SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM

Grade: 8
Page: 1

Self-Awareness

Essential Questions

• What do I believe?
• What makes me who I am?
• What influences me?
• What do I gravitate toward?
• What ways do I express who I am?
• How do my beliefs shape and background affect my life and the lives of those
around me?
• Who/What impacts your beliefs and values?
Essential Understandings

• beliefs, upbringing, and culture shape choices;

Instructional Objectives

• Students will write from various points of view to aid them in accurately
assessing themselves and their beliefs;
• Through deep reading of opinionated articles they will identify and separate main
ideas from minor or less significant ones
• After reflecting on their progress through the unit the students will reach a closer
understanding of themselves and the origins of their beliefs

Learning Plan
Self-discovery has long been seen as a journey within oneself in order to find out who we
truly are. As our students explore who they are, we will introduce them to modern day
versions of cultures they studied in 6thgrade: Middle Eastern, Chinese, African, and South
American. Connecting what they understand about the history of those cultures to the
present-day realities of the societies that grew up out of them, in addition to introspective
writing will help them gain an understanding of their place in the world and their own
selves.

Performance Tasks
1. Journaling-- Using data and research from various sources like the UNESCO
world statistics, GapMinder graphing, and sites like Nationmaster.com and
Statemaster.com, students can create profiles of people in the following situations:
a. What if…statements:
i. The opposite gender;
ii.A particular/different culture;
SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM
Grade: 8
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iii.A different family within your own country, but from a different
geographic region
iv.You were an object/idea/animal/etc. from your favorite area of
interest;
v.A historical figure from the various world regions.
2. Personal writing prompts (page 10--This I Believe);
a. What does your namemean? Would you change it? Using this
information, the students could represent their name visually in either a
slideshow of pictures, a graphic organizer, or even literally within a haiku.
Based on research from various countries around the world from above,
students can choose a name from one of those cultures that matches their
own unique profile
b. Another interesting activity would be to use the Radiohead video from
MTV depicting the two boys from different backgrounds entirely
(http://www.youtube.com/watch?v=-xHfBAKMcCc) to show how
environment affects self-worth.
3. Other:
a. Find Someone Who or similar activity; Song that expresses a belief they
have or depicts you as an individual;
b. examine model of a personal belief statement/reflection; artifact
activity/photos from home--stories; What Do Students Really Believe
(page 13-17);
c. Me Tees; birth order, genealogy and coat of arms;
4. science connection--articles on birth order and nature/nurture debate; class family
tree--birth order; writing family stories; neighborhood mapping or
5. Life mapping: Using tools that are either linguistic or non-linguistic, students can
create a biography of their lives so far. Stress the non-linguistic here for some
great results.
a. writing a personal belief essay/narrative/memoir and statement;
b. Creating a virtual timeline with pictures
c. Creating a timeline via a slideshow of digital pictures.
d. Creating a family tree/personal growth chart/happiness graph
6. Writer's Survey; nature vs. nurture--genetics vs. environment;
Evaluation:
• Personal scrapbook rubric—caption writing/quotation-epigram representing a
fundamental approach to life; journals;
• Me-Tee rubric/checklist; http://web.rbe.sk.ca/assessment/Rubrics/#langarts
SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM
Grade: 8
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The Election Unit:

Essential Questions

• What is the role of media in the process?

• Is it important for your beliefs to mesh with those of the candidates? Do They?
Why or Why not?
• Where does the money come from? What is the meaning of the correlation
between money spent and election night victory?
• What are the long-term implications of this election?
Essential Understandings

• Understand the role partisan media plays in determining outcomes--SPIN.

• That truth is a destination paved with much investigation.
• Financial means are a major determining factor in who is presented as a
candidate.
• Decisions of President’s far outlive their term limits.

Instructional Objectives

• Students will use a variety of sources and media to engage in dialogue with one
another about the 2008 election.
• Students will be able to critically analyze election data results in an objective
manner.
• Students will debate the merits of our current electoral process as it includes the
participation/reliance on the media.
• Students will assess the potential impact of this election and of the winner’s
presidency.
•
Learning Plan
Everyelection year is a watershed event for Americans. Our students will be covering
this event in their social studies classes, but there are other aspects of the process that will
not be covered during those classes. Where does all of this money they spend on
commercials and travel come from? Why does their viewpoint on certain issues change
throughout the course of the election? Why does our media cover this event with more
energy than any other? We will use various forms of media and statistics to analyze the
how and why behind this election. Students will be asked to represent their views on
political issues through debate and through visual means.

Performance Tasks/ Evaluation

SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM
Grade: 8
Page: 4

• Understanding Body language and mannerisms: Using film studies as a means to

understand visual cues, the students will judge the candidates body language as a
means to figure out their sincerity, or lack thereof.
○ Mini-lesson; Nixon-Kennedy and other debates clips--You Tube videos
http://www.youtube.com/youchoose;
• RAFT activity:
○ Use figures from the election (Carville, Matalin, Hannity, etc.) that the
students have seen and create informative writings from this.
• Balance Sheet or Business plan for running a campaign.
• Comparison of Media bias by using one issue and seeing the spin both sides put
on that issue.
• Seer/Fortuneteller assignment: Where are we in 5 years?
SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM
Grade: 8
Page: 5

Age of Google Unit:

Essential Questions

• How has technology evolved throughout the years;

• how does technology and its development impact daily life;
• how does this work hand-in-glove with advertising and the media?
• How can we use our present-day technological tools to create an original product?
Essential Understandings

• how technology is a continually changing phenomenon;

• how technology impacts every aspect of life;
• how advertising affects the advancements of technology;
• the connection between society and advertising.
Instructional Objectives

• track the development of certain modern advancements;

• create a multi-media presentation;
• hypothesize, discuss and draw conclusions about the influence of technology on
every day life.
Learning Plan and Performance Tasks

• Flintstones versus Jetson's to introduce the unit

• Where have we come from...where are we headed...
• Inventions and Creations: that changed the way we live? (How/Why) What was
life like before...
• Have kids investigate evolution of product:
• I-phones----------dial phones-------party lines----------------Bell's invention
• Concord------------transportation--------------horse and buggy
• HD television ------------------radio
• Internet--------------------computers
• Ipods ----------------------album-eight track tape-------------phonographs----------
• Light bulb/electricity--------candle
• The Chicken or the Egg?
• Outdated expressions and events web site:
http://www.beloit.edu/mindset/2011.php
• How are ideas sold?
• advertising/communication. Explore advertising, news programs, television, and
film from the 1950’s through today.
• Correlate to lifestyles, modes and mores of the corresponding decades.
• Invention and evolution of Google: how has it change the way we live?
SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM
Grade: 8
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• Google Fun Facts and plethora of tools/options to use

• Complete the Google Circle--use a Google product or feature to share your

product with someone.
Evaluation: Group discussions; journaling; final product and presentation; use of Google
tools
• Create your own product
• brainstorm ideas, maybe partner...a product for the future to change the way we
live
• draw diagram - explaining parts, visual representation
• research demographics and market for product--charts, graph, pricing plan
• how would product be packaged, slogan, symbols - What is the name of your
Product, where does it come from
○ write a set of directions - "How To" that would be packaged with product
○ write an descriptive ad for newspaper/magazine - what
magazine/newspaper would ad run, why?
○ Commercial Contest - create commercial - use persuasion, advertising
techniques - MAKE A JINGLE, catch phrase and or spokesperson- what
TV station and why?, write a script, make the commercial into a video
production.
○ reflection/questionnaire - how would it effect life (pos./neg.), how much
would it cost to sell, what audience geared for, etc...
○ post-advertising surveys/product and presentation evaluation.
SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM
Grade: 8
Page: 7

The Economic Bailout

Essential Questions

• What are the elements of and factors that led to this situation?
• How are we protected against another depression?
• How does this compare with the Stock Market Crash of 1929?
• Is the bailout the right approach? What is the bailout?
• What are the repercussions?
• What are the social ramifications of economic crises?
Essential Understandings

• We will know what the aims of the bailout are and why it is being enacted.
• We will see direct connections between economic recession and their lives.
• We will have an understanding of the protections to prevent mass hysteria.
• We will see the historical precedent for financial crisis.
Instructional Objectives

• The students will know the bailout is both an economic solution and a political
solution in equal parts.
• The students will know the value of digging past the headlines and analyzing a
government program for its particulars and specifics.
• The students will know how to take raw data and analysis and present it in an
empathetic way.
• The students will know that creating, implementing and overseeing a major
government initiative is a daunting task.
• Students will know how to separate truth from hype when looking at data.
Learning Plan
Our students will be examining the current events topic of the bailout bill as it stands to
alter the course of both our country and the world. In looking at the causes of the bill,
students will draw upon connections to reading from 7thgrade, and from their knowledge
of the branches of government and their respective roles in keeping America a working
democracy and a stable nation. As they learn more about our current financial crisis, they
will begin to see the factors that caused the current situation, and identify the measures
the government is putting in place to remedy the situation. With that, they will then begin
to transfer that information into working plans for the future, into analysis of the personal
impact on families, and into their own lives.
Performance Tasks

• Creating timelines (either physical or virtual) to trace the major events that led to
the bailout bill.
• Writing a story similar to “Ordeal By Check,”
SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM
Grade: 8
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• Analyzing and paraphrasing from James Cramer, financial analyst and television
personality.
• Follow one indicator of the economy and track its progress through the course of
the unit. Record and interpret.
• Creation of the Recession Survival Guide.
• Use images from both 1929 and today to find similarities and difference between
the two events.
• DBQ using images or elements from the bailout bill.
SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM
Grade: 8
Page: 9

Windows to the Universe/Modern Mythology

Essential Questions

• What is the importance of debunking myths using science?

• Why is there so much mention of mythology in science throughout history?
• Why do we still place meaning and value in mythology today?
• What are the implications of our future space expiration?
Essential Understandings

• We will be able to see the scientific process in action outside of science class.
• We will understand the role of mythology in space travel and exploration.
• We will use etymology to decipher language or understand why mythological
words still have a place in our language.
• We will predict how different our future will be in regards to life/planetary
exploration.
Instructional Objectives

• Students will know the role that mythology has played in the sciences and arts.
• Students will know the need to use the scientific method to create a hypothesis
and test it out.
• Students will know that there is a need to examine our future space exploration
plan.
• Students will know that mythology is a fluid process that is ongoing today.
Learning Plan
Mythology will be put under the lens of science here, in that our students will make
connections to the Greek and Roman myths they have read in past grade levels, but in
more scientific ways. The unit will begin by establishing the link between heavenly
bodies and their Greek and Roman names. Using scientific method, the students will
then debunk the connection between the celestial body and that myth. With that in mind,
the students will then transfer that method to a modern day “myth” or urban legend and
debunk it as well. They will report back to the class in the form of a standard lab report.
Other aspects of the unit will focus on the etymology of words as they relate back to the
Greek and Latin languages.
Performance Tasks

• Lab Report for Mythbusting

• Webquest creation by students.
• Courtroom/Play: Pluto wants back in
• Interplanetary Renaming Commission
SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM
Grade: 8
Page: 10

Restaurant Wars

Essential Questions

• How do restaurants come to be?

• How do communities decide what businesses come into a town?
• How do communities “decide” what restaurants survive in a town?
• How do you manage a budget and how is cost calculated
• Why do the majority of restaurants fail?
Essential Understandings

• We will be able to understand the complexities of opening and running a

restaurant business.
• We will recognize the impact of civics on local businesses.
• We will understand how to create and work within a budget.
• We will internalize the key elements of successful businesses.
Instructional Objectives

• Students will know how to manage a budget effectively.

• Students will know how to work within the local political system from the
business side.
• Students will know the elements needed for successful management of a
restaurant business.
• Students will know how recession and economic hardship affects a community.
Learning Plan
This unit is centered onthe creation of a fictitious restaurant by teams of students. It
begins with a look at the process of creating a restaurant business from the ground up.
Ideas, design, food, and most importantly, funding will be discussed and disseminated by
the students as they progress through the unit. Each team of students will have 4 team
members: a designer, a chef/buyer, a public relations/marketer, and an owner. Each
restaurant will be given a budget and a deadlines as most beginning business face the
same factors. The end result will be a “tasting” event in which classmates decide which
group to give the “green light” to.
Performance Tasks

• Team project
○ Restaurant creation
○ Teams of 4: chef, designer, marketer, owner
○ All face financial and construction deadlines
○ Menu, ads, food, building design, and interior design will be looked at.
SPARTA TOWNSHIP SCHOOL DISTRICT CONNECTIONS CURRICULUM
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○ Students must apply for all positions.

• Recipe Cost analysis
• Picture prompts
• Two-minute pitches for recipes, ideas, food products.