manner.
A variety of materials and resources are used in the classroom. The textbook is used as a starting point for learning and discussion, but this is heavily supplemented with primary source documents, which include written text, pictures, videos, music, and newspapers. I use Smart Board, technology, a document camera, on-line resources, DVDs, and an i-pod.
Assessments are varied to recognize different learning styles. They include tests, quizzes, papers, and projects. Assessments are designed to challenge the students to think critically.
Current events are a part of almost every class period. We will often begin a class discussing events in the news today, or our discussion of historical events is tied into our world today. By doing so, children can better understand the cause and effect relationship of history, and it helps students to understand the relevance of historical events in our world today.
7th grade students are required to pass the United States Constitution exam, and 8th grade students must pass the Illinois Constitution exam. This is not just required by the State of Illinois, but it is part of our overall objective of developing good citizenship in all our students.
7th Grade Social Studies Curriculum
Chapter 4: Review Chapter – “The Union in Peril” 1850 – 1877
Section 1 – The Nation Breaks Apart

  • Sectional Tensions
  • Compromise of 1850
  • The Crisis Deepens
  • The Dred Scott Decision
  • The Election of 1860

Section 2 – The Civil War

  • War Erupts
  • Life in the Army
  • No End in Sight
  • The Emancipation Proclamation
  • War Affects Society
  • The North Wins
  • The Legacy of the War

Section 3 – Reconstruction

  • Reconstruction Begins
  • New Civil Rights Laws
  • Johnson and Grant
  • Daily Life During Reconstruction
  • The End of Reconstruction

Chapter 5: “Growth of the West” 1860 – 1900
Section 1 – Miners, Ranchers, and Cowhands

  • Geography and Population of the West
  • Mining in the West
  • The Rise of the Cattle Industry
  • Vaqueros and Cowhands
  • The “Wild West”
  • End of the Long Drives

Section 2 – Native Americans Fight to Survive

  • Native American Life on the Plains
  • A Clash of Cultures
  • Battle of the Little Big Horn
  • Resistance in the Northwest and Southwest
  • A Way of Life Ends
  • The Dawes Act Fails

Section 3 – Life in the West

  • Women in the West
  • The Rise of Western Cities
  • Mexicanos in the Southwest
  • The Myth of the Old West
  • The Real West

Section 4 – Farming and Populism

  • U.S. Government Encourages Settlement
  • Life on the Farming Frontier
  • The Problem of Farmers
  • The Rise of Populism
  • The Election of 1896
  • The Closing of the Frontier

Chapter 6: “An Industrial Society” 1860 – 1914
Section 1 – The Growth of Industry

  • The Industrial Revolution Continues
  • The Business Cycle
  • Steel: The Backbone of Industry
  • Edison and Electricity
  • Bell and the Telephone
  • Inventions Change Industry

Section 2 – Railroads Transform the Nation

  • Deciding to Span the Continent
  • Building the Railroads
  • Railroads Tie the Nation Together
  • Railroad Time
  • Economics and Social Change

Section 3 – The Rise of Big Business

  • The Growth of Corporations
  • The Oil and Steel Industries
  • The Gilded Age
  • The South Remains Agricultural

Section 4 – Workers Organize

  • Workers Face Hardships
  • Early Unions
  • Union Setbacks
  • The Homestead and Pullman Strikes
  • Gompers Founds the AFL

Chapter 7: “Changes in American Life” 1880 – 1914
Section 1 – Cities Grow and Change

  • Industrialization Expands Cities
  • Technology Changes City Life
  • The Streetcar City
  • Urban Disasters and Slums
  • Reformers Attack Urban Problems
  • Political Machines Run Cities

Section 2 – The New Immigrants

  • The New Immigrants
  • Settling in America
  • Immigrants Take Tough Jobs
  • Becoming Americans
  • Restrictions on Immigration

Section 3 – Segregation and Discrimination

  • Racism Causes Discrimination
  • Segregation Expands in the South
  • Plessy vs. Ferguson
  • African-Americans Organize
  • Violence in the South and North
  • Racism in the West

Section 4 – Society and Mass Culture

  • Education and Publishing Grow
  • Modern Advertising and New Products
  • Urban Parks and World’s Fairs
  • Spectator Sports
  • Going to the Show

Chapter 8: “The Progressive Era” 1890 – 1920
Section 1 – Roosevelt and Progressivism

  • The Rise of Progressivism
  • Reforming Government and Expanding Democracy
  • Promoting Social Welfare
  • Creating Economic Reform
  • Roosevelt and the Square Deal
  • Roosevelt Leads Progressive Reforms
  • Conservation

Section 2 – Taft and Wilson as Progressives

  • Taft and Progressivism
  • Two Progressive Amendments
  • The Election of 1912
  • The Wilson Presidency
  • The 18th Amendment

Section 3 – Women Win New Rights

  • New Roles for Women
  • Women Progressives
  • Suffrage for Women
  • The 19th Amendment

Chapter 9: “Becoming a World Power 1880 – 1917
Section 1 – The United States Continues to Expand

  • Reasons for U.S. Expansion
  • Seward and Alaska
  • The Annexation of Hawaii

Section 2 – The Spanish-American War

  • Rebellion Against Spain
  • The United States Goes to War
  • The War in the Philippines
  • The War in the Caribbean
  • Results of the War
  • The Anti-Imperialist League

Section 3 – U.S. Involvement Overseas

  • A Power in the Pacific
  • The United States in China
  • The Panama Canal
  • Building the Canal
  • U.S. Involvement in Latin America
  • Policing the Hemisphere

Chapter 10: “World War I” 1914 – 1920
Section 1 – War Breaks Out in Europe

  • Causes of World War I
  • Stalemate in the trenches
  • A War of New Technology
  • America’s path to War
  • Revolution in Russia

Section 2 – America Joins the Fight

  • Raising an Army and Navy
  • American Ships make a Difference
  • American Troops Enter the War
  • Pushing the Germans Back
  • Germany Stops Fighting

Section 3 – Life on the Home Front

  • Mobilization for War
  • Intolerance and Suspicion
  • New Jobs and the Great Migration
  • The Flu Epidemic of 1918

Section 4 – The Legacy of World War I

  • Wilson’s Fourteen Points
  • The Treaty of Versailles
  • Strikes and the Red Scare
  • Racial Tensions Increase
  • Longing for Normalcy

Chapter 11: “The Roaring Twenties” 1919 – 1929
Section 1 – The Business of America

  • Harding and the “Return to Normalcy”
  • Coolidge Takes Over
  • Technology Changes American Life
  • The Air Age Begins

Section 2 – Changes in Society

  • Youth in the Roaring Twenties
  • New Roles for Women
  • Prohibition and Lawlessness
  • Changes for African-Americans
  • A Divided Society

Section 3 – The Jazz Age and the Harlem Renaissance

  • More Leisure Time for Americans
  • Mass Media and Popular Culture
  • A Search for Heroes
  • The Harlem Renaissance
  • The Lost Generation

Chapter 12: “The Great Depression and the New Deal” 1929 – 1940
Section 1 – Hoover and the Crash

  • Problems in the Economy
  • The Crash and the Great Depression
  • Hoover Acts Conservatively
  • Hoover Loses to Roosevelt

Section 2 – Roosevelt and the New Deal

  • Roosevelt Takes Charge
  • The Hundred Days
  • Responses to the New Deal
  • The Second New Deal
  • Roosevelt Fights the Supreme Court
  • The New Deal Slows Down

Section 3 – Life During the Depression

  • The Dust Bowl Destroys Lives
  • Living Through Hard Times
  • Artists Portray the Struggle
  • Women in the New Deal
  • Minorities and the Depression
  • Unions Gain Strength

Section 4 – The Effects of the New Deal

  • Lasting Effects of the Depression
  • A Larger Role for Government
  • New Deal Programs Today
  • An Ongoing Political Debate

The United States Constitution

Math

The 8th grade curriculum is as follows:
Writing Linear Equations
  • Writing linear equations in slope-intercept form
  • Writing equations given the slope and one point
  • Writing equations given two points
  • The line of best fit
  • Point-slope form
  • Standard form

Solving and Graphing Linear Inequalities

  • One-step inequalities
  • Multi-step inequalities
  • Compound inequalities
  • Absolute value equations and inequalities
  • Stem-and-leaf plots
  • Box-and-whisker plots

Systems of linear equations and inequalities

  • Solving systems by graphing, substitution, and linear combination
  • Applying linear systems
  • Special types of systems
  • Systems of linear inequalities
******* MIDTERM, TBA in December *******

Exponents and Exponential Functions

  • Multiplication properties of exponents
  • Zero and negative exponents
  • Division properties of exponents
  • Scientific Notation
  • Exponential growth and decay

Quadratic Equations and Functions

  • Solving quadratic equations by finding square roots
  • Simplifying radicals
  • Graphing quadratic functions
  • The Quadratic Formula
  • Applications of the discriminant
  • Graphing quadratic inequalities
  • Comparing linear, exponential, and quadratic models

Polynomials and factoring

  • Adding and subtracting polynomials
  • Multiplying polynomials
  • Special products of polynomials
  • Solving polynomials in factored form
  • FOIL method
  • Factoring polynomials in a variety of forms

Rational equations and functions

  • Ratio and proportion
  • Percents
  • Simplifying rational expressions
  • Adding/subtracting/multiplying/dividing rational expressions
  • Dividing polynomials

Radicals and connections to geometry

  • Functions with square roots
  • Operations with radical expressions
  • Solving radical equations
  • Completing the square
  • The Pythagorean Theorem and its Converse
  • Distance and Midpoint formulas
  • Trigonometric ratios

Language Arts

Mrs. McManus
Hello and welcome to the 2019-2020 School Year at St. John of the Cross Parish School.
Language Arts class is taught as an integration of literature/reading, vocabulary, writing, oral communication including speaking and listening, grammar, and spelling. Students will be with me for two class periods each day. Language Arts counts as two grades in terms of eligibility for honor roll.
The following materials will be utilized this year:

  • membean.com: This is an online vocabulary program, which is used in all 5th-8th grade LA classes. It is an audio and video enabled program that helps students to learn and remember words in a variety of ways. It is also differentiated to target different vocabulary skill levels. Students will be enrolling in the program in September and we will explore different ways to use it throughout the year to enhance vocabulary. 8th graders will be expected to complete 30 minutes per week (from Thursday at 12 AM-the following Thursday at 11:59 PM). The 30 minutes can be completed however they choose, but sessions must be at least 5 minutes in length. For additional information on the program, please visit membean.com. Please be aware of the membean rules for use:
  1. Unless otherwise indicated, you must complete 30 minutes of membean by Thursday at 11:59 PM each week. (Therefore, you can work on membean from 12 AM on Friday through 11:59 AM on the following Thursday.) This is required even if you are absent for any reason. If there is an extreme circumstance, please speak with me directly about alternatives.
  2. If you use 10 tickets, you have until Friday at 11:59 PM to complete Membean. If you complete Memben after that time, your tickets will be returned and you will not receive credit. Please note: Ticket distribution and use will be discussed in class.
  3. Accuracy: You need to have an accuracy rate of at least 50%. If you have rate of less than 50%, you need to complete additional minutes until you reach a rate of 50%.
  4. Activity: You should spend no more than 3 minutes studying or restudying a word. You should not attempt to waste time. If membean is open in your browser, you should be constantly working.
  5. Review Pace: If you miss a word, you need to spend at least 10 seconds reviewing it.
  6. Session Length: Sessions must be at least 5 minutes, and no longer than 30 minutes.
  7.  IKT (I Know This) Use: Do not overuse the IKT button. If you overuse it on a regular basis, the function will be turned off on your account.

General Rubric:
30 minutes per week as specified in #1=10 points
30 minutes per week as specified in #1=10 points
28-29 minutes=9 points
26-27 minutes=8 points
20-25 minutes=7 points
17-19 minutes=6 points
15-16 minutes=5 points
10-14 minutes=4 points
8-9 minutes=3 points
6-7 minutes=2 points
1-5 minutes=1 point
0 minutes=0 points

  • You will also lose points for not following rules #3-#6 above.

If there is some unforeseen problem with membean, please talk to me. In most cases, you are still responsible completing the 30 minutes, despite any technical difficulties.

  • Selections from APA The Easy Way:  This book will explain how to write a research paper using the APA (American Psychological Association) format. This book is to be used as a guide only, as each step will be thoroughly explained, discussed, and practiced in class. It is a supplement to reinforce what is learned in class, as students are given very specific instructions from me on how to write the paper.
  • Students will also read the following novels: Gathering Blue and Messenger by Lois Lowry (already completed during Summer Reading, and studied in early September); Animal Farm by George Orwell; To Kill a Mockingbird by Harper Lee; and another novel TBD. Students will also have the opportunity to choose their own books for book report assignments.
  • Aspire, MAP, and HSPT Review
  • Various other resources in the form of hand-outs or other items posted on Google Classroom.
Common Core
Language Arts will focus on the following strands of the Common Core (also based on Archdiocesan Curriculum and the ACT College and Career Readiness Standards):
  • Reading Literature (Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas)
  • Reading Informational Text (Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas)
  • Writing (Literary Analysis, Argumentative, Expository, Narrative and Research-based Writing)
  • Speaking and Listening (Comprehension, Collaboration and Presentation)
  • Language (Conventions & Vocabulary Acquisition and Usage)
  • Reading Literature (Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas)

8th Grade Book Reports

  • As parents, I want to assure that you approve all books your child is reading during class. I can certainly make suggestions, but you have the final say. Students need to read their selected books primarily at home. However, they can bring the book to class because they should always have something to read in case they finish assignments and tasks early. Please note that this required reading is in addition to any novels, short stories, or other materials we are reading as a whole class.
  • Students will be required to complete three book reports during the school year. I will assign four reports total. Two are mandatory, and the third can be done for bonus points applied during the second or third trimester, depending on when the due date is assigned. Students can pick which two of the three book reports to complete.
  • The first book report will be due in October. You will be required to sign each of your child’s book reports, indicating that you approve of the book, and that to the best of your knowledge, your child has read the book and completed the report on his/her own. I ask that you try to make sure that your child is reading young adult or adult books. Children’s books are not acceptable for eighth graders to read for book reports.
Below is a summary of the assignments for the book reports. Specific dates will be assigned and more detailed descriptions of assignments will be distributed closer to each due date.
Month Assignment Type of Book
October Create a Social Networking Profile (for a character)

Fiction

Read Son for 10 points extra credit
January/February Choice of creating a scrapbook, movie soundtrack with written explanation, or an epilogue/extra chapter  
February/March TBD TBD
Instead of a fourth book report, all students will complete a nonfiction research project where they choose a person who is a good role model and write an argumentative piece defending their opinion.
Writing

  • Formal reading and writing assignments and projects, (i.e., research paper, essays, book reports, other projects, etc.) will always be accompanied by an assignment description and/or formal rubric. The types of formal writing we engage in include the research paper, other research projects, various types of literary analysis, poetry writing, narrative writing, business letters, persuasive/argumentative writing, and group writing activities. Students are responsible for following the directions, and asking me any questions that arise. Please encourage your child not to put off long-term projects until the last minute. It is much easier for me to find the time to answer questions and provide help to struggling students (particularly if they need to meet with me outside of regular class time), if ample time is available. We will do self, peer, and teacher-assisted editing in class, but I highly encourage parent participation in assisting your child in proofreading his/her formal writing assignments.
  • If a problem occurs with your own computer the night before an assignment is due, students are still required to hand in the paper on time. First, they should go to the LRC to print before 8:40 AM. If they arrive at the LRC are not able to print, they should come to me at 8:40 AM and explain the issue with printing. If they followed the appropriate steps, they will be allowed to print in my classroom. If a child is absent the day a long-term project is due, he or she is responsible for having it completed on the day he or she returns to school.

Research Paper

  • 8th Grade Research Paper: We will soon begin a discussion about selecting and narrowing topics for this paper, which takes the form of a review of the literature on a particular subject. This year, students will choose a topic about a disease, disorder, condition, social issue or social problem. This will then lead to selecting a topic for further research the research paper. The process includes selecting and narrowing a topic, locating sources, completing a rough outline, taking notes on sources, completing a final outline, writing a paper in APA (American Psychological Association) format, and completing a References page. You will be receiving more information as we continue in the writing process. Please be assured that each step of the process is thoroughly explained, with both oral and written instructions. One of the keys to writing a successful research paper is to avoid falling behind. Please help your child to stay on top of assignments and due dates, and encourage him or her to ask questions for clarification during class.

Literature

  • I try to provide multiple and differentiated means of assessment for literature. It is the student’s responsibility to complete independent reading assignments, often on a nightly basis, in order to be prepared for quizzes, tests, and individual and group assignments, discussion, and projects in class. Also, it is the student’s responsibility to ask questions about reading material that they are having difficulty understanding independently, should the need arise. In addition to our vocabulary program, vocabulary words and skills will also be presented in the context of required reading material.

Vocabulary

  • Word Wall: A Word Wall will be displayed within my Language Arts classroom throughout the year. This helps reinforce vocabulary skills taught in different contexts.
  • membean.com: See above
  • We also explore vocabulary related to each novel we read in class.
  • Grammar and Spelling: We will review a variety of grammar and related spelling skills, and work on building new skills including: applying knowledge of word origins and derivations; reviewing identification of the eight parts of speech; enhancing proofreading skills; writing effective sentences; using effective transition words within and between paragraphs; and demonstrating correct usage of gerunds, verbs in the active and passive voice, subject-verb agreement, pronoun-antecedent agreement and parallel sentence structure. Grammar and spelling are not always taught in isolation, but are woven into developing enhanced reading and writing skills. The use of proper grammar and correct spelling will be built into formal writing assignment grades. We will also spend time reviewing English skills as they are presented on the Aspire and HSPT.

Class Participation

  • Class participation is highly encouraged in Language Arts Class. Students will receive more out of the class if they are active participators. The answers in Language Arts are not always right or wrong. There is much room for individual opinion and that is the beauty of teaching this subject! When I am asked for recommendations for high school placement, I rely quite a bit on how much I have seen your children actively participate and take initiative in this class.

Group Work

  • Students will often work in pairs or groups in Language Arts. Much research has shown the benefits of students working in groups to complete tasks collaboratively, as well as the ability of students to retain more information when they are given the opportunity to “teach” one another. Students in 8th grade are aware of my expectations for working in a group. When working on group projects in the classroom, students are almost always assessed on the ability to make wise and appropriate use of group time. Below are the “Rules for Working in a Group”, which all students are expected to adhere to in the classroom.
Rules and Procedures for Working in a Group
1.Respect for all
  • No criticisms/Include everyone/Leave out no one
  • Ask for everyone’s ideas and opinions at the beginning
  • Review rules or set particular rules at the beginning

2.Divide work equally

  • Assign specific jobs and responsibilities and put them in writing

3.Come to each group meeting well prepared

  • All members take responsibility for tasks that need to be completed outside of school (i.e., bringing a poster board, reading certain pages)
  • Remind each other of responsibilities at home with a note or a phone call
  • Inform group if you think you will be absent (at school; with a phone call the night before)
  • Tell at least one group member where necessary items are in your locker (i.e., notes)

4.Stay on task

  • Assign a group leader-this person is responsible for redirecting the group
  • Redirect one another, as needed
  • Eliminate distractions
  • Respond with appropriate questions and comments only

5.All members must actively participate at all times

  •     If someone is not talking, prompt them with questions to increase involvement
  •     Limit the amount of time one person can talk continuously to 2-3 minutes

6.Only one person talks at a time

  •     If necessary, designate an item as a “talking stick”-only the person holding the stick can talk
  •     If someone continues to break this rule, inform the teacher

7.No screaming or yelling

  •     Remind one another to use inside voices
  •     If someone continues to break this rule, inform the teacher

8.Settle all disagreements peacefully

  •     Try to listen to all opinions, and come to a compromise
  •     If unable to compromise, take a vote and the majority rules
  •     In the event of a tie, use “rock-paper-scissors” to decide

9. Work as a team

  • Encourage one another in a positive way
  • Quiz or help one another to increase understanding

10. No wandering away from the group or disrupting other groups

  • Redirect one another
  • Ignore intruders to your group

11.Group work will be evaluated/graded

  • Group members will be evaluated by the teacher in different ways. Students may also be asked to evaluate themselves and other group members.

*Before involving a teacher to solve a problem within your group, you must try at least one strategy to solve it on your own. The teacher has the final say in the resolution of group conflicts.*
Students who continue to violate the Rules for Working in a Group may have to complete the project independently.
Students/groups that are observed as being off task will be given one warning. The next time the student/group is observed as being off task, one point will be lost from the grade, as indicated on the rubric under a designation such as “Wise and appropriate use of group time.” Additional behavior will result in additional loss of points throughout the remained of the project.
Grading

  • Language Arts will appear as one grade on the report card, rather than two separate grades for literature and writing. The goal is to make the synthesis between literature and writing more cohesive, and allow students to engage in more opportunities to write about what they are reading. This includes some basic literary analysis papers.

My Language Arts grade for your child will come from a variety of literature, writing, vocabulary, grammar, and oral speaking assessments including, but not limited to, tests, quizzes, group and individual work done during class, class discussions, oral presentations, individual projects, writing assignments (formal and informal), book reports, and some homework assignments. I base my grades on points, rather than percentages. Therefore, grades worth more points obviously affect the final grade more than those worth less points. My grades are not weighted, per se, but more important, and longer-term assessments are worth more points. For example, the final draft of the research paper is worth 100 points, final tests are typically worth 50 or more points, and a typical homework assignment might be worth 10 points. All late assignments will result in a deduction of points. On most assignments, work will not be accepted if it is more than 2 school days late, except in extreme circumstances. Therefore, if an assignment is more than 2 days late, the grade given will be a zero. As a parent, it is your responsibility to check Power School regularly in order to be aware of your child’s grade. I do not typically contact parents regarding percentage/grades, as they are available for you to view at any time. I update my grades about every two weeks. If you have trouble signing in to Power School, please contact Nancy Rocco at rocco@sjc.pvt.k12.il.us.
Homework

  • Homework given will sometimes be formally graded, and other times students will check their own work, or use their homework to facilitate something we plan to accomplish in class. If graded homework is late, a deduction in points will occur. In addition, please remember that homework is not always written. For example, students will be asked to complete independent reading assignments for homework, write rough drafts or brainstorm for writing activities, or locate information on the Internet to be used for individual and group assignments done in class. My expectation is that they will do any type of assigned homework, so that they will be prepared for class discussion, or related assignments to be completed in school.
  • Late Assignments: All late assignments will result in a deduction of points. On most assignments, work will not be accepted if it is more than 2 school days late, except in extreme circumstances. Therefore, if an assignment is more than 2 days late, the grade given will be a zero.
  • Absences and Homework Buddies: Students have now been made aware of which students share their daily schedule, and we have also assigned homework buddies in homerooms. The job of the homework buddy is to gather books from the absent child’s locker, write down all daily assignments, and bring books to the office at the end of the day. Although well intentioned, the homework buddies do not always do a perfect job. Ultimately, in the event of an absence of any length, students are responsible for speaking with me upon their return regarding missed assignments. They are responsible for making up any missed work due to illness, vacation, etc. Students should also check Google Classroom during any period of absence.
  • Vacations and Planned Absences: I often receive many emails from parents regarding absence due to vacations. I expect students to request work prior to a vacation or planned absence. I am happy to assign what work I can ahead of time, but the students must come to me personally and ask for that work, as opposed to an email from a parent. The best idea is for the student to inform me of the absence in advance, and then remind me before the absence will begin. (For example, students should remind me that they will be going on vacation the day before they are leaving, or the Friday before they plan to be gone on a Monday.)  Please be aware that in the event of an absence for any reason, it is the child’s responsibility to ask for and make up his or her work. Even if the child received work prior to the absence, he/she should still check in upon his/her return. Also, as stated previously, homework buddies are helpful, but they may not communicate every assignment or all of the information a student has missed due to an absence. Since all work may not be available prior to an absence, it is imperative that the students plan a time outside of usual class time to talk to each teacher regarding what was missed during an absence. Students are held accountable for all the information missed during an absence. Special consideration will not be given to students who miss assignments and fail to make them up or turn them in on time due to vacations. If an assignment or project was due during a planned absence, that assignment or project is due the day the child returns to school. If a child misses a quiz or test while on vacation, he/she must take the quiz/test upon the first day of return from this absence. The same consideration is not given to students who are absent due to vacations or planned days off (i.e., shadow days), as compared to students who are absent due to illness or family emergencies. In some cases of extended absences, for any reason, students may be required to take an alternate form of the quiz or test (i.e., an essay quiz instead of a multiple choice or short answer quiz). Students will be reminded of this policy throughout the year.
  • Google Classroom: -In LA, things are often posted early in Google Classroom. Do not be alarmed. Students will always be given directions in class.-In this class, most work is done on paper and submitted on paper rather than through Google Classroom.-Homework is not always posted in Google Classroom, but it is always posted on my front board. Students are encouraged to take pictures.

Behavior

  • Students are aware of classroom rules, which are listed below. Violation of the rules will result in consequences (also listed below) and/or parent contact and meetings, as necessary. It is also expected that students have read and understood the school’s behavioral policies, as stated in the Parent/Student Handbook.

Classroom Rules

  1. BE READY

Examples:

  • Be on time for school and classes each day.
  • Make sure assignments are completed on time.
  1.    BE RESPECTFUL

Examples:

  • Treat all school teachers/administrators/staff/other adults and fellow students with dignity and respect.
  • Do the same for school property/equipment, your own property, and the property of others.
  1. BE RESPONSIBLE

Examples:

  • Be a positive, Catholic representative of your school at all times.
  • Comply with all school and classroom policies, procedures, and routines.
  • Be prepared for class.
  • Be honest and do your own work.

Examples:

  • Refrain from cheating, plagiarism (intentional or unintentional) and maintain academic integrity at all times.
  • Follow all classroom procedures and routines.

Consequences
Serious behavioral infractions (including those listed in the handbook) and/or repeated problematic behavior will result in a behavior notice.
Less serious violations of classroom rules will generally be handled in the following way:
1st time a rule is broken: Verbal warning
2nd time a rule is broken: Meeting with teacher outside of class time
3rd time a rule is broken: Parent contact and/or behavior notice
(In cases of uncertainty, the teacher will consult with administration as necessary.)

Tardies
  • It is crucial to be on time for class. Students must be in their seats by the time the bell rings for LA class to begin. If a student is late, without a written note or verbal explanation from another teacher, administrator, or staff member, he/she will need to write a 250 word essay on the importance of being on time for class and how he/she plans to be on time for class from now on. If the essay is not turned in the next day, then the student must write 500 words on the same topic, with the words continuing to increase if the essay is not handed in on time. (If half the class is late because another teacher kept them in the previous class too long, this is an exception to the rule.) If students are tardy more than once, different topics will be assigned for the essays. Repeated tardies and/or failure to hand in essays in a timely manner will result in parent contact and/or a behavior notice.

Snacks

  • Snacks are allowed in all 3rd or 4th period classes for 8th Students must be able to eat the snack without causing a distraction, and clean up after themselves. Students must also refrain from bringing any snacks that contain or have been processed in a facility with peanuts and/or tree nuts. Please see the updated approved snack list.
Academic Integrity
  • Cheating and dishonesty will not be tolerated. Even if a particular assignment is not graded formally, if a student copies work from another student or any other source, this is still considered cheating. Although I encourage parent involvement, please make sure that the work your child does is his or her own. If a child is being tutored outside of school, please be aware of what material the tutor is presenting to your child. If a tutor is doing your child’s homework for him or her, or giving your child answers to any of the materials I require them to complete, this is considered cheating. It is my opinion that if your child is being tutored in Language Arts, the tutor should be focusing on skills that help to improve general reading and writing, rather than focusing on assignments I have given him or her to complete independently. I would be happy to help students complete my assignments if they ask me. Finally, I have also found that sometimes parents believe their children are struggling with reading, but the real problem is that they are not completing assigned readings. Obviously, it is impossible to understand a book and do well on related quizzes, writing assignments, and other activities, if you do not read that book. Unfortunately, I have experienced tutors giving answers to students who have not even read the book we were studying. I just ask that you are aware of these issues. Please remember, the best way to become a better reader is to read more! I also know there is a multitude of information available on the Internet for the books we read this year. Although many of these can be useful, it is imperative that eighth graders read and attempt to understand all assigned reading on their own. These should only be used as a secondary source of information and should never be used as substitute to completing the reading independently.  
  • Of course, students must follow the SJC Acceptable Use Policy (AUP). Without specific permission from the LA teacher, you may not use your school iPad or any of your school accounts or login information to engage in any of the following:

-Take a picture of another student’s work, any assessment, or any other document
-Share a Google doc or any other type of document with another student or accept a shared document from another student
-Share any Quizlets, study guides, or other similar materials with any other students, or use any Quizlets, study guides, or other materials created by other students or outside sources
-Use the Internet to answer any questions that should be answered by looking for information within a text
-Create any of your own classes
Rewards/Tickets

  • As a behavioral and academic reward system, I will give students raffle tickets in my class. This procedure is explained to students during the first week of school. Tickets can be used for a variety of purposes, including the ability to hand in some assignments one day late. They can also be used as “chances” for a raffle at the end of every trimester. This system is unique to my LA class, and it is a privilege. If a student abuses the privilege in any way, students may be ineligible to use the tickets, either as individuals, groups of students, classes, or the entire grade.

eReaders

  • eReaders will be allowed in LA class, as long as students are using them for reading a book. All students should have something to read with them when they finish work early. Students may also use their eReaders as dictionaries. eReaders should not be used for other activities, such as playing games or using the Internet. If a student does not use the eReader as indicated, he/she may lose the privilege of being able to bring it to LA class.

Questions and Concerns

  • If your child has any questions or concerns, please encourage him/her to speak with me. If an issue or concern cannot be resolved during class, I can be available for them before and after school, and during recess/lunchtime. If you have any questions or concerns, the best way to reach me is via email at mcmanus@sjc.pvt.k12.il.us. I will try to respond to your email within 2 school days. If you do not hear back from me within this time, please email me again, just in case I did not receive your first email.
  • My newsletter will be available online at the SJC website each month. Please check it for important information and details about what is happening in 8th Grade Language Arts class, as well as homeroom happenings in Room 121.
  • Please check the calendar on the SJC website regularly for important dates, and encourage your 8th grader to do the same.

Science

Welcome to the 8th grade science curriculum page. Here, you will be able to see the topics listed for the entire school year. If you have any questions, feel free to email me anytime.
News
Our text is in its second year and is entitled, Interactive Science. It follows the Next Generation Science Standards and includes many STEM activities.
What they will learn
As a science teacher, I believe that it is extremely important that the students assume the role of a scientist. In my classroom they will learn about what scientists do, how they think and the technology that they use. Students will learn how to:

  • Write proper lab write-ups
  • Read tables and graphs
  • Create their own tables and graphs
  • Create their own lab procedures
  • How to properly operate lab equipment
  • (The list can go on and on!!!!!)
Curriculum map
August/September: Life and Cellular Structure

 

  • Scientific method
  • Lab reports and safety
  • Categorizing life
  • Cell structure, chemical compounds, environment, communication

October: Cellular Processes

  • Photosynthesis
  • Cellular respiration, its products
  • Cell division

November: Genetics and Heredity

  • Mendel’s work
  • Inheritance and chromosomes
  • Probability and Punnett Squares
  • Mutations

December: DNA

  • DNA structure, copying mechanisms
  • Genetic code
  • How proteins are made

January: Evolution

  • Darwin’s theory
  • Natural selection
  • Evidence for evolution
  • Fossils
  • Absolute/relative dating

February: Classification

  • How scientists created classification
  • Scientific names
  • Classifications of organisms (sponges, cnidarians, mollusks, etc.)
  • Specific characteristics and examples
  • Frog dissection

March: Ecosystems

  • Ecosystems and resources
  • Environment
  • Populations
  • Interactions between species/populations

April: Ecosystems cont.

  • Energy transfer
  • Cycling matter
  • Biodiversity
  • Plants
  • Human impacts

May: Body Systems

  • Major body systems (digestive, respiratory, etc.)
  • Homeostasis
  • Immune System

Social Studies

Below you will find a curriculum outline for 8th grade social studies. 7th grade begins with a review of 5th grade social studies. We do this because the 6th grade social studies curriculum is world history, geography, and cultures. 5th grade social studies encompasses ancient civilizations in North America through the Civil War.
7th grade then begins with Reconstruction after the Civil War through the Great Depression in the 1930s. 8th grade picks up with World War II and goes to the present day.
Besides the curriculum outline, I would like to provide my philosophy for teaching and learning social studies. My focus of instruction is to teach and reinforce critical thinking skills. Social studies includes history, geography, economics, government, and culture. These five disciplines are not taught separately, rather, they are taught simultaneously as they affect each other.
Social studies is not rote memorization of names, dates, and events. I encourage my students to challenge the traditionally held perspectives of historical events, and to go beyond the textbook version. Class discussions and debates are a vehicle for students to voice their opinions and ideas in a respectful manner.
A variety of materials and resources are used in the classroom. The textbook is used as a starting point for learning and discussion, but this is heavily supplemented with primary source documents, which include written text, pictures, videos, music, and newspapers. I use Smart Board, technology, a document camera, on-line resources, DVDs, and an i-pod.
Assessments are varied to recognize different learning styles. They include tests, quizzes, papers, and projects. Assessments are designed to challenge the students to think critically.
Current events are a part of almost every class period. We will often begin a class discussing events in the news today, or our discussion of historical events is tied into our world today. By doing so, children can better understand the cause and effect relationship of history, and it helps students to understand the relevance of historical events in our world today.
7th grade students are required to pass the United States Constitution exam, and 8th grade students must pass the Illinois Constitution exam. This is not just required by the State of Illinois, but it is part of our overall objective of developing good citizenship in all our students.
8th Grade Social Studies Curriculum
Chapter 13: “The Rise of Dictators and World War II” 1931 – 1945
Section 1 – Steps to War

  • The Rise of Dictators
  • Mussolini, Hitler, and Stalin
  • Dictators Seek to Expand Territory
  • Appeasement at Munich
  • Germany Starts the War
  • Germany Attacks the Soviet Union
  • The United States Aids the Allies
  • Japan Attacks Pearl Harbor

Section 2 – War in Africa and Europe

  • Mobilizing for War
  • Battles in Africa and Italy
  • The Allied Advance and D-Day
  • Victory in Europe
  • The Horrors of the Holocaust

Section 3 – War in the Pacific

  • Japan Expands Its Empire
  • The Allies Turn the Tide at Midway
  • The Allies Advance
  • Iwo Jima and Okinawa
  • Atomic Weapons End the War

Section 4 – The Home Front

  • Wartime Production
  • Opportunities for Women and Minorities
  • The Internment of Japanese-Americans

Section 5 – The Legacy of the War

  • The War’s Human Cost
  • Economic Winners and Losers
  • Change in American Society
  • The Nuremberg Trials
  • Creation of the United Nations
  • International Tensions

Chapter 14: “The Cold War and the American Dream” 1945 – 1960
Section1 – Peacetime Adjustments and the Cold War

  • Adjusting to Peace
  • The Postwar Economy
  • Labor Unrest and Civil Rights
  • The Fair Deal
  • Origins of the Cold War
  • Containing Communism Abroad
  • Marshall Plan and Berlin Airlift
  • Fear of Communism at Home

Section 2 – The Korean War and McCarthyism

  • Origins of the Korean War
  • Fighting Breaks Out in Korea
  • China Enters the Conflict
  • War Ends in Stalemate
  • McCarthy and Communism
  • Eisenhower and the Cold War

Section 3 – The Fifties

  • The Domestic Scene in the Fifties
  • Changes Sweep America
  • The American Dream in the Fifties
  • Pop Culture and Rock ‘n’ Roll
  • The Election of 1960

Chapter 15: “The Civil Rights Era” 1954 – 1975
Section 1 – Origins of the Civil Rights Movement

  • Postwar changes Strengthen Protests
  • Brown Overturns Plessy
  • Montgomery Bus Boycott
  • Massive Resistance
  • Showdown in Little Rock
  • Sit-Ins Energize the Movement

Section 2 – Kennedy, Johnson, and Civil Rights

  • Kennedy and Civil Rights
  • Protests in Birmingham
  • The March on Washington
  • New Civil Rights Laws
  • Fighting for Voting Rights
  • Johnson and the Great Society
  • Divisions in the Civil Rights Movement

Section 3 – The Equal Rights Struggle Expands

  • Mexican-Americans Organize
  • Hispanic Diversity
  • Native-Americans Unite
  • The Women’s Movement

Chapter 16: “The Vietnam years” 1954 – 1975
Section 1 – Cold War Roots of the Conflict

  • Vietnam After World War II
  • Truman and Eisenhower Aid the French
  • Dividing North and South
  • The Viet Cong Oppose Diem
  • Kennedy Faces Communist Threat
  • The Diem Government Falls

Section 2 – War Expands in Vietnam

  • Johnson Sends Combat Troops
  • A Frustrating War
  • Stripping the Jungle
  • Search-and-Destroy Missions
  • The Surprise Tet Offensive
  • U.S. Morale Sinks

Section 3 – The Vietnam War Ends

  • A Growing Antiwar Movement
  • 1968 – A Turning Point
  • Nixon’s Vietnam Strategy
  • Withdrawal From Vietnam
  • Legacy of Vietnam

Chapter 17: “Years of Doubt” 1969 – 1981
Section 1 – Nixon Confronts Problems

  • A Divided America
  • Law-and-Order Politics
  • A Troubled Economy
  • Nixon Eases the Cold War

Section 2 – Watergate Brings Down Nixon

  • The 1972 Presidential Election
  • The Watergate Scandal
  • Nixon Resigns

Section 3 – Issues of the Seventies

  • Ford Takes Over
  • Carter as President
  • The Environmental Movement Begins
  • Reagan and the Conservatives Win

Chapter 18: “Entering a New Millennium” 1981 – Present
Section 1 – Conservatives Reshape Politics

  • Reagan’s Conservative Goals
  • A Tough Anti-Communist Stand
  • Bush and a Changing World
  • Clinton’s Fights with Congress
  • War in Kosovo
  • The 2000 Presidential Campaign
  • A Close Election
  • Bush Fights Terrorism
  • The Bush Presidency at Home

Section 2 – Technological and Economic Changes

  • Technology and Daily Life
  • A Changing Economy
  • Economic Change Affects Workers
  • A More Global Economy
  • Scientific Breakthroughs

Section 3 – The New Americans

  • Immigrants Affect American Society
  • Immigrant Contributions
  • What Americans Have in Common

The Illinois Constitution