Reading
The eighth grade language arts curriculum blends reading, writing, and discussion. Each student learns the importance of close reading, analysis, and interpretation. The class reads a variety of classic novels, including some Shakespeare. Students also read Night by Elie Wiesel in conjunction with learning about the Holocaust in social studies. While exploring various pieces of literature, students learn to identify narrative arcs from exposition through rising action, climax, falling action, denouement, and resolution. They develop an understanding of characterization and classify characters as dynamic or static. While reading, students explain the themes, symbols, allusion, imagery, and figurative language found in the text. They learn to recognize foreshadowing, flashbacks, and irony (dramatic and situational) used by authors and make intertextual and intratextual connections between literary texts. Students’ vocabulary is enriched as they read and work to determine the meaning of unfamiliar words through context. Outside of the novels read together in class, students are also required to complete independent reading projects.
Writing
Using the Framing Your Thoughts program, grammar instruction is both explicitly taught and embedded in writing lessons. Instruction focuses on correcting shifts in verb tenses and comma splices. In writing, students focus on drafting and revising as they refine their writing of thesis statements, body paragraphs with evidence, and conclusions. Students advance their analytical skills by identifying how word choice and structure affect the audience.
The eighth grade math curriculum focuses largely on solving, graphing, and analyzing different types of equations and inequalities. Starting with linear equations, students explore slope and y-intercept and use them to graph lines in the coordinate plane. Students apply their understanding of graphing equations to graph linear inequalities, systems of linear equations, and systems of linear inequalities. They use their knowledge of solving equations and inequalities to solve compound inequalities and absolute value equations. Students explore rules for exponents and use them to simplify exponential expressions. When working with polynomial equations, students learn how to multiply polynomials, factor polynomial expressions using multiple strategies, and solve certain polynomial equations. This includes learning and applying the quadratic formula to solve quadratic equations and graph parabolas.
Science instruction takes place in the science lab where students are learning concepts through hands-on experiments and engagement. Students begin the year learning about DNA and genetics. They describe the role of DNA in cells and how it is used to store, copy, and transmit information, and students construct a model of a DNA double helix. They also predict genotypes and phenotypes and the probability of offspring inheriting certain traits using Punnett Squares. The next unit of study focuses on body systems where students explore the separate functions and interconnectedness of the skeletal, muscular, digestive, circulatory, respiratory, and nervous systems and how they allow the human body to function properly. Finally, the students explore the interactions of matter, looking at physical and chemical changes using the pH scale and classifying the pH strength of a substance using indicator, interpreting enthalpy graphs to understand energy changes during a chemical reaction, and applying the Law of Conservation of Mass to write and balance chemical equations.
Eighth grade social studies uses the Facing History and Ourselves pedagogy, teaching students to use their knowledge and understanding of the past to shape the future. The two historical case studies investigated in eighth grade are the Civil Rights Movement and the Holocaust. The year begins with an exploration of identity and how one’s identity is shaped by oneself and society. Students explore the process of socialization in our society and define terms including stereotype, confirmation bias, and universe of obligation. Next, the class focuses on racial inequality in the South, as students analyze the effects of Jim Crow laws on society and individuals, explore the events of the Civil Rights Movement and evaluate their significance, and identify historical figures and explain their impact on the Civil Rights Movement. The second half of the year is centered around Holocaust. Students analyze the factors that led to Hitler’s rise to power and the tactics used to gain support in Europe. They also look at examples of resistance to the Nazi regime, identify the laws and institutions created after WWII and the Holocaust to help preserve peace and human rights, and describe the attempts to seek justice for the crimes of the Holocaust.
Hebrew
Students learn more about Israeli culture and Hebrew vocabulary, reading comprehension, and grammar through the program B’shvil Ha’ivrit. Students in eighth grade Hebrew continue to improve fluency in speaking, writing, and reading. The focus is on using present, past, and future tenses seamlessly while also learning advanced grammatical structures and idioms. Major emphasis is on spoken fluency.
Jewish Studies
Torah: Students are introduced to modern biblical commentators and their interpretations and style. Students also study and learn about the Torah service along with discussing the weekly Torah portion.
Holidays: In eighth grade Jewish studies, students deepen their understanding of Jewish holidays and their historical, natural/agricultural, and faith-based foundation. They learn how our customs and traditions enrich and strengthen them as individuals within our Jewish community. Prayers and blessings related to the holidays are learned and Hebrew stories connected to the Jewish holidays are studied.
Israel: Students in eighth grade focus on the rise of modern Israel since the establishment of the country in 1948. They explore major events, culture, peoplehood, military history, and day-to-day life as well as current events.
Prayer: Students experience community prayer twice a week with the school rabbi and rosh ruach (song leader). Music is used to enhance students’ spiritual experience connecting their hearts and minds. Students learn the keva (structure) of the Shacharit (morning prayer service) and explore pathways to deepen kavana (intentionality). Students also participate in a Torah service and discuss the weekly reading as well as other sacred texts.
The goal of our music program is for students to become skillful and enthusiastic music makers, encouraging music literacy, participation and performance. Through classical and contemporary music, students learn to sing in-tune with expression and confidence while gaining confidence on stage. Eighth grade students also explore music composition using technology such as Garage Band.
Students work with a variety of drawing tools and multiple types of paints and papers in sophisticated ways. Students learn techniques for drawing, painting, printmaking, and collage. Within each grade level, elements of art such as line, shape, form, color, texture, value, and space are taught. Emphasis is put on the process of creating art rather than the finished product. Art history is an important component of our curriculum; students study different artists and art movements from the past to the present. Some movements that may be included are: Impressionism, Abstract, Folk, and Pop Art.
The annual EHS theater production is a vital and integral part of the upper school experience. All interested students in grades 5-8 participate either on stage, on backstage crew, or in other technical capacities. Play rehearsals take place throughout the school year in the after-school program setting and during elective times in school. The performances are in the spring at a community theater location. Through the school play process, students develop and refine numerous skills, including musical aptitude, public speaking, confidence building, teamwork, critical thinking, leadership, adaptability, and much more. Recent EHS musical productions have included Joseph and the Amazing Technicolor Dreamcoat; Fiddler on the Roof; Into the Woods, Jr.; and Frozen, Jr.
The theater program is generously sponsored in part by Sharon and Howard Rich through the Eunice and Sherman Seeche Cultural Arts Initiative.
Middle School students in physical education classes are encouraged to participate in sports education, teamwork, physical fitness activities and in game strategy in class. In addition to gross and fine motor coordination, stretching, and agility, middle school students are taught age appropriate sports skills and team communication through drills as well as game-like scenarios. Units include handball, flag football, badminton, volleyball, basketball, and floor hockey. Social team-building and sportsmanship skills are woven into games to teach students not only the skills to play multiple sports but the interpersonal skills to function in a fast-paced team environment.
For eighth grade students, the Library Teacher provides targeted direction as needed for classwork, including research and finding material for independent reading.
Students explore the concept of leadership through the lens of social justice. They identify and delve into issues they are passionate about, conducting research and developing projects that address these concerns within our society. Through active engagement and responsible interaction with their classmates and community, students lead by example to raise awareness and promote positive change.
Throughout the course, students have the opportunity to collaborate with teachers, peers, and professionals dedicated to various social justice causes. They also engage directly with community members affected by these issues and immerse themselves in understanding the lived experiences related to their chosen topics. They acquire invaluable skills for lifelong learning and community involvement, including effective communication, working with others, and project planning, implementation, and evaluation.
By the end of the course, students not only have developed a deeper understanding of social justice, but also practical leadership skills that empower them to initiate meaningful actions within their school and communities. This course aims to inspire young leaders who are equipped to make a difference and contribute positively to a more just and equitable society.
This class encourages students to explore their own beliefs and values as they further
develop their understanding of human rights and make sense of such issues as poverty, gender equality, housing insecurity, ageism, disability awareness, and discrimination. In this dynamic and interactive setting, there are no “right answers.” Students are given the facts to consider and are asked to think for themselves in order to arrive at and defend their own informed opinions and beliefs with conviction and courage. By testing and expressing their understanding of the social world and their place in it, students emerge with a more distinct and stronger sense of self. This course blends classroom activities with valuable first-hand experiences off campus. We look at the social constructs of our society and try to learn and understand their various dynamics.