Grade 8 Curriculum 2006-2007

The Good News in Education

Teachers:

Mr. Murphy — Religion, Language Arts Block
Mrs. Rensch — Religion, Language Arts Block
Mrs. Phelan — Math
Mrs. VanIderstine — Science
Mrs. DeBruler — Math, Science
Mrs. Wick — Social Studies

Religion Curriculum – Grade 8 
Text - Christ Our Life Loyola Press and Sisters of Notre Dame of Chardon, Ohio, USA 2002

The History of the Church

Goal:  The students will be able to identify key people and events in the Church’s history.

• The First Years
• The students learn how the Holy Spirit guided the Christians of the first century as the Church took shape and spread the Good News. They study the contributions of Peter, Paul, and Stephen, and other early Christians. They are encouraged to be witnesses today.

• Built on Rock
• The students consider the Roman persecutions that threatened to eliminate the Church and the heresy that divided her. They find inspiration in the actions of the martyrs and defenders of the faith. They learn about the Church Fathers and monks, and they are challenged to increase their trust in God’s love for them.

• A Light in Darkness
• The students receive an overview of the Church in the Middle Ages. They see how the Church was a light for a dark world of fighting and feudal power. They learn about the missionary monks, the cathedrals and universities, and the mendicant orders. They are reminded that they are to be a light for the world.

• Rebirth and Reform
• The students study the problems of schism, plagues, the Renaissance, and the worldliness of some Church leaders that harmed the Church. They are introduced to the Protestant Reformation and the Catholic Reformation. They meet the saints who saw the Church through this chaotic period.

• In a Changing World
• The students consider how the Church, having lost economic and political power, emerged as a spiritual leader. They see the effects of the French Revolution, the Industrial Revolution, and two world wards on the world and on the Church. They learn of the roles of the popes and he saints in teaching Gospel values of justice, love, truth, and peace. They study some of the changes the Second Vatican Council made.

• The Church in North America
• The students become familiar with the beginnings of the Church in North America and some landmarks in the course of its history. They study some heroes and heroines of the Church in North America and are led to appreciate its persistence in the face of difficulties.

• The Church Today and Tomorrow!
• The students are introduced to the need for change in the Church, which is alive. They reflect on some of the characteristics, concerns, and practices of the Church today, and they are encouraged to look to the future with hope. They learn centering prayer.
• Ever Ancient, Ever New
• The students review the main concepts of this unit. They participate in a celebration of the Spirit’s guidance in the Church.

Social Studies Curriculum – Grade 8:

American Government

• Federal Constitution
• Illinois Constitution

American History

• French and Indian War
• American Revolution
• War of 1812
• Mexican American War
• Civil War
• Reconstruction
• Immigration
• Imperialism
• Spanish-American War
• World War I
• Depression
• World War II
• Cold War
• Civil Rights

Geography

• States and capitals
• Bodies of water throughout the world

Objectives:

• Make inferences about historical events and eras using historical maps and other historical sources.
• Identify the differences between historical fact and interpretation.
• Understand how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period.
• Understand how and why the colonies fought for their independence and how the colonists’ ideas are reflected in the Declaration of Independence and the United States Constitution.
• Understand ways in which the United States developed as a world political power.
• Understand economic motivations that attracted Europeans and others to the Americas, 1500-1750.
• Understand relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present.
• Understand how economic developments and government policies after 1865 affected the country’s economic institutions including corporations, bands and organized labor.
• Understand the impact of urbanization and suburbanization, 1850-present, on the environment.

Science Curriculum – Grade 8:

Life Science:

Human Biology and Health

• Healthy Body Systems
• Bones, Muscle and Skin
• Digestion
• Circulation
• Respiration and Excretion
• Nervous System
• Endocrine System and Reproduction
• Fighting Disease
• Vertebrate Dissection:  The Frog

Physical Science:

• Introduction to Matter
• Changes in Matter
• Elements and the Periodic Table
• Chemical Reactions
• Atoms and Bonding
• Acids, Bases, and Solutions

Science Practices, Technology & Society:

• Scientific Method, Measurement, and Process Skills
• Science Fair Project
• Interactions of Society, Technology and Morality
• Technological Design

Student Evaluation and Assessment:  

• Class Participation and Daily Work
• Homework
• Quizzes and Test
• Individual and Cooperative Group projects
• Research Projects

Note: All work completed during the second semester – daily work, quizzes, and tests – is weighted and evaluated equally.




Language Arts – Middle School:
Mrs. Rensch/Mr. Murphy

Eighth Grade Language Arts Block Schedule:

• Curriculum Goals
• Transition  Year into High School
• Stress more Academic Independence
• Integration of Classic Literature and Writing; work on analysis of Literature
• Downriver, A Christmas Carol, The Diary of Anne Frank, To Kill a Mockingbird, Romeo & Juliet, Short Stories
• Continue to refine writing skills; especially Five Paragraph Essay
• Proficiency in Types of Essays
• Weekly Vocabulary Unit/Test
• Annotation
• Integrating the Science Fair Project Research into Language Arts Class
• Research
• Note cards & Outline

Other:

• Visiting High Schools

 

• 8th Grade Service Project
• Coat Drive
• Parent Availability – before and after school; or during my plan period
• Email on board/call and leave a message
• Student Availability – Before and after school
• Parent Teacher Conferences – early November
• Confirmation – 1st Parent/Student Meeting:  early January

Math Expectations & Requirements:

All students are expected to be organized, with homework, handouts, etc. kept in the appropriate section of their binder or expandable. Notes should be taken in their math spiral notebook. Students should come to class prepared with all of their materials and a willingness to participate in the daily lessons.

All students are required to complete homework assignments. Work must be shown to receive full credit for any assignment. Assignments that are conscientiously completed and turned in on time will receive five points of out five for their grade. Some work that is incomplete will receive three or four points out of five. If a student does not understand a homework assignment, the teacher must be notified before class begins. Extra help and time will then be discussed. Homework may also be graded as a quiz.

Quizzes are given frequently along with various types of tests that will evaluate progress and assess mastery of concepts as they are learned. Additional standards for written work include neatness, papers with proper heading, use of pencil (no pens allowed), and statement answers for work problems.

The teacher is available to help students who need assistance. It is the student’s responsibility to ask for clarification or help when necessary. Oral participation will greatly enhance your child’s understanding.

Expectations for Math Class

• Come to class with all materials and ready to participate.
• Have a proper heading on all papers.
• Complete all work legibly, in PENCIL, and on time.
• Copy original problem (some exceptions).
• Number problems vertically.
• Skip lines between problems.
• Box your answer.
• For fill in the blank questions, write only word answer.
• Homework is completed on loose leaf in your expandable or binder.
• NO WORK, NO CREDIT!!  Show work by the problem.

Showing work:	Not Showing work:
2  23 x39 207 690 897	23 x39 897	23 39 207 690 897

• Retakes available for most quizzes and tests of 82% and below. You must notify the teacher and schedule a time within one week.
• “Pop” quizzes may be given.
• Daily notes are required in a spiral notebook.
• Date the page.
• Copy notes and problems from the board/overhead.
• Add your notes from the book and homework.
• Do no skip pages.
• If a test of quiz is given, write the date then “test” or “quiz”.
• Any homework assignment can be collected as a quiz.
• Homework is graded on a 5 point scale:
• 5 points:  All work shown; all problems attempted/completed properly
• 4 points through 1 point:  Various reasons
• 0 points:  NO WORK
• Sentence answers for word problems.

Illinois State Goals for Mathematics

The state goals for math (State Goals 6,7,8,9,10) with their respective standards, are:
State Goal 6:  Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.

• Learning Standard A:  Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings.
• Learning Standard B:  Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships.
• Learning Standard C:  Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers;
• Learning Standard D:  Solve problems using comparison of quantities, ratios, proportions and percents.

State Goal 7:  Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.

• Learning Standard A:  Measure and compare quantities using appropriate units, instruments and methods.
• Learning Standard B:  Estimate measurements and determine acceptable levels of accuracy.
• Learning Standard C:  Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings.

State Goal 8:  Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.

• Learning Standard A:  Describe numerical relationships using variable and patterns.
• Learning Standard B:  Interpret and describe numerical relationships using tables, graphs and symbols.
• Learning Standard C:  Solve problems using systems of numbers and their properties.
• Learning Standard D:  Use algebraic concepts and procedures to represent and solve problems.

State Goal 9:  Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space.

• Learning Standard A:  Demonstration and apply geometric concepts involving points, lines, planes and space.
• Learning Standard B:  Identify, describe, classify and compare relationships using points, lines, planes and solids.
• Learning Standard C:  Construct convincing arguments and proofs to solve problems.
• Learning Standard D:  Use trigonometric rations and circular functions to solve problems.

State Goal 10:  Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.

• Learning Standard A:  Organize, describe and make predictions from existing data;
• Learning Standard B:  Formulate questions, design data collection methods, gather and analyze data and communicate findings.
• Learning Standard C:  Determine, describe and apply the probabilities of events.