ENGLISH
GRADE 7
GRADE 8

MATHEMATICS
GRADE 7
GRADE 8

SCIENCE
GRADE 7
GRADE 8

SOCIAL STUDIES
GRADE 7
GRADE 8

In middle school English classes, students read and analyze a variety of literature with emphasis on interpreting an author's use of literary elements and devices. Through varied and frequent writing assignments, students build on their understanding of writing as a process that includes drafting, revising, editing, and proofreading. Instruction in grammar, sentence structure, and spelling in emphasized. Students also learn oral communication skills, and how to adapt speaking and listening to an audience, topic, purpose, and/or situation.

• Read a variety of genres and writing forms including print and nonprint media. (SOL 7.3, 7.6, 7.8*)
• Engage in various speaking situations such as oral reports, group discussions, and book talks. (SOL 7.1, 7.3)
• Read and write for a variety of purposes such as to share ideas and communicate after reading, writing, discussing, and viewing student- and teacher-selected materials. (SOL 7.1)
• Use personal and literary experiences to select literature and writing forms. (SOL 7.5, 7,8)
• Use monitoring strategies while listening, speaking, writing, reading, or viewing, questioning for elaboration and clarification of ideas. (SOL 7.1, 7.6, 7.8)
• Use collaborative learning strategies to share with peers, give feedback, and participate in discussions for group process and product. (SOL 7.1,7.2)
• Plan and draft ideas selecting appropriate vocabulary and information to cause the reader or listener to perceive images and tone as determined by purpose, audience, and form. (SOL 7.8)
• Expand and enhance vocabulary using figures of speech and literary references. (SOL 7.1, 7.10, 7.4)
• Describe how word choice and language structure convey an author’s viewpoint. (SOL 7.5)
• Adapt reading, writing, speaking, listening, or viewing strategies to purpose, context, audience, or form to construct meaning and summarize ideas and content. (SOL 7.6)
• Revise writing and speaking to clarify, elaborate, and enhance meaning. (SOL 7.8)
• Analyze relationships between author’s style, literary form, and intended impact on reader. (SOL 7.5)
• Apply grammar and conventions of language in writing and speaking while editing for format, punctuation, capitalization, spelling, and usage. (SOL 7.8)
• Use oral communication skills to identify a speaker’s verbal and nonverbal messages, distinguish fact from opinion, and convey and communicate in an organized and succinct manner appropriate to audience and purpose. (SOL 7.1, 7.2)
• Respond in a variety of ways to what is read, written, heard, or viewed to illustrate comprehension, question for clarification and elaboration, and determine author’s or speaker’s purpose and viewpoint. (SOL 7.5)
• Comprehend what is read, heard, or viewed to determine cause and effect, distinguish fact from opinion, and identify persuasive techniques. (SOL 7.3, 7.6)
• Use own and others’ responses for a variety of purposes such as conveying author’s viewpoint, summarizing, defending or supporting own or other’s ideas. (SOL 7.1, 7.5, 7.1)
• Determine how authors create meaning by understanding elements of literature and literary devices while recognizing theme and intended impact on reader. (SOL 7.5)
• Interpret a variety of poetry to describe the impact of word choices and to determine meaning, mood, theme, and rhythm. (SOL 7.7)
• Collaborate with others for the purpose of writing, reading, or discussing in groups, such as literature circles and reading/writing conferences. (SOL 7.1)
• Acquire, organize, and synthesize information obtained from a variety of sources including electronic materials, graphs, and charts while citing sources accurately or in bibliographic form. (SOL 7.10, 7.6)
• Use technology to communicate ideas and gather information including using a word processor to draft, revise, edit, and publish. (SOL 7.8, 7.9 C/T 8.1, C/T 8.2, C/T 8.4)
• Connect cultural, social, or historical influences to literature and language in order to interpret historical events, identify similarities and differences, and understand cultures as represented in literary works. (SOL 7.5)

Every student will be issued one of the following literature textbooks:

• Elements of Literature (Holt, Rinehart, and Winston, 1993)
• Language of Literature (McDougal, Littel and Company, 1994)
• Become the Music (Macmillan/Ginn, 1993)

Every student will be issued the following grammar book:

• English (Silver Burdett, 1985)

The Virginia English Standards of Learning (SOL) assessment is given to all eighth graders during the spring semester. This cumulative test covers the English SOLs for grades 6, 7, and 8. Teachers review this material with students throughout the eighth grade school year.

In the English classroom students use technology to:

• Access, retrieve, organize, analyze, and evaluate electronic information from a variety of sources, documenting sources appropriately.
• Communicate understanding of literature, grammar, and writing.
• Present information using a variety of multimedia.
• Use advance publishing software, graphics programs, and scanners to produce page layouts.
• Compose and edit a multipage document at the keyboard, using word processing skills and the writing process steps.

Parental involvement in schooling can lead to academic benefits for students. Parents are encouraged to:

• Read and discuss with students any literature assignments.
• Review and discuss students’ writing, making suggestions for revisions.
• Assist students when editing written work.
• Visit the library, attend plays, and go to poetry readings with students.
• Share and define new vocabulary words.
• Read and discuss newspaper and magazine articles.

In middle school English classes, students read and analyze variety of literature with emphasis on analyzing an author's use of literary elements and devices. Through varied and frequent writing assignments, students build on their understanding of writing as a process that includes drafting, revising, editing, and proofreading. Instruction in grammar, sentence structure, and spelling is emphasized. Students also learn oral communication skills, and learn to adapt speaking and listening to an audience, topic, purpose, and/or situation.

• Expand and enhance vocabulary by applying knowledge of word origins and derivations, and using figurative language, slang, idioms, and dialect appropriate to context. (SOL 8.2*)
• Apply grammar and conventions of language when editing for punctuation, format, capitalization, spelling, and usage. (SOL 8.5)
• Apply knowledge of the structure of English to extend sentence context and vary sentence structure while revising for consistent use of active or passive voice. (SOL 8.5)
• Interpret a variety of literature and writing forms including critical reviews, summaries, informative and persuasive essays, short stories, novels, and poetry. (SOL 8.3, 8.5)
• Read and write for a variety of purposes making real world connections, sharing ideas, and using literary works for writing.
• Plan before reading, writing, speaking, listening, and viewing, showing awareness of audience, purpose, content, and form. (SOL 8.5)
• Adapt reading, writing, speaking, listening, or viewing strategies to purpose, context, or form while making predictions, revising, editing, and reflecting on ideas, content, or process.
• Use monitoring strategies while listening, speaking, writing, reading, or viewing to self-assess for effective learning.
• Comprehend what is read, heard, or viewed to evaluate and synthesize information for relevance, accuracy, and understanding. (SOL 8.4)
• Plan and draft ideas selecting specific vocabulary and information appropriate to purpose, audience, and form. (SOL 8.5)
• Revise writing and speaking for transitions, appropriate organization, sentence structure, consistent point of view, and word choice to clarify and enhance meaning. (SOL 8.3, 8.5)
• Edit for standard sentence formation, pronoun case, verb tense inflections, adjective/adverb comparisons, punctuation, capitalization, and spelling. (SOL 8.5)
• Use oral communication skills such as appropriate voice level, gestures, posture, and language.
• Collaborate with others for the purpose of writing, reading, and discussing assigned and self-selected topics and tasks.
• Acquire, organize, and synthesize information obtained from a variety of sources using print and nonprint materials and effective note-taking strategies.
• Use interviewing techniques to gain information including relevant questions, and accurate note taking of responses to evaluate and report the information. (SOL 8.1)
• Use technology to assist in reading, writing, viewing, speaking, and listening by retrieving and integrating electronic information and other relevant information. (SOL 8.5, SOL C/T 8.1, 8.4)
• Analyze mass media messages to evaluate intent, factual content, opinion, and persuasive techniques. (SOL 8.6)
• Analyze a variety of genres, literary types, and speaking situations including nonfiction, fiction, poetry, and print media. (SOL 8.3, 8.6)
• Respond in a variety of ways to what is read, written, heard, or viewed evaluating for accuracy, objectivity, delivery, and content. (SOL 8.6)
• Use own and others’ responses for a variety of purposes such as separating fact from opinion, defending and supporting ideas, and utilizing suggestions of others.
• Analyze how authors create and communicate meaning through the use of plot, theme, voice, tone, and other literary and poetic elements and devices. (SOL 8.3)
• Analyze an author’s use of the poetic elements of word choice, dialogue, rhyme, rhythm, and voice. (SOL 8.3)
• Connect cultural, social, or historical influences to literature and language to expand/enrich viewpoints. (SOL 8.3)

Every student will be issued one of the following literature textbooks:

• Elements of Literature (Holt, Rinehart, and Winston, 1993)
• Language of Literature (McDougal, Littel and Company, 1994)
• Become the Music (Macmillan/Ginn, 1993)

Every student will be issued the following grammar book:

• English (Silver Burdett, 1985)

The Virginia English Standards of Learning (SOL) assessment is given to all eighth graders during the spring semester. This cumulative test covers the English SOLs for grades 6, 7, and 8. Teachers review this material with students throughout the eighth grade school year.

In the English classroom students use technology to:

• Access, retrieve, organize, analyze, and evaluate electronic information from a variety of sources, documenting sources appropriately.
• Communicate understanding of literature, grammar, and the writing process.
• Present information using a variety of multimedia.
• Use advance publishing software, graphics programs, and scanners to produce page layouts.
• Compose and edit a multipage document at the keyboard, using word processing skills and the writing process steps.

Parental involvement in schooling can lead to academic benefits for students. Parents are encouraged to:

• Read and discuss with students any literature assignments.
• Review and discuss students’ writing, making suggestions for revisions.
• Assist students when editing written work.
• Visit the library, attend plays, and go to poetry readings with students.
• Share and define new vocabulary words.
• Read and discuss newspaper and magazine articles.

In middle school mathematics, students examine algebra- and geometry-preparatory concepts and skills and strategies for collecting and analyzing data. Problem solving, communication, and making connections among mathematical ideas are emphasized in a hands-on learning environment. The use of calculators and computers is integrated with instruction.

• Solve multistep linear equations involving the distributive property and variables in both members; translate related word sentences into equations and solve; solve formulas for a given variable. (SOL 7.6, 7.23, 7.24, 7.25, 8.16, 8.19*)
• Solve and graph multistep inequalities; translate related word sentences into inequalities and solve. (SOL 7.23, 7.25
• Represent linear and nonlinear functions using tables, graphs, and equations; construct tables of values from a graph or equation; write an equation to represent a pattern in a number table; graph ordered pairs to represent a function on a coordinate plane. (SOL 7.22, 7.24, 7.26, 8.15, 8.17, 8.18)
• Represent rational numbers in equivalent forms and graph rational numbers on a number line. (SOL 7.1)
• Simplify and evaluate variable expressions involving rational numbers, scientific notation, and exponents. (SOL 7.3, 8.2, 8.5)
• Solve problems involving number theory; identify properties of operations with real numbers; classify numbers into subsets of the real number system. (SOL 7.2, 7.4, 8.3, 8.6)
• Solve numerical reasoning problems involving percent applications including discount, tax, tip, sale price, and interest including compounding. (SOL 7.5, 8.4)
• Solve problems involving scientific notation and proportional reasoning including scale drawings. (SOL 7.7, 8.1)
• Solve word problems on a coordinate plane including geometric transformations of reflection, translation, rotation, and dilation. (SOL 7.26, 8.9)
• Solve problems involving angle relationships including angles and diagonals of a polygon; parallel lines cut by a transversal; and vertical, complementary, and supplementary angles. (SOL 8.7
• Solve congruence and similarity problems. (SOL 7.12)
• Solve problems involving constructions, symmetry, nets, and classification of geometric figures. (SOL 7.10, 7.11, 7.14, 8.10
• Solve perimeter and area problems including polygons and circles and involving the use of the Pythagorean property. (SOL 7.8, 8.11)
• Solve surface area and volume problems including constructing 3-D models from a schematic, and surface area and volume of rectangular and triangular prisms, circular cylinders, cones, and pyramids. (SOL 7.9, 7.13, 8.8
• Collect, organize, and use numeric data to create statistical graphs, including choosing the appropriate graph. (SOL 7.20, 8.14)
• Solve problems involving measures of central tendency and the range of a set of data. (SOL 7.19)
• Interpret statistical graphs including bar, circle, stem-and-leaf, line, scatterplot, and box-and-whisker plot. (SOL 7.21, 8.13)
• Solve probability problems with simple and compound events with and without replacement. (SOL 7.15, 7.16, 7.17, 8.12)
• Solve problems using counting principles including the fundamental counting principle, combinations, and permutations. (SOL 7.18)
• Recognize and apply mathematical tools to real-world problems.
• Recognize and use appropriate strategies to solve problems both within and outside mathematics.
• Read, understand, and communicate mathematical ideas both orally and in writing.
• Reason numerically and spatially and justify reasoning in a variety of mathematical situations.
• Use different representations to illustrate mathematical concepts, skills, and processes.

One of these three texts is issued.

• Gateways to Algebra and Geometry: An Integrated Approach (McDougal, Littell & Company, 1993)
• Mathematical Connections: A Bridge to Algebra and Geometry (Houghton Mifflin, 1992)
• Mathematics: Applications and Connections, Course 3 (Glencoe/Macmillan/McGraw-Hill, 1993)

All students enrolled in the seventh grade are given the Mathematics Program of Studies Test in late spring. The Virginia Mathematics Standards of Learning (SOL) assessment is given to all eighth grade students during the spring semester. This cumulative test covers the Mathematics SOLs for grades 6, 7, and 8.

In the mathematics classroom students use technology to:

• Collect and display real-time data.
• Present data in a variety of graphical forms.
• Learn abstract mathematical concepts through constructions, visual displays, and measurement.
• Gather mathematical information from tables to perform numerical calculations.

The following equipment is used in the instructional program:

• TI-12 Explorer (Fraction Calculator) made by Texas Instruments
• TI-83 Graphing Calculator made by Texas Instruments
• 9850GaPlus Color Graphing Calculator made by Casio

Parental involvement in schooling can lead to academic benefits for students. Parents are encouraged to:

• Set a regular time and routine for doing homework.
• Establish a regular place which is well-lit and quiet for completing homework.
• Remove distractions during home study time. No television or phone calls.
• Provide supplies including calculators, pencils, paper, and a triman compass.
• Review mathematics homework for accuracy and understanding.
• Read and discuss newspaper articles that incorporate mathematics or statistics. The Horizon section of The Washington Post published monthly is an excellent resource.

A helpful parent resource is a book titled Math on Call: A Mathematics Handbook published by Great Source Education Group.

In middle school mathematics, students examine algebra- and geometry-preparatory concepts and skills and strategies for collecting and analyzing data. Problem solving, communication, and making connections among mathematical ideas are emphasized in a hands-on learning environment. The use of calculators and computers is integrated with instruction.

• Solve multistep linear equations involving the distributive property and variables in both members; translate related word sentences into equations and solve; solve formulas for a given variable. (SOL 7.6, 7.23, 7.24, 7.25, 8.16, 8.19*)
• Solve and graph multistep inequalities; translate related word sentences into inequalities and solve. (SOL 7.23, 7.25)
• Represent linear and nonlinear functions using tables, graphs, and equations; construct tables of values from a graph or equation; write an equation to represent a pattern in a number table; graph ordered pairs to represent a function on a coordinate plane. (SOL 7.22, 7.24, 7.26, 8.15, 8.17, 8.18)
• Represent rational numbers in equivalent forms and graph rational numbers on a number line. (SOL 7.1)
• Simplify and evaluate variable expressions involving rational numbers, scientific notation, and exponents. (SOL 7.3, 8.2, 8.5)
• Solve problems involving number theory; identify properties of operations with real numbers; classify numbers into subsets of the real number system. (SOL 7.2, 7.4, 8.3, 8.6)
• Solve numerical reasoning problems involving percent applications including discount, tax, tip, sale price, and interest including compounding. (SOL 7.5, 8.4)
• Solve problems involving scientific notation and proportional reasoning including scale drawings. (SOL 7.7, 8.1)
• Solve word problems on a coordinate plane including geometric transformations of reflection, translation, rotation, and dilation. (SOL 7.26, 8.9)
• Solve problems involving angle relationships including angles and diagonals of a polygon; parallel lines cut by a transversal; and vertical, complementary, and supplementary angles. (SOL 8.7
• Solve congruence and similarity problems. (SOL 7.12)
• Solve problems involving constructions, symmetry, nets, and classification of geometric figures. (SOL 7.10, 7.11, 7.14, 8.10)
• Solve perimeter and area problems including polygons and circles and involving the use of the Pythagorean property. (SOL 7.8, 8.11)
• Solve surface area and volume problems including constructing 3-D models from a schematic, and surface area and volume of rectangular and triangular prisms, circular cylinders, cones, and pyramids. (SOL 7.9, 7.13, 8.8)
• Collect, organize, and use numeric data to create statistical graphs, including choosing the appropriate graph. (SOL 7.20, 8.14
• Solve problems involving measures of central tendency and the range of a set of data. (SOL 7.19)
• Interpret statistical graphs including bar, circle, stem-and-leaf, line, scatterplot, and box-and-whisker plot. (SOL 7.21, 8.13)
• Solve probability problems with simple and compound events with and without replacement. (SOL 7.15, 7.16, 7.17, 8.12)
• Solve problems using counting principles including the fundamental counting principle, combinations, and permutations. (SOL 7.18)
• Recognize and apply mathematical tools to real-world problems.
• Recognize and use appropriate strategies to solve problems both within and outside mathematics.
• Read, understand, and communicate mathematical ideas both orally and in writing.
• Reason numerically and spatially and justify reasoning in a variety of mathematical situations.
• Use different representations to illustrate mathematical concepts, skills, and processes.

* Denotes correlation to Virginia’s Mathematics Standards of Learning (SOL).

This text is issued to every student.

• Pre-Algebra: A Transition to Algebra (Glencoe/Macmillan/McGraw-Hill, 1993)

The Virginia Mathematics Standards of Learning (SOL) assessment is given to all eighth grade students during the spring semester. This cumulative test covers the Mathematics SOLs for grades 6, 7, and 8. All students enrolled in the seventh grade are given the Mathematics Program of Studies Test in late spring.

In the mathematics classroom students use technology to:

• Collect and display real-time data.
• Present data in a variety of graphical forms.
• Learn abstract mathematical concepts through constructions, visual displays, and measurement.
• Gather mathematical information from current sources.
• Construct tables to perform numerical calculations.
• Communicate understanding of mathematical concepts, skills and processes.

 The following equipment is used in the instructional program:

• TI-12 Explorer (Fraction Calculator) made by Texas Instruments
• TI-83 Graphing Calculator made by Texas Instruments
• 9850GaPlus Color Graphing Calculator made by Casio

Parental involvement in schooling can lead to academic benefits for students. Parents are encouraged to:

• Set a regular time and routine for doing homework.
• Establish a regular place which is well-lit and quiet for completing homework.
• Remove distractions during home study time. No television or phone calls.
• Provide supplies including calculators, pencils, paper, and a triman compass.
• Review mathematics homework for accuracy and understanding.
• Read and discuss newspaper articles that incorporate mathematics or statistics. The Horizon section of The Washington Post published monthly is an excellent resource.

A helpful parent resource is a book titled Math on Call: A Mathematics Handbook published by Great Source Education Group.

Investigations in Environmental Science (IES) is a life science course in which interactions between organisms and their environment are studied through use of living materials, printed materials, laboratory investigations, and computer technology. Science content strands on structure and function of living systems, populations and ecosystems, and heredity and diversity of organisms are emphasized throughout the year. Scientific skills such as the following are integrated during hands-on science experience: designing experiments, collecting data, organizing data, and communicating results.

• Define problems/questions to investigate relating to environmental science. (SOL LS.1*)
• Plan and design ways to investigate problems/questions relating to environmental science. (SOL LS.1)
• Use appropriate equipment and techniques to gather, organize, and describe data or observations.
• Make inferences and evaluate hypotheses based on evidence. (SOL LS.1)
• Communicate, in writing and orally, scientific information, procedures, and explanations.
• Acquire and analyze scientific information from a variety of sources.
• Communicate scientific information using technologies. (SOL C/T 8.1, 8.2, 8.3, 8.4)
• Observe a variety of cells to recognize cell structure and function. (SOL LS.2)
• Observe and describe patterns of cellular organization. (SOL LS.3)
• Identify basic needs of organisms and explore cell processes that allow cells to obtain materials and energy. (SOL LS.4)
• Compare and contrast the processes of photosynthesis and cellular respiration and relate their importance to plant and animal life. (SOL LS.6)
• Explore interactions and interdependence among populations in a biological community. (SOL LS.9)
• Investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. (SOL LS.7).
• Investigate and understand how organisms are adapted to biotic and abiotic factors in a biome. (SOL LS.10)
• Recognize that ecosystems, communities, populations, and organisms are dynamic and change over time. (SOL LS.11)
• Analyze the relationships between ecosystem dynamics and human activity within the Chesapeake Bay and its watershed. (SOL LS.12)
• Demonstrate the passage of hereditary information from generation to generation. (SOL LS.13)
• Investigate and give evidence that populations and their environment have changed over long periods of time. (SOL LS.14)
• Use a classification system to group and identify organisms. (SOL LS.5)
• Apply problem-solving skills when gathering information and analyzing solutions to environmental issues.
• Apply knowledge of life science and research methods to generate possible solutions to practical problems and questions. (SOL LS.1)
• Make connections between the life and earth sciences.
• Make connections between science and mathematics, social studies, and language arts.
• Make connections between science, technology, and society.

 * Denotes correlation to Virginia’s Science Standards of Learning (SOL) and SOL C/T to Virginia’s Computer/Technology Standards. LS = Life Science.

NOTE: SOL LS.8 is taught in grade 6.

• Life Science ( Glencoe, 1997) - One issued to each student.
• Dynamic Earth (Prentice Hall, 1997) - A class set is available.
• Exploring Planet Earth (Prentice Hall, 1997) - A class set is available.
• Evolution (Prentice Hall, 1997) - A class set is available.

The Virginia Science Standard of Learning (SOL) Assessment is given to all eighth grade students in late spring. This assessment covers Science SOLs for grades 6, 7 (Life Science), and 8 (Physical Science).

In the science classroom students use technology to:

• Collect and display real-time data.
• Present data in a variety of graphical forms.
• Acquire understanding of abstract scientific concepts through simulation, visual displays, and animations.
• Perform simulations of experiments that cannot be performed in regular middle school laboratories.
• Gather scientific information from current sources.
• Communicate understanding of science concepts, skills, and processes.

Parental involvement in schooling can lead to academic benefits for students. Parents are encouraged to:

• Visit local museums, nature centers, and other places of scientific interest with students.
• Review science labs and class assignments with students.
• Visit the local library and check out new science-related books.
• Help students manage daily routines, including a place and time for homework.
• Supervise visits to sites on the Internet that extend student understanding of the life, physical, and earth sciences.

Investigating Matter and Energy builds upon the experiences in the physical sciences introduced to students in upper elementary school. Properties of matter, energy forms and their transformations, forces and motion, and earth and space systems are content strands developed through a sequence of varied instructional strategies with an emphasis on experimentation, observation, generalization and discussion. Integrated throughout the course are skills for designing student investigations; collection, organizing and analyzing data; and communication results. Graphing calculators and computer technologies including probeware, CD-ROMs, and videodiscs are integrated with instruction and used to enhance student understanding.

• Define problems/questions to investigate relating to matter and energy. (SOL PS.1*)
• Plan and design ways to investigate problems/questions. (SOL PS.1)
• Use appropriate equipment and techniques to gather, organize, and describe data. (SOL PS.1)
• Make inferences and evaluate hypotheses based on evidence. (SOL PS.1)
• Communicate, in writing and orally, scientific information, procedures, and explanations. (SOL PS.1)
• Acquire and analyze scientific information from a variety of sources.
• Communicate scientific information using technologies. (SOL C/T 8.1, 8.2, 8.3, 8.4)
• Observe and measure properties of matter and use those properties to distinguish one substance from another. (SOL PS.2)
• Explore changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy. (SOL PS.5)
• Learn that elements are the building blocks of matter. (SOL PS.4)
• Relate atomic structure to an element’s ability to combine chemically. (SOL PS.3)
• Investigate how energy is changed from one form to another. (SOL PS.6)
• Apply an understanding of the effect of heat energy on matter. (SOL PS.7)
• Demonstrate that heat energy moves in predictable ways. (SOL PS.2, PS.7)
• Analyze the motion of an object. (SOL PS.10)
• Observe different kinds of forces to determine their effect on the motion of an object. (SOL PS.10)
• Determine the relationship between work, energy, and power. (SOL PS.10)
• Demonstrate the relationship between electricity and magnetism. (SOL PS.11)
• Investigate the force of gravity and its effects. (SOL 6.10*)
• Investigate the arrangement and movement of the sun, moon, and earth to visualize daily, monthly, and yearly cycles. (SOL 6.10)
• Investigate the production of energy by the sun and the transmission of the sun’s energy to earth as electromagnetic waves. (SOL 6.10, PS.9)
• Investigate tools of the astronomer. (SOL 6.1)
• Apply problem-solving strategies when gathering, analyzing, and evaluating scientific information.
• Apply knowledge of science and research methods to generate possible solutions to practical questions. (SOL PS.1)
• Make connections between the physical, earth, and space sciences.
• Make connections between science and mathematics, history, and language arts.
• Make connections between science, technology, society.

* Denotes correlation to the Virginia Science Standards of Learning (SOL) and to the Virginia Computer/Technology Standards of Learning (C/T). PS = Physical Science, 6 = grade 6

NOTE: SOL PS.8 is taught in grade 5 and reviewed in grade 8.

• Physical Science ( Glencoe, 1997) - One issued to each student.
• Exploring the Universe (Prentice Hall, 1997) - A class set is available.
• Student Laboratory Guide - One issued per quarter.

Standardized Assessment

The Virginia Science Standard of Learning (SOL) Assessment is given to all eighth grade students in late spring. This assessment covers Science SOLs for grades 6, 7 (Life Science), and 8 (Physical Science). Teachers review this material with students throughout the eighth grade school year.

In the science classroom students use technology to:

• Collect and display real-time data.
• Present data in a variety of graphical forms.
• Acquire understanding of abstract scientific concepts through simulation, visual displays, and animations.
• Perform simulations of experiments that cannot be performed in regular middle school laboratories.
• Gather scientific information from current sources.
• Communicate understanding of science concepts, skills, and processes.

Parental involvement in schooling can lead to academic benefits for students. Parents are encouraged to:

• Visit local museums, nature centers, and other places of scientific interest with students.
• Review science labs and class assignments with students.
• Visit the local library and check out new science-related books.
• Help students manage daily routines, including a place and time for homework.
• Supervise visits to sites on the Internet that extend student understanding of the life, physical, and earth sciences.

The seventh grade program surveys United States history since 1865. Important trends in United States history are identified by analyzing the role of ideas, individuals, and important events. Students develop historical thinking skills and extend understanding of how geography shapes history.

• United States history from the 1860s to the present. (SOL 5.8, 6.9, 6.10*)
• Significant individuals, issues, and events of Reconstruction. (SOL 5.7)
• How the settlement of the West transformed the United States. (SOL 6.1)
• The impact of industrialization on the United States from the late 1800s into the early 1900s. (SOL 6.1)
• The effects of immigration and urbanization on the United States. (SOL 6.1)
• The responses to industrialization and urbanization in the United States. (SOL 6.2)
• The emergence of the United States as a world power since the late 1800s. (SOL 6.3)
• Significant individuals, issues, and events during the 1920s. (SOL 6.4)
• The political, social, and economic impact of the Great Depression on the United States. (SOL 6.5)
• The major causes, events, personalities, and outcomes of World II. (SOL 6.6)
• United States involvement in world affairs since 1945. (SOL 6.7, 6.8)
• The social, political, and economic changes that transformed the United States since 1945. (SOL 6.7, 6.11)
• Recent developments in contemporary American society. (SOL 6.7)

• Acquire information from a variety of sources. (SOL 6.10, SOL C/T 8.4)
• Organize information in a variety of forms. (SOL 6.10)
• Analyze information. (SOL 6.10, 6.11)
• Interpret information. (SOL 6.10, 6.11)
• Communicate information in a variety of written forms. (SOL 6.11)
• Communicate information orally. (SOL 6.11)
• Communicate information using technologies. (SOL C/T 8.1, 8.2)
• Make and evaluate historical decisions. (SOL 6.11)
• Apply historical understanding and historical thinking skills to other areas of knowledge.
• Use interpersonal and group skills to promote collaborative decision making and problem solving.

*Denotes correlation to the Virginia History and Social Science Standards of Learning (SOL) and the Virginia Computer/Technology Standards of Learning (C/T).

NOTE: The Grade 7 Program of Studies (POS) integrates the Virginia History and Social Science

Standards of Learning for grades 5 and 6 and the Computer/Technology Standards of Learning for grade 8.

Every student will be issued one of the following United States history textbooks:

• America: The People and the Dream: The Later Years (Scott Foresman, 1991)
• American History: The Modern Era Since 1865 (Glencoe, 1997)
• The American Journey (Glencoe, 1998)
• The American Nation (Prentice Hall, 1998)
• Challenge of Freedom (Glencoe, 1990)
• Why We Remember: United States History (Scott Foresman/Addison Wesley, 1998)
• Why We Remember: United States History, Civil War to the Present (Scott Foresman/Addison Wesley, 1998)

The Virginia History and Social Science Standards of Learning (SOL) assessment is given to all eighth grade students during the spring semester. This cumulative test covers the two-year United States history survey (taught in grades 6 and 7) and Civics/Economics/Geography (taught in grade 8).

In the social studies classroom students use technology to:

• Access, retrieve, organize, analyze, and evaluate electronic information from a variety of sources, documenting sources appropriately.
• Communicate understanding of social studies concepts, skills, and processes.
• Present social studies information in a variety of graphical forms.
• Create multimedia presentations of social studies topics of student interest.
• Acquire understanding of abstract social studies concepts through simulation and visual displays.

Parental involvement in schooling can lead to academic benefits for students. Parents are encouraged to:

• Help students manage and organize daily and weekly routines, allocating time for homework.
• Review with students completed assignments, classroom activities, and learning in United States history.
• Discuss local and national news, including newspapers, news magazines, newscasts, and educational television programming.
• Visit sites of historical interest with students.
• Supervise visits to sites of historical interest on the Internet such as Virginia TimeTravelers at <http://www.state.va.us.timetravelers> or History Channel Traveler at <http://www.HistoryTravel.com>.

The eighth grade program prepares students for responsible and productive citizenship. An understanding government and politics in a democratic republic and the American economic system is emphasized. Students develop an understanding of individual rights and responsibilities; the ideals of liberty, justice, and equality; and the rule of law. Students learn about making choices and recognizing the consequences of personal, political, and economic decisions. Students learn to value individual and group expression, diversity, and the attributes of good citizenship.

• American citizenship and issues involving the rights of citizens of the United States. (SOL 7.1*)
• The responsibilities of citizenship. (SOL 7.9)
• Political culture and the civic skills necessary for effective, participatory citizenship. (SOL 7.2, 7.3, 7.4, 7.9)
• The purpose, organization, and powers of government in the United States. (SOL 7.1, 7.2, 7.4, 7.5)
• The structure and function of the judicial system in the United States. (SOL 7.5, 7.9)
• Diverse political systems and the relationship of the United States to other nations and to world affairs. (SOL 7.8)
• The United States economic system. (SOL 7.6, 7.7, 7.10)
• Various economic systems. (SOL 7.6, 7.8)
• Effective economic decisions made by informed consumers, productive workers, responsible savers and investors, and accountable citizens. (SOL 7.9)
• The physical, political, and cultural geography of countries and regions of the world. (SOL 7.10)

• Acquire information from a variety of sources. (SOL C/T 8.4)
• Organize information in a variety of forms. (SOL 7.10)
• Analyze information. (SOL 7.3)
• Interpret information. (SOL 7.3, 7.10)
• Communicate information in a variety of written forms.
• Communicate information orally.
• Communicate information using technologies. (SOL C/T 8.1, 8.2)
• Make and evaluate decisions.
• Apply knowledge and understanding of civics, economics, and geography to other areas of knowledge. (SOL 7.9)
• Use interpersonal and group skills to promote collaborative decision making and problem solving.

*Denotes correlation to the Virginia History and Social Science Standards of Learning (SOL) and to the Virginia Computer/Technology Standards of Learning (C/T).

NOTE: The Grade 8 Program of Studies (POS) integrates the Virginia History and Social Science Standards of Learning for grade 7 and the Computer/Technology Standards of Learning for grade 8.

Every student will be issued one of the following civics textbooks:

• Civics: Participating in Our Democracy ( Scott Foresman/Addison Wesley, 1996)
• Civics: Responsibilities and Citizenship (Glencoe, 1998)

The Virginia History and Social Science Standards of Learning (SOL) assessment is given to all eighth grade students during the spring semester. This cumulative test covers the two-year United States history survey (taught in grades 6 and 7) and Civics/Economics/Geography (taught in grade 8).

In the social studies classroom students use technology to:

• Access, retrieve, organize, analyze, and evaluate electronic information from a variety of sources, documenting sources appropriately.
• Communicate understanding of social studies concepts, skills, and processes.
• Present social studies information in a variety of graphical forms.
• Create multimedia presentations of social studies topics of student interest.
• Acquire understanding of abstract social studies concepts through simulation and visual displays.

Parental involvement in schooling can lead to academic benefits for students. Parents are encouraged to:

• Help students manage and organize daily and weekly routines, allocating time for homework.
• Review with students completed assignments, classroom activities, and learning in civics, economics, and geography.
• Discuss local and national news, including newspapers, news magazines, newscasts, and educational television programming.
• Visit sites of interest to civics students such as the U.S. Capitol, the Supreme Court, the White House, the Virginia Capitol, and the Fairfax County Government Center.
• Supervise visits to sites on the Internet that extend understanding of civics, economics, and geography.

Last update: August 20, 1998