In CK-12 Middle School Math Concepts – Grade 8, the learning content is divided into concepts. Each concept is complete and whole providing focused learning on an indicated objective. Theme-based concepts provide students with experiences that integrate the content of each concept. Students are given opportunities to practice the skills of each concept through real-world situations, examples, guided practice and explore more practice. There are also video links provided to give students an audio/visual way of connecting with the content.

The COVID-19 Pandemic is a clear example of how science and society are connected. This unit explores how different communities are differentially impacted by the virus through the lens of historical inequities in society. In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

This unit is designed to support students in understanding the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities, especially communities of color. Specific learning targets are listed at the beginning of each lesson and highlight a core idea for the lesson, the science and engineering practice students will engage in, and the crosscutting concept students will use in the lesson. i

Students explore a range of resources on fair use and copyright then design their own audio public service announcements & PSA to be broadcast over the school's public address system.

Students examine propaganda and media bias, research a variety of banned and challenged books, choose a side of the censorship issue, and support their position through an advertising campaign.

This set of lesson plans is designed to be used as a media literacy unit building on the Content Authenticity Initiative's "Introduction to Critical Media Literacy" unit.

In this lesson students evaluate published children's picture storybooks. Students then plan, write, illustrate, and publish their own children's picture books.

Students analyze "choose your own adventure" stories and brainstorm to develop setting, characters, and plots for their own adventures stories and related Websites.

Students will learn what it means to be a U.S. citizen and how citizenship is obtained. They will compare and contrast personal and political rights with social responsibilities and personal duties. Students will explore global citizenship, and the rights and responsibilities of citizens in other countries. They will also learn about community engagement by selecting a problem of their own and creating a plan to solve it.

The African-American Civil Rights movement is typically seen as having taken place mostly in the 1950s and 60s, when a confluence of social and economic factors enabled political change. The movement, however, has much deeper roots, and thus our toolkit starts in the 19th Century, some two generations before leaders like King, Parks, and others were born. Viewing the Civil Rights movement as a generational one provides a broader perspective on the ideas and people at the foundation of this work to achieve “a more perfect union” for all Americans. This toolkit provides guiding questions and links to essential documents, resources, and lesson plans related to the Civil Rights movement.

The American Civil War was fought from 1861-1865, and followed by the period of Reconstruction, generally accepted by scholars to have ended in 1877. The following collections include documents essential to gaining and understanding of how the war began, progressed, and ended, and how Reconstruction was conceived and attempted. This toolkit provides guiding questions and links to essential documents, resources, and lesson plans related to the Civil War and reconstruction.

Students discuss and compare differing versions of Little Red Riding Hood and other tales about wolves in cumulative read-aloud sessions and text set explorations.

In this lesson, students are introduced to Cubist and Precisionist painting, and they explore how the poetry of William Carlos Williams adapts similar artistic strategies. Students learn how to analyze a painting, create Cubist- and Precisionist-inspired drawings in response to Williams's poetry, and write an essay comparing Williams's poem “The Great Figure” to Charles Demuth's ekphrastic response to that poem in his painting The Figure 5 in Gold.

This unit introduces students to a variety of poetic forms and elements, as they compile their own collections of poetry.

In this unit, students become active archivists, gathering photos, artifacts, and stories for a museum exhibit that highlights one decade in their school's history.

Students explore the connotations of the colors associated with the characters in F. Scott Fitzgerald's "The Great Gatsby."

Students will learn how our Constitution was created and what some of its key characteristics are. They will also explore key amendments to the Constitution and their application in protecting citizens' rights.

This comprehensive series of 35 short videos explains the text, history, and relevance of the United States Constitution, Bill of Rights, and additional amendments in everyday language. Each video is assignable and ends with a call-to-action question, prompting learners to further explore the topics.

This lesson takes advantage of students' interest in music and audio sharing. Students investigate multiple perspectives in the music downloading debate and develop a persuasive argument for a classroom debate.

Students compare and analyze novels and the movies adapted from them. They design new DVD covers and a related insert for the movies, reflecting their response to the movie version.