+ 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.
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