Decatur Classical School

8th Grade Updates

September

September
ELA	The 8th graders read a new short story “The Necklace.” They reviewed the three types of irony and found evidence of each in the short story. They practiced vocabulary strategies, context clues and also identified the plot elements of the text. The students drafted a compare and contrast essay using “The Necklace” and “The Open Window” or “The Monkey's Paw” in their graphic organizers. They learned how to write a compare and contrast thesis statement as well. The 8th graders also reviewed test taking strategies with comprehension questions.
Math	Unit 1, Patterns and Sequences What is a sequence? In this unit, students use patterns, tables, and graphs to compare and contrast arithmetic and geometric sequences. Students will describe sequences recursively using the relationship from one output to the next, or explicitly using the relationship between an input and its output. Essential Questions: What strategies can be used to make predictions about sequences? How can sequences be defined recursively and explicitly? How can sequences be used to model and interpret situations in context? Link to CareGiver Hub, where Unit Summaries and Practice can be found.
Science	In September, the 8th grade class explored an ecology/geology SEPUP Inquiry Unit, “Land, Water, and Human Interactions”. Through the use of the 8 NGSS Science & Engineering Practices, the class investigated how due to expanding human population growth, how municipal communities make evidence-based democratic decisions of where to build a new school building to minimize the human-environmental impact on their land and water resources, while also best serving the people of the community. This unit set the stage for the class field trip to The Wild Mile. For more on that, see the link to Mr. Kovach’s science posts. For more information, please check out this link with a detailed explanation of how the NGSS Science & Engineering Practices are scaffolded by grade bands from K - 12 classrooms.
Social Studies	Essential Question(s): What knowledge, skills, and dispositions (intention to act) does a person need in order to be a powerful civic actor in our democracy and in our community? How will I use my rights and responsibilities to promote the common good in our democracy and community? This month, 8th graders explored the importance of history and its role in shaping a democratic society. Students reviewed their fundamental rights in a democracy, including those outlined in the Bill of Rights, and examined the debates among the Founding Fathers as they worked to create a balanced government rooted in the idea of power belonging to the people. In addition, students worked on a “Rescued History” project, researching examples from around the world where parts of history were erased or forgotten. They analyzed who was targeted by this erasure and reflected on the importance of restoring these stories to the broader historical narrative. Through discussion, research, and reflection, students deepened their understanding of how remembering and reclaiming history strengthens democracy and civic responsibility.

October

October
ELA	The 8th graders read the short story “The Masque of the Red Death” by Edgar Allen Poe. The students previewed the text with a vocabulary assignment. They also took notes about Poe’s life and reviewed symbolism. They learned the different types of context clues when identifying new vocabulary, they learned imagery, and sensory details. The 8th graders also reviewed great comprehension testing strategies with multiple types of texts.
Math	In this unit (2), Linear Equations and Inequalities, students use what they know about solving one-variable equations and inequalities to make sense of multi-variable equations and two-variable inequalities. Essential Questions: What does it mean to be a solution to an equation or inequality? How are the different representations of equations or inequalities connected? How do you determine and graph the solution of an inequality? Link to CareGiver Hub, where Unit Summaries and Practice can be found.
Science	NGSS Standards & Disciplinary Core Ideas: PS1.A: Structure and Properties of Matter Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2.) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) 8th grade class completed their SEPUP Unit, “Land, Water, and Human Interactions”, and then moved right into their second unit, “Chemistry of Materials”. The first unit culminated with a dissection of the invasive fish species found in Lake Michigan, the round gobi, and a field trip to The Wild Mile. For their chemistry inquiry unit, the class was tasked with being materials scientists working for a single use drink container company and deciding which material to use, aluminum, glass, or plastic. They then began a series of experiments investigating physical and chemical properties of each material that is used to manufacture everyday items. The class also spent time to work on STEM Fair Project Assignments: researching chosen topics and developing a solid purpose statement.
Social Studies	Essential Questions: What knowledge, skills, and dispositions (intention to act) does a person need in order to be a powerful civic actor in our democracy and in our community? How will I use my rights and responsibilities to promote the common good in our democracy and community? In our 8th grade Civics unit, students explored the big ideas that make democracy work. They examined how government power comes from the people—and why democracy depends on informed, active citizens. Through discussions, simulations, and real-world examples, students analyzed the rights that empower individuals, the limits of those rights, and how identity and perspective shaped civic action. From grassroots movements to national change-makers, they discovered how people and organizations used their voices and choices to promote the common good and strengthen our democracy.

November

November
ELA	The eighth graders started their new compare and contrast unit about the Triangle Waist Company fire. They were given the novel Uprising and Flesh and Blood So Cheap. They have been reading both the fiction and nonfiction text with partners and on their own, answering comprehension questions. They completed a discussion on each novel with their table groups as well. They will later choose a compare and contrast essay question to complete as an assessment.
Math	In their current unit (4), Describing Functions, students learn that functions can be represented using tables, graphs, equations, and words. In this unit, students will explore what makes a relationship a function and how functions can model situations and tell stories. They will use function notation to describe key features of functions, compare different functions, and define functions. Finally, they will explore new types of functions that can model situations that have different rules for different inputs. Essential Questions: What are the characteristics of a function and how can a function tell a story? What are key features of functions and how can you describe them? How can you use function notation as a tool to communicate precisely? Link to CareGiver Hub, where Unit Summaries and Practice can be found.
Science	NGSS Standards & Disciplinary Core Ideas: PS1.A: Structure and Properties of Matter In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 8th grade continued exploring their SEPUP Inquiry Unit, “Chemistry of Materials”. After learning about the physical and chemical properties of materials, primarily aluminum, glass, and plastic, they worked in small cooperative learning groups conducting a series of experiments investigating physical and chemical properties of materials that are sed to manufacture everyday items. They then moved into exploring the molecular structure of elements and compounds. The class also spent time to work on STEM Fair Project Assignments: working on their literature review which is a summary of their research on their chosen inquiry topics; review of how to collect, record, analyze, and interpret their data by creating organized tables and graphs; and finished up the experimentation phase of their projects to begin organizing their presentation boards to present to their class in early December.
Social Studies	Essential Questions: What knowledge, skills, and dispositions (intention to act) does a person need in order to be a powerful civic actor in our democracy and in our community? How will I use my rights and responsibilities to promote the common good in our democracy and community? This month, 8th graders examined how power works in a democracy. We focused on three key ideas: Power is limited by being divided among different branches and levels of government. Individuals use their power through voting, advocacy, and activism—but access to these tools has not always been equal. Rights allow people to exercise power, yet these rights have limits, and some groups have historically faced greater restrictions. To connect these concepts to real-world civic action, students are drafting their own policy proposals on issues they care deeply about. They are also studying how citizens pushed for reform after the Triangle Shirtwaist Factory Fire, analyzing how advocacy and public pressure led to meaningful policy change. We look forward to seeing students apply these democratic principles as they refine and present their policy ideas.

December

December
ELA	In December, the 8th grade students focused on reading historical nonfiction and historical fiction while strengthening their analytical writing and discussion skills. Students continued reading Flesh and Blood So Cheap by Albert Marrin and the historical novel Uprising by Margaret Peterson Haddix, which both explore events connected to the Triangle Shirtwaist Factory fire and the labor movement. Through ThinkCerca activities and classroom discussions, students analyzed key ideas, historical context, and author perspectives from the texts. Students also practiced comparing and contrasting information between the nonfiction and fiction accounts. Mini lessons throughout the month focused on grammar, reasoning, and essay writing strategies. Students examined mentor texts to better understand how to structure analytical responses and then worked on essays using a guided writing packet. In addition, students participated in collaborative discussions about the novels with their table groups to deepen their understanding of the themes and historical events. Some students also prepared arguments and evidence for debate activities connected to class discussions. The class spent time reading, taking notes, and completing assignments related to the novels. Overall, December emphasized reading comprehension, historical analysis, writing development, and collaborative discussion.
Math	In their current unit (3), Describing Data, students will use dot plots, histograms, box plots, and measures of center and spread to analyze and describe one-variable data sets. They will also use scatter plots, correlation coefficients, and lines of best fit to describe two-variable data sets. Essential Questions: What tools can you use to help determine if there is an association in a set of data? How can you compare data using measures of center and spread? How can you use the correlation coefficient and line of best fit to describe the relationship between two variables? Link to CareGiver Hub, where Unit Summaries and Practice can be found.
Science	NGSS Standards & Disciplinary Core Ideas: ETS1.A: Defining and Delimiting Engineering Problems The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1) Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3) Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3) Students in grade 8 worked in the final stages of their chosen STEM Fair Inquiry Projects. As they presented to their classmates, and then to STEM professionals at our school STEM Fair, students practiced all of the NGSS Science & Engineering Practices: From defining a problem, designing and carrying out their investigation, analyze & interpet their data, to finally presenting to their classmates “obtaining, evaluating, and communicating information.” Congratulations to Maja, Ava, and Ella for advancing to the CPS Citywide STEM Fair, and Ella for advancing onto the IL State STEM Fair!
Social Studies	Essential Questions: What knowledge, skills, and dispositions (intention to act) does a person need in order to be a powerful civic actor in our democracy and in our community? How will I use my rights and responsibilities to promote the common good in our democracy and community? Students picked up from where they left off last month. They also studied how citizens pushed for reform after the Triangle Shirtwaist Factory Fire, analyzing how advocacy, organizing, and public pressure led to meaningful policy change. Also as a culminating experience, students completed a mock Joint Session of Congress, taking on the role of congressional representatives. In this simulation, they presented, debated, and refined their policy proposals—putting democratic principles into action and practicing the skills of civic leadership.

January

January
ELA	In January, the 8th grade students focused on strengthening analytical writing, narrative development, and poetry skills while preparing for state assessment-style writing. Students completed a compare-and-contrast essay examining themes and historical perspectives in Flesh and Blood So Cheap by Albert Marrin and Uprising by Margaret Peterson Haddix. Through this assignment, students practiced organizing claims, using textual evidence, and analyzing how fiction and nonfiction portray historical events differently. Mini lessons during the month focused on paraphrasing, narrative structure, and expanding rising action within students’ own stories. Students worked on short narrative writing pieces as well as longer independent narrative projects to develop descriptive detail and plot development. Later in the month, students explored poetic structure through a mini lesson on the Spenserian sonnet and began working on a sonnet packet to practice rhyme schemes and poetic form. Students also completed the STAR 360 assessment to monitor reading growth and continued independent reading to build comprehension skills. Throughout the month, class time included peer collaboration and revision practice. Overall, January emphasized analytical writing, poetry structure, narrative development, and preparation for assessment-style reading and writing tasks.
Math	In their current unit (5), Systems of Equations and Inequalities, students will explore how to solve systems of equations and inequalities using different strategies. They will also analyze the structure of the equations in a system to strategize about which solving method you choose. Essential Questions: How can you solve systems of equations and inequalities symbolically and graphically? How can you use the structures of the equations, available tools, and knowledge of your personal mathematical preferences to select a solving method strategically? How can constraints be represented using systems of equations or inequalities? Link to CareGiver Hub, where Unit Summaries and Practice can be found.
Science	8th Grade Class began their SEPUP Chemistry Inquiry Unit: Chemistry of Materials. Students explored the NGSS Topics of: PS1.A: Structure and Properties of Matter Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2.) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2 and MS-PS1-5.) Students completed some hands on investigations on: Using molecular models, that they will also use in their high school chemistry coursework, to arrange atoms of various elements to form chemical bonds, thus creating various new substances known as compounds. Exploring which material: glass, plastic, or aluminum, would be best for manufacturing single use drink containers. Students compared the physical and then chemical properties of aluminum, glass, and 4 different types of plastics. Students learned how chemist use various physical properties to help identify elements.
Social Studies	Essential Question(s): How much power do ordinary people have to change the world? This month, students were asked to consider how much power ordinary people had to change the world. Students completed their study of the Triangle Shirtwaist Factory Fire by analyzing how workers and reformers fought for safer conditions and stronger labor protections. They then created a zine-style organizing manual that outlined strategies used to push for workplace reform. Students next moved into an exploration of civic choices in a liberal democracy. They examined how everyday decisions—both historically and today—shape communities, influence systems of power, and contribute to democracy as an ongoing, unfinished project. They reflected on how these choices build on the work of earlier generations and leave legacies for the future. Students then began their next case study on the Little Rock Nine and the student activists of the Civil Rights Movement, continuing to explore how young people confronted injustice and expanded democratic ideals.

February

February
ELA	In February, the 8th grade students focused on poetry, essay writing, and short story analysis while continuing to strengthen their reading and writing skills. At the beginning of the month, students practiced IAR-style analytical writing by completing and revising essays with partners. They reviewed essay structure through mini lessons and practice activities to strengthen claims, evidence, and organization in preparation for an upcoming test. Students also studied several forms of poetry, including Shakespearean, Petrarchan, and Spenserian sonnets, and completed a sonnet packet and study guide. As part of the poetry unit, students explored the poem O Captain! My Captain! by Walt Whitman and completed video notes and reading activities to analyze its meaning and historical context. Throughout the month, students worked on publishing their own poetry collections, which included various forms such as free verse, odes, and an elegy poem. Students revised and edited their poems in preparation for a poetry celebration where they would share their work. Later in the month, the class transitioned to studying the short story The Tell-Tale Heart by Edgar Allan Poe. Students annotated the text, analyzed its plot structure using a plot mountain, and completed evidence-based analysis activities. They also researched Poe’s life through a biography assignment and created creative projects such as movie posters based on the story. In addition, students participated in class discussions, talking circles, and collaborative work with partners to review and improve their writing. Overall, February emphasized poetry analysis and writing, essay structure, literary analysis, and creative expression through both analytical and artistic projects.
Math	In their current unit (6), Exponential Functions, students will learn about relationships that grow quickly over time. They will learn to distinguish between linear and exponential relationships, and create equations to represent them. They will model situations that increase or decrease by a percentage. They will also model data and compound interest with exponential functions. Essential Questions: How do exponential and linear functions compare? What type of function models repeated percent increase or decrease? How can you model situations involving compound interest and population growth? Link to CareGiver Hub, where Unit Summaries and Practice can be found.
Science	8th Grade Class continued their SEPUP Chemistry Inquiry Unit: Chemistry of Materials. Students explored the NGSS Topics of: PS1.A: Structure and Properties of Matter Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2.) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2 and MS-PS1-5.) Students completed some hands on investigations on: Computer Models to learn about the molecular changes in a system when thermal energy increases or decreases. How to use molecular physical models to represent various: molecules, compounds, extended structures, and cross-linked polymers. Students investigated the molecular changes and particle motion of thermal energy added to or deleted from water samples. Students used reactants: Polyvinyl alcohol and sodium borate to make a new product, “slime”. They learned how chemical reactions lead to the formation of new substance with different physical properties that are often used in manufacturing of plastic products. Students analyzed the societal and environmental benefits and costs of using plastics in manufacturing processes for everyday items such as single use drink containers. Students wrapped up this unit by reviewing for and taking the culminating final exam. On Friday, February 27th, students explored microscopy of phytoplankton and zooplankton with a class special guests visit form EPA scientists, who also work for “The Center For Great Lakes Literacy”. They learned about their careers and explored how to identify and classify various species of phytoplankton and zooplankton that live in our classroom aquariums. Special congratulations to all students who chose to attend the annual Chicago River Student Congress on Saturday, February 28th at Northeastern IL University. Congrats to Mary for presenting their ecology STEM Fair Projects to the public at that conference.
Social Studies	Essential Question(s): How much power do ordinary people have to change the world? Students explored how civic choices shaped a liberal democracy, focusing on the ways individual actions influenced communities and contributed to democracy as an ongoing, unfinished project. They completed their study of the Little Rock Nine, examining school integration and its significance for a liberal democracy striving toward equality. Through a comparative look at Remember the Titans, students considered how everyday decisions—acts of courage, inclusion, or resistance—either strengthened or undermined democratic values. Students finalized their case study on youth activism in the Civil Rights Movement, analyzing how young people confronted injustice and expanded democratic participation. As a culminating activity, students finalized posters highlighting key student activists and their roles in advancing the Civil Rights Movement.

March

March
ELA	In March, the 8th grade students focused heavily on analyzing Edgar Allan Poe’s works, especially “The Tell-Tale Heart” and “The Raven.” They completed a variety of assignments such as annotations, plot analysis, a sanity vs. insanity packet, and a creative movie poster project. Students also began preparing for and practicing structured debates by writing contentions, developing arguments, and participating in practice discussions. In addition, they worked on narrative writing and completed a poetry celebration along with IAR testing at the beginning of the month. Overall, the class built skills in literary analysis, writing, and speaking while preparing to begin Romeo and Juliet after spring break.
Math	In their next unit (7), Quadratic Functions, students will learn about how quadratic relationships are different from linear and exponential relationships, and create equations in different forms to represent them. They will model situations with quadratic functions and make predictions and decisions based on your models. Essential Questions: What are the important features of quadratic relationships? How can we graph and write equations for quadratic functions in different forms? What situations can be modeled by quadratic functions? Link to CareGiver Hub, where Unit Summaries and Practice can be found.
Science	Students learned lessons from the CPS Comprehensive Sexual Health Education Curriculum. Highlights included standards related to human anatomy of the male and female reproductive systems; ways to prevent contacting and spreading STD’s; pregnancy; identity; relationships; and resources. Right before spring break and once back to exploring SEPUP, the students began their next SEPUP Science Unit exploring phenomena related to Waves. Inquiry questions centered around: What is the range of sound intensities that humans can hear? How can we model sound waves? What are the properties of sound waves?What can be done to prevent noise-induced hearing loss? What can be done to prevent noise-induced hearing loss?
Social Studies	Essential Question(s): How much power do ordinary people have to change the world? Students wrapped up their unit adapted from the Choices in Little Rock curriculum, focusing on how the choices of young people and community members shaped the Civil Rights Movement and continue to influence American democracy. The adapted lessons centered on the essential question “How much power do ordinary people have to change the world?” and emphasized the role of student activism in protecting democratic values. Students also began the Reparations Won unit on the Jon Burge torture scandal in Chicago, exploring how communities confront injustice, demand accountability, and work toward systemic change.

April

April
ELA	During the month of April, 8th grade students completed their study of Edgar Allan Poe’s works, including "The Tell-Tale Heart" and "The Raven," through debates, assessments, and literary analysis activities. Students then began an in-depth study of Romeo and Juliet by William Shakespeare, reading and analyzing Acts 1–4. Throughout the unit, students examined character relationships, conflict, theme, plot development, and the long-standing feud between the Montagues and Capulets. Students compared scenes from the play to film adaptations, participated in close reading activities, completed written analyses, and used textual evidence to support their understanding of Shakespeare’s characters and dramatic techniques. In addition, students continued developing their narrative writing, reading comprehension, and critical thinking skills through classwork and independent reading.
Math	Current unit (7) → Quadratic Functions What does a ball flying through the air have in common with a business estimating how much money they can make selling their products? Both situations can be modeled by quadratic functions. In this unit, you will learn about how quadratic relationships are different from linear and exponential relationships, and create equations in different forms to represent them. You will model situations with quadratic functions and make predictions and decisions based on your models. Essential Questions: What are the important features of quadratic relationships? How can we graph and write equations for quadratic functions in different forms? What situations can be modeled by quadratic functions? Link to CareGiver Hub, where Unit Summaries and Practice can be found.
Science	This month, the middle school science students explored the vital process of pollination through a mix of classroom learning and hands-on gardening. Students examined how plants reproduce and looked at the unique ways flowers attract pollinators like bees and butterflies to help ecosystems thrive. Taking their lessons outside, the classes spent time working directly in the garden-preparing the soil and planting to create a welcoming habitat for local wildlife. By combining environmental science with outdoor fieldwork, students gained a deeper appreciation for biodiversity and learned firsthand how taking care of a local garden supports the health of the broader environment.
Social Studies	Students have begun exploring the history and legacy of the torture committed under Chicago Police Commander Jon Burge. As we start this unit, students are learning about the role of the police in the criminal justice system—including public safety, impartial investigations, and due process—and why torture is illegal and a violation of constitutional rights. The unit also introduces the racial context of the scandal. Students are beginning to examine how evidence of these abuses was ignored for years outside the African American community and how activists worked to expose the truth, end the torture program, and push for justice. As we move forward, students will continue to study the community activism that led to Chicago’s 2015 reparations package and consider the ongoing importance of accountability and human rights in civic life.

May

May
ELA	During the month of May, 8th grade students completed their study of Romeo and Juliet by William Shakespeare by reading and analyzing the final scenes of Acts 4 and 5. Students examined character relationships, conflict, tragedy, and theme while supporting their understanding with textual evidence. They also explored connections between Shakespeare’s play and modern adaptations through West Side Story film lessons. As part of the unit, students completed scene analyses, discussion activities and a timeline project. The month concluded with film viewings, reflection activities, and a celebration of students' hard work and accomplishments as they prepared to transition to high school. Congratulations 8th grade! We will miss you!
Math	Current unit (8) → Quadratic Equations Quadratic equations have fascinated mathematicians for thousands of years. In this unit, you’ll learn different methods for solving quadratic equations and develop strategies for choosing your solving method strategically. You’ll also connect your solving process to the graphs and key features of quadratic functions. Essential Questions: How can you solve quadratic equations symbolically and graphically? How can you use the structure of the equation, available tools, and your personal mathematical preferences to select a solving method strategically? How can rewriting expressions in different forms support both solving equations and identifying key features of functions? Link to CareGiver Hub, where Unit Summaries and Practice can be found.
Science	For our May science update, Northwestern University Brain Awareness Outreach (NUBAO) visited our school to wrap up the month with an incredible, high-energy look at neuroscience. Led by graduate and PhD students from Northwestern, this interactive presentation brought the mysteries of the brain to life for our middle schoolers through hands-on activities, models, and real-world science demonstrations. Students explored how brain cells communicate, learned about the nervous system, and even discovered the importance of brain safety and habits that keep our minds healthy. It was a fantastic opportunity for our students to connect directly with working scientists, capping off May with lots of curiosity, unforgettable "aha!" moments, and a newfound excitement for STEM.
Social Studies	As students concluded this unit, they examined the history and legacy of torture committed under Chicago Police Commander Jon Burge and studied why these actions violated constitutional protections such as due process and impartial investigations. They also learned how the racial context of the scandal shaped public awareness, as evidence of abuse was ignored for years outside the African American community. In the final weeks, students focused closely on community activism and the official responses to the Burge case. They analyzed how survivors, organizers, journalists, and legal advocates worked to expose the truth, end the torture program, and push for accountability. Students also evaluated how city leaders, courts, and police officials reacted over time, noting both resistance to reform and moments of progress. By the end of the unit, students had developed a deeper understanding of how communities confronted injustice and how sustained public pressure created pathways toward justice and institutional change.