GENERAL STUDIES Language Arts Mathematics Science Social Studies Middle School Enrichment... 17

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2 TBLE OF CONTENTS FCULTY...ii MESSGE FROM OUR ED OF SCOOL... 1 CORE VLUES... 2 LOWER SCOOL Pre-indergarten...4 indergarten...5 First Grade...6 Second Grade...7 Third Grade...8 Fourth Grade...9 Supplemental Curricula The Learning Center MIDDLE SCOOL FIFT GRDE PROGRM...14 GENERL STUDIES Language rts Mathematics Science Social Studies Middle School Enrichment JUDIC STUDIES Chumash Ivrit Navi Torah SheB al Peh...20 i

3 OSEP USNER EBREW CDEMY FCULTY Rabbi Eliezer Rubin ead of School LOWER SCOOL DMINISTRTION Ms. Naomi Maron Director of General Studies Rabbi Nachum Wachtel Lower School ssistant Principal Ms. Sharona Faleck Director of Student Services MIDDLE SCOOL DMINISTRTION Ms. Debbie Finkelstein Middle School Principal Mr. Gary Berger Director of Guidance and Student Services Rabbi Yaakov aller Director of Student ctivities Ms. Sandra Blank Director of dmissions Early Childhood Ms. Bluma cocella Ms. Dena rfe Ms. Fran Friedman Ms. Shari alter Ms. Shira Stein Ms. Ruth Wasser General Studies Ms. Sharon cierno Ms. Susan Braverman Ms. Michelle Degen Ms. Ruth DiGiovanni LOWER SCOOL FCULTY Ms. Julie Ginns Ms. Rachel Ginsberg Ms. Mindy aller Ms. Bonnie ollis Ms. Channie Lundner Ms. Shayna Reiss Ms. Deborah Salkin Ms. Elissa Titen Judaic Studies Ms. Jocelyne Berkowitz Ms. Jessica Bienenfeld Ms. Rebecca Feldman Ms. Estee Gross Ms. Gail Gruber Ms. Pepi olb Ms. Yaffa Liebman Ms. riana Reich Ms. Debra Silverman Ms. Linda Sipzner Learning Center Ms. Ora Bloom Ms. Shira Buchen Ms. Nancy Dattelkramer Ms. Linda Litland Psychologist Ms. Rena Laza Specials Mr. Craig Goldman Ms. Sara oizner Ms. Ida Lipman Ms. Leslie Monchar Ms. Rachel Pineles Ms. Michal Robinson General Studies Ms. Leora Babich Ms. Melanie Bienstock Ms. Diane Bohs Ms. Christina Chase Dr. Rosalyn Grad Ms. Esther Grossman Ms. Rebecca agler Ms. Mindy aller Ms. Deborah unter Ms. riel Levenson Ms. Linda Litland Ms. Lisa Swanson Ms. Pattie-Jo Tripp Ms. Staci Zeif MIDDLE SCOOL FCULTY Judaic Studies Ms. Michal Ben-Guy Ms. ayla Bluman Ms. emda Cohen Rabbi Yaacov Feit Ms. Danielle Goldstein Rabbi Reuven Greenberg Rabbi Yaakov aller Ms. Yaffa Malashock Ms. zita Moradi Rabbi Eliezer Rubin Rabbi Dovid Selengut Ms. Miriam Shamsian Rabbi Dovid Sukenik Rabbi Nachum Wachtel Learning Center Ms. Leora Babich Ms. Danielle Goldstein Ms. Rebecca agler Rabbi Dovid Sukenik School Psychologist Dr. Ruth Glasser Ms. Rena Lazar Specials Mr. Craig Goldman Dr. Rosalyn Grad Ms. Sara oizner Ms. Ida Lipman Ms. Michal Robinson J SUPPORT STFF Office Staff Ms. Sheree Bohbot Ms. Franine Glajchen Ms. lexis enslovitz Ms. ilary Levin Ms. Betty Wong ii Librarian Ms. Leslie Monchar School Nurse Ms. Rona Dickman

4 MESSGE FROM OUR ED OF SCOOL Dear Prospective Parents, J/RYS has deep historical roots. We are committed to academic excellence in our religious and general studies programs, and value our critical mission to partner with parents in the transmission of Torah ideals. t J/RYS, we strive to inspire our students to discover their strengths and develop and strong, healthy identities. We value the trust parents place in our school to impart knowledge and motivate our students, your children, to embrace their heritage and history and assume responsibility for the world around them. Consistent with our school mission, we set high standards for all students to enhance their commitment to Torah study, strive for educational excellence, and strengthen the foundation of their community. In our broader society, education today is associated with economic prosperity, and its main utility is perceived by many as a way to sustain a competitive edge and gain social status. Jewish education, however, has a different purpose: to inspire children to embrace Torah study and values; to motivate them to challenge themselves intellectually; to stimulate their independent thinking; and to help them develop critical thinking and social skills in a safe and supportive environment. From Dewey to Rav ook, wholesome and thoughtful educational philosophy emphasizes the need to teach children how to learn while they discover and explore realms of life that spark their curiosity and help strengthen their character. Please read through the many wonderful facets of our school described in our guidebook and discover the many ways in which our school inspires excellence from all our students. I look forward to partnering with you to enhance your child s learning experiences through our challenging and exciting school program. Best wishes, Rabbi Eliezer Rubin 1

5 CORE VLUES Pirkei vot describes Torah study in a way that best characterizes our yeshiva: within. turn הפך the Torah over, and over again, for everything is בה והפך בה דכלא בה For more than 60 years, our Modern Orthodox, co-educational yeshiva has inspired children to embrace Torah study and ideals, and strive for personal excellence, in a safe, supportive environment. Our Judaic and General Studies programs are designed to teach students how to learn by challenging them to discover their strengths, expand their understanding of the world, and deepen their connection with the Jewish people and the State of Israel. Graduates of the Joseph ushner ebrew cademy are well prepared to take responsibility for themselves and their communities, because we encourage them to forge strong, healthy identities and to treasure their priceless heritage. J 2

6 LOWER SCOOL 3

7 PRE-INDERGRTEN Our youngest students are encouraged to explore their world as we guide them and provide them with a strong foundation for future learning. cademic readiness focuses on teaching the skills necessary to learn in a classroom setting. The children also begin developing phonemic awareness and familiarity with the ebrew and English alphabets. Through stories, songs, class discussions and a print-rich environment, the students learn how to use language in order to share ideas and experiences. The students are first introduced to programs like Treasures, andwriting Without Tears, Math in Focus and Pre- Numbers and Math. In addition to developing language skills and fine and gross motor skills, they begin to develop number sense and early math concepts. The prekindergarten program also focuses on the emotional, social, and spiritual development of each child. Through guided play and age-appropriate lessons, the students begin to develop a love of learning and enjoy a positive first experience in school. Our classroom model allows for and encourages integration between the Judaic and General Studies, with an emphasis on pride in Jewish identity and familiarity with ritual and tradition. Torah values are incorporated into daily instruction and activities. parent reads Marvin the Monkey to the class for M week. Each week the class learns a new letter in both English and ebrew, and students bring in objects from home that begin with the English letter. J Pre- students get ready for the flood whlie learning about Parshat Noach. Imparting a sense of participation and excitement about Judaism is the hallmark of the J Judaic studies program. 4

8 INDERGRTEN Our kindergarten creates a warm, friendly atmosphere fostering learning and self-discovery. lthough guided play and center work continue to be a source of learning, the students begin to transition into more structured lessons, via both whole-class and small, developmentally appropriate learning groups. The Treasures literacy program emphasizes beginning word-recognition skills, expansion of oral and written vocabulary, and nurturing emerging writing skills. Through hands-on experiences in mathematics, students solve simple word problems, recognize number concepts to 10, and use the calendar to interpret and recognize patterns. In science, the students are encouraged to make observations and explore their natural environment, while social studies introduces the value of community through shared personal experiences, literature, songs, and poems. ll kindergarten students learn the skills needed to work autonomously and collaboratively in a safe classroom environment which encourages good midot and acceptance of others. Our indergarten children learn foundational content in a dynamic Jewish environment focusing on ebrew literacy and the Jewish environment through Bible stories, chagim, and Shabbat observance. The ebrew program emphasizes letter recognition and handwriting of block print. s new ebrew letters or Jewish concepts are introduced, teachers simultaneously introduce new books with that content. Students learn Bible stories by creating their own Parsha books. Weekly hands-on Shabbat activities connect Jewish law and practice, while holiday projects partner home and school celebrations. Science lessons are augmented by reallife exploration. On a visit to a local environmental center (right), students examine the natural world, and form questions and hypotheses about their observations. The Lower School Yom a atzmaut theme, Got Negev? (left) allowed the children to examine desert animals, habitats and diets, combining both Israel education and science in one fun activity. 5

9 FIRST GRDE The first-grade curriculum transitions students into a more formal learning environment, encouraging them to internalize what they are taught and to take an active role in their learning. With the Treasures program, children continue to expand on the basics of literacy with phonics, comprehension and writing. The children work in small differentiated groups with both fiction and nonfiction texts. Math in Focus, a Singapore Math-based program, is used to develop their understanding of place values to 100, basic addition and subtraction to 20 as well as other early math concepts such as time, measurement and geometry. The students move from a concrete understanding of math to a more conceptual one, using new skills to solve real-life word problems. In social studies, students explore the concept of family through a multicultural study of families around the world. National holidays are also integrated into the curriculum. The children learn science through hands-on activities, observations, and hypotheses about their physical environment with STC, a Smithsonian-based science curriculum which encourages students to learn science through exploration and discovery. They begin to develop the observation skills that will be the foundation for future scientific study at J. s the building block for tefillah (prayer) and Chumash (Bible) study, ebrew reading skills are emphasized. s they enjoy learning with the itah lef mascot, riot, the Tal m curriculum builds their proficiency until they attain basic reading fluency. The culmination of this endeavor is the first-grade siddur (prayer book) presentation celebrating their reading proficiency as well as their readiness to engage in tefillah as both a textual and religious experience. Students are introduced to writing ebrew script with the tav B alut or andwriting Without Tears program. Weekly Parsha studies and preparation for the numerous chagim connect students to fundamental Torah ideals, Jewish concepts and practices. J bove: First graders build on their skills in reading ebrew letters and progress into reading and writing. SMRT Boards let them manipulate ebrew letters on the screen with the touch of a finger. Right: Secular studies are enhanced by both cutting-edge SMRT technology and traditional activities which help develop fine and gross motor skills. 6

10 SECOND GRDE Second graders become increasingly autonomous learners and gain a strong sense of social and academic responsibility in a nurturing, collaborative environment. They begin to make the transition from learning to read to reading to learn. Students continue to use the Treasures literacy program to gain more sophisticated fluency, phonics, vocabulary and comprehension skills in small, differentiated guided reading groups. They use the writing process to brainstorm, edit and collaborate on more complex writing pieces. In mathematics, students use the Math in Focus program to build understanding of numbers to 1,000 and expand their fluency with addition, subtraction and multiplication facts, applying these skills to measurement, time and geometry. The ultimate goal is the ability to use those skills to solve real-life word problems. In science, students build on the observation skills developed in first grade. Through the Smithsonian-based Science and Technology Concepts Elementary program, students are provided with hands-on exploration and experimentation in the field of physical science. The social studies curriculum introduces geographic location through map study as well as informational texts about Native mericans, Early Colonial life and national holidays. Second-grade students continue to build their Ivrit and riya reading skills with the Tal m curriculum. The underlying theme of the school year is Tov Bakita U babayit (It is good at school and home), encourages the students to explore their world in a ebrew environment. They also begin a formal introduction to the Chumash with a special presentation to mark the transition. Students learn to navigate the Chumash with a focus on recognizing and identifying the root of a verb as part of the L havin U lhaskil program, and glean meaning of the text and storyline with context clues. The morals and middot of our forefathers and mothers are modeled through Chumash study, while Shabbat serves as a starting point for teaching Jewish practice as it relates to the Jewish calendar. 7 bove: Second-graders work on projects on both individually and in collaborative teams. This fosters independent learning skills as well as teamwork and cooperation. Left: Election Day combined a practical lesson in democracy with curricular material; the teachers created booths so students could vote on which type of Native merican dwelling they would choose to live in.

11 TIRD GRDE Third grade at J is a transitional year; students become increasingly more autonomous learners while simultaneously learning to work collaboratively with peers. They continue to benefit from a warm and caring learning environment that fosters individual growth and a desire to learn. The Treasures program provides the students with a plethora of leveled guided readers both fiction and nonfiction which enhance comprehension and phonetic skills. Through daily writing exercises, students expand, elaborate and edit their work. In mathematics, students use Singapore math methodology to further explore the four operations as well as fraction concepts, statistics, measurement, and geometry. They learn to solve realistic word problems using a variety of strategies, including model drawing. In science, students learn critical thinking skills and develop scientific knowledge through an inquiry-based program. The focus of the third grade social studies curriculum is an in-depth investigation of different types of communities, including the social, economic and geographical features of rural, urban and suburban communities. The underlying theme of the school year, B atzlacha (Success), underscores the importance of learning the skills to successfully navigate a ebrew immersion classroom. n emphasis on paragraph writing equips students with the intellectual tools to become independent learners. s they progress in Chumash study, they learn to identify the differences between dialogue and narrative passages. They are introduced to Rashi script as well as the commentary of Rashi. This allows them to begin analyzing the text from various angles and to delve deeper into its multiple meanings. ebrew grammar is stressed and interwoven into both Chumash and Ivrit units. Moreover, units dealing with the weekly Parsha emphasize real-life applications of our religious ideals, while each Rosh Chodesh (the beginning of the new lunar month) serves as a model for the practical and spiritual events in the Jewish calendar. J bove: s third graders begin more complex analysis of the Chumash, ebrew grammar becomes increasingly important. Skills learned in Ivrit units strengthen proficiencies in Chumash, and vice versa. Right: ands-on activities and real-world problem-solving connect students to the abstract concepts learned in the Singapore math methodology. 8

12 FOURT GRDE By fourth grade, students are increasingly independent and self-directed. They continue to use a balanced literacy approach for vocabulary expansion and sophisticated comprehension strategies such as inferencing, distinguishing between fact and opinion, and synthesizing ideas. The Treasures program continues to be a source of selected leveled stories that allow the students to hone their skills while receiving a differentiated literary experience. The Math in Focus program provides the students with extensive real-world problem solving opportunities using the skills attained in their study of whole numbers, fractions and decimals. They continue to explore geometric concepts and practice analyzing data. In social studies, students explore geographic, political, historical and social concepts related to their study of the state of New Jersey, which is then extended to their study of the United States. The science curriculum provides the students with a framework for scientific discovery with the opportunity to apply their prior scientific knowledge to new scenarios and enhance their problem-solving abilities. The Tal m program continues to build Chumash and Ivrit skills while furthering independent learning. The theme of the school year, akita ameuchedet (the unified classroom), teaches the student the value of learning and working together as a group. ebrew composition is an important part of the Ivrit curriculum and students begin to study ebrew poetry. The Chumash curriculum emphasizes higher-order thinking, asking students to make inferences, predictions, and connections between events as they study the text along with the commentary of Rashi. In addition, fourth-graders begin the study of Navi (the books of the prophets), focusing specifically on sefer Yehoshua (The Book of Joshua) along with an introduction to Nach (the books of the prophets and the books of the writings) as a whole. s part of the study of the weekly Parsha, medieval and modern commentaries are introduced as personalities to expand their Torah knowledge within the context of Jewish history. 9 bove: J uses the Smithsonianbased Science and Technology Concepts program. Students enjoy the participatory aspects of this inquiry-based curriculum. Left: Biblical studies grow to include Navi and Nach, introducing the students to Jewish history in a Torah context.

13 SUPPLEMENTL CURRICUL rt The J art education program instills a love for art of all different media. Children develop an appreciation of the style, history and contributions of master artists. Through study of the works of Miro, Monet, Picasso, Matisse, ndy Warhol, Marc Chagall and Van Gogh to name just a few students are exposed to a diversity of artistic styles. They are encouraged to create their own works of art inspired by these artististic styles, working with different media such as pencil, crayon, watercolors, paints and clay. Children are given many opportunities to express themselves creatively and to use their imagination as they produce original works of art. Music Program The music program introduces students to the art and science of music. Children in the youngest grades are encouraged to explore the different timbres, tones and pitches produced by different instruments. By actively listening to the differences in the sounds they produce, they begin to hear and appreciate music in a more interactive way. s they progress each year, more complex musical concepts such as harmony and orchestration are introduced. With music classes integrated into school productions such as the Siddur Play, Chumash Play, Chanukah Concert and Joseph and the mazing Technicolor Dreamcoat, students learn not only the basics of musical theory, but applied music as well. Students at J learn songs related to both Jewish and merican holidays and can be counted on to fill the corridors of our school with their melodious voices! Physical Education The physical education program is designed to develop each student s physical fitness level while emphasizing sportsmanship and cooperation. The classes provide a safe environment in which students feel comfortable trying new activities while developing the skills for overall fitness. Instruction is differentiated by age level; our experienced teachers have in-depth knowledge of early childhood physiology, and structure activities appropriate to each stage of gross and fine motor skill development. From the youngest grades, they place great importance on teaching children how to avoid sports injuries by proper warm-ups and gymnasium safety procedures. The overarching goal of the curriculum is to nurture a nefesh bri ah b guf bari a healthy soul in a healthy body. sampling of units covered includes: J Gymnastics Basketball European andball Volleyball Football Pickleball Ultimate Frisbee Track and field Fitness testing Jump rope Games Soccer Softball Lacrosse Our soft-surface playground, with equipment appropriate for a variety of ages, allows the children to expend their boundless energy in safe and healthy ways during recess, and return to class ready to concentrate on learning. 10

14 TE LERNING CENTER The J Lower School Learning Center is a multi-faceted program which addresses the individual learning needs of identified children in indergarten through fourth grade. The Learning Center is a place where learning differences are understood, acknowledged and supported. Its goal is to create a secure environment in which children can grow both academically and emotionally. The Learning Center philosophy is to equip students with effective strategies and provide them with the skills needed to perform to the best of their ability in the mainstream classroom. The Learning Center is a partnership between special education teachers, classroom teachers, students and parents. Learning Center staff members work collaboratively with classroom teachers to adjust curricular demands. They help teachers modify assignments and tests in order to minimize frustrations and maximize success. ll kindergarten and first-grade students are screened at the beginning of each school year in order to identify any child in need of support. Early intervention is provided to kindergarten students who are referred by their teachers and identified by this specialized screening. First- through fourth-graders are supported as needed, either by an in-class inclusion model, or a pullout group which meets up to four times per week. Learning Center teachers provide instruction in basic skills, as well as help in navigating the demands of a dual curriculum. They teach test-taking and study strategies, methods for improving comprehension of texts, and assistance in developing grade-appropriate organizational skills. They recommend modifications and accommodations and assist teachers in their implementation. Learning Center teachers meet regularly with classroom teachers and collaborate in choosing the best support model for each student. Learning Center teachers foster a positive, nurturing atmosphere in which a variety of multi-modality techniques are employed. Students are taught individually and in small groups, enabling each child to work at his/her specific level and pace. They are empowered by understanding their own unique learning style in order to gain insight into their personal strengths and challenges. Given consistent encouragement and the proper tools, students in the Learning Center are taught to advocate for themselves and develop the skills and confidence necessary to become independent, successful learners. 11

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17 FIFT GRDE PROGRM In the Middle School, the fifth grade holds a special place as the transitional year when students acclimate to departmentalized learning while enjoying the comfort and familiarity of a single classroom environment. Our program enables our students to learn from content specialists as we ease the students into a departmentalized structure, which is the norm of the Middle School program. Students in the fifth grade remain in a home base classroom throughout the day, but they enjoy the departmentalized experience of Middle School as different teachers who are content specialists visit their classroom to teach them throughout the day. Language rts and Social Studies meet back to back under an umbrella umanities program, which enables the teacher of the two subjects to foster crosscurricular development goals. Similarly, for ebrew, Science, and Chumash, students learn from subject specialists who come to the students in their home base classrooms. The math program is leveled based on skill, as determined by fourth grade teachers and results from the fourth grade Terra Nova standardized tests. Clockwise from top left: Middle School students always enjoy their time exploring the microscopic world in biology class. Middle Schoolers daven either in the latt Beit Midrash or the Rosenberg Beit Midrash; both beautiful settings enhance their tefillah. ll classrooms are equipped with SMRT technology; here a math student sends her response to the teacher s question with a SMRT clicker. Zionism is a core value at J/RYS, and our students look forward to marching in the Salute to Israel Parade in Manhattan every spring. J 14

18 GENERL STUDIES Language rts Language rts is at the heart of the General Studies program at J Middle School, as we believe that reading and writing offer a lifetime as pleasure, as well as one of life s great journeys. Students learn to write to be understood and to speak to be heard skills necessary not just for future academic success, but for every aspect of life. In the fifth grade program, Language rts focuses on several goals: reading comprehension, critical thinking, writing, and oral interpretation. The curriculum for fifth grade starts with the Treasures program, with differentiated instruction for students based on their reading abilities. Using the Treasures program enables the fifth grade teachers to bridge the student learning experience from the Lower School division to the Middle School. s the year progresses, students transition into the literature-based program that characterizes the Middle School s Language rts program in older grades. Students in the fifth grade read works of growing complexity in a variety of genres. To enhance and grow students writing skills, students engage in frequent writing activities to build their facility and strength as writers. Writing assignments stress process and revision in order to foster and nurture academic independence. The English curriculum for grades six, seven, and eight is a literature-based program designed to encourage fluency in reading comprehension and mastery of the writing process. Students read works of growing complexity in a variety of genres, including prize-winning fiction and non-fiction, newspaper and magazine articles, poems, essays, and plays. Teachers use project-based learning activities, computer technology, movies, journal projects, and creative writing projects to spark a love of reading and enhance student engagement with both reading and writing. In addition, newspaper and magazine articles are used to promote and improve the reading comprehension skills necessary for success on standardized tests. Mathematics Because it is both an eternal language and a universal language, mathematics provides a unique foundation for critical thinking and logical interpretation. Mathematics enhances skills in art when applied to color and shape; to music when applied to sound; and to Gemara when applied to textual analysis. J Middle School teachers seek to foster students appreciation for the beauty of mathematics, building on previous concepts to ensure in-depth understanding. We expect student to master each topic as it is completed, enabling them to model real-world applications, and to problem-solve by incorporating all previously acquired knowledge and skills. J provides Middle Schoolers with access to IXL. This subscription-based website gives students extra practice with their math skills and immediate feedback based on their responses. Some students have logged over 500 practice problems and teachers have noticed a real difference in classroom and test performance. 15

19 Upon graduation from MS, students will have developed a strong foundation for algebra, as well as competency in using a variety of problem-solving techniques; determining the best strategies for solving word problems; estimating the reasonableness and effectiveness of solutions; and taking standardized exams and other kinds of tests. We are proud of our students active participation in many national math contests, include Mathematical Olympiads, Continental Math League Contest, New Jersey Math League Contest, and the New Jersey Math League lgebra Contest. Science The science curriculum at the Middle School focuses on exposing students to the scientific principles of the world we live in. In sixth grade, for example, students study the Earth, examining the ways in which our planet changes over time. The theory of plate tectonics helps to explain many phenomena, including the shape and position of continents, earthquakes and volcanoes, and the location of mountain ranges. Eighth graders show off their hard work on the Toy Project Fair. This annual event generates great excitement. Students work together in teams to do market research, creative design, mechanical engineering and, finally, public demonstrations of a toy they work together to build. In seventh grade the study of life sciences leads our students to discover the impact our environment has on their everyday lives. Students examine all forms of life from cellular to multi-cellular, from bacteria to humans to determine the relationship of each organism to its ecosystem. Our science program for eighth graders focuses on exploring the basic scientific principles that underlie the physical world. The role of science in society is emphasized, as is the importance of critical thinking and experimentation to all branches of knowledge. Engaged by a rich variety of science experiments and projects, students also develop critical social and communication skills. J Social Studies Middle Schoolers are endlessly fascinated by every aspect of identity. Our Social Studies program is designed to illuminate the connections between personal identity and the history of humankind, focusing on the developments have shaped and continue to influence people and civilizations. s the school s mission emphasizes empowering students to analyze, create, and seek out new intellectual challenges, the Social Studies program provides students with the opportunity to analyze the past and its influence, create meaningful connections to the material, and seek new intellectual challenges in the form of research, projects, and formal assessments. The Social Studies curriculum for fifth grade is the first half of a two-year academic program. Students embark upon a journey through ncient Civilizations in which they explore the history and legacies of the Fertile Crescent civilizations and Egypt. dditionally, 16

20 students examine current events, geography, chronology, and the foundation of civilization dating back to the Prehistory era. There is a heavy emphasis upon skill development in the course, especially in the areas of writing, organization, test taking, listening, notetaking, and critical thinking. In sixth grade, students continue to study ancient civilizations such as those of India, China, Greece and Rome. Wherever possible, Jewish history is incorporated into units to illustrate the simultaneity of Jewish history parallel to the ancient civilizations covered. dditionally, during the study of Rome, students learn about Christianity and the way in which it specifically impacted Judaea and the fall of the Second Temple. Over the course of the year, students complete multiple independent research projects and bi-monthly current events assignments to foster their growth as critical and analytical historians. They analyze the role of geography on the progress of a civilization s development, as well as the impact of critical events and people in a given ancient civilization. The seventh grade Social Studies curriculum encompasses the period of merican colonization through the Civil War in merican history, from Students not only learn facts about the historical events and pivotal leaders, but also learn to analyze their historical significance, both contextually and in the present day. In seventh grade, students explore and sharpen their research skills, using both library databases and texts to produce group and individual projects as well as research-based historical fiction papers. Students examine critical events in merican history and evaluate their broader historical significance over the course of merican history, internationally, and currently. In the eighth grade, students investigate United States history from post-civil War era to the period after World War II. thematic approach to the history of that century includes the study of industrialization, the Progressive Era, World War I and the Roaring Twenties, the Great Depression and the New Deal, World War II, and the Cold War and post-cold War eras. Middle School Enrichment t J Middle School, we believe that every student should understand technology and become adept at using it properly. To that end, teachers in both General and Judaic Studies incorporate technology into at least one project each semester, encouraging students to master and use computer skills in real-life situations. Students working on papers for Language rts or Social Studies, for example, must master Microsoft Word; assignments in math call for competency in Microsoft Excel; projects in science require a keen understanding of PowerPoint; and keyboarding skills are essential to the composition of a ebrew text for the eighth grade yearbook. Students graduate from eighth grade knowing how to use and when to use appropriate technology, as well as how to evaluate Internet sources and safely surf the Internet. In addition, the eighth grade students participate in a twelve-week computer applications module. The course asks students to own, operate, and market their own professional teams. Students create logos, design t-shirts, produce advertisements and more, using the Microsoft Office package including Word, Excel, PowerPoint, Publisher and ccess, as they start up their new teams. s they create and market their teams, students use, improve and grow their computer skills and proficiency. 17

21 UDIC STUDIES The Chumash Vocabulary League is a perfect example of J innovation. Since 80% of the Chumash consists of 544 words, the faculty created the CVL to channel the students natural competitiveness into a strong foundation for Chumash comprehension. Games (aka quizzes) throughout the year culminated in the exciting championship games with real buzzers and judges. Chumash The J Middle School Chumash curriculum targets Sefer Bamidbar and Devarim. Bamidbar is divided in half and is studied over the course of two years. In their first year, our students study the beginning of Bamidbar, Parshiyot Bamidbar through Shlach, which discusses the first of the 40 years in the Midbar (wilderness). During that year, the students analyze the preparation of Bnei Yisrael to travel from the Midbar to Eretz Yisrael. The curriculum continues with the downfall of that generation that begins with their needless complaints and ends at the hands of the Meraglim (spies) and their evil report. In the subsequent year, our students study the second half of Sefer Bamidbar, starting with Parshat orach and the rebellion that followed the sin of the spies. Students continue with Parshiyot Chukat, Balak, and Pinchas as they explore the events of the 40th year in the Midbar, including the sin of Moshe, Bilaam s attempt to curse Bnei Yisrael, and Bnei Yisrael s advance toward Eretz Yisrael. Finally, our students study Sefer Devarim, the final words of Moshe to Bnei Yisrael. With just 37 days left to his life and at the doorway to Eretz Yisrael to which he will not enter, Moshe must decide what messages he would like to impart to his nation. Whether it is a review of essential mitzvot with special significance in the Land or foundational beliefs included in the seret adibrot and the Shema, studying Sefer Devarim is a study of one of the greatest speeches of all time. J Engaging content, however, is not the only hallmark of the Middle School Chumash Curriculum. Our department as a whole has committed to creating life-long learners who have the ability and desire to study Chumash on their own. Our three year curriculum was designed to systematically teach students the textual skills necessary to understand any passuk in Chumash. Through innovative SMRT Board lessons that bring the text to life, our own trademark Chumash Vocabulary League, and oral assessments, students are given the confidence to take ownership of the Chumash. Combined with the study of the Chumash s mefarshim which helps teach students to ask, answer and analyze their own questions, our aim is to give students the tools to walk out of eighth grade ready to take their learning to the next level. 18

22 Ivrit One of the goals of the J/MS is to create a community of ebrew speakers who are able to converse in Ivrit, read Ivrit books, understand articles written in Israeli newspapers, develop a better understanding of Tanach and learn the culture of Israel. The NET program, a curriculum initiative in ebrew language and culture is helping students to attain these goals. J/MS has been working with the NET program, established at the ebrew University of Jerusalem to implement this innovative whole-language approach to instruction. The program enables students to enhance their reading, writing and conversational skills. Unlike more traditional programs that require memorizing grammar or tachbier rules, NET focuses on conversational ebrew as well as ebrew literature and grammar. The NET program is driven by the belief that the mastery of ebrew will promote students understanding of their history, culture and tradition. Every book in the scope of sequence is about a different theme of interest to middle school students. Topics range from computers and sports to friendship and dreams. Each theme is presented from the perspective of modern Israeli culture, Jewish tradition and general world knowledge. The curriculum includes art, science, mathematics, literature, midrash and philosophy. NET is always intellectually challenging, engaging the students thought processes. NET provides intensive on-going professional development, program assessment and teacher mentoring. Teachers participate in different seminars and workshops throughout the school year and every summer. The NET program is very carefully monitored and assessed. ssignments, tests and class work indicate that the program is working, and that our students are learning and retaining more Ivrit language skills than ever before. Student evaluations show that they feel more confident replying to teachers in Ivrit and are able to converse with others. Students of NET retain vocabulary words more readily and comprehend and respond appropriately to instructions given to them in Ivrit. nd test student writing skills have shown their improvement in mastering the language. The evidence of improvement is reflected in student scores on NET tests. s we continue our work with the NET program, we expect continued progress and success. Our creative teachers use role-playing, art projects, and other techniques to bring the Tanach vividly to life for our students. Relating the texts to modern challenges keeps the messages fresh and relevant for our students. Navi The Navi curriculum at J/MS is designed to expose students to the timeless words and deeds of some of the greatest Nevi im (prophets) in Jewish history. The unique lessons that can be learned 19

23 from the books of Shmuel lef, Shmuel Bet and Melachim lef are emphasized at all grade levels, through close study of the explicit and implicit messages within each text. Students are encouraged to live the words of these great leaders, and to learn both from their example and their challenges. In Shmuel lef students learn from Chana about the power of sincere prayer and consider her son s Shmuel s dedication to the Jewish community as he travels all over the land inspiring others with his teachings and serving as judge. Students study Bnei Yisrael s request for a king, the rise and fall of Shaul amelech first ing of Israel and his pursuit of Dovid, his new arch-nemesis. s students watch the chase they are able to internalize the lessons of Dovid s unwavering belief in ashem and recognize the dangers of the powerful trait of jealousy. In Shmuel Bet they continue to appreciate Dovid amelech s faith in God as he slowly builds his kingdom, and admire his ability to learn from his mistakes. David s humility, heroism and leadership are central elements of classroom discussions, as students come to recognize Dovid as a model of teshuva (repentance) with whom any Jew can identify. Students also explore the first half of Sefer Melachim which depicts Bnei Yisrael reaping the benefits of Dovid s introduction of his young son Shlomo, the new king intent on building the first Beit amikdash. With the downfall of Shlomo, students gain insight into the fact that even the wisest of men can fail to identify and address the challenges they face. Torah SheB al Peh Mishna The Judaics department has a Torah SheB al Peh program that scaffolds the introduction to the Torah SheB al Peh in the 5th grade to the study of Gemara in the 8th grade. Through a fully designed spiral of learning skills, this four year program advances the child to independence in Mishna and Talmud. Jewish identity according to our Rabbis is primarily defined by our Oral Traditions, which is housed in Mishna, Talmud and Midrash. Mastery of the Oral Tradition is a high priority, and development of passionate Jewish identity is our goal. Recognizing that the study of Torah SheB al Peh, like all areas of learning, has specific skills, and concepts that must be methodically acquired to promote future success, our program implements these skills in grades 5 through 8. For example, in order to transition from Mishna to Gemara, the program also teaches examples of the Tosefta and the Braita, the other Tannaic texts important when one is studying Talmud. The Mishnayot are taught in the traditional song, which creates a dynamic classroom environment and helps in the retention of the Mishnayot. dditionally, there are colorful posters adorning the walls of the classroom that help students practice their skills. J In the first year, students will develop an understanding of the special role and function of the Oral Tradition, while recognizing the relationship between Mishna and Mikra in any topic under examination. They will also understand the structure and organizational methods of the Mishna to enable navigation. In order to place each phrase of Mishna in its appropriate historical and cultural context., students will become familiar with the dozens of Tannaim who worked to create and promote the Mishna. 20

24 Gemara In the seventh and eighth grades the students begin the the study of Gemara. Whereas the focus of years one and two (fifth and sixth grades) the focus of Torah SheB al Peh was on Torat atannaim, the focus of the seventh and eighth grades are on Torat aamoraim. In seventh grade students are introduced to the moraim, Rabbis of the Talmudic period of Israel and Bavel, according to their Batei Midrash and generations. Students are introduced to the traditional Tzurat adaf of the Vilna Shas as well as the skills to be able to identify each type of Memra within a section of the Gemara (sugya). ey words that are integeral parts to understanding the layout of the Gemara is a focus of the seventh grade as well. fter reviewing the skills acquired in the seventh grade, the eighth grade begins the second year of the fundamentals of the Babylonian Talmud and its ramaic text. They study the functions of shakla V taria of the sugyot of the moraim as well as the patterns of arguments within a sugya. Various sugyot in Mesechet Brachot and Mesechet Pesachim are chosen. These sugyot discuss topics of interest to the students daily life of tefilla, Shabbat and the chagim. Even as their Judaic Studies and Ivrit classes progress in complexity and sophistication, the Middle School students are involved in the warmth and joyousness of Jewish celebrations to keep their ruach alive and put Torah principles into action. n emphasis on chesed is an integral part of the holidays and year round. bove, students prepare latkes for the highly popular Iron Chef latke cook-off during Chanukah; below, students prepare meals for Tomchei Shabbat as one of many chesed activities during Eight Ways in Eight Days. 21

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