8th Grade

French I - 8th grade

French I interweaves language and culture; it is designed to help students begin to develop linguistic proficiency and cultural sensitivity to a language which is spoken fluently by over 113 million people (native speakers or those who have adopted French) who use it on a regular basis. Students work on all four language skills (listening, speaking, reading and writing) and learn about the culture of people from France, North America, the Maghreb and West Africa, through discussion, music, and film.
8th Grade Band
Accelerated Geometry (8th Grade)

(Full year) Permission of the department is required.

This course is a thorough treatment of geometry, with an emphasis on deductive reasoning, very much in the spirit of Euclid. It includes thorough studies of parallel lines, triangles and polygons, congruence, similarity and proportion, geometry of the circle, area, volume, Pythagorean theorem, and right triangle trigonometry. Students will be exposed to both investigation (induction) and proof (deduction) as primary means of building a “system”. Each student will take on a challenging, independent project involving new learning at year’s end.
Algebra I

Algebra I is the first high-school level course most students encounter. The content is rigorous, and expectations for student attentiveness, organization, and homework preparation are high. Heavy emphasis is placed on both manual and mental calculation skills. Real-world applications are presented and discussed. In addition to a solid grounding in algebraic manipulation, students will be exposed to the fundamentals of spreadsheet presentation and programming. Topics covered include Operations with Real Numbers, Solving Equations and Inequalities, Linear Equations, Systems of Equations, Polynomials and Exponents, Factoring, Radicals, and Quadratic Equations.
Algebra I part 1

This course is the 1st year of a two-year Algebra I sequence. It is designed for students whose learning characteristics call for a slower, more deliberate approach to the study of mathematics. Algebra I is the essential foundation on which skills and understanding in later math courses is built, and it is preferable for some students to spend two full years studying algebraic skills and concepts through a variety of formats. Topics covered include Operations with Real Numbers, Solving Equations and Inequalities, Linear Equations and Systems of Equations. Students who take this course in 8th grade take Intermediate Algebra in 9th grade, which completes their study of Algebra I.
Drama 8

In this semester course, students will choose between performing a collaborative online/hybrid version of a Broadway Jr. musical OR devising and performing a musical theatre cabaret made up of songs, scenes, monologues and choreography. Students will take the lead directing, coaching, choreographing and helping with tech. Online recorded performances will use video clips and Zoom style theatre to be shared with our audience in episodes.
English 8

The literature portion of this course will include an assortment of genres, including fiction and non-fiction, short stories, news articles, and more. Many of the selections will parallel the historical periods students will cover in 8th grade history class. Students are expected to complete much of the reading on their own, so we can utilize class time for discussions, projects, and other supplemental connections to the unit topic. While students will be assigned numerous books and articles to read throughout the school year, they are highly encouraged to read independently as well.

During 8th grade, the English Department is focused on the development of grammar and mechanics. We will identify parts of speech as well as parts of sentences, including elements of dependent and independent clauses. By mastering grammar and mechanics, students will develop the ability to combine sentences and utilize proper punctuation. Students will be asked to practice these skills through numerous written assignments. We will work to enhance our writing processes and products through multiple formats, including formal and informal opportunities--such as journal writing, expository pieces, and persuasive essays.

Finally, students will study level-appropriate words and will work to enhance their vocabularies through interactive games with classmates. Additionally, students will use Membean, an online vocabulary development program, for independent practice.
Latin Ib

Latin IIA covers the first half of the upper school Latin II course, the second half of which, Latin IIB, is completed in the ninth grade. The Latin IIA course begins with an extensive review of material learned in Latin IB, and continues with but is not limited to the following grammatical concepts: the active and passive voices; the subjunctive mood and its attendant special constructions; special ablative constructions, including Ablative Absolute; and most participles. Approximately 10 stages of the Cambridge Latin Course, Unit III are presented and fully learned during the course of the eighth-grade year.

The Latin IIA course focuses on two areas. The first skill developed, acquired via daily practice and application, is the translation of Latin into English that both makes sense and follows the “idea” and “feel” of that Latin original. The second skill is grammar. Students spend their first three years in Latin (IA, IB, and IA) working to read fluently, but the fourth year moves more slowly in order to focus on the grammatical makeup of the language. Learning how to translate the Latin language and focusing on Latin grammar greatly contribute to a student’s ability to write precisely (a highly difficult skill learned over a long period of time) and to use aptly a large and varied English vocabulary.

To receive upper school credit for the Latin IIA course, the student must subsequently matriculate into Latin IIB the freshman year, which completes the study of Latin II.
Modern World History 8

This class examines some of the major civilizations of Europe, the Middle East, and North Africa during the ancient and medieval eras (up until about A.D. 1500). The class examines these civilizations one at a time in roughly chronological order.

Throughout the year we examine several recurring elements of history. These include the role geography plays in a civilization's development; the way in which technology can alter a society; and the archetypes and heroic themes that show up in the mythologies of widely diverse cultures. The students are encouraged to develop their own answers to these "essential questions."

Most of the class consists of a Socratic review of the material, with the teacher asking leading questions. The homework readings often provide the basis for these discussions. The remainder of the class is divided between small group work; work on individual research projects; and class discussions.

Each semester, we devote a significant amount of time to individual research projects. Each student chooses an historical topic or person to research - something from ancient history in the fall, and something from medieval history in the spring. They learn to find sources of information, take notes, develop a thesis, organize an outline, and finally write a fully documented eight-page paper summarizing their findings.
Physical Education 8

This full-year course focuses on a holistic approach to enhancing physical, social, and emotional well being through sport, play, and health education. Through physical education, students are introduced to a wide range of activities at varying aerobic levels. It is the goal of the department to alternate between activities of greater and lesser aerobic intensity as well as team and individual efforts throughout the year. The instruction of traditional sports is paired with the seasonal offering of these same activities by the athletic department. This serves to both enhance confidence and encourage participation in athletics.
Physical Science 8

This course is an introduction to matter, energy, and forces. Topics include atomic structures, chemical reactions, electromagnetism, gravity, heat transfer, and energy transformations. We will use an Earth Science lens as we explore the many ways matter and energy move through Earth’s physical and biological systems. Our work will be anchored in the challenge of understanding and addressing climate change. The Essential Question for our course will be “What will we need to understand in order to build equitable and sustainable food, water, and energy systems?”

Throughout the course, students will participate in inquiry and engineering activities. Students will have opportunities to do research, design experiments, gather and analyze data, construct explanations, and to argue from evidence in both class discussions and formal presentations.
Spanish Ib

Spanish I is a beginning Spanish course for true beginners to the language. It is designed to target all four proficiency areas: speaking, listening comprehension, reading and writing. Classes are conducted in Spanish to the greatest extent possible. Classroom activities focus upon active student participation, group work, oral presentations, readings and writing and listening comprehension activities.
Theater Lab
Visual Art 8

This one-semester class will have an exploratory approach to the visual arts. 8th grade students will develop technical and problem-solving skills while working on projects in differing mediums. This class will use styles and design elements gleaned from both classical and modern artists as starting points for self expression.

Students will gain proficiency with a variety of mediums including pencil, collage, acrylic painting, and wire sculpture. Variety is the theme as this class prepares students to make specific art curriculum choices in the Upper School.

List of 21 members.

Nathaniel Adkins

Washington and Lee University - B.S.

2019
Sonia Brandon

Tandem Friends School

Upper School Faculty - Spanish, French

Mississippi State University, - M.A., Foreign Languages
Mississippi State University, - B.S.

2019
Tim Brannelly

Tandem Friends School

Upper School Faculty - Latin, Tutor - Learning Resource Center

University of Virginia - Ph.D.
University of Virginia - M.A.
Cornell University - B.A.

2019
Susan Brodie

Tandem Friends School

Upper School Faculty - Visual Arts

Colby College - BA
University of Kentucky - MA

2018
Claire Buisseret

Tandem Friends School

Upper School Faculty - French

University of Virginia - ELL endorsement
Northwestern University - MS -- Education
Loyola University of Chicago - BA
Loyola University of Chicago - School Administration certificate

2014
Jocelyn Camarata

Tandem Friends School

Dean of Student Life; Upper School Faculty - Science

434-296-1303

Hobart and William Smith Colleges - BS
Lesley University - MEd

2006
Trefor Davies

Tandem Friends School

Upper School Faculty - Math

Oberlin College - BA
Teachers College, Columbia University - MA

2017
Jason Farr

Tandem Friends School

Upper School Faculty - History; Coach - V Cross Country

University of Tennessee - BA
Western Carolina University - MAEd
College of Charleston - MA
University of Virginia - MA (ABD)

2011
Peter Gaines

Tandem Friends School

Assistant Head of School for Mission & Values, Director of Major Giving

434-951-9306

Colby College - BA
Warren Wilson College - MFA

2016
Sarah Gillespie

Middlebury College - M.A.
James Madison University - B.A.

2019
Mark Goldstein

Tandem Friends School

Upper School Faculty - Music

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Cornell University - BA

2014
Perry Medlin

Elon University - BFA

2016
Maria Morrell

434-296-1303 x352

Middlebury College - BA
Tulane University - MA
Tulane University - PhD

2003
Alex Siragy

Tandem Friends School

Upper School Faculty - Science

University of Virginia - BS
Johns Hopkins University - MA

2016
Melissa Winder

Tandem Friends School

Upper School Faculty - History; Coach - MS Cross Country

Texas A&M University - BA/Teacher Certification

2014
Tucker Winter

Tandem Friends School

Upper School Faculty - English

434-296-1303

University of Virginia - BA
University of Michigan - MA

2010
Sampson Dale

Tandem Friends School

Middle School Faculty - PE Teacher, PE Mentor; Coach, Varsity Boys Basketball

West Virginia University - Masters
Green Mountain College - Bachelor of Arts

2019
Gordon Fields

Tandem Friends School

Director of Diversity, Equity, Inclusion, Justice, Belonging (DEIJB)

Winston-Salem State University

2001
Sarah Mensah

Tandem Friends School

Upper School Faculty - Math

Carnegie Mellon University - B.A.

2020
Casey Reed

Tandem Friends School

Upper School Faculty - Science; Assistant Coach - MS Cross Country

Teachers College of Columbia University - M.A.
Swarthmore College - B.A.

2021
Robert Schuster

Tandem Friends School

Upper School Faculty - English

George Mason University - M.F.A.
Oberlin College - B.A.

2020