High School Curriculum Guide 2024-25 by The Leffell School

HIGH SCHOOL

curriculum guide

Core Values

ACADEMIC EXCELLENCE

Empowering every student to think critically and creatively while instilling a lifelong passion for learning

COMMUNITY

Building enduring connections, instilling a sense of shared responsibility, and promoting engagement with diverse perspectives

CHARACTER

Cultivating a sense of obligation to act with kindness, respect, integrity, and the recognition that our tradition regards every individual as having been created in the divine image

JOYOUS JEWISH LEARNING & PRACTICE

Nurturing joyful, meaningful commitment to observance, tefilah, text study, and Hebrew language, within an anchoring framework of halachic practice

CITIZENSHIP

Developing engaged citizens who participate thoughtfully in the civic discourse of our local area, the United States, and the broader world

LOVE OF ISRAEL

Fostering a connection with the people, land, and State of Israel, and recognizing their centrality to Jewish identity

The Leffell High School is an independent Jewish day school and college preparatory program for students in ninth through twelfth grades. Our rigorous academic curriculum and joyful religious practices represent a unified approach to education that balances tradition and modernity, viewing Judaism simultaneously in its historical context and as a living religion and culture. We prepare our students for a challenging, meaningful life of active involvement in the Jewish community, American society, the State of Israel, and our global world.

Academic excellence is delivered by nurturing and supportive faculty and staff members who strive to help each student succeed. The robust curriculum balances a full slate of general studies with an equally comprehensive approach to both formal and informal aspects of Judaic studies. Readings and assignments are designed to foster students’ discussion, debate, and discovery of how lessons from ancient texts, literature, and history can be applied to their modern lives. In all subjects, the High School leverages individual and group work, which helps students develop a sense of responsibility and accountability, knowing that their efforts impact both their own success and that of their classmates.

Beyond classroom instruction, Leffell students participate in many informal, but valuable, educational activities. Field and overnight trips, grade-level Shabbatonim,

student advisory groups, peer leadership, and holiday celebrations all contribute to produce our warm and nurturing Jewish community. Students also take on active roles in a wide variety of cocurricular clubs, athletics, visual and video arts, musical performances, theatrical productions, and student government.

The curriculum and special programs are designed to maximize opportunities for students to develop independent thinking, confident decision-making, selfmotivation, and self-advocacy, as well as a lifelong love of learning, an expanding curiosity about the world and its people, a connection to the State of Israel.

Our goal is to prepare the next generation of leaders to live thoughtful, values-based Jewish lives while thriving in the everchanging modern world.

CORE COURSE REQUIREMENTS

English

Hebrew Language

Mathematics

Tanakh, Talmud, and Judaic Studies 4 YEARS

Physical and Natural Sciences

Physical Education & Health (Health: 1 semester)

Social Sciences

INTEGRATED CURRICULUM

An integrated, concept-oriented curriculum thrives in an atmosphere of topical-thematic structure, collaborative preparation, and peer learning. In its broadest sense, an integrated curriculum embraces not only the interweaving of disciplines, but also curricular elements such as skills and modes of thinking, which are taught more effectively in relation to one another rather than separately.

The integrated curriculum stimulates students’ personal reflection on their learning, so that students not only absorb information about themes and topics, but they intrinsically incorporate new ways of thinking and perceiving the world around them. A successful education experience is one in which students’ knowledge and wisdom impacts their approach to situations beyond the classroom to all facets of their lives.

ELECTIVES

All students enroll in the core course requirements noted above. Beyond that, students register for two additional elective courses each semester. There are electives offered in the arts, computer science, foreign languages, Israel studies, psychology, our renown Engineering and Entrepreneurship program, and more. In addition, students may use their elective periods for study hall, certain online courses, or the Center for Academic Support (CAS).

Online Elective Courses

Partnership with Virtual High School

The Leffell School has partnered with the Virtual High School (VHS), one of the nation’s largest providers of fully accredited, teacher-led, asynchronous online courses for high school students. Students in grades 10-12 can take online elective courses in subjects not currently offered live in the school. Specific course offerings vary from year to year. Options in the past have included: Contemporary Issues in American Law and Justice, Creating Art History, Criminology, Java Programming, Sociology, and Video Game Design, among others.

COMMUNITY SERVICE

(40 HOURS PER YEAR REQUIRED)

Reflecting our core values of midot v’gemilut chasidim (character) and kehilah (community), The Leffell School believes that service springs from a caring attitude toward the needs of others, and that the experience of serving, in turn, fosters compassion. The school promotes the notion the common good is the responsibility of all and that service to others is firmly rooted in Jewish tradition and culture. High School students are required to perform at least 40 hours of community service per year. They are encouraged to seek opportunities where help is needed. Some students find on-going volunteer roles where they fulfil their requirements throughout the year; others prefer to volunteer at different programs in school, their synagogues, or other organizations, using their time and skills to benefit the less fortunate in a variety of ways. Regardless of how students volunteer, our goal is that they will recognize that community service is not just a school requirement reflected on their transcripts, but more importantly, is a personally rewarding and fulfilling endeavor, and is something they choose to continue and commit to throughout their lives.

THE AKIVA PROGRAM

The Akiva program is designed for students who have not previously attended a Jewish day school. Akiva supports the needs of beginning learners of Hebrew and Jewish texts by immersing them in foundational narratives, ideas, and ritual practices. In ninth and tenth grades, Akiva students study together in specifically focused Akiva classes. These classes prepare students to read and decode texts in Hebrew, as well as explore the seminal stories and mitzvot (commandments) of the Jewish people. After sophomore year, Akiva students who are ready, have the option of switching into mainstream Judaic studies classes. Akiva students who are particularly motivated and well prepared may be able to switch into mainstream Judaic studies classes even earlier if desired.

ADVISORY PROGRAM

The Advisory Program is designed to cultivate and enhance positive relationships among peers, as well as allow students to develop a supportive relationship with an adult. Groups consist of approximately ten students and a leader who is either a faculty or administrative member of our school community.

Advisory groups seek to provide students with an opportunity to learn and talk about the rapid physical, emotional, social, and cognitive changes that they are experiencing. These groups also enable students, who tend to keep their concerns private, a chance to gain reassurance that they are not alone in their perceptions or experience as they listen to other group members voice concerns that they may be too shy to talk about. The advisors’ role is to assist their students’ growth process in a non-judgmental way.

Topics covered in advisory groups are studentdriven as well as leader-directed and cover a broad spectrum of topics, such as peer pressure, drugs and alcohol abuse, internet safety, academic pressure, time management, health-related concerns, and self-advocacy. Freshman advisory helps ease the transition to high school. A portion of the sophomore advisory program is dedicated to preparing students for the Sophomore Chesed Trip to Washington, D.C., with a focus on issues such as poverty, homelessness, political advocacy, and the difference between being a bystander and an “upstander.” During junior year, students meet weekly to discuss topics that lay the groundwork for college decision-making, engaging in activities that help them identify the career interests and personal values that may lead to specific areas of study. In the fall of senior year, students meet weekly in small groups to plan and prepare for the Lev v’Nefesh experience and the Wise Individualized Senior Experience (WISE program).

GRADING SYSTEM & STUDENT EVALUATION

The academic year is structured on a semester system. Students receive letter grades from their teachers after each quarter of the year indicating cumulative achievement to date. In addition, teachers compile mid-year narrative comments, which contextualize a student’s achievement and often facilitates a parent’s understanding of the student’s academic progress. All core courses required for graduation are graded.

83-86

80-82

90-92 B+ 87-89

77-79 C 73-76

70-72 D+ 67-69

NOTE

All courses are contingent upon sufficient enrollment. A+ 97-100 A 93-96

D 60-66

F 59 & below

The Leffell School maintains a philosophy of diversity and inclusion, and it is recognized that some students require additional support to ensure their academic success. The Center for Academic Support provides a comprehensive program designed to meet this need through skills remediation and individualized instruction.

SPECIALIZED PROGRAMS

Athletics, Arts, & Grade-Specific Programs

Fall

Girls JV Volleyball

Boys JV Soccer

Boys Varsity Soccer

Girls JV Tennis

Girls Varsity Tennis

Girls JV Soccer

Girls Varsity Soccer

Cross Country

Winter

Boys JV Basketball

Boys Varsity Basketball

Girls JV Basketball

Girls Varsity Basketball

Annual Musical and Drama

Spring

Boys JV Baseball

Boys Varsity Baseball

Girls JV Softball

Girls Varsity Softball

Varsity Track & Field

Boys JV Tennis

Boys Varsity Tennis

Girls/Boys Varsity Golf

Electives in Band Performance and Theory, Theater, Vocal Ensemble, Film/Video Production, and additional opportunities in Performing Arts, Visual Arts and Fine Arts

School Publications (Yearbook, Literary Magazine, STEAM Magazine, and Newspaper)

Orientation Program including 9th Grade Shabbaton

Advisory Program: Transitioning into High School

Chesed Shel Emet Trip to Hebrew Free Burial Association

End-of-Year Outdoor Adventure Tiyul

Advisory Program: Building Community, Acts of Loving-Kindness, and How To Be An “Upstander”

Health Course

Chesed Tiyul to Washington, DC

10th Grade Shabbaton

Sophomore Seminar: Justice & Political Advocacy

Advisory Program: Junior Seminar/College Prep/ Career Exploration

11th Grade Tiyul: College/US History Exploration

11th Grade Shabbaton on Manhattan’s Upper West Side

Advisory Program: College/WISE/Internship/Lev v’Nefesh Prep

Chesed Shel Emet Trip to Hebrew Free Burial Association

Wise Individualized Senior Experience (WISE) Program/Internships

Lev v’Nefesh Two-Month Poland/Israel Experience

12th Grade Shabbaton

Senior Drashah

Post-Israel Program

academic support

The purpose of Academic Support at The Leffell School is to enable students to meet their potential and to facilitate the classroom teachers’ meeting the needs of all learners in their classrooms. Learning specialists, who are all trained in special education, work closely both with students who can benefit from support outside of the classroom to be most successful and with students who need increasingly challenging material to explore.

They also collaborate with teachers who embrace strategies of differentiation to meet the needs of the learners in their classrooms, with parents who want to better understand the learning needs of their children, and with outside providers who partner in supporting students.

WITH TEACHERS

Learning specialists collaborate and consult on curriculum planning. On any given day, learning specialists might be found observing classroom teachers, offering feedback to teachers to support lesson diversification, supporting teachers to better understand a learning style or a child’s needs, advocating for adjusting the manner of assessment, or providing opportunities for additional pedagogical strategies for the entire department. They are also active consultants in providing learning opportunities for students who enter class at a mastery level and need further challenge.

WITH PARENTS

Parents and teachers working together is the best way to ensure success for any child. Whether a family needs assistance in understanding a child’s evaluation, an expert to communicate the “umbrella” view of a child’s strengths and developmental areas, or ideas for how to help their child at home, Leffell’s learning specialists partner with families to provide the support they need.

WITH OUTSIDE SUPPORT PROVIDERS

Some of our students benefit from support beyond what is offered in school. Leffell School learning specialists can partner with outside providers, communicating with them frequently about what is occurring in school and working with teachers to adopt some of the strategies the providers find successful outside of school.

WITH STUDENTS CENTER FOR ACADEMIC SUPPORT

Students needing support beyond that which they receive from their classroom teachers may attend the Center for Academic Support (CAS) as one of their elective courses. There they work with a learning specialist who manages the student’s individual learning plan and accommodations. The learning specials also consults regularly with the student’s classroom teachers and communicates with the student’s family. Students in CAS receive instruction and guidance in the following areas:

Executive Functions

There are eight general components of executive functions that impact school performance which are supported in CAS with strategies and monitoring:

• Working memory and recall (holding facts in mind while manipulating information; accessing facts stored in long-term memory)

• Activation, arousal, and effort (getting started; paying attention; finishing work)

• Controlling emotions (ability to tolerate frustration; thinking and planning before acting or speaking)

• Internalizing language (using self-talk to control one’s behavior and direct future actions)

• Taking an issue apart, analyzing the pieces, reconstituting and organizing it into new ideas (complex problem-solving)

• Shifting, inhibiting (changing activities, stopping existing activity, stopping and thinking before acting or speaking)

• Organizing/planning ahead (organizing time, projects, materials, and possessions)

• Monitoring (self-monitoring and prompting)

Memory

Supporting the three types of memory (working memory, long-term memory, short-term memory) impacts students’ skills in acquiring information and being able to demonstrate knowledge.

Reading

For many students, the fact that reading is a necessary activity, a compilation of many skills, in all classes makes classroom engagement a particular challenge. Strategies for actively engaging in the text and developing skills for becoming a critical reader are explicitly taught and practiced in CAS in a scope beyond what occurs in the content classroom.

Writing

Writing demands multiple academic skills. It requires a student to have well-developed reading skills, as well as to be linguistically and cognitively organized. Students also need knowledge of various forms of text structure and application of content. Students in CAS can engage with the writing process in a more detailed way than they might in the classroom, with more guided practice and greater individualized support leading to improved ability to articulate their ideas.

Content Application

Often students learn a strategy or skill in one course but do not carry that strategy to other courses. Generalizing, or the ability to apply a rule or pattern to a new context or setting, combined with overlearning, learning to the point of automaticity, is emphasized in CAS. Our learning specialists facilitate practice with content application so that students can learn to use this skill independently.

Frontloading

Students in a rigorous, dual curriculum school sometimes need more time on task, as in preteaching and/or re-teaching, to be successful. The learning specialists role is to help identify these situations and help adjust or extend instruction so that students are able to be successful with challenging tasks.

core courses

ENGLISH

The goal of the English curriculum is to further develop each student’s strengths as a reader and writer, speaker and listener, researcher and collaborator. Beginning in ninth grade and continuing to graduation we prepare students to successfully engage in critical reading and writing. Our goal is to create lifelong learners.

SKILLS

Engage in critical, close-text reading of classic and modern works of literature

Develop analytical and personal writing skills

Build vocabulary and practice grammar and language usage

Develop listening skills to promote understanding, empathy, and respect

Practice speaking and oral presentation skills

GRADE

Literature and Composition I

This course is designed to create a foundation for the study of English at the high school level. The curriculum emphasizes the study of classics from various genres, the skills of critical reading, and an intensive two-year writing program which continues through the tenth grade. The skills of note taking, outlining, thesis, and essay writing are taught and practiced as per MLA format. Students will also compose from personal experience as they continue to develop an authentic writing voice. An opportunity for advanced study with Portfolio Distinction is available to students as an elective option beyond the traditional English curriculum.

The core readings in the ninth grade include Greek and Shakespearean plays and modern texts along with units on the short story, poetry, and nonfiction. Independent reading selections are also required.

GRADE 10

Literature and Composition II

Sophomore English continues to emphasize written expression with the expectation that students will reach a greater level of sophistication in their expository, critical, and narrative writing. Instruction stresses the crafting of analytical essays as responses to literature, informal reader responses, and writing an argument, along with the practice of editing and revising. Students learn vocabulary in context as well as sentence structure, usage, and punctuation.

Major works studied will include the tragedy of Macbeth by William Shakespeare, the epic poem, The Odyssey by Homer, (translated by Emily Wilson), and modern texts. Independent reading selections along with units on the short story and poetry are also included

GRADE 11

Voices in American Literature

In this course students study American literary voices from the nineteenth century through modern times. During the first semester, we examine texts which have shaped the emergence of American literature from the old forms and traditions of Europe. Our study moves from American Romanticism to Realism as the literature of the new nation reflected the social and political issues of our turbulent history. The second semester focuses entirely on the modern era, exploring time-honored themes evoked by our greatest contemporary playwrights, poets, and writers of fiction. The study of literature mirrors the social, cultural, and political issues of the past century from the Jazz Age of the 1920s through the Depression Era and War Years, the conservative 1950s, and the turbulent 1960s to the end of the century and beyond. The growth and refinement of analytical and personal writing skills is the overarching goal for the year, which also includes drafting a personal statement for college admissions.

Advanced Topics in American Literature

This advanced class in American literature assumes that students have a scholarly interest in and an appreciation for literature and have the time and motivation to complete extensive reading and writing assignments. The course focuses on the skills of high-level expository and narrative writing while students probe the relationship between social issues and classic works of literature. Student engagement in facilitated discussion is a central component of the class.

Readings include works by Hawthorne, Melville, Mark Twain, selections from Emerson and Thoreau, contemporary works by F. Scott Fitzgerald, Ernest Hemingway, and Arthur Miller, as well as nineteenth and twentieth-century poetry and short stories.

GRADE 12 ELECTIVES

Creative Writing Workshop

This course is designed to offer all students the opportunity to write original poetry, short fiction, creative nonfiction, and/or drama. Students engage in the writing process through teacher prompts, using their creative voices as well as analytical skills acquired in earlier courses. Students are expected to write daily, to read for class, and to participate in peer editing classmates’ work. Since reading is integral to writing, students read and respond to a variety of both assigned and independently selected literature with the purpose of learning about writing from the masters. Over the course of the semester, students work to produce a coherent body of creative writing bound by a common thread, which may include work in different genres. Skills developed in this course include proficiency in writing various poetic forms; proficiency in identifying the qualities of exemplary writing in published prose and dramatic forms; and the ability to use various literary devices effectively in their own writing.

The Literature of Lyrics

This course combines the study of lyrics and the etymology of language in literature (i.e., poetry and prose) with both written pieces and presentation. Students will gain a deeper understanding of classical and contemporary plays, short stories, and songs. Works recently studied include selected poetry, the short stories of Damon Runyon, and Shakespeare’s Romeo and Juliet. Working individually and in groups, students actively engage in critical analysis and creation of presentations, using selected well-known works as models. A final written and presentation-based project is part of the curriculum.

Modern Drama

This course is designed to expose students to representative plays from the Victorian period to the modern era. Students delve into the historical and creative movements, as well as the varied critical approaches that brought about change to the world stage. Writing includes both analytical and creative responses. Works studied include A Doll’s House by Henrik Ibsen, Streetcar Named Desire by Tennessee Williams, Waiting for Godot by Samuel Beckett, Who’s Afraid of Virginia Woolf? by Edward Albee, and the exploration of Black narrative voices from the modern stage.

War Literature and Film

This course examines a range of human responses to war as reflected through literature with an emphasis on post-industrial wars from World War I to the present day. Through an exploration of novels, short stories, poetry, film, and supplemental nonfiction sources, students will consider the impact of modern weapons and warfare tactics on the experience of the soldier, exploring themes of dehumanization, disillusionment, and trauma.

World Literature

This course offers students the opportunity to study the political, social, and cultural issues of classic and modern works from world literature. We explore texts and independent films with themes that transcend the barriers of language and geography and provide insight into our modern times. The course is conducted as a seminar, inspiring student engagement while preparing students for the challenges of college writing.

Writers recently studied have included Alexander Pushkin, Nikolai Gogol, James Joyce, Franz Kafka, Albert Camus, Dai Sijie, Marjane Satrapi, and Ghassan Kanafani.

HEBREW LANGUAGE

Utilizing the Bishvil Ha-Ivrit curriculum, along with teacher-generated supplementary materials, our course of study is rooted in the communicative approach, offering students multiple opportunities to develop their communicative language skills - listening, reading, speaking and writing.

SKILLS

Build vocabulary to listen, read, and view with comprehension

Write and speak with increasing fluency and accuracy

HEBREW I-XI

Before entering the 9th grade, students complete the Hebrew placement test. Test scores reflect a direct correlation to the Bishvil Ha-Ivrit curriculum and its corresponding American Council on the Teaching of Foreign Language (ACTFL) proficiency standards. These results provide the information needed to place students in the class best suited for them.

Hebrew I is for students who are new to Hebrew or who have not yet mastered reading Hebrew (decoding of words,) writing in Hebrew (print letters and/or cursive), and/or acquired the 150 basic vocabulary words. Upon completion of this level, most students will be able to listen, view and read with comprehension, and write and speak with emerging fluency and accuracy about the following topics: basic biographical information (e.g., self and family), some daily activities and personal preferences, familiar objects from the immediate environment, and locations in Israel.

Hebrew I-XI progress along the track toward Hebrew proficiency. ACTFL, (American Council on the Teaching of Foreign Language,) defines levels of proficiency as Novice (beginners), Intermediate,

Advanced and Superior. Each level is divided into three subcategories, low, mid, and high. Our Hebrew program is designed to advance students in three or four subcategories over the course of three and a half years of study. Ninth, tenth, and eleventh graders are placed in classes together. Twelfth graders are in separate courses. Below is a chart that generally describes the alignment between the offered Hebrew courses and the levels and subcategories defined by ACTFL.

ALIGNMENT BETWEEN THE LEFFELL SCHOOL HEBREW LANGUAGE COURSE OF STUDY AND ACTFL

Novice/Beginners Intermediate Advanced Superior

Low Hebrew I Hebrew IV Hebrew VIII Hebrew XI

Mid Hebrew II-III Hebrew V-VI Hebrew IX

High Hebrew III-IV Hebrew VI-VII Hebrew X

HEBREW LANGUAGE

& CULTURE (HLC)

Hebrew Language and Culture (HLC) is a course of study designed for students who struggle with language acquisition and are designed based on the needs of the students in each class. HLC classes use both English and Hebrew as the language of instruction and follow the program outlined above while progressing at a deliberate pace. HLC classes also engage in project-based learning surrounding areas of Israeli culture. Projects are completed using both English and Hebrew.

MATHEMATICS

Mathematics encompasses a wide range of fields including arithmetic, measurement, algebra, geometry, trigonometry, statistics and probability, precalculus, and calculus. It deals with quantities, shapes, and data as well as numerical relationships and operators. But mathematics is more than just a collection of concepts and skills; it is a way of approaching new challenges through describing, investigating, reasoning, visualizing, and problem solving. The skills taught will provide students with the basis for continued learning in mathematics and a foundation for success in the workplace and reallife problem solving.

SKILLS

Use mathematical reasoning in analyzing situations

Gather evidence and construct an argument

Use numeration to develop an understanding of the multiple uses of mathematical ideas

See mathematical modeling to present and interpret mathematical information

FOUNDATIONS OF ALGEBRA (GRADE 9)

This course is designed to give students a solid understanding of the fundamentals of algebraic problem solving by learning to read mathematical problems critically and to present solutions effectively. The course will also help students understand and appreciate how mathematics can be used outside the classroom and in real-world situations. Students in this course will benefit from additional teacher modeling and guided support, in addition to multiple representations to reinforce understanding. Appropriate technology, from manipulatives to calculators, will be used regularly for instruction and assessment.

Topics include:

• The different way numbers are represented and used in the real world

• The effects of operations on numbers, the relationships among these operations, and selecting appropriate operations for problem solving

• Writing and solving single and multi-step equationsRate and ratios, including their similarities and differences and their usage for modeling and solving problems

• Patterns, relations, and functions

• Various representations of a functions (equations, graphs, and tables), and their use in real-world context

• Solving systems of equations using various methods

• Using inequalities to evaluate data

• Applying various types of factoring methods to solve problems

• Graphing, analyzing, and solving quadratic equations

• Radical functions and rational functions

ALGEBRA I (GRADE 9)

This is the first mathematics course in the high school mathematics sequence. It serves as the foundation for the rest of high school and college mathematics by introducing basic concepts and problem-solving strategies that are common to all branches of mathematics and disciplines. Students taking this course will demonstrate the ability to construct valid, complete, and logically sound mathematical arguments.

Topics include:

• Different types of functions – linear (including absolute value and step), polynomial and quadratic, exponential, and radical

• Addition/subtraction/multiplication/division/ factorization of monomials/polynomials

• Solution of verbal problems leading to linear equations

• Tax and bank rate problems

• Area/perimeter/volume problems

• Solving quadratic equations and verbal problems leading to quadratic equations

• Graphing linear equations - in two variables, using the table of values/slope, using y-intercept method

• Solving the system of equations algebraically/graphically

• Graphing linear inequalities

• Analyzing graphs including vertical and horizontal shifts and the relationships between these transformed graphs

CONCEPTS OF GEOMETRY (GRADE

10)

This course focuses on the theorems of Euclid, with an emphasis on the understanding of the concepts and properties of theorems and an application to numerical and problem-solving situations. This course utilizes technology such as Geogebra and Desmos to explore and discover geometric phenomena.

Topics include:

• The study of triangle properties

• The three basic trigonometric ratios and their application to real-life situations

• Problems involving two- and threedimensional objects and the calculation of area, surface area, and volume

• Constructions, loci, parallel lines, and properties of quadrilaterals

GEOMETRY (GRADE 9, 10)

This is the second mathematics course in the high school sequence. In this course, students will have the opportunity to make conjectures about geometric situations and prove in a variety of ways that their conclusion follows logically from their hypothesis. Geometry is meant to lead students to an understanding that reasoning and proof are fundamental aspects of mathematics. This course utilizes technology such as Geogebra and Desmos to explore and discover geometric phenomena.

Topics include:

• Congruence and similarity of triangles, using appropriate theorems

• Transformations, including rotations, reflections, translations, and dilations

• Properties of triangles, quadrilaterals, and circles

• Coordinate geometry, trigonometry, and measurement in two and three dimensions

HONORS GEOMETRY (GRADE 9)

This course will build on algebraic and geometric skills from previous courses. Students are expected to grasp concepts without need for repetition and to be self-motivated, organized, mathematically exceptional, and possess high retention. This is a highly rigorous course for students who have demonstrated exceptional drive and ability to learn mathematics. This course utilizes technology such as Geogebra and Desmos to explore and discover geometric phenomena.

Topics include:

• Plane and space geometries, concurrently

• Applying what students know about two-dimensional figures to three-dimensional figures in real-world context

• Deepening their understanding of shape and shape relationships

• Extending their understanding about linear functions and coordinate graphing to coordinate geometry.

• Developing postulates, definitions, and theorems, as well as deductive reasoning skills that can be applied to higher-level mathematical and real-world problems

ALGEBRA II (GRADE 11)

Students will learn about relations, functions, equations and inequalities, algebraic fractions, polynomial operations, absolute value, rational and irrational expressions, logarithmic and exponential functions, arithmetic and geometric sequences and series. Throughout the course students will develop learning strategies, critical thinking skills, and problem-solving techniques that can be used to model and solve real-world problems. Graphing calculator skills will be taught and used extensively.

ALGEBRA

II / TRIGONOMETRY (GRADE 10, 11)

This is the third mathematics course of the Algebra I and Geometry sequence. The course further develops the algebraic skills developed in the students’ previous algebra coursework and re-examines topics from Algebra I with an added level of depth and sophistication. Graphing calculators are integral to the course.

Topics include:

• Complex numbers

• Polynomial, absolute value, rational, trigonometric, exponential, and logarithmic functions

• Direct and indirect variation

• Arithmetic and geometric sequences

• Right triangle trigonometry and circular functions

• Use of trigonometric equations and identities

HONORS ALGEBRA II / TRIGONOMETRY (GRADE 10)

This is the third mathematics course following the Algebra I and Honors Geometry sequence. Students are expected not only to master algebraic mechanics but also to understand the underlying theory and to apply the concepts to real-world situations in a meaningful way. Numerical, graphical, and algebraic solutions are considered for all problems, as applicable. Graphing calculators are integral to the course.

Topics include:

• Functions, polynomials, quadratic equations, rational expressions, complex numbers

• Exponential and logarithmic equations

• Infinite (arithmetic and geometric) sequences and series

• Trigonometric ratios, graphs, identities, and solving equation

• Modeling, logic, and interpretation of results

• Parent functions and simple transformations

PRE-CALCULUS

(GRADES 11, 12)

Students extend their learning from Geometry and Algebra II / Trigonometry to prepare themselves for topics in Calculus. Pre-Calculus uses the language of mathematics to express ideas precisely through reasoning, representations, and communication.

• Students investigate and identify the characteristics of trigonometric functions, polynomial functions and rational functions in order to graph these functions and solve equations and practical problems. Connections of these functions are made to previously learned topics and physics.

• Students simplify expressions and prove identities using trigonometric functions as well as use the Law of Sines and the Law of Cosines to solve problems.

• Students revisit and further deepen their knowledge of linear functions and quadratic functions. They solve three or more systems of equations using elimination and substitution methods.

• Polynomials and the relationship to power functions are investigated as well as roots, turning points, and graph analyses.

• The course uses the language of mathematics to express ideas precisely through reasoning, representations, and communication.

• Students extend their understanding of rational, exponential, and logarithmic functions from Algebra II, different aspects of discrete mathematics, including counting principles, the binomial expansion theorem, and sequences and series.

• The course concludes with the study of vectors and parametric functions and their application to the solution of real-world problems.

HONORS PRE-CALCULUS (GRADES 11)

This course is designed for students who have successfully completed Honors Algebra II/ Trigonometry. Students will be actively engaged in problem solving, reasoning, connecting, and communicating mathematically as they explore families of functions. Lessons are designed using a best practice model that includes scaffolding, vocabulary, prior knowledge, guided practice, independent practice, and written response opportunities for students to solve, analyze, and evaluate concepts.

Topics include:

• Expanding the understanding of exponential, logarithmic, logistic, trigonometric, and inverse trigonometric functions from numerical, graphical, and algebraic approaches

• Sequences, series, polar coordinate system, De Moivre’s Theorem, Binomial Theorem, and mathematical induction

• Data analysis and mathematical modeling of real-world situations

• Work with complex numbers, using characteristics of polynomial and rational functions to sketch graphs of those functions and perform operations with vectors, and matrices, and trigonometric equations

CALCULUS (GRADE 12)

This course covers functions, graphs, concepts and skills of limits, differentials, definite and indefinite integrals, and the Fundamental Theorem of Calculus. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections among these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions. Prerequisite knowledge for the course is the study of algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewisedefined functions. Students must be familiar with the properties of functions, the algebra of functions, and the graphs of functions. They must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeroes, asymptotes, and intercepts).

HONORS CALCULUS (GRADES 12)

This course is a continuation of the material covered in Honors Pre-Calculus in the 11th grade. The mathematics learned can be found in the study of physics, chemistry, and engineering.

Topics include:

• Curve sketching of functions and their derivatives, which include the slope of the tangent line and point(s) of inflection

• Applications of the derivatives in the real world, which include related rates and optimization

• A variety of integration techniques, which include substitution, parts, and partial fractions

• Integration applications including area under a curve, Riemann sum, and volume of solids rotated around the axis and slope fields

AT CALCULUS AB (GRADE

11)

Calculus is the “mathematics of change” and therefore has applications to all fields of endeavor, including the natural sciences, social sciences, economics, and business. This course is roughly the equivalent of a first semester college calculus course help students understand and apply the big ideas of calculus. Prior to entry into the course students are required to complete a series of assignments over the summer. Students enrolled in the course have the option of taking the Calculus AB Advanced Placement exam in May given by the College Board.

Topics include:

• Limits, derivatives, definite and indefinite integrals

• The Fundamental Theorem of Calculus

• Reasoning with definitions and theorems and connecting concepts

• Implementing algebraic/computational processes, connecting multiple representations, and building notational fluency

Students should be able to:

• Communicate mathematics and explain solutions to problems both verbally and in written sentences

• Model a written description of a physical situation with a function, a differential equation, or an integral as well as use technology to help solve problems, experiment, interpret results, and support conclusions

• Determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement

TRIGONOMETRY (GRADE 12)

This course focuses on the study of angles, the trigonometric functions and their inverses including their graphs. The study of inverses will allow students to be able to solve calculator problems. Lessons are designed using a best practice model that includes scaffolding, vocabulary, prior knowledge, guided practice, independent practice, and written response opportunities for students to solve, analyze, and evaluate concepts. In addition to the study of trigonometry students will begin to develop the skills and strategies that promote financial responsibility.

Trigonometry topics include:

• Solutions of right and oblique triangles

• Verification of fundamental identities and analytic trigonometry

• Addition, subtraction, and multiple angle formulas

• The laws of sines and cosines

• How to graph the sine and cosine trigonometric functions, as well as the reciprocal and inverse function of each, noting the domain and range

• Solve trigonometric equations

Financial topics include:

• Personal financial planning, banking, the wise use of credit, credit scores, savings and investments

• Income tax fundamentals

• Consumer rights and responsibilities

• Designing personal household budgets, researching checking and savings accounts, investigating debt and credit management, and learning the essentials of personal income tax preparation

MATHEMATICS OF FINANCE (GRADES 11, 12)

This one-semester course is an option for any high school senior who has successfully completed a second-year course in Algebra. In this course students will begin to develop the skills and strategies that promote financial responsibility.

• Real-world topics covered will include personal financial planning, banking, the wise use of credit, credit scores, savings and investments, income tax fundamentals, and consumer rights and responsibilities.

• Students will design personal household budgets, research checking and savings accounts, investigate debt and credit management, and learn the essentials of personal income tax preparation.

• Students will analyze their personal financial decisions, evaluate the costs and benefits of their decisions, recognize their rights and responsibilities as consumers, and apply the knowledge learned to make wise financial decisions and choices.

STATISTICS (GRADES 11, 12)

This one-semester course is an option for any high school senior who has successfully completed a second-year course in algebra. It deals with the statistical methodology used in research, data analysis, and the theoretical basis for these statistical techniques, probability distributions, hypothesis testing, and linear regression. It is divided into four major themes: exploratory analysis, planning and conducting a study, probability, and statistical inference. Important components of the course include the use of technology, projects and labs, cooperative group problem solving, and writing, as part of concept-oriented instruction and assessment. This approach allows students to build interdisciplinary connections with other subjects and with their world outside of school.

CALCULUS BC (GRADE 12)

Students who are enrolled in Calculus BC are expected to work with functions represented in multiple ways: graphical, numerical, analytical, or verbal. The use of technology to solve problems, experiment, interpret results, and support conclusions will play an integral role in the learning experience. Students will gain an appreciation of calculus as a coherent body of knowledge and as a human accomplishment. Students enrolled in the course have the option of taking the Calculus BC Advanced Placement exam in May given by the College Board.

Topics include:

• The connections among various representations of functions

• The meaning of the derivative in terms of a rate of change and local linear approximation and use derivatives to solve problems

• The definite integral as a limit of Riemann sums, the net accumulation of change, the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus

• How to determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement

INTRODUCTION TO ORDINARY DIFFERENTIAL EQUATIONS (ODE) (GRADE 12)

This one-semester course is an option for any high school senior who has taken the Advanced Placement Calculus BC exam and/or a course in multivariable calculus. “Ordinary” means that the functions we are studying are functions of one variable, usually. Topics include slope fields; separable, linear, exact, Bernoulli, and homogeneous first-order equations; homogeneous second-order linear equations; theory of higher-order linear differential equations. Students will consider various applications of ordinary differential equations.

PHYSICAL & NATURAL SCIENCES

The science curriculum places an emphasis on the development of twenty-first-century skills including: problem solving, critical thinking, collaboration, technology, and written and oral presentation. Students gain an understanding of the natural and physical world by actively engaging in scientific discovery through hands-on, inquiry-based experiments and STEAM-based activities (Science, Technology, Engineering, Art, and Math) and by incorporating current technologies. All students are required to take a full year of biology, chemistry, and physics, and a half-year science elective during their senior year.

SKILLS

Gain an understanding of the natural and physical world

Participate in hands-on, inquiry-based experiments

Analyze and interpet scientific data

Write and present scientific reports

Use mathematics to analyze scientific principles

GRADE 9

Biology

This course is a study of the composition of living things and their interrelationships. It provides students with an understanding of scientific principles, biological concepts, and methodologies that include cell structure and energy, biodiversity, evolution, heredity, genetics, human systems, and homeostasis. The emphasis is for students to develop their communication, collaboration, inquiry skills and problem-solving techniques. Exploratory experiences and student-directed activities are utilized for students to gain knowledge of the fundamental concepts of life and to learn to identify and analyze the impact of these fields in their current lives and on future generations.

Honors Biology

This is a highly intensive course, designed to challenge while mastering the unifying principles of life at the organismal, cellular, and molecular levels of organization. This course is intended for students who have excelled at the highest levels in their eighth-grade science and social studies courses and are highly motivated and driven to learn at an advanced level. Students must have highly developed skills in reading comprehension, writing, graphing, critical thinking, and problem solving in order to comprehend the intricate questions discussed in this course.

Supplemental readings from scientific journals are also included in order to enrich application and sharpen critical-thinking skills. Homework will include preparing reading outlines for discussion in class, as well as inquiry-based questions and

case studies requiring mastery of theory and the development of string predictive skills. The curriculum parallels the regular biology course curriculum, though it is presented in greater depth, rigor, and pace.

Discussions on ethical issues enriches this course. Laboratory exercises are used to reinforce concepts and to develop advanced inquiry-based and reasoning skills such as designing and planning an experiment, analyzing data with applied mathematics, and connecting concepts in and across domains. For their final lab assessment, students will independently design and perform an experiment which ties together several concepts from the year. Students will be expected to complete a summer reading and writing assignment in preparation for class and to pass as assessment based on the summer reading and writing assignment.

Independent Science Research I

Independent Science Research (ISR) is a threeand-a-half-year program starting in freshman year, where students independently design and conduct original scientific research with the guidance of a professional scientist mentor. This research is usually conducted over the summer, or it may be conducted during the school year. Areas of potential study include the biological, behavioral, environmental, or physical sciences; astronomy, engineering, computer science, computational biology or bioinformatics, or mathematics. The results are communicated in the following year of ISR through a research paper, local and national science competitions, and/or professional science conferences.

ISR has an in-class component and out-of-class component. In class, students learn how to effectively communicate scientific ideas through slideshow and poster presentations, conduct independent literature searches on their research topic, and network with potential mentors for their summer research. Outside of class, students collaborate with their teacher to design independent learning goals that are achieved every two weeks. At the end of these two weeks, students meet with the teacher to discuss their learnings, areas for improvement, and design their next set of goals.

GRADE 10

General Chemistry

Chemistry is the study of matter and the changes in matter. The concepts are presented in a descriptive manner with an emphasis on laboratory experimentation and the applications of chemistry to the real world. The topics covered include: the classification of matter, atomic structure, the organization of the periodic table, bonding, balancing chemical equations, the properties of gases and gas laws, kinetics, acids and bases, and nuclear chemistry. General Chemistry provides students with more support in the classroom to solve problems and complete labs.

Chemistry

The topics covered in this course include the classification of matter, chemical nomenclature, writing and balancing chemical equations, stoichiometry, atomic theory, bonding, periodic trends, gas laws and changes of state, and thermochemistry. Laboratory experiments and computer simulations are used to introduce and reinforce topics. Problem solving is an important component of this course. The math skills required include solving algebraic equations, graphing and deriving an equation of a line, and interpreting and solving word problems. Dimensional analysis is a mathematical technique that is taught and used extensively in solving word problems.

Honors Chemistry I

In addition to the topics covered in Chemistry, Honors Chemistry also includes the study of kinetics, chemical equilibrium, and acids and bases. The topics are covered in greater depth and with a greater emphasis on quantitative problem solving; therefore, high math proficiency is required. The math skills required include solving algebraic equations, graphing and deriving an equation of a line, and interpreting and solving multi-step word problems. Dimensional analysis is a mathematical technique that is taught and used extensively in solving word problems. A heavy emphasis is placed on analytical reasoning and the application of concepts to new situations. Laboratory experiments and computer simulations are important components of the course. Students are required to complete a summer reading and writing assignment in preparation for a diagnostic test in September.

Independent Science Research I

In their sophmore year, students may start Independent Science Research (ISR) as a twoand-a-half year program. Students independently design and conduct original scientific research with the guidance of a professional scientist mentor. This research is usually conducted over the summer, or it may be conducted during the school year. Areas of potential study include the biological, behavioral, environmental, or physical sciences; astronomy, engineering, computer science, computational biology or bioinformatics, or mathematics. The results are communicated in the following year of ISR through a research paper, local and national science competitions, and/or professional science conferences.

Independent Science Research II

This is the second year of the Independent Science Research (ISR) program. Students must have completed ISR I in order to enroll in ISR II. After completing their summer research, students will write a paper summarizing their findings. Students then present their findings at local and national scientific competitions and/or present at professional science conferences. Students will also begin planning their research for the summer, which may be a continuation of their previous research or a new topic entirely. In class, students will learn more complex skills related to literature searches, presentation skills, and scientific writing. Outside of class, students continue to collaborate with their teacher to design independent learning goals that are achieved every two weeks. At the end of these two weeks, students meet with the teacher to discuss their learnings, areas for improvement, and design their next set of goals. Additionally, ISR II students are partnered with an ISR I student as a peer mentor to offer guidance and feedback on their independent studies and professional skills like time and task management, proactive communication, and organization.

GRADE 11

General Physics

Physics is the study of the natural world. The topics covered include motion, forces, energy, momentum, electricity, and waves. The concepts are presented in a descriptive and less quantitative manner. Laboratory experiments and computer simulations are used to introduce and reinforce concepts. General Physics provides students with more support in the classroom to solve problems and complete labs. The math skills required include solving algebraic equations.

Physics

Physics is the study of the natural world. The topics covered include motion, forces, energy, momentum, electricity, and waves. Laboratory experiments and computer simulations are used to introduce and reinforce topics. Mathematical problem solving is an important component of this course. The math skills required include solving algebraic equations, graphing lines. Deriving equations of a line, and using the trigonometric functions sine, cosine, and tangent.

Honors Physics I

Physics is the study of the natural world. The topics covered include motion, forces, energy, momentum, electricity, and waves. There is an emphasis on quantitative problem solving. Students are expected to apply physical concepts to solve abstract problems that are different from those they have previously encountered. Laboratory experiments and computer simulations are used to introduce and reinforce topics. High math proficiency is required. The math skills required include solving linear and quadratic equations, solving simultaneous equations, graphing lines, deriving equations of a line, and using the trigonometric functions sine, cosine, and tangent.

Independent Science Research II

Independent Science Research III

This is the third year of the Independent Science Research (ISR) program. Students must have completed ISR I and ISR II in order to enroll in ISR III. After completing their summer research, students will write a paper summarizing their findings. Then students will present their findings at local and national scientific competitions and/or present at professional science conferences. Students will also begin planning their research for the summer, which may be a continuation of their previous research or a new topic entirely. In class, students will learn more complex skills related to literature searches, presentation skills, and scientific writing. Outside of class, students continue to collaborate with their teacher to design independent learning goals that are achieved every two weeks. At the end of these two weeks, students meet with the teacher to discuss their learnings, areas for improvement, and design their next set of goals. Additionally, ISR III students are partnered with an ISR II student as a peer mentor to offer guidance and feedback on their independent studies and professional skills like time and task management, proactive communication, and organization.

GRADE 12

Senior elective offerings vary from year to year based on student interest and may include the following:

Anatomy & Physiology

This course is offered at both a grade level and an honors level. It is designed for students who are interested in learning more about how the human body works and how they are affected by diseases. The grade-level course examines the structure and the function of human organ systems. Microscopic and macroscopic (gross) anatomy will be studied along with the physical and chemical processes that are responsible for the vital functions of the organs and organ system. The course will culminate with a dissection. This course is open to all interested students.

Environmental Science

This course provides an overview of the interaction between living things and the environment. The course focuses on three of the Earth’s systems— the atmosphere, hydrosphere, and geosphere. Students will gain an understanding of environmental problems such as water pollution, air pollution, climate change, and resource depletion. One of the main objectives of the course is to increase environmental awareness and to learn how to live a more sustainable lifestyle. The course is descriptive and places a strong emphasis on laboratory experiments, case studies, and current events. This course is open to all interested students.

Forensic Science

Forensic science is a significant part of solving crimes and maintaining justice. While there are hundreds of methods currently used in forensic laboratories, advances in science and technology are changing the way we can interpret physical evidence. This course will explore the role of biological, chemical, and computational sciences in their application to crime-scene investigation, by observing, gathering, and analyzing physical evidence to solve mysteries. Structured hands-on activities, case studies, and small-group projects make this class more than just another classroom experience. This course is open to all interested students.

Honors Anatomy & Physiology

This course examines the structure and the function of human organ systems. Microscopic and macroscopic (gross) anatomy will be studied along with the physical and chemical processes that are responsible for the vital functions of the organs and organ systems. The course is challenging, intensive, lab-based, and will include several dissections. It is particularly well-suited for students who are considering a career in the biological or medical sciences. Students should excel in their analytical and critical thinking skills since extensive reading and strong independent study skills are required for successful completion of this course. Department chair approval is required.

Honors Chemistry II

This course is designed for students who enjoyed their chemistry experience in sophomore year and is particularly well-suited for students who have a career interest in the physical sciences or chemical engineering. Honors Chemistry II includes an intensive overview of topics from tenth-grade chemistry as well as an intensive study of new topics including kinetics (rates and mechanisms of chemical reactions), chemical equilibrium, acids and bases, electrochemistry, nuclear chemistry, and an introduction to organic chemistry. An emphasis will be placed on experimentation, problem solving, and real-life application. This is a rigorous senior elective and requires department chair approval.

Honors Physics II

This course is designed for students who enjoyed their physics experience in junior year and is particularly well-suited for students who have a career interest in the physical sciences or engineering. Honors Physics II will include an intensive and in-depth exploration of the topics from eleventh-grade physics. The course will explore topics including electrostatics, electric potential, electric current, direct current (DC) circuits, magnetism, electromagnetic induction, electromagnetic waves, and alternating current and circuits (AC). Lab work is integral to the full understanding of the concepts in this course. Through inquiry-based learning, students will develop scientific critical thinking and reasoning skills, skills that will enable them to participate intelligently in the societal debate regarding power generation and climate change. This is a rigorous senior elective and is comparable to an honors level science course. Department chair approval is required.

Independent Science Research IV

This is a one semester-long course as students participate in the Lev v’Nefesh Poland/Israel program during the second semester. This class is for twelfth-grade students who participated in ISR in tenth and eleventh grades. After completing their summer research, students will write a paper summarizing their findings. Then students will present their findings at local and national scientific competitions and/or present at professional science conferences. Students will also begin planning their research for the summer, which may be a continuation of their previous research or a new topic entirely. In class, students will learn more complex skills related to literature searches, presentation skills, and scientific writing. Outside of class, students continue to collaborate with their teacher to design independent learning goals that are achieved every two weeks. At the end of these two weeks, students meet with the teacher to discuss their learnings, areas for improvement, and design their next set of goals. Additionally, ISR IV students are partnered with an ISR III student as a peer mentor for the first semester to offer guidance and feedback on their independent studies and professional skills like time and task management, proactive communication, and organization. Lastly, ISR IV students are responsible for planning and coordinating the end-of-year ISR symposium in collaboration with the teacher.

PHYSICAL EDUCATION & HEALTH

PHYSICAL EDUCATION

The Leffell School’s physical education classes for High School students are scheduled for two periods per week. Each student can choose activities which will last three to four weeks. Students can choose from tennis, basketball, floor hockey, football, soccer, softball, pickle ball, volleyball, ultimate Frisbee, and more.

Each student must pass each semester of physical education to receive enough credits upon graduation.

Physical Education Exemption/Opt-out Policy

Students in Grade 9, regardless of sport level, will receive 5 opt-outs from P.E. if the student:

• Plays on a Leffell School JV/Varsity team, or

• Participates on a team outside of The Leffell School, and practices are a minimum of 6 hours, Monday through Thursday

Students in Grades 10-12 will have the opportunity to be exempt from P.E. if the student:

• Plays on a Leffell School JV/Varsity team, or

• Participates on a team outside of The Leffell School, and practices are a minimum of 6 hours Monday through Thursday.

Students must apply for this exemption and are not automatically approved.

Note that once a sports season ends or if the student leaves the team or outside organization, he/she must return to his/her scheduled physical education class.

HEALTH

In the tenth grade, each student takes a health class which will be offered by one of our physical education teachers. This one-trimester course covers goal setting, physical activity, nutrition, tobacco, alcohol, drugs, self-management, relationship management, and sexuality.

HISTORY & SOCIAL SCIENCES

The History and Social Science Department offers both comprehensive World and United States history courses, as well as a range of electives that guide students to critically examine issues and topics in the social sciences. By employing a variety of approaches in the classroom, including lecture, discussion, interactive projects and activities, simulations, debates, and oral and written presentations, we seek to engage students, allow them to demonstrate their understanding of the material, develop a personal worldview, become responsible and participatory citizens, and stimulate their creativity.

SKILLS

Analyze and interpret primary and secondary sources to enhance understanding and to formulate independent conclusions

Solve problems and find answers through a combination of research, critical thinking, and healthy questioning of events, causes, and issues

Develop effective writing and oral communications/ presentation skills

Work collaboratively with peers to learn from each other and improve productivity

GRADE 9

World History from Medieval to Modern Times

This course covers world history from the early medieval period through the end of World War II in the twentieth century. This is a significant amount of time, and therefore the course is taught primarily as a survey, focusing on major events and important themes. Students also have the opportunity to explore the content through a variety of case studies as individuals, small groups, and a full class. In this course we explore cultures and empires as well as political, economic, and social systems, and examine the influence of leaders who provided the foundations for modern times. Throughout the course, students examine the complexity and diversity of the human experience, but they also work to draw connections between different civilizations and time periods.

GRADE 10

United States History to 1945

United States History covers the early revolutionary period through World War II as a survey course. From a chronological standpoint, we begin the year by examining the development and growth of the American Republic, the territorial expansion and division of the United States, and the growth of the United States into a world power in the late nineteenth century. As we progress through the year, we will focus on the development of the United States into an industrial and imperial power. As the role of the United States changes internationally, we will examine how these factors shape the role of the American government in society, the expansion of civil rights to various groups, and the changing role that the United States played on the world stage through a variety of international affairs. The course also incorporates current events wherever they relate to the history we are studying.

GRADE 11

United States History Since 1945

The end of World War II ushered in a period of profound change marked by a shift in the global order. The course will emphasize the rise of the United States as a global superpower while examining the forces at home and abroad that led to and perpetuated this ascent. Students engage in meaningful conversations and analyze rich source material to examine pivotal developments in modern world history including the Cold War, social movements, economic shifts, and the advent of modern technology. Students will develop a comprehensive understanding of historical events and the analytical tools to evaluate their impact, drawing connections to modern day.

*This course is also offered at an Honors level.

GRADE 11 ELECTIVES

Junior electives are required and will be offered in the second semester only. Course offerings are subject to change.

An American Melting Pot: Immigration and Multicultural America

This class is an American history course based on the experiences and perspectives of the many racial, ethnic, and religious groups that make up the American cultural tapestry. Beginning with the first encounters between Europeans and Indigenous groups, we will learn from the struggles and successes of African, Irish, Chicano, Jewish, Italian, Chinese, Hawaiian, and other peoples from the beginnings of colonization to the present. Throughout the semester, we will explore different waves of immigration, as new cultures enter the American melting pot. With each new phase in immigration history, we will also study the backlash and resistance to immigration in American culture, as new nativist groups rise over the course of the nineteenth and twentieth century. This course will tackle challenging and enduring questions about inclusion and exclusion, race and power, assimilation and identity, and labor rights.

Modern Israeli History and Society

Since its founding over 70 years ago, Israel has struggled to become both a nation like all other nations, and at the same time the Jewish state; a democratic nation of the world while at the same time the national homeland for the Jewish people. Israeli society is complex and multi-dimensional, comprised as it is of Jews, Muslims, Christians, Druze, and others. There is complexity even among the Jews: sabras and immigrants; Ashkenazim, Sephardim, and Mizrahim; Charedi, religious, secular, and anti-religious. Moreover, Israel has been locked into a continual struggle with her neighbors, which continues to propel this tiny nation into conflict and the headlines of newspapers and social media around the world, even as it seeks peace. This course will explore the history of Israel from the dawn of modern Zionism until today, to understand the complicated reality that is Israel. This will be accomplished through the formal structure of a history class, incorporating also Palestinian perspectives, and inspired throughout by The Leffell School’s core value of Ahavat Yisrael

Order in the Court: Law, Crime, and Punishment in Global History (Honors

Course)

No singular room has had more influence on the development of history than the courtroom. Order in the Court will explore the corridors of power, the back alleys of history, and the minds of our world’s most notorious figures, as we explore the ways in which their quest for justice (or evading the law!) played out in the courtroom. As we trace legal history through the earlier ages, we will consider foundations of law in medieval Europe, the peculiarities of witch hunts and trials of the “burning times,” and the challenges to church authority within their own courtrooms. We will then shift our focus towards the modern as we consider crimes of colonialism, societal problems brought by industry and urbanization, and global law and order in the twentieth century. Over the course of the semester, we will explore the overall impact that different courts of law have on society, and how that impact has changed over time.

Vive la Révolution: Social and Political Change and Rebellion

“Revolutions are the locomotives of history,” wrote Karl Marx, but what exactly does that mean? Revolutions have the power to reshape the political order of the world more than any other social, economic, or cultural forces, and most states today were born out of a revolution. But what exactly is a revolution? Is it, like Marx believed, the inevitable result of a social conflict? Or does it take determined revolutionaries to make a successful revolution? To have a revolution, do you have to call it “a revolution?” To answer these and other questions, this course will take students back to the early revolutions of seventeenth-century England, and the revolutions of America and France. We will then make our way through the revolutions of the nineteenth century, to the revolutions of the twentieth century in Russia, China, Cuba, Cambodia, and Iran. Ultimately, after studying multiple revolutions, we will step back and study the overall “anatomy of a revolution” — a theory popularized by the historian Crane Brinton — and question its validity against modern revolutions that took place after its publication.

Wives, Workers, and Warriors: American Women’s History from the Revolution to the Present In the words of the vanguard Eleanor Roosevelt, “No one can make you feel inferior without your consent.” This course will use primary and secondary sources and literature to traverse the world and seminal works of U.S. women from the time of the American Revolution through the twentieth century. Students will begin with an introduction to republican mothers like Abigail Adams and nineteenth-century trailblazers in the Abolitionist and Women’s Movement whose efforts would reach actualization with the passage of the 19th Amendment. Students will explore the efforts of women’s protest organizations and delve into the expanded efforts of women to find greater educational, occupational, economic, and political opportunities in the Progressive Era and inter-war periods. Second-wave feminism will be investigated through a study of leaders including Betty Friedan and Gloria Steinem; additionally, the backlash that the women’s movement inspired will be evaluated. Throughout the entirety of the course, students will consider the intersectionality of gender, race, and ethnicity as they evaluate the ways in which power can be procured through determined, intentional, and strategic efforts to change American society.

GRADE 12 ELECTIVES

Constitutional Law

Can a baker choose not to make a wedding cake for a gay wedding on the grounds of religious freedom? Can a state stop people from wearing political messages on their clothes when they go to vote? Can states make laws which prevent people of different races from marrying each other? Can high school and college teachers/professors be ordered not to teach certain material? Can the federal government make laws which stop school shootings? The news and U.S. history are filled with interesting questions on legal issues. The commonality to all these questions is their basis in America’s constitutional law; specifically, freedom of speech, expression, and the press; issues involving race, religious freedom, the rights of the accused; the right to privacy, including abortion and LGBTQ+ issues; the right to bear arms; and equal protection under the law. This course will be run like a college seminar: students will read, review, and discuss decisions of the Supreme Court. Students will also debate these matters in the larger context of American society and determine for themselves the direction they would like to see the courts take going forward. This means that students will practice building formal legal arguments based on the Constitution. This course is for students who are comfortable with advanced and sensitive topics, and who wish to become young leaders in matters of public policy as they are rooted in constitutional law.

Economics

This economics course focuses on practical applications of economics, with emphasis primarily on the United States economy and the roles of the consumer, business, and government. The overall goal is to give students a basic foundation into the American economy in order to make better sense of how the economy impacts us and how we impact the economy. The course centers on day-to-day issues in economics and minimizes economic theory and mathematical formulas. Specific emphasis is placed on the economy as it relates to high school and college age students, in preparation for their making independent decisions.

Gaming the Government –Reacting to the Past in European History

In Gaming the Government, you immerse yourself in different societies as you take on the role of historical characters in role-play and simulation games. Through the exploration of distinct governmental structures, at particular times in world history, you wheel, deal, and scheme behind closed doors to advance your own agenda (often at the expense of your classmates’) in order to win each game. Over the course of the semester, you may be assigned the role of an Athenian orator, and a Catholic priest in revolutionary France, with a brief stint as Queen Elizabeth’s most trusted adviser, William Cecil; alternatively, you could begin the semester Athenian general, then briefly become a plague doctor in medieval Norwich, and end the course as King Louis XVI of France—before his head topples into a basket, of course. Ultimately, in this class, the course of history is not up to the history books; it’s up to you. As with all games, and as with all historical battles, there will be winners and losers; in remaking these worlds, we may even rewrite history, but you will gain a greater appreciation for analyzing primary sources, persuading your classmates through written work and public speeches, and debating large scale ideas about the nature of government in both the public and the back-room spheres of history.

Government and Politics

The study of American government combines several different disciplines, namely history, current events, civics, geography, economics, sociology, and political science. The course introduces students to the core concepts, convictions, and current debates of our democratic government in an effort to produce well-educated, informed, active, and productive citizens. It encourages critical analyses of the institutions and processes of government. The course covers foundations of American government; electoral politics; key aspects of the judicial, legislative, and executive branches; American law particularly as it relates to questions of fairness and justice; and participation in American government.

Psychology

How do we develop our personalities? Why are psychologists often asked to come to crime scenes? What are our dreams really trying to tell us? These are some of the questions addressed in our analysis of psychology, defined as the study of thought processes and behaviors. This course is designed to give students a broad overview of the many different perspectives from which psychologists try to understand this complex topic. We focus on both the foundations of psychology, such as functions of the brain and famous psychological experiments, and on significant topics such as mental disorders and treatment, forensic psychology, social psychology, personality, emotions, and memory. Through multiple methodologies, including lecture, discussion, simulation, and lab work, we gain an understanding of the psychological phenomena that occur in daily life as well as the various applications of psychological knowledge.

Ripped From the Headlines

Artificial intelligence. The role of the police. Immigration. Cancel culture and wokeness. Whether you learn about things through traditional or social media, these issues and many others are discussed and debated throughout our country. In this course we will study a variety of hot-button issues, both national and international, giving students an opportunity to research current topics and come to their own conclusions as to where they stand. We will use a range of techniques, such as socratic seminar, debate, and mock trial, to inspire thoughtful civic discourse and engage with the issues that impact our rights as citizens. This is a participatory course which will enhance research and presentation skills as well as both oral and written communication in formulating positions and points of view. The headlines put these issues in front of us every day. Join us and be an active participant in our democracy.

TANAKH, TALMUD, & JUDAIC STUDIES

Talmud Torah is a core value of The Leffell School. We seek to imbue students with an intellectual and emotional connection to the central texts of our tradition. To that end, in grades nine, ten, and eleven, students take core courses in Tanakh and Talmud, with the goals of exploring essential themes and texts of our tradition, and developing the skills to become independent, lifelong learners.

Once students have completed the core curriculum in Tanakh and Talmud, they can discover additional Jewish texts and topics through our elective program. These elective courses include a wide variety of themes within the world of Judaic studies, as well as one required course in the study of Jewish history. The sections below provide curricular details about the core curriculum in Tanakh and Talmud and the elective offerings in junior and senior year.

All courses in Tanakh and Talmud are taught on a variety of levels in order to support the learning needs and Hebrew language levels of students. One or more sections of Tanakh classes in each year will be taught Ivrit b’Ivrit, with Hebrew as the language of instruction.

TANAKH

SKILLS:

Gain facility with biblical Hebrew

Practice the skill of close reading and literary analysis

Understanding classical rabbinic commentary and contemporary critical methods

GRADE 9 TANAKH

The Birth of a Family

In this course, students trace the journey of Abraham as the progenitor of a tribe. They think critically about the family relationships described in Bereshit (Genesis), from Adam and Eve to Joseph and his brothers. Students are encouraged to evaluate these relationships and use the narratives of Bereshit as a guide for their own development. Additionally, students will understand how the struggles and lessons learned within these relationships are the basis for the creation of a nation.

TANAKH,

GRADE 10 TANAKH

The Creation of a Nation

This course traces the development of the nascent Israelite nation from slavery to freedom, from serving Pharaoh to serving God. Through a close reading of the book of Shemot (Exodus), we delve into the central story of the Jewish people, discover how the Israelites respond to the new opportunities and responsibilities that come with freedom, and explore the origins and meaning of Passover with the goal of enriching our celebrations today.

GRADE 11 TANAKH

The Growth of a Nation (First Semester)

The book of Bamidbar (Numbers), will be the basis of study as students discover how the Torah instructs the Israelite community to be in relationship with God and each other. Starting after the giving of the commandments, the journey of our people to nationhood and autonomy is not linear but passes through many stages of development — progress and regress. In this course, we will explore the maturation of a society, the human relationship to authority, and the struggle with faith.

Neviim: The Story of a People in its Land (Second Semester)

With the death of Moshe in Devarim (Deuteronomy), the role of leader takes on new forms. Leaders face new challenges as the Israelites leave the wilderness and establish themselves amidst foreign nations in the promised land. The books of Neviim (Prophets) grapple with the questions of how the new nation will be governed, worship God, and maintain a distinct identity in the new land. In this period, the prophet plays a central role as the messenger of God and the moral conscience to the king and nation. We study the prophet’s role in governing the moral and spiritual soul of the people. We consider the timeless words of the prophets, their relevance for our own time, and ask: Who fulfills the role of prophet today?

TALMUD

There are three options for Talmud study: Beit Midrash, Akiva Talmud, and Core Talmud. This approach allows for individualization and the pursuit of each student’s interests, while assuring a strong foundation in rabbinic literature and Judaic Studies more broadly for all students.

SKILLS:

Gain ease and comfort with language and text of the Mishnah and the Gemara

Follow rabbinic arguments and understand rabbinic values

Make text-to-life connections and apply rabbinic lessons to modern situations

BEIT

MIDRASH TALMUD (GRADES 9, 10, 11)

Built on the seder/shiur model, this course is geared toward students who prefer traditional-style, focused study of a particular masechet (tractate) each semester. Students learn the Talmud itself, as well as Rashi and Tosafot, while building the skills and vocabulary necessary for strong, independent learning. Each sugya (Talmudic section) will be approached by beginning with the Mishnah and then delving into the Gemara, with an emphasis on understanding technical terms, background concepts, the flow of the argument, and medieval and modern commentaries.

AKIVA

TALMUD (GRADES 9, 10, 11)

Specifically tailored to students new to a Jewish day school education, the Akiva Talmud class introduces Talmudic study with a focus on conceptual thinking and the rabbinic approach to Jewish law. Students may integrate into other Talmud tracks when ready while some opt to stay in the Akiva program throughout high school.

CORE PROGRAM

GRADE 9

The Rabbinic Revolution

This course introduces students to the revolutionary innovations of the first generations of rabbis, through the study of passages in Masechet Brachot, Seder Moed, and Seder Nezikin. Students develop core Mishnah text and analytical skills and engage in intensive study of selected passages of Gemara, building the language and critical-thinking skills necessary for studying the Talmud.

GRADE 10

Development of Rabbinic Thought: Creating Law through Interpretation

Students learn whole sugyot (Talmudic sections) which explore the development of rabbinic thought. The goal is to build a student’s ability to analyze the texts and recognize rabbinic methods of interpretation. We explore how the Rabbis establish the authority and boundaries of their legal system, particularly related to the values of human life and dignity.

GRADE 11

Eleventh graders begin the year with a core course in Talmud course that pushes their analysis of text and its applications their lives as Jews today. In the second semester, students can select from a variety of courses in Judaic studies.

First Semester Core Course: For Whom Are We Responsible? Jewish Identity in a Larger World This semester-long course is designed to build on the students’ previous experience with the Talmud. Students continue to study traditional Jewish texts, building their critical-thinking skills, and furthering their understanding of rabbinic thought. Through topical study of Jewish texts, students explore their identity as Jews. They are pushed to question the roles they play and the relationships they form within their own communities, and within the larger world. Topics of study may vary from level to level.

JUDAIC STUDIES

In the second semester of Grade 11 and the first semester of Grade 12, students engage in Judaic studies, including a required Jewish history course and selection of Judaic studies elective courses.

GRADE 11 JUDAIC STUDIES ELECTIVES (SECOND SEMESTER)

Elective offerings vary from year to year based on student interest. The following courses have been offered during the past few years.

Facing History and Ourselves

People make choices. Choices make history. What factors lead people to make the choices they make? What are the inherent aspects of human beings that can result in either being perpetrators of evil, bystanders, or upstanders? To begin answering these questions, we “face history” by discussing human behavior in the Holocaust and in events leading up to the Holocaust. Throughout the semester, we also “face ourselves” by discussing what factors guide us in our choices today.

Hidden Stories in Scripture

JEWISH HISTORY: MAJOR TRENDS IN THE HISTORY OF JEWISH CIVILIZATION

In this course, students investigate the major trends in Jewish history between the fall of the Second Commonwealth in the middle of the first century and the emergence of the Zionist movement at the end of the nineteenth century. Students uncover and examine these trends by performing the job of the historian: analyzing and synthesizing sources, asking and answering historical questions, and creating historical “products,” such as museum installations, book reviews, encyclopedia articles, maps, newspaper columns, and course syllabi.

Required Class (maybe be taken in Grade 11 second semester or Grade 12 first semester)

Note: An Advanced Jewish History course is offered in Grade 12 for those interested in a more challenging option featuring significant group work and independent learning.

This course is designed to introduce students to some salacious stories that are part of our Biblical tradition and thereafter investigate how the Midrash, commentaries, and Talmud resolve inherent tensions and problems in the canonical text. We explore how biblical and rabbinic literature address basic human impulses and imperfections, and we discuss how power dynamics are part of both ancient and present societies.

Jewish Medical Ethics

Scientists and doctors can do things today that were inconceivable only a few years ago. But just because things can be done, does it mean that they should be done? Furthermore, our ways of understanding humans continue to develop and evolve. This class explores how our traditional, yet dynamic, religion has been confronting some of these scientific and medical advancements. From abortion to euthanasia and beyond, we go back to our core and see how the values embedded in our tradition’s texts guide us through this ever-evolving world of options.

GRADE 12 JUDAIC STUDIES ELECTIVES

Elective offerings vary from year to year based on student interest. The following courses have been offered during the past few years.

Biblical Art and Interpretation

Jews and non-Jews have expressed their interpretations of biblical texts and ideas through a variety of artistic forms and media through the centuries. In this course, we widen the traditional scope of biblical drashah to include classical and modern artistic representations of famous biblical narratives. The course extends students’ exposure to the Tanakh and continues to develop their skills as close readers of text. In addition, we practice the skill of “reading” works of art to discover the interpretations of great artists, poets, and filmmakers. Students respond to the texts by creating artistic works of their own. The course introduces students to fundamental concepts of visual literacy, and students learn and engage in the formal process of critique.

Gender and Sexuality in Judaism

How has Jewish law and practice addressed gender roles and sexuality over time? This course explores the complex relationship between ritual practice and accepted cultural norms. From classical rabbinic sources to modern debates, we see how changing views on these topics have influenced how we practice Judaism today.

Jewish Innovation & Ethics

Over the past 100 years, the world has changed at a rate unimaginable in any prior generation, and the COVID-19 era has made questions about tech use even more complex. As technology advances at an exponential rate, our abilities often outpace our conversations about what is the right thing to do. From programming AI through modifying genes, in this course we look for insights from our traditional text to tackle today’s evolving challenges.

Love, Politics and the Absence of God in the Megillot [Tanakh]

In this course, we study three of the five Megillot. We read the three Megillot which are read in the spring: Esther, Shir HaShirim, and Ruth. These three works all grapple with themes of love, power, politics, identity, and the definition of family. Additionally, these texts are the only three books in Tanakh in which God is notably absent from the text.

Messianism and Redemption in Jewish Life

What we believe about the End of Days matters, as it affects the way we understand our life’s purpose. In this course, we explore philosophical texts about the Messiah and Olam Haba (the World to Come), the way in which Jewish beliefs have changed over time, and what it means to say we believe.

Modern Israeli History and Society

Since Israel’s founding more than 70 years ago, Israel has struggled to become both a nation like all other nations and the unique Jewish state, a democratic nation of the world and simultaneously the national homeland for the Jewish people. Israeli society is complex and multi-dimensional, comprised of Jews, Muslims, Christians, Druze, and others. There is complexity even among the Jews; sabras and immigrants; Ashkenazim, Sephardim, and Mizrahim; religious, secular, and anti-religious. Moreover, Israel has been locked in a continual struggle with her neighbors, which continues to propel this tiny nation to the front pages of newspapers around the world. This course explores the complicated reality that is Israel today, through the formal structure of a history class, while remaining inspired by The Leffell School’s core value of Ahavat Yisrael.

Note: this course may be taken as a history elective, a Judaic Studies elective, or, like any course, as a ninth-block elective course.

Mussar Institute

What is the one thing that families want students to accomplish before going off to college? Of course, they would say, “Be a mensch!” Join us on an exploration of Mussar (virtue-based ethics), studying texts in English and Hebrew from sources including Mesillat Yesharim , Chovot HaLevavaot, and Pirke Avot that are meant to lead us to personal perfection. If you get there, you get an A for life!

TEFILAH

The Leffell School seeks to offer its High School students the ability to achieve four specific tefilah goals: experiencing traditional communal davening/prayer (on Torah-reading days), learning the basic skills of tefilah leadership, delving into the meaning of the siddur, and exploring their own sense of the sacred in a variety of elective offerings.

TORAH-READING DAYS

On Mondays, Thursdays, and holidays when the Torah is read, students meet by grade for tefilah. Our goal on these days is to build grade-level community, to familiarize students with the traditional structure of the minyan, and to provide opportunities for student leadership in tefilah. Students are encouraged to lead tefilah up to the level of their ability, with increasing responsibilities assumed as the students progress through the High School.

Grade 9

All students are expected to have aliyot to the Torah and act as toranim (giving out parts for the service).

Grade 10

Most students add basic leadership of the tefilot and Torah reading.

Grades 11 and 12

All students lead the service and read Torah on a rotating basis. In this way, we ensure the students’ ability to participate in other minyanim when they leave the Leffell School community.

OTHER DAYS

On non-Torah-reading days, students meet in small groups designed around the development of particular skills or ideas.

Grade 9

Students work to achieve mastery over the structure, pronunciation, and nusach (tunes) of the daily tefilot, meeting as a grade on Fridays to build skills and familiarity with Shabbat nusach as well.

Grades 10-12

Students are given the choice of elective-based minyanim in which they can focus on their own interests. Recent electives have included:

• Traditional minyan (in which additional tefilot are added)

• “A-ca-minyan” (in which students prepare performances of tefilah-related music)

• Artists’ minyan (creating artwork around passages from the siddur)

• Mysticism minyan (combining traditional tefilah with a variety of ideas from Kabbalah)

• Student-run nefesh v’guf minyan (reflecting on the way in which the siddur affects our bodies and our minds)

• Mechitzah minyan (for students who prefer to daven according to the traditions of Orthodox synagogues)

Electives change each year based on student needs and interests. During the second semester of senior year, students daven together daily as a grade in Poland and Israel, as well as when they return to school in the spring.

electives

ARTS

The overarching goal of The Leffell School’s arts program — which encompasses classroom courses as well as extracurricular opportunities — is to provide students with a better understanding of and appreciation for music, theatrical performance, dance, and the visual arts as distinct yet related manifestations of cultures, a means for personal and public communication, and a vehicle for creative expression.

Coursework in the arts includes learning theory, technique, and history with the intention of deepening the students’ aesthetic and intellectual knowledge of the arts, while connecting to their own creative powers.

Student performances and showcases include a full-scale musical and a drama, as well as multiple opportunities for music, theater improv, film appreciation, and dance. Student works of art, including ceramics, jewelry, paintings, and drawings are displayed throughout the school all year. The arts are incorporated into our holiday observances, enhancing students’ spiritual awareness.

GRADES 9 AND 10 - INTRO TO ART & MEDIUMS

Introduction to Art Fundamentals

This course is designed for students who want to pursue art seriously all throughout high school. Each year is designed to build upon the previous year’s experience and knowledge to help build the students own artistic portfolio. During the fall semester, students are introduced to the fundamental elements and principles of art. They gain a thorough understanding of these basics before progressing to study various art mediums, including drawing, painting, printmaking, and sculpture. Students work with each medium, learning about composition, value, and color theory. They also are assigned research projects on artists who work in each medium to better understand their works. Additionally, students are required to maintain an art journal to document their experiments, artist research, museum visits, rough sketches, and any new techniques they learn. Throughout the semester, students are assigned field research which includes visits to local art museums and galleries to enhance their understanding of different art styles and techniques.

Exploration of Artistic Techniques

During the spring semester, students continue to study different art mediums, focusing on the development of their skills and techniques. They experiment with each medium and learn how to apply their knowledge of composition, value, and color theory to create their artwork. In this semester, students create projects using each medium, expanding their understanding of the different techniques and styles that can be achieved with each one of them. Students continue to visit local art museums and galleries, both as part of the school program and independently. They are assigned research projects on artists who work in each medium to better understand their works. Additionally, students continue to maintain their art journal to document their experiments, artist research, museum visits, rough sketches, and any new techniques they learn. The art journal will be an important tool for reflection and self-evaluation, allowing students to track their progress and growth over time.

GRADE 11 - WHAT IS PERSONAL EXPRESSION IN ART?

Personal Expression in Art I-A

During the first semester of junior year, students explore the concept of personal expression in art. They learn from other artists and explore various themes to help them discover their own personal style. Through guided prompts, exercises, and required assignments, students experiment with several themes of interest. They begin to develop a substantial portfolio of work, which will contribute to their own personal expression. Additionally, students are required to conduct visits to museums, find artists to research, and maintain an extensive art journal to document all of their experiments, artist research, museum visits, rough sketches, and learning of new art mediums. This course is only offered to students who are serious about art.

Personal Expression in Art I-B

During the second semester of junior year, students continue to deepen their understanding of personal expression in art and refine their unique artistic style. They build on the themes explored in the previous semester and focus on creating unique pieces of art in various mediums. Students work with prompts and exercises to help them refine their style and experiment with new techniques. In addition, students continue to maintain their art journal to document their experiments, artist research, museum visits, and rough sketches. They also research and explore new artists and art movements to broaden their understanding of different styles and techniques. Throughout the semester, students are expected to produce a substantial body of work that reflects their personal expression in art. They work closely with their instructors to receive feedback and guidance on their pieces.

GRADE 12 - SENIOR PORTFOLIO & ART EXHIBIT

Portfolio & Exhibit Preparation

During the first semester of senior year – the final year of art – students concentrate on building their portfolio and preparing for their final art exhibit. They learn the essential components required to create a strong portfolio that can be used for various purposes, such as applying to college or other art-related opportunities. Furthermore, students learn how to curate an exhibit and showcase their pieces in the best possible manner, learning how to present their collective body of work comprehensively to their audience. The semester will culminate in a student-led exhibit, where their artwork will be on display for parents, faculty, students, and other individuals to view.

MUSIC Band

Become a better musician while enjoying many opportunities to share your talent and passion with the entire Leffell School community. This class combines the exploration of contemporary wind band and modern rock/jazz band music and techniques, as well as in-depth study of music theory and composition. The Band is open to all concert and rock band instrumentalists, including brass, woodwinds, percussion (concert and mallet percussion and drum set), guitar, bass guitar, and piano/keyboards, with at least two years of playing experience. Music literacy skills are not required to enroll.

String Ensemble

Share your talent and passion for orchestral music with the Leffell School community. The String Ensemble class will explore historical and contemporary orchestral and string quartet literature while developing individual and ensemble performance skills. In addition to preparing for multiple community performances, students will study music theory in depth. The String Ensemble is open to all orchestral string players (violin, viola, cello, and upright bass) with at least three years of playing experience.

CHOIR

Share your vocal talent with the Leffell School community! The Choir class explores styles of music from different cultures and artistic eras while developing strong vocal technique and ensemble singing skills. In addition to preparing music for community performances, students learn basic music literacy and aural skills. The Choir is open to all students interested in singing in an ensemble setting, no experience necessary. Experienced pianists interested in playing for ensembles and soloists are encouraged to join as student accompanists.

DRAMA

This course will cover improvisation, scene study, character study, voice and speech, musical numbers as the storytelling actor, method acting, monologue breakdown, ensemble work, audition prep, and more! The course is open to all students wanting to explore the world of theater and performing arts regardless of previous experience.

ENGINEERING & COMPUTER SCIENCE

Courses in engineering and computer science designed to inspire students with the courage to dream and the grit to work through failure. Students learn to design and build with purpose and passion. Classes use technical learning of design, technology, and engineering to foster student creativity across the curricula. Students are encouraged to be unrelenting problem solvers. There is an intentional focus on both technical skills and power skills such as collaboration, critical thinking, perseverance, communication and social skills, teamwork, and self-management.

Engineering and Entrepreneurship (E2) is a multi-year engineering design, innovation, entrepreneurship and management course in the High School.

ENGINEERING & ENTREPRENEURSHIP I-A

E2 ESSENTIAL TRAINING (FALL SEMESTER)

In the first semester of Engineering and Entrepreneurship (E2), typically taken in fall semester of ninth grade, students immerse themselves in computer science, coding, and electrical engineering. Students learn foundational concepts including understanding a circuit and computing systems, and learn to program the Arduino microcontroller to work with a variety of sensor input and digital output. These skills will be important in subsequent E2 classes.

ENGINEERING & ENTREPRENEURSHIP I-B

E2 ESSENTIAL TRAINING CONTINUED (SPRING SEMESTER)

In the second semester of Engineering and Entrepreneurship (E2), students develop and demonstrate conventional fabrication skills using cardboard, wood, and acrylic and digital fabrication skills using computer-aided design (CAD), 3D printing, and laser cutting. Concurrently, students develop collaboration and design-thinking skills through multiple team-design challenges and discussions. The second semester provides students with the basic tools and skills necessary to design and build the product prototypes that they will conceive and develop in later E2 courses.

ENGINEERING & ENTREPRENEURSHIP II

E2 START-UP YEAR 1 (FULL-YEAR COURSE)

A full-year course, students in E2 Start-Up Year 1 learn and use the Design Thinking methodology to identify problems and subsequently generate solutions to those problems using the electronics, coding, and fabrication skills they developed in the previous semesters. After ideating solutions, students do a ‘“deep dive,” researching the viability of their idea as well as understanding the market for their solutions. Student teams end the first semester of the year by presenting their ideas and findings to the entire class. In the next semester, students form mock companies consisting of three- or fourmember teams. Each team develops a product that requires electronics, coding and fabrication as components of the product prototype.

ENGINEERING & ENTREPRENEURSHIP III E2 START-UP YEAR 2 (FULL-YEAR COURSE)

In E2 Start-Up Year 2, students, as they did in the prior year, form mock companies consisting of three- or four-member teams and develop a product that employs multiple technologies, techniques, and tools to address social challenges in the world. In this second year of Start-Up, expectations for products, prototypes, and other deliverables are higher. In addition to the deliverables of a product prototype, appropriate product branding and logos, a business plan, and a team investor’s presentation (pitch deck), students also develop a product commercial or crowdfunding video. Three or four times during the semester, companies formally present their investor pitch-decks to the class and panels of mock venture capitalists (mVCs).

DESIGN FOR CHANGE SCHOOL AND COMMUNITY IMPACT PROJECTS (GRADE 12 FIRST SEMESTER)

This twelfth-grade course focuses on team-based design projects that serve the school and the wider community. In the School Enhancement Project, teams conduct research and surveys to identify and address school improvement opportunities, applying skills in empathy, fabrication, coding, and electronics to create lasting enhancements. Concurrently, the Tikkun Olam Makers (TOM) Project has teams working with “need-knowers” — individuals with physical disabilities — to design personalized assistive devices, fostering empathy and problemsolving. This dual-project approach ensures every student’s active engagement, promoting teamwork, skill development, and social responsibility.

This class is open to any twelfth-grade student (including non-E2 students) with instructor approval.

LEFFELL SPACE I

This is Year 1 of an immersive, multi-year engineering course tailored to students passionate about science, engineering, and space exploration. Year 1 involves building a satellite ground station to communicate with radio satellites and applying engineering skills to design and test a high-altitude balloon payload. This year also includes study of space history, private space exploration, and policies/challenges.

Prerequisites: Engineering and Entrepreneurship I and instructor’s recommendation.

MAKERCLASS: INTRODUCTION TO FABRICATION

A

In this introductory course, students learn essential shop safety practices and gain practical fabrication skills through hands-on projects. Students work on three to four complex projects that employ a variety of techniques, including prototyping, precision measurements, woodworking, digital design, and laser cutting/engraving. The course explores carpentry and acrylic work through the making of items such as laser-cut nightlights and customized cutting boards. Emphasizing fine craftsmanship and the exploration of various fabrication methods using diverse materials, this beginner-friendly course is suitable for students not currently enrolled in other engineering courses and requires no prior experience.

MAKERCLASS: INTRODUCTION TO FABRICATION B

Building upon the skills acquired in the Introduction to Fabrication A course, students continue to reinforce workshop safety practices while expanding their fabrication skills. This course engages students in three to four complex projects, further developing techniques in prototyping, precision measurements, woodworking, digital design, and laser cutting/engraving. Students work with a variety of materials, including cardboard, wood, and acrylic, to create advanced versions of projects such as furniture pieces and functional household items.

Prerequisites: Introduction to Fabrication A or instructor’s recommendation.

COMPUTER SCIENCE I

This course introduces students to the basic principles of computer science using the Java programming language. We explore the basic foundations and fundamentals of programming to solve problems and create tools. Students learn to create efficient and effective programs through a series of in-class labs. This course (or equivalent experience) is required to take Computer Science II.

COMPUTER SCIENCE II

This course expands on the fundamentals of computing that are introduced in Computer Science I. Students study the data structures and algorithms that make their everyday life possible, as well as a new focus on Object-Oriented Programming (OOP). Prerequisite: Computer Science I or instructor’s permission.

COMPUTER SCIENCE III

This course continues to build on the foundation of the previous classes. Students cover advanced topics that open new paths for their projects. The class learns more about how Java functions as a language through the use of interfaces, abstract classes, associations, generics, and collections. Prerequisite: Computer Science II or instructor’s permission.

COMPUTER SCIENCE IV

This course places students in an environment to explore a selection of advanced topics in computer science. The class works with exceptions, multithreading, and databases. There also is a focus on reading documentation to solve more advanced problems. Prerequisite: Computer Science III or instructor’s permission.

COMPUTER SCIENCE V

The class will adapt their previously learned Java skills into new projects and ideas. Students will then build new skills through the use of GUI (Graphical User Interface) development to make visually interactive desktop applications. We will explore the use of images, sound, and other assets in our software. Prerequisite: Computer Science IV or instructor’s permission.

COMPUTER SCIENCE VI

The beginning of this course will cover the basics of video game history, this includes the technologies and companies responsible for what we have today. We will then cover the basics of video game development through the use of the C# programming language in the Unity game engine.

LANGUAGES

The main purpose of language is communication. The Leffell School’s world language classes help students attain a level of proficiency—first in comprehension and speaking, and later in reading and writing. It is important for students to appreciate the cultures of the people who speak the language. The Leffell School creates an atmosphere in which students are not afraid to participate, even if their answers are not perfect. They are encouraged to get as much exposure to the language as possible outside of school by partaking in such activities as reading newspapers, listening to radio programs, and watching television shows in the target language.

FRENCH 9

This course is designed for students who may have been introduced to French in middle school as well as students who are ready to begin studying French as ninth or tenth graders. Through the use of storytelling, story reading, and dramatizations — all in French — the course is designed to integrate students who are complete beginners with students who may have a novice level ability in French. Various topics include meeting people, discussing a typical school day, describing family members and friends, going places, and planning weekend activities. Students study the present tense of regular and irregular verbs as well as the past tense. French culture, especially as it relates to teenagers, is integrated into the curriculum. Students learn about the geography and customs of the Frenchspeaking world, comparing them to their own.

FRENCH 10

French 10 is for students who have completed the first year of French. It begins with a review of vocabulary and grammar learned the previous year. The study of grammar is more intense in French 10. Communication skills in listening, speaking, reading, and writing are further emphasized at this level. While expanding their vocabulary, students study different tenses so they can communicate more effectively. Students expand their knowledge of France and other French-speaking nations through readings. They conduct research on some of France’s renowned artists, musicians, and writers.

FRENCH

This course continues where French 10 leaves off. In this course, students will learn vocabulary related to health, well-being, and daily routines. They will learn how to order foods and drinks at a French café or a restaurant, talk about French gastronomy, and much more! They will explore the world of modern technology, shopping, and how to get around in a French town. In addition, students will acquire further understanding of complex grammatical structures, including major past and future tenses. They will also gain an extensive knowledge of a variety of topics such as history, arts, music, travel, culture, politics, fashion, etc. This course will prepare students to travel to a French-speaking country, and to function appropriately in its socio-cultural context.

FRENCH 12

This course is a continuation of French 11, offering an intermediate level study of the French language. It further develops students’ skills in four major language competency areas: speaking, reading, writing, and listening comprehension. French 12 covers many new themes like modern technology, living in a city, professions, and the future of our planet. Among grammatical points explored are future tense, multiple new verbs, prepositions, and interrogative expressions. It also introduces students to many cultural topics, literature excerpts, and film clips.

SPANISH I

Spanish I emphasizes how to learn a foreign language. Students begin by learning the basic regular and irregular conjugations of simple present- and past-tense verbs. The vocabulary presents cognates, family members, numbers, academic subjects, days of the week, months of the year, clothing, seasons, and descriptive adjectives. Students are also exposed to common idiomatic expressions and learn about the cultures of the countries they study. Spanish I focuses on the people of Central America, South America, and Spain. Students demonstrate their knowledge and understanding of the various countries studied through comparisons between Hispanic culture and their own. The history, geography, art, customs, famous personalities, and other important topics of each nation are important aspects of this course.

SPANISH II

In the first part of Spanish II, students review grammar from Spanish I. They then proceed to new verb tenses, including the imperfect, future, and present perfect. They also study irregular verb forms and idiomatic expressions. Students are asked to improve their skills in understanding and expressing their points of view appropriate to the second-year level. Practical vocabulary is emphasized in the four communicative skills of listening, speaking, reading, and writing. Students continue to encounter the cultures of different Spanish-speaking countries. They deepen their knowledge of the similarities and differences between American and Hispanic cultures.

SPANISH III

Level III begins with a rapid review of the previous two years’ grammar and vocabulary, after which it focuses on the present and pluperfect tenses, commands, and double-object pronouns. The main grammatical unit is the subjunctive mood, both present and past, with many of its uses. The vocabulary studied is diverse—some of it centered on travel, geography, daily activities, cooking, pastimes, life events, and health. There is a constant review of previous vocabulary and grammar. Additional idiomatic expressions are introduced and students begin to do more oral presentations and advanced readings in Spanish.

SPANISH IV

This course provides students with numerous opportunities to continue to discover, learn, and use Spanish in meaningful, creative, and engaging contexts. Authentic reading materials are used to further develop proficiency in the four skill areas of listening, speaking, reading, and writing. Grammar is reviewed and used not as an end in itself, but rather as a necessary tool for communication. Students focus on “putting it all together” by integrating all skills. This course is conducted entirely in Spanish.

SPANISH V

This advanced-level course further hones and develops students’ writing and speaking skills. Critical-thinking skills are utilized to analyze literary selections, films, and different readings. Personal reflection is incorporated in the form of a journal. Students are encouraged to question, interpret, synthesize, and integrate the Spanish language into their present and future lives while acquiring lifelong skills. This course is conducted almost entirely in Spanish.

ONLINE COURSE OPTION

VIA VIRTUAL HIGH SCHOOL

Interested students can enroll in online courses through our partnership with Virtual High School (VHS). The courses are asynchronous (students can log on to do their coursework on their own schedule rather than at a fixed time) and teacher led (all work is assigned with due dates and graded by the VHS teacher, and students interact regularly both with the teacher and with students around the country who are enrolled in the class). These courses require, on average, approximately six to eight hours of work per week (eight to ten hours for honors courses). We have found that they are best suited for independent, self-motivated workers who are seeking electives in subjects outside of our offerings on The Leffell School campus. VHS final course grades will appear on students’ school transcripts, but do not count toward a student’s GPA. Specific course requests are subject to approval by The Leffell School administration.

STUDY HALL

Study Hall is designed for students who want a quiet and structured time during the school day to complete school work under the supervision of a faculty member.

COURSES

GRADE 9

ENGLISH MATHEMATICS

Literature & Composition I

GRADE 10

Literature & Composition II

Foundations of Algebra

Algebra I

Geometry

Honors Geometry

PHYSICAL & NATURAL SCIENCES

Biology

Honors Biology Independent

Science Research I

HISTORY & SOCIAL SCIENCES

World History from Medieval to Modern Times

GRADE 11

Voices in American Literature

Advanced Topics in American Literature

Concepts of Geometry

Geometry

Algebra II / Trigonometry

Honors Algebra II / Trigonometry

General Chemistry

Chemistry

Honors Chemistry I

Independent Science Research I, II

GRADE 12

Creative Writing Workshop

The Literature of Lyrics

Modern Drama

War Literature and Film

World Literature

Algebra II

Algebra II /Trigonometry

Pre-Calculus

Honors Pre-Calculus

AT Calculus AB

Mathematics of Finance

Statistics

General Physics

Physics

Honors Physics I

Independent Science Research II, III

United States History to 1945

United States History Since 1945

Honors United States History Since 1945 An American Melting Pot

Modern Israeli History and Society Order in the Court

Vive la Revolution

Wives, Workers & Warriors

Trigonometry

Pre-Calculus

Calculus

Honors Calculus

Calculus BC

Mathematics of Finance

Statistics

Introduction to Ordinary Differential Equations

Anatomy & Physiology

Environmental Science

Forensic Science

Advanced Topics in Physics

Honors Anatomy & Physiology

Honors Chemistry II

Honors Physics II

Independent

Science Research IV

Constitutional Law Economics

Gaming the Government: Reacting to the Past in European History

Government and Politics

Psychology Ripped From the Headlines

HEBREW LANGUAGE TANAKH, TALMUD, & JUDAIC STUDIES

Hebrew I – XI

Hebrew Language & Culture 9

Hebrew I – XI

Hebrew Language & Culture 10

Tanakh: The Birth of a Family

Beit Midrash Talmud

Akiva Talmud

Talmud: The Rabbinic Revolution

ELECTIVES

Introduction to Art Fundamentals

Exploration of Artistic Techniques

Band

String Ensemble

Choir

Drama

Engineering & Entrepreneurship (E2) I-A & I-B

Computer Science

Makerclass

French 9 - 10

Spanish I - II

Hebrew I – XI

Hebrew Language & Culture 11

Tanakh: The Creation of a Nation

Beit Midrash Talmud

EXTRA PAGE

Akiva Talmud

Talmud: Development of Rabbinic Thought: Creating Law Through Interpretation

Hebrew I – XI

Hebrew Language & Culture 12

Tanakh: Growth of a Nation

Tanakh: Neviim: The Story of a People in its Land

Beit Midrash Talmud

Akiva Talmud

Talmud: For Whom Are We Responsible?

Jewish Identity in a Larger World

Jewish History: Major Trends in the History of Jewish Civilization

Facing History and Ourselves

Hidden Stories in the Scriptures

Jewish Medical Ethics

Jewish History: Major Trends in the History of Jewish Civilization

Biblical Art and Interpretation

Gender & Sexuality in Judaism

Jewish Innovation & Ethics

Love, Politics, and the Absence of God in the Megilot (Tanakh)

Messianism and Redemption in Jewish Life

Modern Israeli History and Society

Mussar Institute

Introduction to Art Fundamentals

Exploration of Artistic Techniques

Band

String Ensemble

Choir

Drama

Engineering & Entrepreneurship (E2) II

Computer Science

Makerclass

Leffell Space I

French 9 - 10

Spanish II - III

Personal Expression in Art Band

String Ensemble

Choir

Drama

Engineering & Entrepreneurship (E2) III

Computer Science

Makerclass

French 11

Spanish III - V

Art Portfolio & Exhibition Preparation

Band

String Ensemble

Choir

Drama

Design for Change

Computer Science

Makerclass

French 12

Spanish III - V

BEYOND THE CURRICULUM

HOLIDAYS IN THE HIGH SCHOOL

The holidays are a special time in the High School. For commemorative days such as 9/11 or Yom HaShoah, we welcome survivors to share their firsthand experience with students. For celebratory holidays, in addition to festive and meaningful tefilot, there are holiday-related activities ranging from eating in the Sukkah to Chanukah candle lighting at our evening sports games to a Purim carnival, and even a Tu Bishvat-themed science lab in chemistry. Students especially look forward to ShavRuach (Spirit Week) leading up to Thanksgiving and to dressing up in blue and white for the spirited Israeli song and dance filled celebrations of Yom HaAtzmaut.

YOM IYUN

Each year, the High School has a Yom Iyun — a day of specialized learning — in which we dedicate part of a school day to learning about a topic of importance and interest to our community. This provides our students with an opportunity to broaden their horizons and engage in learning outside of the traditional classroom. The day is typically planned collaboratively by members of our student government, working with the school administration.

The Yom Iyun schedule incorporates both schoolwide elements, such as a keynote speaker, and smaller breakout sessions and group activities featuring guest experts. Planners offer a range of options so that students can participate in ways they find most engaging and interesting.

Past Yemei Iyun have focused on mental health, sports and society, climate change and sustainability, learning differences, engagement in the arts, and issues related to race and identity.

SHABBATONIM

Each class in the High School spends a Shabbat together as a grade once a year at an off-site Shabbaton – studying, singing, in tefilah, and enjoying free time. Experiential activities focus on Shabbat itself and the amazing ways 25 hours of rest and rejuvenation can enhance our lives and our community. The Shabbaton is a special and potentially powerful time for students not only to immerse themselves in a traditional Shabbat experience, but also to bond further with each other and the faculty members who join them.

ACTIVITIES BLOCK

The Activities Block ensures students have time on their schedules allocated for co-curricular pursuits. Program options include choir, mock trial, yearbook, and more. Guided by a faculty member who provides advice and structure, the Activities Block gives students a chance to learn with and form connections with students from across all high school grades.

CLUBS

Created and led by students, there are extracurricular clubs to fit every interest from the arts, to finance, to the outdoors, and to community service. There is a chance for students to delve into their current passions and to discover new ones.

LEADERSHIP OPPORTUNITIES

High School students are encouraged to take on leadership roles, which allow them to develop important skills – such as communication, accountability, problem solving, decision making, creativity - that will empower them to be effective leaders on college campuses and in their adult lives. Leadership opportunities at the High School include:

Student Government

Sports Captains

Club Leaders

Student-Directed Play

Student Ambassadors

Twelfth-Grade Peer Leaders

Leadership Shabbaton

The capstone experience of a Leffell School education is the transformative Lev v’Nefesh trip to Poland and Israel that truly touches the heart and soul of each student. Twelfth graders spend eight weeks walking in the footsteps of Jewish history and discovering their own paths as Jewish leaders of the future.