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Science 8 - make a list looking at the diversity of resources around the world for growing food (land, human power, machine and energy availability, money...), and how this has led to their current and future agricultural possibilities

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During November/December, 8th graders will deep dive into music of an indigenous artist from North America examining their personal history, characteristics of their music and share their findings with the class.

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In Health and Wellness we work on mindful communication to connect with each other without judgment and instead talk about how to make observations. However, we don't have the students practice this with partners or peers, so they still need to have that opportunity to act on what they're learning. 

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In Health and Wellness we work on mindful communication to connect with each other without judgment and instead talk about how to make observations. However, we don't have the students practice this with partners or peers, so they still need to have that opportunity to act on what they're learning. 

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In math class students are all different in their speed of doing math and level of pre-knowledge. In partner or group work they are encouraged and expected to listen respectfully to different ideas on how to approach problems, accept that people make mistakes and determine how to help/support others in an understanding way.

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In math class students are all different in their speed of doing math and level of pre-knowledge. In partner or group work they are encouraged and expected to listen respectfully to different ideas on how to approach problems, accept that people make mistakes and determine how to help/support others in an understanding way.

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Science 7: I want to use examples of more indigenous design and engineering in my engineering projects. I do a project on designing for climate change and I need to incorporate different perspectives and examples. 

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Science 7: I want to use examples of more indigenous design and engineering in my engineering projects. I do a project on designing for climate change and I need to incorporate different perspectives and examples. 

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In theatre we do a writing project about place and where we come from and then turn it into a monologue to perform for the class.

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In theatre we do a writing project about place and where we come from and then turn it into a monologue to perform for the class.

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We start the year with a poster where students share 8 different aspects of their identity, then present their creations with a gallery walk. Inevitably many of these identity pieces are around hobbies and interests, but it sets up a conversation for later in the year when we study the big 8 identities (SES, race, gender, sexual attraction, etc)

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This is a centerpiece of really all of our books in English 8, looking at the roots and experiences of groups that have been treated unfairly, also connecting when possible with lessons from History 8.

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In February/March, all middle school students will deep dive into a genre tracing unit where they will identify the roots of Pop/Rock music as they are found in Jazz, born from the African/African-American community.

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At the start of Technology rotation, I ask students to brainstorm ideas of technology inventions and solutions that could be useful for someone other than themself. I provide them with some resources to explore, and many of the inventions are specifically designed to help people. I ask them to think about the audience of each piece of technology, and to look for opportunities in their life to talk with others and learn about who they are and what types of needs they might have.

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In History 8 students represent an African country in a roundtable discussion of the African Union. 

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In History 8 students represent an African country in a roundtable discussion of the African Union. 

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Through our literature (Trevor Noah, Night Diaries) students learn about the struggles and gifts of multiracial identities, and question the  context of history (Apartheid, Indian Partition) 

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Through our literature (Trevor Noah, Night Diaries) students learn about the struggles and gifts of multiracial identities, and question the  context of history (Apartheid, Indian Partition) 

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POV writing for Peak. Re-writing a short excerpt of the book from the perspective of someone other than the main character, with whom many of our students share identity characteristics. Here's a link to the assignment instructions and brainstorming activity:
Peak POV Writing

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We often discuss & do activities around cultural comparisons and contrasts between the US/Portland and Francophone countries. In doing that, we also look into our own ideas about what culture is, what is shared, what might remain on an individual level, what stereotypes are, and what our limitations are in being American/living in the U.S.

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talk about the Chinese cultural backgrounds with different topics and themes every unit and ask students to think about how these affect people's eating habits, personalities, thinking skills etc...

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Science 8 - we do a climate action summit with different constituencies, all with different goals, but with one common goal to reduce climate change

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In my role as the librarian, I hope to offer many perspectives in the library and to highlight these as much as possible.

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In my role as the librarian, I hope to offer many perspectives in the library and to highlight these as much as possible.

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Instrumental music students work on recognizing and listening to parts that are different than theirs, and then find ways to make their parts fit together. This often leads to class discussions/conversations around diversity in the greater community, how we need to listen to one another and find ways to make our work fit in with others.

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Instrumental music students work on recognizing and listening to parts that are different than theirs, and then find ways to make their parts fit together. This often leads to class discussions/conversations around diversity in the greater community, how we need to listen to one another and find ways to make our work fit in with others.

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In Religion 7, students explore the lives of modern social justice activists--they research an activist of their choice to learn about their history, actions, and the reason for their work toward a particular injustice (or the web of injustices they tackle).  They explore  and share through a presentation how their activists actions have made a difference and why.

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In Religion 7, students explore the lives of modern social justice activists--they research an activist of their choice to learn about their history, actions, and the reason for their work toward a particular injustice (or the web of injustices they tackle).  They explore  and share through a presentation how their activists actions have made a difference and why.

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In my math class, I want to talk about how we interact when we disagree with a table partner and what are specific things we can say or think about.

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Unit work on categorical thinking and various forms of stereotyping - aims to give students skills and content knowledge that allow them to recognize & honor differences without slipping into simplistic, harmful labels.

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In Spanish class we deal this different topics and work with projects from different countries and that is a perfect time for dealing with differences and explaining the roots of them to the students.

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This happens quite a bit with our current events conversations. Often after discussing a current event we dive into the historical context that surrounds the event so students can better understand what's happening now and why.

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Students shared their culture, language, and dance during lunch in an effort to explain living in India. (Ann von Math)

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Students shared their culture, language, and dance during lunch in an effort to explain living in India. (Ann von Math)

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Pete 7th English:For the Hotel on the Corner of Bitter and Sweet unit one of the important themes I highlight is the ideas of Labels for people and their identities (good and bad, appropriate and inappropriate). One big question we wrestle with has to do with the Toni Morrison quote, "In this country 'American' really means 'White,' everyone else has to hyphenate." We discuss those hyphenated labels, White vs. "Caucasian" (outdated), etc. What is appropriate  and what is and is not accurate? Who is "American"? I  attempt to get kids more aware of the labels they use and why they are using them, and to have them gain capacity to use them aprropriately.

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Pete 7th English:For the Hotel on the Corner of Bitter and Sweet unit one of the important themes I highlight is the ideas of Labels for people and their identities (good and bad, appropriate and inappropriate). One big question we wrestle with has to do with the Toni Morrison quote, "In this country 'American' really means 'White,' everyone else has to hyphenate." We discuss those hyphenated labels, White vs. "Caucasian" (outdated), etc. What is appropriate  and what is and is not accurate? Who is "American"? I  attempt to get kids more aware of the labels they use and why they are using them, and to have them gain capacity to use them aprropriately.

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Onion model of identity in Humanities for self and other characters in the books we read. 

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Onion model of identity in Humanities for self and other characters in the books we read. 